Written Art Lesson Plan for Negative and Positive Space Snowmen
Please Note: All images seen beneath are of my students artwork only. These photos/lessons are non posted in any particular gild regarding the flow of my curriculum.
Abstract Self-Portrait Paintings
This fun self-portrait lesson combines art exploration inabstract art andcolor theory.
Information technology is DEFINITELY one of my favorite lessons for second grade!!
On the first day of the lesson, I showed students my case paintings as well every bit but the abstract drawings before the paint was applied. I asked students what they thoughtabstruse artwork might be while looking at my examples. They noticed that the drawings were basically lines and shapes! We discussed how abstract art focuses mainly onlines, shapes, and colors and didn't evidence a "moving picture" of annihilation (a person, a canis familiaris, a tree etc.) I and then showed them a slideshow of artwork past diverse abstract painters (Wassily Kandinsky, Paul Klee, Joan Miro, Jackson Pollock and William de Cooning) and talked a piffling fleck about their background.
Then I demonstrated on how they could draw an abstract drawing using different lines and shapes using rulers, diverse circle tracers as well every bit past hand.
They started in pencil on 12×xviii″ tagboard and so went over all the lines with crayons beingness sure to press super difficult as they traced over their lines (later on we would practise a crayon wax-resist). They then filled out a brusk questionaire with 10 or and then questions request almost their favorite things and things near themselves. If they didn't answer them all, that was okay- I suggested to respond their favorites showtime, and then at least reply half-dozen.
In the adjacent form, they painted their drawings using liquid watercolors creating acrayon wax-resist. I gave students only carmine, blue and yellow paint, which allowed a review onprimary colors! Nosotros too reviewedsecondary colors andwarm and cool colors as I demonstrated mixing colors, which was a great reminder on color theory!!
While students worked, I took each students photograph (which I afterward printed as a loftier-contrast black & white photo on printer newspaper).
In the following fine art class, students glued their black and whiteself-portrait onto their painting besides as their printed sentences that were cut into strips. (I typed out their answers and cut each question/answer into strips with a newspaper cutter).
I know this lesson includes quite a scrap of additional prep from me for all their photos and text, simply I couldn't resist doing information technology! The watercolors actually pop against the black and white photo- as well equally the strips of text! Plus, I just love this accept on a self-portrait project. Kids actually enjoyed the abstruse component and of class loved getting their photos taken as well!
I promise you enjoy these awesome abstract cocky-portraits as much as I exercise!!
Thanks Bridgette from http://guerzonmills.com for the idea! (I constitute via Pinterest)
Learning Goals:
– Larn what abstract art is and can place abstruse art
-Learn near abstract artists and their artwork (Paul Klee, Kandinsky, William de Kooning, Jackson Pollock)
-Review and can identify principal, secondary and warm and cool colors
Birch Tree Landscapes
This lesson is another i of my favorites for 2d course!
The objective of this lesson was to create amural painting, while students are introduced to, and gain an understanding of,foreground, eye basis, and background within artwork. Second graders looked at the artwork of Bev Doolittle for inspiration.
Students practical their previous cognition with creatingperspective and space in their artwork from the "Monet inspired Span" lesson for this birch tree landscape lesson. Objects in the foreground appear to be larger and lower on the folio. Objects in the background are smaller and higher on the page.
On the first 24-hour interval of the lesson, students drew hills and trees on paper. Some trees in the foreground, a few in the center footing and some in the background. Students so used the side of a piece of corrugated paper-thin dipped into a little scrap of blackness liquid tempera paint, to create the black lines within their birch trees.
Paintings were then left to dry out until the next calendar week.
On the second day of the lesson, they drew grass blades and flowers using crayon in the foreground (pressing hard!), and painted the land and sky with watercolors, creating acrayon wax-resist.
For days three and four, studentsobserved pictures of animals for reference, (I had packets of various photocopied pictures of animals for each kid to observe, every bit well as simple step-by-step, how to depict animal packets that I fabricated earlier) and drew them on separate minor pieces of 80# cartoon paper. They then advisedly cut them out and glued them onto their finished paintings to inhabit their wonderful birch tree landscapes!
The results are cute and I think students did such an incredible chore!
