Busy Art for 1st Grade Step by Step Drawing for 2nd Grade
Please Annotation: All images seen below are of my students artwork only. These photos/lessons are not posted in any detail society regarding the menstruation of my curriculum.
Hot Air Balloon Collage
Hot Air Airship Collage
First graders used their knowledge of collage and learned what mixed-media is when creating these wonderfully fun and colorful hot air balloons!
DAY one: ON 9X12" cartoon paper, students designed their own hot air balloons past filling them with all the things that lines can do. They traced a large circle template made from paper-thin, then added a small box on the lesser of the circle. We reviewed all thedifferent types of lines and once they filled their balloon up, they traced over all their lines with sharpie and colored in.
DAY 2: Students painted a sky background with blue, purple, and magenta liquid watercolor pigment. Students learned how to apply thewet-on-wet technique to help spread and blend the watercolor paints on the newspaper. To create wet-on-wet, students wet their paper with only water first, and so practical the paint to that area.
So students finished their balloons if needed.
Mean solar day iii: Students advisedly cut out their balloons and glued them into their sky paintings. They glued on yarn for the handles, a construction paper basket to ride in, and a few clouds for texture. I took each educatee's photograph, printed them out, cut them out ahead of fourth dimension and added their pic to their basket for a final step.
Students had a lot of fun making these and I think they turned out bully!!! Savour looking at all these fun, colorful hot air balloons!
Learning Goals:
- Can define and create a mixed-media collage
- Tin draw shapes to create a balloon
- Demonstrate an understanding on different types of line
- Learn watercolor painting techniques (wet on wet)
- Can define texture and add texture to their work
Chimera Glue Bravado Selfies!
Chimera Gum Bravado Selfies
This was a actually fun lesson where start-graders learned the divergence between a cocky-portrait and a portrait .
Students looked at different cocky-portraits by famous artists and then learned how to draw the head by drawing an upside downward egg shape. They learned how to draw facial features in correct proportion . They learned that eyes are drawn like the shape of almonds footballs or lemons. They too learned how to draw the nose, oral fissure, ears and eyebrows .
Students added a pattern of circles in the background , and so traced over all their lines with a thick black sharpie.
On the 2nd day of the lesson I read them a story called The Colors of U.s., by Karen Katz . I absolutely love this story because it talks about the unique and cute pare colors that we all accept that make us unlike and to capeesh each other's differences. We talked well-nigh how weird and boring the world would be if we were all the same skin color.
Students then found a crayon that best matched their own unique pare color and colored in their cocky-portraits.
For a terminal step, I poked holes in their papers using a sharpened pencil and a pre-tied pink airship was attached to their cocky-portrait using tape on the dorsum for their bubblegum blowing selfie's!
Students did a fantastic chore creating their self-portraits! I LOOVE how these turned out!!
A Large thanks to Sharpies, Pigment, and Paper for this super fun lesson idea!
Learning goals
-Students tin define what a self-portrait is, and know the difference between self-portrait and portrait
-Students brainstorm to learn how to describe facial features in proportion to their caput
-Students can ascertain "design" and create patterns in their work
MIXED MEDIA ALPHABET SOUP
I LOVE this lesson! Thanks LauraLee Chambers for the wonderful lesson idea!!
The focus of this lesson combines letter of the alphabet formation/identification with an understanding of mixed media (nosotros used oil pastels, liquid watercolor paint, markers and charcoal), and 3-dimensional elements inside artwork.
This lesson took iii (40 infinitesimal) art classes to consummate.
DAY 1:
Afterwards showing students my teacher examples, and reviewing what mixed media is (using multiple fine art mediums in a slice of artwork), and what 3-D means (artwork that isn't flat and sticks out –soup spoon and plastic messages), students each received a piece of 9×12″ 80# drawing paper with a circle traced on information technology (for the soup). The alphabet was projected onto the white board for students to review if needed.
Students drew the alphabet using oil pastels within the circle to create their alphabet soup. They were encouraged to describe their letters large, pressing hard (and so the oil pastel later on would resist the paint!) as well as describe some upside down, and backwards and going in different directions with multiple colors.
In one case fatigued and the letters almost filled up their bowl, they drew minor orange squares (for carrots) and green circles (for peas).
