Art Lesson Plans With Pastels for High School Students
Painted paper collages of 'Fall' birch trees by Elizabeth St Hilaire were the inspiration for these mixed media artworks by Yr five students. The process nosotros used was dissimilar than that of St Hilaire, though I got the students to suggest what materials and techniques they remember were used by her.
Elizabeth St Hilaire was born and raised in New England, USA and has lived in Florida for more than 20 years. She makes collages from painted, found and hand made papers, which she tears and collages to brand her astonishing textured and patterned artworks of landscapes, trees, animals, flowers, birds and portraits. St Hilaire does an underpainting first then uses swatches of painted and found paper in matching colours to glue over the top, giving her work a painterly finish, with the texture of a collage. We used a different process, painting the collaged paper later on it was stuck down. For this projection we looked at her Autumn (Autumn) Birch trees for inspiration!
Lesson Plan for Twelvemonth 5-6 aligned to Victorian Curriculum, with learning intentions, success criteria, lesson activities with materials and techniques, artist and student examples, plus rubric reflection sail.
Children used pre-cutting shapes to assemble a house shape with white or coloured squares for windows and the number of people in their family. They describe a face of each family member on the squares. Shutters (patterned newspaper) are added over the window squares and cutting so they open in the heart.
A background for the newspaper house is made by using white pastel for clouds in the sky (blueish dye launder or liquid watercolour over) light-green sponge for textured grass. Students glue their house to the background, adding trees, flowers, fence.
Paper bag houses!
Not my original idea- I've seen this on lots of other blogs- just my take on it.
The paper bag house is a like procedure, except the students are gluing onto strong newspaper bag (that will stand up on it's own) They add a garden or k by sitting it on green paper, adding stand up up trees, flowers etc. The roof is a folded slice of coloured card, stapled on.
Lesson program aligned to the Victorian Curriculum with learning intention, success criteria, lesson activities and a reflection sheet for the students. Lesson includes the mixed media collage and the paper bag houses (similar steps)
Heather Galler, built-in in 1970 is an American folk creative person who make colourful patterned artworks of landscapes, animals and nature. She is well know for her pet portraits, where she uses a photo of a cat or dog, to produce a painted portrait in her folk art mode.
After looking at and responding to the colourfully patterned dogs past American folk artist Heather Galler, Yr 1 & 2 students explored lines and patterns to use on their own dog outline. The patterns were drawn in oil pastel and then a contrasting colour was painted over each section in dye wash (or liquid watercolour).
Digital Dog using Brushes App
Equally an alternative extension activity during remote learning, I posted a video demonstration to use Brushes Redux App (for beginners- no layers) to brand a digital version of a Heather Galler domestic dog (I call up some of the parents enjoyed having a go as well!)
Preview of a digital domestic dog -Heather Galler style fabricated using Brushes Redux App without the layers.
Preview of digital artwork using Brushes Redux App- with layers choice to trace a dog outline, colour in, add together patterns and finally a patterned background in a dissimilarity colour.
Using the layers on Brushes Redux App (or similar) is like shooting fish in a barrel once you know how to do it! It takes a little practice, and for younger kids, some guidance for each stride. I have introduced using layers from Year iii for other digital projects with success.
Lesson plan includes learning intentions & success criteria, examples of artist and student artworks, educatee cocky assessment rubric, instruction and links to demonstration videos to make a digital domestic dog using Brushes App (or like).
A smashing lesson to do in a unit on pets. We used Andy Warhol's '25 Cats' as inspiration for these drawings of cats in all sorts of positions. Before Warhol was well known, he published a volume with lots of illustrations of cats. Warhol was living with his Mum in New York and at one time he had 25 cats cohabiting in the apartment!!
LESSON ACTIVITIES:
View video about Andy Warhol's "25 cats" and look at his pictures.
What practice you encounter? What else do y'all notice about the pictures? What do you recollect he used to draw and colour the pictures? (eg. black outline in ink, non all realistic colours.)
Students followed some directed cartoon (and some youtube tutorials) of cats in different positions. (in greylead pencil) to fit iv differnt cats on their paper.
They and then used a fine point waterproof marker (like Sharpie), added short lines to add together texture for the cat's fur, then & dissimilar coloured food dye wash colour on each cat.
FULL LESSON with learning intentions, success criteria, Victorian curriculum links, youtube video links used to draw cats in different positions, and cess/self evaluation rubric.
When looking at Street at with students, there are some interesting discussions about graffiti and street art and the fine line between the two. Of course in that location is much street art that is done with permission or on committee, but some graffiti (not done with permission) tin can be powerful art too! And then of course there is the graffiti that is only considered vandalism because people don't capeesh it as fine art.
We looked at the unlike styles and types of graffiti / street art including tags (nick proper noun or initials), a throw (still using a nickname or give-and-take, just often done with block or bubble letters that are coloured in), a 'slice' (like a throw, merely usually with more colour), a 'slice': (more time spent on the visual conventions of the pattern including overlapping letters in a fashion like wildstyle, bubble or cake letters calculation dimension to the lettering to give information technology more than form, like shadowing, and colour graduation and combination); and stencils which the artist (looked at Banksy's work) has pre-made a cut out to spray over onto the surface. (see Banksy Stencil post)
The students did a Seesaw activity to review terminology so they could match the terms with some some graffiti & street art images.