Learning Goals:
-Students apply previous knowledge on how to create perspective in their artwork
-Acquire about the artist Bev Doolittle and her artwork
-Develope an understanding of foreground, middle ground and background within artwork
-Demonstrate an understanding on how to create a crayon wax-resist painting
-Raise drawing skills through observation
3D H2o LILIES Inspired by Claude Monet!
I LOVE these flowers!!! I also recall this may be my new favorite art lesson to teach!
2nd Graders did such a fabulous job creating them– And then proud of their work!!
Step-past-stride directions with photos below! AND a YouTube tutorial on the lesson is available under my "Fine art Instruction Videos" page.
I also accept a Costless downloadable tracing template for the petals! Learn more below!!
The fine art display (almost complete! Waiting on some other 2 classes to finish then will add the rest!!)
To view a You Tube Tutorial Video on this lesson click Hither!
This lesson incorporates focusing on v of the 7 elements of art! – ( line, shape, color, form, texture) and is inspired by artist Claude Monet and his water Lilies.
This lesson took (4) 40 minute art classes.
TO VIEW A You lot TUBE TUTORIAL VIDEO ON THIS LESSON CLICK Here!
ON DAY one students learned about Claude Monet and looked at a slideshow of some of his paintings- Especially (of course ) his water lilies!
Students then painted a sheet of ten×10" heavy weight tagboard with turquoise liquid watercolors, calculation salt while wet!! This becomes the water groundwork, and the salt, (once dry), will make it look like light is reflecting off of the h2o.
The blue paper is set aside to dry.
Then, students painted an entire canvas of 12×eighteen" heavyweight tagboard either fuchsia or orange using liquid watercolors.
Kids had a choice of ii colors to keep clean up elementary—(did I mention I don't have a sink or access to h2o within my fine art room at ane school, and teach off a cart at another???)
ON Mean solar day 2 -Create the lily pad
To create the lily pad, students glue various shades of green and xanthous and light blue tissue paper (pre-cut into squares) using watered down white school gum (or watered down mod podge) on an fourscore# 10×ten" piece of drawing paper.
I pre-describe the circles for the lily pads with sharpie to save time.
I use watered downwards glue (but a smidge of h2o per glue container) to sparse it out to brand it more easily spreadable. Kids apply it with a regular tempera paint brush.
Students applied a thin layer of watered down glue, then a piece of tissue, then another thin layer of watered down glue to make the tissue smooth and flat. Students repeated this process until the entire circle was filled, overlapping tissue a footling as they glued.
Let dry
ON Twenty-four hours three – Adhere lily pad to blue water background, and so cutting out petals.
Students cut out their dark-green lily pad and then cut out a triangle from their lily pad
And then they glued their lily pad onto their bluish paper with a gum stick (using lots of glue) and pressed for 5 seconds to make certain it was flat and glued on deeply.
Then after setting bated, students cut out their flower petals.
(Prior to class, I traced 6 large, 6 medium, and six pocket-sized petals using tracers I created, on anybody'southward pink or orange painted sheets, to save fine art making time).
As kids cutting EACH petal out, they wrote their names on the backs of each one with a pencil, so put information technology in a zip lock baggie, with their name on the baggie in sharpie, and was prepare bated for the following fine art class.
Students thought it wasn't necessary to have them write their names on the backs of their petals since the zip lock bags would have their proper name, but I just wanted to be extra cautious in case petals were misplaced/mixed up with someone else's or cruel on the flooring…. Which did happen a few times– So I'1000 glad I had them do that actress step!
These baggies were and so set bated in a box for afterward. Each class had it's ain box.
ON DAY 4:Gather the flower!
Students finish cut out petals (if needed) then glue downwardly all the large petals first, so medium, then small.
I prove students nether the document camera, how to stack the fish "tail" of each petal (we talked about how the shape of the petals looked similar fish) right on top of each other like when making a sandwich –stacking the next rectangular fish tail over the previous ane each time.
I used "Aleene'due south" quick dry (and other types of Aleene'southward tacky glue) to attach the petals. It's of import to use quick drying gum that is stronger than regular school mucilage in club to back up the weight of the petals and it helps them pop upward.
Another bonus—The glue dries clear!
I bought packs of v for $5 at A.C.Moore, (also sold at Michael's). Each student had their own glue bottle.
(Since the bottles are small, I re-filled the same small bottles with a larger sized ane for the following classes).