And then students painted over their letters with a yellow-orange liquid watercolor (creating the goop), creating an oil pastel resist!
Day 2:
Students each received a 12×18″ slice of fourscore# drawing paper with another (larger) circle pre-traced with blackness sharpie. This circle was drawn off to the side of their paper, so there would exist room for the napkin after on.
After reviewing vertical and horizontal lines, students drew a plaid tablecloth (or placemat) using two chosen colored markers. Then kids painted over their lines with water to create a "painterly" look. Students thought it was so fun that the marker could turn into "paint"!
Mean solar day 3:
Students cutting out their soups carefully and and then glued downwards in the center of the larger traced circle basin, using a mucilage stick.
Then they glued down a pre-cutting "napkin" (heavyweight tagboard cut to about 4 1/2″ x 9 1/two″) adjacent to their bowls of soup using a gum stick. They then used a slice of charcoal to outline ane side of their napkin (I told them to create the letter "L" with their charcoal, also as one-half the side of their soup bowl (I told them to create a "C" with their charcoal). I explained this would create a shadow issue, and brand it all await more realistic and 3-D. Then students smudged the lines of charcoal with their finger!
For the final steps, I glued down a plastic spoon (metal simulated soup spoons found on Amazon) and 2 colored plastic letters (plastic letter chaplet from Roylco) using a hot glue gun!
To view photos of students working on each step of this lesson, search for "Mixed media alphabet soup" in my web log posts!
LEARNING GOALS:
-Students can identify letters and describe them in their artwork going in different directions
-Students can define mixed media and create artwork using a variety of media
-Students can define and create horizontal and vertical lines
-Students can define three-dimensional
1st Grade "LOVE IS IN THE AIR!"
This fun 3 mean solar day lesson incorporates the elements of fine art; Shape, Color, Line, Class, and Texture! We also review overlapping, and crayon wax resist painting throughout the lesson.
Kids finished them upwardly But in time for Valentine'southward Day!
Mean solar day i: CREATE WARM TISSUE Background
Students glued pre-cutting warm colored tissue paper onto a sail of 12×18″ tagboard using watered down gum. They glued an area of the paper outset, and so tissue, one slice at a time, then applied another thin layer of glue on top of each piece. This ensured the tissue laid flat and stuck to the newspaper.
Students were encouraged to overlap every bit they glued pieces, and to fill up the unabridged paper.
But… in the end, I recollect the cute artwork created was well worth the mess and clean up
Twenty-four hours 2 – Go on GLUING TISSUE / CREATE Airplane
Students continued gluing tissue until their paper was filled in entirely. Then they each received a sheet of viii.5 x xi″ medium weight tagboard with a pre-printed outline of a plane. (I drew the plane ahead of time and photocopied them)
Students drew a variety of lines and/or shapes using crayon, pressing difficult inside their airplane, leaving a bit of white background showing.
Once colored to their liking, they painted over the unabridged airplane using watercolors, creating a crayon-wax resist. Students could pigment with any colors they wanted. Planes were fix aside to dry forth with their tissue backgrounds until the next grade.
DAY 3: Add together Plane AND HEART!
Students cut out their planes, and glued using a glue stick to their tissue newspaper backgrounds. Then glued on the cotton batting for the planes smoke in the shape of a centre!
I demonstrated how to take SMALL chunks from the pocketbook, and pull with their fingers creating a thinner line of "smoke" before gluing into identify. This was the trickiest pace! Kiddos did slap-up!!
WINTER LANDSCAPES
This lesson took ii (xl minute) art classes to stop. A fun quick lesson right before the wintertime suspension! Students had so much fun creating them particularly when adding flecks of white pigment for the snowflakes with toothbrushes!
TO VIEW Stride BY Step PHOTOS OF THIS LESSON TYPE IN "Winter LANDSCAPES – 1ST GRADE" IN THE SEARCH BOX TO GO TO THAT Web log POST
Twenty-four hour period ane
After reviewing what a landscape was, students drew v triangles on a canvass of 12×xviii″ 80# white newspaper with pencil. I encouraged them to draw them in various sizes. Students could utilise rulers if they wanted too.
In one case drawn, they went over their lines with a black colored pencil to darken their lines. This is and then kids could see their lines meliorate when cutting them out, after gluing downwards tissue paper on their triangles.