Using just their initials, students drew a tag, then explored thicker lettering styles, before deciding which one to use for their (master)'piece'.
A background of a brick wall was printed using foam blocks, and a large "dripping paint blob" was cut out to go nether the letters. The lettering needed to be slightly overlapped or continued, outlined, have dimension added in the way of shadow lines and colours called to contrast the pigment hulk.
Lesson plan contains links to Victorian Curriculum, learning intentions and success criteria, rubric for student self cess, links to useful youTube videos for the class, lesson steps and activities with photo examples, display photos of different types of graffiti (taken past me!) with explanation, and link to an online graffiti maker for early finishers.
This project tied in with our "Picasso Cow Programme" where the school was involved in learning near the dairy industry and the health benefits of eating dairy products. The "Detect Dairy" website was a wealth of information with loads of short informative videos.
Firstly, I posed some questions to students to see what their prior cognition of dairy farms was: What is a DAIRY farm? What does a dairy farmer do? What do dairy farmers do besides milk cows?
We watched some videos from Discover Dairy to give students an insight into life on a dairy subcontract and were useful to learn virtually what happens on a typical dairy subcontract to prompt discussion.
'George the Farmer' is a character created by two people from farming backgrounds whose vision is 'a world where children connect to the earth, food and farm'. Based in regional Southward Australia, they produce fun picture storybooks nigh all types of farming and agronomics, with lots of teacher resources as well. https://www.georgethefarmer.com.au We used the motion-picture show book: 'George the Farmer- Cherry-red and the Dairy Dilemma.'
One of the learning opportunities when beginning our farm scene was nigh SPACE- foreground, middle ground and background and the size proportions. Students drew a background of farm paddocks, discussing how when things are further away they look smaller. They drew some farm buildings like a dairy, barn or windmill just below the horizon line and added a tractor and peradventure a cow in the centre ground.
Students used oil pastels to colour in and food dye launder for grass and sky.
Students and so made painted newspaper for George the Farmer'due south shirt and pants, and scraps of painted paper in brownish, biscuit, yellow for the hat, face hands, boots etc. I had several of each shape for the pieces of George in card cut from cereal boxes and so the children could trace them on the back of the painted newspaper, choosing the shape shirt they want. I had painted paper already done for the skin, lid and hair and cut them into smaller pieces to just fit the card shapes and so there was no wastage.
I cut out card shapes of the shirt, pants, face, and hat for children to trace effectually on the back of the painted paper. They used scraps to cutting out a belt, boots, pilus and hands.
Students pigment a print out of a cow and cut out to glue on or the cow could have been drawn onto the middle ground or foreground (larger) instead.
Lesson program with learning intentions, success criteria, links to useful videos, suggested artist artworks for discussion, template for shapes to make George the Farmer.
This was a favourite projection, the students loved designing and making their ain soft "Ugly Doll" toy. The school topic was "Celebrate Departure!" Many students had seen the 2019 Ugly Doll movie, merely we watched the trailer on YouTube and then anybody got a sense of how it related to the topic. Nosotros discussed the ideas and messages in the motion-picture show: e.thousand. "Our flaws are what make united states unique."
Students ready about drafting a shape and design for their 'ugly doll' in their flake books. The shape needed to be fairly simple and then that it would be piece of cake to sew together around. Arms, legs, ears or any other appendages were added separately. I gave them half and A4 newspaper to make a template that size to cut out and pin to their chosen felt color (two pieces cut together).
Felt scraps, buttons, wool etc, could exist sewn or glued onto the superlative piece of felt to create the face, hair etc. They cut out artillery, legs, etc. pinning to the trunk shape.
The two pieces are pinned around the edges and are stitched together, using either a running sew or a whip stitch, leaving an opening at the top or bottom for stuffing, then stitched up.
Once I worked how to practise a reverse acetate portrait, I got Twelvemonth five/6'due south to do 1; the Year 6'due south were displayed at Graduation. This is a relatively easy procedure and in well-nigh cases successful! Win-win!
Students were photographed to include caput and shoulders to the breast, and printed out in black and white on A4 paper. Next, a piece of acetate was taped (just at the top) over the photograph, and then they could lift it up and flip it over.
Using a blackness permanent marker (we used Fine Point Sharpies) students trace around their face and features, hair, clothing, etc, and if they flip the acetate over so it is on peak of the dorsum of the photograph (white paper) they will encounter if they have missed any lines. If not they exit it flipped over- photo will be face down and this is the REVERSE of the acetate sheet- the side that you paint on. Their outline is on the other side (the front end).
On this opposite side of the acetate, students used either warm or absurd colours to pigment simply the pilus, habiliment and lips and eyebrows if they wanted. They could mix colours and add white; best to do a second coat and then that the pigment is not transparent. Of course you can use other colour schemes- chief, complementary, analogous. We didn't have a lot of time left for colour theory!