Students put a dot of glue per petal's "fish tail" (about the size of a pea). I have students count to 5 for each petal, while pressing.
Later applying glue and pressing the "tail" down for 5 seconds, curve the petal dorsum at its base with 1 hand, while pressing the "fish tail" down deeply with your other finger. This makes the petal stand up and popular out rather than laying flat. (See photograph beneath— I think this motion-picture show explains it improve)
Once all petals are attached, then add the yellowish felt fringe to the flowers center!
Students scroll the fringe, starting from ane end —keeping it tight every bit they roll it upwardly.
Glue the bottom of the rolled fringe (heavily), with the same tacky mucilage.
Put some glue on the heart of the flower every bit well.
Attach fringe curlicue to middle and hold for 20-thirty seconds. Don't worry if the fringe is squished – yous can adjust it once totally dry (20-30 minutes subsequently).
I had students set up the finished flowers in the hallway to dry flat for awhile– and hung later at the terminate of that 24-hour interval!
I could Non w-a-i-t! To hang these beauties upwardly!!
LOVE, LOVE, LOVE them!!
CLICK Here TO Become TO MY TEACHERS PAY TEACHERS Folio TO DOWNLOAD A Free TRACING TEMPLATE FOR THE 3 PETALS (LARGE, MEDIUM AND Small).
Learning Goals:
Students learn about the life and artwork of Claude Monet
Learn what Impressionism is
Can create and sympathize what a three-dimensional work of art is
Larn almost the Elements of Art and especially what Form is
Acquire diverse painting techniques (using salt with watercolor)
SPRINGTIME BUNNIES AND Carry CUBS
How ambrosial are these?!? My 2nd graders did such a fantastic job creating them!
This lesson took (3) 40 minute art classes to terminate and incorporates the Elements of Art- Line, Shape, Color, Value and Texture! We also used overlapping, contrast and pattern in our work! Students could cull between creating a bunny or a bear cub. Read below the photos of student'south artwork to see how they were created!
TEACHERS
Free DOWNLOADABLE Deport CUB TEMPLATE ON MY TpT PAGE Here
TO Discover MY Blog POST WITH PHOTOS ON HOW KIDS CREATED THESE AND MORE… CLICK HERE AND Copy AND PASTE "SPRINGTIME BUNNIES AND BEAR CUBS- second GRADE!" IN THE SEARCH BOX!
Twenty-four hours one
Students drew flowers all over their ix×12″ lxxx# drawing paper using markers and crayons. They were encouraged to draw the flower heads Large and draw LOTS!! Especially along the pinnacle and sides since subsequently on the bunny or deport would be placed over their painting.
I demonstrated a agglomeration of different ways to create the flowers first, but students could draw them any mode they wanted! I besides encouraged them to utilize brilliant colors. If they drew flower heads with a circle eye, they colored in the circles with crayon, pressing difficult. In one case their paper was filled they drew green stems from each bloom head going all the way to the bottom, using a green crayon as well equally a green marker for each i.
DAY 2
Students finished upwardly creating their blossom heads and stems if needed (they really took their time with this step and loved created intricate flowers!!) then usingmerely water on a paintbrush, they went over each blossom with water.
This turns the marker into nigh a watercolor consistency, which kids LOVED!! I showed them how to just exercise one flower at a time and so rinse their brush before moving onto the next then the colors wouldn't get muddied.
And so students went over all theirstems with water. The crayon part of the stems would remain a solid line since crayons resist water.
We talked about the Element of Art "Value" and how the colors of the flowers would go softer and lighter in value once water was practical.
The wet flower paintings were left to dry until the following class. Students then either chose a bunny or bear cub template to kickoff cartoon lines with sharpie to add TEXTURE!
I downloaded and printed the bunny template from a website for teachers called Teachstarter (costless template) and then created the bear 1 myself and made copies for kids.
I demonstrated how to draw straight lines close together in between each section using sharpie. Students could leave the heart area as it was, or become over the lashes and create longer lines. Nosotros discussed how the lines created fur- like texture. We as well discussed how the blackness & white vs. the colorful flower background would create Contrast.
DAYS two-3
Students continued drawing lines if needed, and so carefully cut out their animals and glued onto their blossom background! I but LOVE how unproblematic yet cute this lesson is! Plus, kids continue to understand how they are applying the elements of art while creating!