So they glued colorful cut tissue pieces all over their triangles using watered down white school glue. Students overlapped tissue equally they glued, making sure to cover all the white spaces within their triangles. It's of import here to utilise thin layers of glue, then one tissue at a time, so add another thin layer of gum on top with their brush to make the tissue lay nice and flat.
I mentioned to students they could go beyond their triangles edges with tissue since nosotros would exist cutting them all out subsequently on.
These were ready aside to dry until the post-obit fine art course.
DAY 2
Students cut out their snowy hills from white newspaper and glued onto a sheet of 12×18″ black paper with a glue stick.
Then cut out their triangle copse and glued onto their snowy hills with a gum stick.
And so for a final affect, dipped a toothbrush (packs of 5 at the dollar tree!) into watered down white tempera paint and using their thumb ran their thumb across the bristles (beard pointing downward to their landscapes) flecking snowflakes all over! Messy for sure! But fun!
LEARNING GOALS:
STUDENTS Empathize THAT SHAPES ARE LINES THAT CONNECT
STUDENTS CAN Depict AND Cutting VARIOUS SHAPES TO CREATE A PICTURE
STUDENTS Can DEFINE AND CREATE A LANDSCAPE
WATERMELON WEAVINGS
I absolutely Dearest these fun watermelons!!! Thanks Nichole ( Mini Matisse) for sharing this wonderful lesson! My students loved creating them!
Pace i: Creating the loom
Students folded a sheet of 12×xviii″ ruddy construction paper in half. They turned the folded newspaper around then the opening was at the top. So they drew a horizontal line all the fashion across the peak, and wrote their name in a higher place that line.
After that, they drew a short vertical line along the line where they wrote their name, starting in the center, then finding the halfway points betwixt the middle and to both the right edge and left edge of their paper. And so splitting those areas in half again and cartoon 4 more vertical lines.
And then they drew straight vertical lines from those marks to the bottom.
So they cut along each of those lines, making sure to finish at the top horizontal line, where their proper name was written.
Step ii: Weaving the pink strips!
Students opened upwards the red paper, (the loom) horizontally, and wove one″ x 12″ cut strips of pink paper all the way across creating a tight weave.
1st graders learned how to go over and under each horizontal cut ruby-red strip with their pinkish vertical strips of construction newspaper and noticed how it created a checkerboard pattern! Students could choose from pinkish strips, magenta strips or a combo of both!
The trickiest part of this stride was to be sure to reverse the pink strip every other fourth dimension they wove. If thevery first pinkish strip started onElevation of the red (similar pictured in a higher place), they had to start weaving the side by side pink strip underneath the red, then the following pinkish strip started ON Superlative of the red and and then on and so along…. all the way across.
If students finished this pace early, they became my teachers assistant and helped kids that wanted help weaving!
Once all the pink strips were woven in the red loom, they glued the pink tabs along ALL the edges (both front and back) with a glue stick. This helps make certain the strips woven in won't fall out or movement out of identify.
Pace iii: Adding the rind and seeds!
Students drew a Behemothic letter U along a piece of 12×eighteen″ green structure paper with pencil. (cartoon 2 upside downward rainbow lines). Then cut out their giant letter U and glued to the weaving using a glue stick. Students applied gum heavily to the rind and pressed for five seconds to make sure it was stuck on!
Then they cut along the edge of the green rind, cut off the extra watermelon weaving to create the watermelon shape!
For the terminal touch, students added watermelon seeds within each pink strip with a blackness sharpie!
Art educator, Nichole Hahn's Mini Matisse Blog had an crawly and easily explained video my students watched for this lesson. ClickHEREto check it out from her web log!
I besides blogged about this with photos for each stride- just blazon in "Watermelon Weavings" in the search box located along the right side of this website on my main (Home) page!
LEARNING GOALS:
Students tin demonstrate weaving techniques and can create a paper weaving
Students understand vertical and horizontal
Tanglebird Collage
Tanglebird Collage
First graders listened to the story Tangle Bird past Bernard Guild as inspiration for this funweaving lesson.