Next step it to brand some painted paper in the reverse colourway than the portrait (cool>warm, warm>cool). Yous could use gelli plates to brand prints, but we just painted the paper, and whilst wet used texture combs to elevate through the paint to create something interesting lines ( wavy, swirly, straight) and blending different colours a little.
All that needs to be done to complete the reverse acetate portraits is to slip the painted paper under the acetate sail (the painted side is on the reverse). I left the photo attached and for display, a bill of fare frame was added plus a bankroll sheet, and Twelvemonth six students decorated information technology with their name and the twelvemonth for Graduation.
As role of a theme of Growth and Modify, Year 1 & ii discussed changes in the weather and the seasons and nature. We talked well-nigh the traditional seasons of Bound, Summer, Autumn and Wintertime and learnt nigh the s even Ancient Seasons of the Kulin Nation (Melbourne and due south central Victoria) past viewing a Calendar. Nosotros noted that September and October is called "Poorneet"- Tadpole Flavor. Some children had said they'd seen tadpoles and small frogs in a local park with a lake.
We watched a video about the life bicycle of a frog, with pictures of the stages and changes.
Students painted a lake, pond or creek/river. They formed tadpoles for plasticine and eggs from bubble wrap.
Painted paper was made with browns and greens using texture wands to brand frog skin.
Children used templates to assist them draw the torso parts for their frog onto the back of their painted paper to and so cutting out and gum together, then identify on their pond scene.
Lesson plan with learning intentions, success criteria, lesson activities, links to videos used, frog templates, and Victorian Curriculum links.
LEARNING INTENTIONS:
To brand an Eric Carle inspired butterfly collage with painted paper.
We are learning about symmetry and shape.
We are learning about warm and absurd colours.
SUCCESS CRITERIA:
I can cut a symmetrical butterfly shape from painted newspaper past folding my paper in half.
I can cut shapes from cool coloured paper and arrange symmetrically onto my butterfly (in the style of Eric Carle)
LEARNING ACTIVITIES:
Children make painted paper with WARM colours. They paint their entire paper with one warm color and so add texture past scraping a texture comb through the wet paint. They then use texture wands to dab or roll some other warm colour over the paper.
Hash out SYMMETRY- mirror images- same on both sides. Look at some pictures of collywobbles and notice the symmetrical designs. Discuss SHAPES – organic: similar a butterfly, a foliage, a flower etc, and geometric similar squares and triangles.
Students fold their dry out painted paper in half (colour inside) and draw half a butterfly- mayhap a 'B' shape or chosen wing design next to the fold and cut out.
Add a long brown strip for body in the centre. Add a circumvolve head, eyes and antennae.
Cool coloured papers (scraps) are folded and used to cut out (two at a time) shapes to be placed symmetrically on butterfly wings.
Eric Carle's children'due south books and illustrations are a delight to read to children and as well a wonderful inspiration so many art projects- who doesn't dearest painted paper collages?
The Prep students (get-go year at Primary school) were working on a theme of "Growth and Alter" and the story "The Very Hungry Caterpillar" fits in beautifully. This art lesson is the first part- of course in that location has to be the cocoon and and so the butterfly!
We watched an blithe version of the story on Youtube, and I also had a copy of the book to wait advisedly at the pictures. We discussed how they think Eric Carle made the pictures- someone did eventually proposition that he painted paper then cut and pasted information technology. Nosotros talked nearly how he might have got the effects of texture. I then showed them a short video of Carle making making newspaper, and collaging a butterfly, and then they could see his process.
Making painted paper:
Students were given a tray with a dark dark-green, an 'apple' green, and white. They were instructed not to actually mix the colours, but to double dip to cover their unabridged paper then while the paint was wet to use a texture wand or comb to dab or scrape through the wet paint. They also did a smaller slice of newspaper with red, yellow and majestic paint in sections. These are left to dry for the next session.
Nosotros looked at Eric Carle's caterpillar and decided that the shape needed for the body parts was an oval. And then to make a template for the caterpillar'south torso, each kid was given a smallish piece of cardboard to make full it with an oval shape. After checking with me that information technology was large enough, they cut information technology out and used that to trace onto the back of their painted paper as many as they could. (we folded the newspaper in one-half and then they would cutting ii out at a fourth dimension) They traced a slightly bigger head on the red paper and used the xanthous to cutting circles for eyes, the royal for antennae.
I demonstrated how they could glue down their ovals- we talked about arranging and overlapping- once once again referring to Carle'southward caterpillar. Students cutting out yellowish eyes, purple antennae and green circles for on meridian of optics and a small-scale triangle olfactory organ. I cutting the little 'Fifty' shaped feet for them from scrap brown painted newspaper.
Total Lesson Program with Learning Intentions, Success Criteria, (likewise enlarged for display on screen or print) lesson activities, youtube video links, and cocky evaluation rubric.
Source: https://primaryschoolart.com/
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