Learning Goals:
Students create artwork utilizing the elements of art (Line, Shape, Color, Texture and Value) and can describe how they used each in their art
Students can define contrast and indicate out the use of contrast in their artwork
Students can create, define, and point out overlapping in their artwork
Positive/Negative Hands
For this lesson, students learned virtuallypositive andnegative infinite in artwork and used their previous knowledge (from their sketchbook cover lesson) on warm and cool colors to create this colorful vibrant painting.
Beginning, students painted a 9×12″ paper using eitheronlywarm colors, butabsurd colors, OR a rainbow (in the rainbow's order) using watercolors.
On the 2nd day of the lesson, they traced their manus on the back of their painting using pencil, then advisedly cut out as one slice and prepare it aside.
They took the remaining paper (now showing the negative shape of their hand) and glued downward to the left side of a canvass of 12×xviii″ black structure paper, being certain to line upward the edges.
Students so folded the positive cut out of their hand in half and drew a one-half circle (or other shape) in the middle, cut out and glued to the heart.
The remaining mitt with the hole cut from its middle was then glued to the right side of the black paper. Thank you Mr. O (http://mrosartroom.blogspot.com/) for the awesome lesson inspiration!
Learning Goals:
– Students can create and ascertain positive and negative space within artwork
– Demonstrates a articulate understanding of warm and cool colors and shows this in their piece of work
Silly Monster Selfies
Second graders had a smash creating these super ambrosial light-headed monsters!
On day one (of ii) for this lesson, students drew a uncomplicated monster head shape with two pointy parts for ears, on their chosen 9×12″ colored construction paper groundwork with pencil. They and then dipped the edge of a 2″x4″ piece of sparse cardboard (I used the paper-thin that comes with the packaging for styrofoam printing plates) into black pigment and "stamped" short blackness lines along the edge and inside their monster to createtexture for fur! These were left to dry until the side by side class.
On the second 24-hour interval of the lesson, students then cut out their monsters, leaving a little color around the border and glued onto a 12×12″ piece of black construction paper.
They added big eyes with punched out white newspaper and blackness newspaper for the pupils also as a mouth and fangs!
They learned how to create asymmetrical oral cavity by folding a piece of black paper in half and cartoon only one-half the oral fissure along the folded border and cutting out while still folded.
I LOVE how these came out!!Thank you @mrsallainart (via Instagram) for the inspiration!!!
Learning Goals:
-Students can ascertain and create texture within their piece of work
-Students can define and create a symmetrical oral cavity within their monster
Another time we created the same monsters using the same technique, but added cut paper hearts to make them "Honey MONSTERS" for Valentine's Solar day! See Below
I read them the cute story, "Dearest Monster" past Rachel Brilliant for inspiration!
Symmetrical Fall Leaves
For this art lesson, second course students created enlarged,symmetrical fall leaves with warm colors.
Students first skilful theirobservational drawing creating at to the lowest degree five leaves in their sketchbooks, while looking at a leaf handout.
They and so chose i drawing to enlarge on 12×18″ newspaper. They folded the paper in one-half and drew merely one-half of their leaf, using contour lines, along simply the folded edge. They then carefully cut it out, to reveal their symmetrical leafage cut out.
Students then drew the veins of their leaves with crayons and and so painted the leaf using warm colors with watercolor paint to create a crayon wax-resist technique.
For a last touch, students glued their dry leaf painting onto either a blue, dark-green or purple slice of construction paper revisiting what the warm and cool colors were from the sketchbook cover lesson, in the offset of the year.
Learning Goals:
– Exist able to identify warm and absurd colors
– Develop observational drawing skills
– Explore and learn about contour lines
– Understand what symmetrical means and exist able to identify and create a symmetrical image
Catching Snowflakes Portraits
Second graders LOVED creating these adorable drawings of people catching snowflakes on their tongues!! They did such a wonderful chore, and I honey how each student put their ain unique spin on the terminal touches!
For this fun two day art lesson, students offset drew a face looking upward (we talked about how the shape of the head with the pocket-sized crash-land for the nose pointing up and a large circular shape for the face up resembled a pumpkin). And then added an open oral cavity, teeth (here, kids could add together spaces between teeth to show the person lost a tooth or teeth!), a letter "m" for the tongue, hair (flight around from the winter current of air), scarf, and sweater or jacket.