Students looked at pictures of birds, also as a handout that I created and photocopied showing birds in various poses (in the nest, flying above, open up beak or airtight etc.). I demonstrated how to create their birds using elementary shapes past cartoon a half circle for the nest, and then an oval for the torso, a modest circle for the head and triangles for the beaks.
Students could draw i bird or more than ane bird inside a nest, or flight above a nest, upwardly in a tree. They could as well add infant eggs, eggs hatching, worms in their beaks and other fun details also!
After outlining with a blackness sharpie and carefully coloring in with crayons, they hole punched inside their nest and wove yarn, using their fingers, creating a "tangled" or "slap-up equally a basket" nest. So glued the back of their drawing with lots of mucilage using a big glue stick, and attached it to their favorite colored 12 x18″ construction paper to create a frame for their picture show.
And so they hole punchedmeasuring every two fingers width, along the edge of the 12×18″ colored construction paper, and wove either awrap around run up, orover- under sew with yarn to create a woven edge for their bird drawing. Most students needed help tying a knot in the start pigsty before weaving in and out of the rest of the holes.
This is one of my favorite 1st grade fine art lessons!
Students did such a wonderful task creating these tanglebirds. I love how some pictures have babies hatching, mama'southward giving the baby birds worms, some flying in, tops of the egg on the baby bird's caput, and some eggs croaky -about to hatch-! So adorable! Some students fifty-fifty took on the challenge to weave BOTH styles within their frame!
Learning Goals:
-Can demonstrate weaving techniques with yarn in their artwork
-Develop observational cartoon skills while looking at pictures of birds
-Experiment with characteristics of line
-Connexion to math through measuring (every ii fingers -width)
Pumpkin'south Starry Night
Pumpkin'southward Starry Nighttime
Every bit you lot might have guessed, beginning graders learned mostVincent Van Gogh for this lesson! On the first day of the lesson I showed students my example painting and and then showed them a slideshow with some of Van Gogh's nigh famous paintings– The first 1 being "The Starry Nighttime". They learned that he is one of the most famous artists of all time, is a Dutch painter who lived from 1853 to 1890 and grew up in kingdom of the netherlands later moving to France. They besides learned that when he first began painting, he used mainly dark colors, but after switched to using more brighter, vibrant colors when he took a trip to France and was inspired by the vivid colors his painter friends were using. They also learned that in just over 10 years he created near two,100 pieces of art, about 900 of which were paintings, and many created in but the terminal two years of his life!
Nosotros also took a close look at his paintings, and again at "The Starry Night" and learned that he used lots and lots of shortlines painted close together to create a sense ofmovement. And so students got to piece of work creating their Van Gogh inspired masterpieces! I had a pumpkin tracer for each student to trace their pumpkin on the paper. Students held their paper vertically rather than horizontally, so they would have more room on their newspaper to create the starry night sky.
I demonstrated each footstep nether the doc camera as students drew forth with me. Students then drew a line for the ground the pumpkin was on, a crescent or total moon and lots of small circles that were spaced out all over the sky. They then drew lines in the pumpkins stem, and curved lines inside the pumpkin. If students wanted to, they could also add together a face for their pumpkin.
They so moved onto using crayons, taking both a yellowish and a dark-green in 1 mitt and drawing 2 lines at once all along the bottom, for the grass. Students were instructed to printing hard as they drew (I explained we would be painting the drawing in the next course, and for the paint to piece of work they would need to press really difficult). Kids would be learning for the first time about crayon wax-resist painting in the adjacent course, but I didn't want to explain the entire process then they would be surprised and amazed at how the watercolor paint didn't cover up the crayon parts!
They colored in the moon and stars with yellow, and outlined all the lines inside their pumpkin and stem with orange and brown. For a final step with the crayons, just like Van Gogh did with his brush, students drew lots of short (dashed) lines with yellow, circumvoluted all around each star 3 times. So with blue crayon drew more lines all throughout the heaven curving around their stars to create a sense of movement.
On the second day of the lesson, students painted their pumpkin, grass and sky Whatever Color THEY WANTED! The only rule with color I had was, was that they had to pigment their pumpkin, grass and sky a unlike color. That way they each stand out from one another.
When painting students learned nearlycrayon wax-resist technique. They brushed on merely h2o where they wanted their commencement fleck of paint to go, so painted with liquid watercolors. This technique helps spread the pigment and helps the crayon'due south resisting. I honey how liquid watercolors await- they are super vibrant and saturated with color! Past far, my favorite paints for art lessons!!
Anybody did a great job!! Aren't they cute?!!
Learning Goals:
– Students learn virtually the life and artwork of Vincent Van Gogh
– Demonstrate an understanding on how to create dissimilar types of line
– Larn lines can create a feeling of movement in artwork
– Learn about and demonstrate an understanding of wet-on-wet and crayon-wax resist painting
3D Line Sculptures!
Offset graders are standing to learn more about the element of artlinein ART! They created ii of each of the post-obit (curved, zig zag, and curly) to create these awesomethree-dimensional paper sculptures!
They also learned that they created their sculptures focusing on four of the sevenelements of art (line, colour, shape, and form) and how ALL artwork in the world is created using at least one or more than of these elements! They also learned that 3D artwork ways 3-dimensional artwork that isn't apartment and sticks out and that sculptures are 3D.
Students did such a fantastic task creating these line sculptures! I dear how they look all assembled together on the wall besides! Cheers Cassie Stephens for the idea!
Learning goals:
Students can describe and create various lines in their artwork
Students can describe what 3D art ways
Students understand that a sculpture is three-dimensional
Students learn near the 7 elements of art
Not So Scary Scarecrow Collage
Not And then Scary Scarecrow Collage
For this lesson, students learned what a landscape is, and looked at diverse landscape paintings past the artistsVincent Van Gogh, David Hockney, and Grant Forest. They so created their own landscapes by drawing rolling hills with different types oflineswithin each hill, a few clouds and a sunday either setting, or upwardly in the sky, with crayons.
On twenty-four hour period ii, they painted over their hills and heaven, creating a crayon wax-resist technique using watercolors.
On day three, students created a scarecrow using niggling cardboard shirts, pants, and skirt tracers (that I made previously) onto different cutting patterned papers, raffia for arms, buttons and glued them onto their landscapes.
For a last bear on, students added boosted details with oil pastels, similar hats, hair, facial details, and crows etc. Thank you Patty at Deep Infinite Sparkle for the inspiration!
Learning Goals:
-Sympathize and identify what a mural is
-Learn about the artists Van Gogh, David Hockney, and Grant Wood
-Be able to identify and create different types of line in artwork
-Understand crayon-wax resist painting
-Understand what a collage is
Primary/Secondary Color Mixing
Primary/Secondary Colour Mixing
For this lesson, get-go graders learned well-nighprimary colors (red, blueish and yellow), and learned that you can't mix colors together to create them, but that they can be mixed in a certain way to createsecondary colors (light-green, purple, orange).
Before any painting, I showed students a short, super fun 3 minute stop-motion video of the band OK, Become perform a song about the primary colors and secondary colors, likewise as a "LEGO version" of the same song in stop-motility. Students LOVED watching these! Then, every bit students watched me demonstrate each pace on how to alloy colors together, they did the same on their own papers.
Showtime graders practiced combining primary colors to create secondary colors (cherry and yellow to create orange, cherry and bluish to create purple, and xanthous and bluish to create green) using watercolor paint on 12×18″ paper, then labeled each set of colors with a black marker. Students were amazed to see the colors change!!
Learning Goals:
-Students learn what the primary & secondary colors are
-Learn how to mix main colors to create secondary colors
Mondrian Inspired Collage
Mondrian Inspired Collage
This fun art lesson also connects to math! While revisiting what theprimary colors are, start graders also learn almost the life and artwork ofPiet Mondrian, keep to learn nigh various lines (horizontal andvertical) and learn aboutgeometric shapes while creating their artwork.
After reviewing the artwork and life of Piet Mondrian, students created their own Mondrian inspired creations!
Students first glued thin and thick strips of black structure paper (that had been pre-cutting) horizontally and vertically on 12×18″ white paper. Some strips were cut to 12″ long, some 18″, some nine″ long and some vi″ long.
Students could cutting the strips and conform them any way they wanted, as long as they created a combination of various sized rectangles andsquares, filling their entire paper. Nosotros discussed how the strips (lines) had to connect and touch each other in order to create a shape- either a rectangle or square.