Once all drawn in pencil, students colored in using oil pastels. Students learned how to clean their oil pastel sticks using a small piece of paper towel or tissue before applying color. (Since multiple colors are all in the same container, the oil pastels can have other colors on them which tin can affect their work, unless wiped away beginning).
For the final stride, students added snowflakes (of course!) and could add one on the person's natural language every bit well, then outlined the person with a blackness oil pastel to help ascertain edges and brand the person stand up out.
Cheers Aly at Fiddling Yeti (http://artisandesarts.blogspot.com/) for such a cute lesson idea!!
Learning Goals:
-Students learn tips and techniques with oil pastel
-Learn how to depict from a different perspective (person looking upwards)
WINTER BEARS IN SWEATERS!
CUTENESS OVERLOAD! I ADORE THESE BEARS and dearest all the different expressions!
Read more on this lesson beneath students artwork, and detect out how to view my step-by-step drawing directions on how nosotros created these bears!
I dearest all the different expressions!
This lesson took 3 fine art classes to consummate (40 minutes each).
2nd graders followed along with me as I did a guided drawing for their bear nether the document camera. We drew our bears on 12×12″ 80# white cartoon paper in pencil to start. So added a ton oftexturefor the fur past drawing lots and lots of lines with a fine signal sharpie. Second graders colored in the eyes and nose with a thicker sharpie except for the piddling white highlight to create calorie-free reflecting off the bears optics and nose.
Then students used some of their math skills to create theirpatterns in the sweaters!
To practise this, students drew iii curved lines inside the area of the sweater, creating 4 stripes. Then referred to a pattern sheet with a variety of patterns labeled by a number. Each student got dice to curl, and for each of their striped sections in their sweater, they rolled their dice to figure out which pattern they'd draw. For the ist section in their sweater they could create their own from their imagination, or pick one from the pattern sheet. For the twond section in their sweater they rolled the dice and drew the pattern according to the number rolled. For the 3rd section, they rolled the dice twice and added the two numbers together to get the pattern, and for the quaternary section, they could choose whatsoever pattern they wanted from the sheet or create their own!
In one case drawn in pencil, the patterns were traced over in sharpie, and so colored in carefully with markers.
LEARNING GOALS:
Students can identify and employ the elements of art LINE, SHAPE, Colour, and TEXTURE to create their bears
Students can define and create patterns within artwork
Students understand that artwork can incorporate math concepts and can use their add-on skills to create the patterns
TO FIND MY Blog Mail WITH STEP-BY-STEP PHOTOS ON HOW KIDS CREATED THESE BEARS AND MORE… CLICK HERE AND Copy AND PASTE "WINTER BEARS IN SWEATERS" IN THE SEARCH BOX!
Snowmen at Night
For this lesson, students listened to the story "Snowmen at Night" by Caralyn Buehner, for inspiration.
During this lesson, students learned nearlyperspective in art. Perspective is the technique used to represent a three-dimensional world (what nosotros meet) on a two-dimensional surface (a piece of newspaper or canvas) in a way that looks realistic and authentic, as we see information technology in nature. Perspective is used to create an illusion of space and depth on a flat surface.
To do this, students drew some snowmen larger, along the lesser of the page to appear closer to the viewer, and some snowmen smaller, most the elevation of the page to appear further away from the viewer with snowy hills in between, to create the illusion ofspace anddepth. Students also added copse, houses and other objects within their work.
2d graders also learned that aprofile is a side view of a person, animal etc., (or in this case a snowman!) and drew at to the lowest degree 2 snowmen in profile.
Afterward drawing everything in with pencil on blackness paper, students colored in their drawings using oil pastels. They had the option to color their snowmen and snow with whatsoever colors they wanted.
If students chose to color in the snow and snowmen the aforementioned color, they needed to simply be sure to leave a fiddling space effectually their snowmen, or draw a black line to divide and ascertain the snow from objects within the snow.
Learning Goals:
-Students learn what the discussion perspective ways in artwork and how to evidence that in their work
-Sympathise why size and placement of objects are of import in social club to create perspective in artwork
-Larn about viewpoints and understand what a contour is
"Birds-Middle view" Snowmen Collages
This snowman collage was a fun one day lesson using cut newspaper, oil pastel, and sharpie. We discussed what a "bird's-heart view" perspective was first so students had the choice of creating a snowman looking up or looking direct ahead.
Students traced three different sized round objects (a cardboard circumvolve for the base of operations, blank or erstwhile CD's for the middle, and a small plastic accept out cup for the head) on a sheet of 12×18″ drawing newspaper. They drew a blueish line with oil pastels around the edge of each circumvolve, and then with a round move, blended forth the edge with their fingertip.
They cut out the circles, and then glued them into place largest to smallest on a sail of 10×10″ colored structure paper. They added dark-brown "sticks" for the arms, a cut triangle for the carrot nose, and a scarf with pieces of colored construction paper. Eyes, mouths and buttons were drawn using a blackness sharpie.
Students either placed the carrot along the blue border in gild to accept the head looking direct ahead, or in the centre to show the snowman looking upward towards the sky.
Learning Goals
-Students learn what birds middle-perspective means and can prove that in their work
Mixed-Media Jellyfish Paintings
On the commencement day of this lesson, students learned nigh whatmixed-media is. I explained we'd exist using a combination of differentmediums— tempera paints, chalk pastels and oil pastels to create our pictures. I also demonstrated the difference between chalk pastels and oil pastels on scrap paper. Students then created an underwater background painting using liquid tempera pigment. They started at the acme of the 12×eighteen″ tagboard with blue paint, and then layered on white right on superlative of the bluish and blended to create atint of blue. And so after cleaning their brush in water, painted just blue, then simply regal and then black working their way downward their papers. Students were encouraged to blend where ii different colors met, to create a shine transition from colour to colour.
On the second day of the lesson, students drew jellyfish using whitechalk pastels. I demonstrated a really unproblematic way to draw them past creating a dome like shape then adding wavy lines (some longer than others) underneath. They could fill in with whatever colors they wanted once fatigued, and then blended using their fingertips.
We discussed the deviation betweenopaque andtranslucentwhen creating the jellyfish with chalk pastels. Students then added black and green seaweed and some fish withoil pastels.I love how the jelly fish wait like they're almost glowing!
Thanks Patty (Deep Infinite Sparkle) for this lesson idea!
Learning Goals:
-Students learn what "medium" means in art and what "mixed-media" is
-Learn about differences between chalk and oil pastels
-Larn what a tint is and how to create them
-Learns translucent vs. opaque
MONET INSPIRED BRIDGE PAINTINGS
2nd graders created these beautiful paintings inspired by the creative personClaude Monet.
On day 1 of the lesson, students learned about Monet and watched a neat video well-nigh his life and artwork narrated past an eight year old daughter. You lot tin view it here.
Students then drew a bridge in pencil, and colored in with crayons. They made certain to printing hard while coloring in and to not leave whatsoever gaps of white paper showing in order to create acrayon-wax resistlater on.
Students learned that Monet was a very famous French painter, who was a founder ofFrench Impressionism.They also learned he would frequently pigment"en plein air" (pregnant open; in total air -in French), and that he enjoyed painting the same things over and over, but at different times of the day. Each time he went exterior to paint it, the low-cal would exist different and change the mode the colors and shadows looked.
He peculiarly loved painting his water lily swimming by his house in Giverny, France. Information technology was very important for him tocapture a sense of low-cal in his piece of work, (morning, afternoon, evening light as it roughshod on his subjects).
He achieved this past adding various shades of color and white to his paintings.
Students created a sense of light inside their piece of work past cartoon black lines (like the number seven) within certain areas of the bridge to create shadows, and white lines (like the letter of the alphabet L) to create calorie-free.
They besides added white to the grass and on 1 border of their lily pads.
On the final day (day 3) of the lesson, they used awet-on-wet technique and painted their drawings with water, then painted with blueish liquid watercolor while still wet. Then they sprinkled salt all over their paintings, which when dry, creates these interesting effects yous run into here within the paint! Information technology makes it await similar light shimmering on the water!
Students did a fantastic job creating these Monet inspired paintings, don't you think?
Learning goals:
-Students learn about the life and artwork of Claude Monet
-Larn that Impressionism is a fashion of art
-Learn that Monet was one of the founders of Impressionism
-Tin ascertain and create a crayon wax-resist painting and use wet-on-wet techniques
-Gains an agreement of perspective and space. Learn that objects that are closer to us are drawn larger and lower on the page, and objects that are farther away are drawn smaller and higher upwards on the page
FIELD OF FLOWERS PAINTING
This was a super fun 1 twenty-four hour period painting lesson! Kids used warm colors to create the flowers by making unproblematic circles upon circles, then used cool colors to create stems for their flowers!
The goal was unproblematic- fill up in the space on the 12 x12″ paper (we used manila tagboard) with lots and lots of flowers and stems and have FUN!
I LOVE how elementary and colorful these are! They wait great hanging all grouped together in the hallway around springtime with the pop of brilliant color behind them. Cheers Painted Paper Art (http://www.paintedpaperart.com/) for sharing this fun painting lesson!
"THINKING OF SUMMER" SELF-PORTRAITS
This was a perfect lesson for finishing off the school year! Cheers Mr. O (http://mrosartroom.blogspot.com/) for this fun lesson!
2nd graders drew the tops of their heads large, along the bottom of their paper, adding just their eyes and eyebrows to their face. They drew a thought bubble, and things that they were going to do, or wanted to do over the summer! Once outlined with sharpie, they colored in with crayon, then painted the background with whatsoever colors they wanted using tempera cakes.
Savor!
Warm / Cool Paw Design with Patterns (Sketchbook Cover Drawings)
For every grade level (1st-5th) I take students create a drawing that gets mounted onto a sketchbook for each student to utilise throughout the year. The sketchbooks stay in my art room in form level/ classroom bins. Each form has a different drawing lesson and creates different artwork from other grades.
To create the bodily sketchbooks, studentsfolded a sheet of 12×18″ sixty# newspaper in half horizontally, for the cover. Students then staple in 12 sheets of pre-cut eight.5 x11″ paper (donated actress long printer paper -8.5 10 xiv″- Legal size- that I cut to 8.5 x eleven″ alee of time). * Any left over cut scraps of white newspaper are then used for other collages/lessons. Then their drawings go glued onto the encompass.
Corking for when kids finish early on, plus it keeps all (what usually would be) loose do drawings all in i contained place. Students use sketchbooks to free draw in one time finished with an art lesson (if they stop early), every bit well as to practice cartoon/plan out their ideas, before doing a concluding version.
Growing up, I had sketchbooks and diary'due south that I would draw in and I think it'south so fun to exist able to look back on something like that. My students will have sketchbooks from 1st-fifth grade, a new one every year to be able to wait back on and see /track their ain artistic growth throughout the years! Especially fun when yous're older to dig up all your old sketchbooks from your parents keepsake chest and flip through as an adult!
So for this item sketchbook cover cartoon lesson, 2nd grade students created a mitt drawing usingwarm and cool colors and patterns .
Students starting time traced their paw and drew apattern inside their hand. Then they drew a different pattern in the background filling in the entire page.
After outlining with a black sharpie, they colored inside their hand using onlywarm colors, and colored in their background using onlycool colors (or vice versa) with markers.
Sketchbooks are used throughout the twelvemonth to plan out ideas, practice before making a last cartoon, work on an extension of the current lesson if finished early, and of form to just have fun and experiment.
Learning Goals:
– Understand the purpose of an artist'southward sketchbook
– Demonstrate an understanding of warm and cool colors
– Tin can identify and create patterns in their work
3D Paper SCULPTURES INSPIRED Past Creative person CHARLES MCGEE
This lesson took ( 2 ) 40 infinitesimal art classes to create.
Students learned virtually the creative person Charles McGee and nosotros discussed his artwork. Nosotros discussed how we'd be utilizing the elements of art, line, shape, and form to create our sculptures. Then students received a sheet of re-create newspaper with iv lines pre-fatigued and photocopied for the form.
Then using a black sharpie marker, students drew a unlike blueprint in each department, creating five sections.
DAY ii
And then on twenty-four hour period ii, students cutting out each department with scissors.
Students and then flipped over each strip, and folded back the ends. They then glued the flaps with a glue stick and positioned the flaps on a piece of 8×8" white cardstock paper and pressed for 5 seconds. Students could identify each strip wherever they wanted creating height by placing the flaps closer together, and then gluing on other sections on top of previous ones. They had a lot of fun creating these fun and interesting sculptures!
Source: http://www.artwithmrsfilmore.com/2nd-grade-art-lessons/
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