Students so carefully colored in a chosen selection of rectangles and squares with primary colors, (using markers), leaving some shapes white.
Learning Goals:
-Larn about the creative person Piet Mondrian and his artwork
-Exist able to place primary colors, and utilise them in their art
-Be able to identify and create horizontal and vertical lines within artwork
-Exist able to Identify and create squares and rectangles within artwork
-Understand that shapes are lines that connect
We created the aforementioned Mondrian inspired artwork once again another twelvemonth, except used black pigment to print the lines, rather than black construction paper.
On twenty-four hour period 1- Students first stamped black lines on 12×18″ white paper using a cut slice of paper-thin that had been dipped into black tempera pigment. We reviewed horizontal, vertical and diagonal lines. We discussed how the stamped lines had to connect and touch on each other in lodge to create a shape- rectangles, squares, triangles etc.
On day 2- Students and then advisedly colored in a called option of shapes with primary colors, (using markers), leaving some shapes white.
Learning Goals:
-Learn nearly the creative person Piet Mondrian and his artwork
-Be able to identify primary colors, and use them in their art
-Be able to identify and create horizontal, vertical and diagonal lines within artwork
-Exist able to Identify and create shapes within artwork
-Empathize that shapes are lines that connect
Nighttime Cityscape Collage
Nighttime Cityscape Collage
For this lesson, students looked at pictures of cityscapes for inspiration and learned about the differences between a cityscape and alandscape (we discussed landscapes in a previous lesson, when nosotros did the "Not and so Scary Scarecrow collage).
We talked about how close the buildings are inside cities, how some are tall and some are shorter, and some are wide and some are thin. We really paid attention to the shapes of the buildings, likewise equally the shapes of the tops of the buildings and shapes of the windows.
I laid out a diverseness of colored construction newspaper that I pre-cut in diverse widths and lengths for the students to choose from. Students created their city buildings past cut out smallershapes from the tops of cutrectangles andsquares to create buildings with different styled tops (some tin can be curved like a dome, some can exist pointy like triangles, some can look similar steps). They could choose to cutting the buildings thinner or make them shorter too. They so glued them down on black paper and added xanthous and black cutting newspaper windows from sparse strips of paper.
For a concluding touch, students drew stars and a moon with oil pastel to create a night scene.
Learning Goals:
– Learn that simple geometric shapes can be used to create images
– Develop and refine cutting skills
– Empathize and be able to identify a cityscape vs. a mural
Dream House with Patterns
Dream House with Patterns
Get-go graders listened to the story "The Large Orange Splot" by Daniel Pinkwater as inspiration for this lesson.
Afterwards, nosotros talked about the messege behind the story ~ how it'south nearcreativity andindividuality, and how it'south skilful to be unique and have different ideas, and to existaccepting of people's differences.
In the story, the chief grapheme, Mr. Plumbean, lives on a "corking street" where all the houses look the same. A seagull flies over his business firm and drops a can of bright orange paint on his roof, leaving a giant orange splot, but instead of repainting his business firm to look similar all the others on the street, Mr. Plumbean paints it to resemble his dreams. He adds pictures of animals, people, and loads of color, also equally a tower with a clock on the acme.
His neighbors send people to talk him into fixing/repainting his house to look like theirs, but everyone he talks to ends upward painting and decorating their houses like their dreams too. Each house ends upwards looking unique. In the terminate, all the neighbors say:
"Our street is us and nosotros are it. Our street is where we like to be, and it looks like all our dreams."
After sharing every bit a class some fun ideas on what they would include intheirhouse, students drew their ideas in pencil, traced over their lines with sharpie, and so colored using crayons.
Students included at least 2 dissimilarpatterns somewhere within their drawing.
For a final step, students painted their heaven either blue or black for daytime or nighttime (or space!).
I LOVE how all these houses came out so different! Some expect like animals, some look like rockets in space, some are on another planet, some are like castles, and some await like a house but have cool colors and pretty details! Students had a lot of fun with this lesson and enjoyed it very much!
Learning Goals
– Students use their imagination to draw their dream houses while thinking near composition, colour, and pattern
– Students proceeds an agreement of the background within artwork
SELF-PORTRAITS
First-graders learned the difference betwixt a cocky-portrait and aportrait. This lesson took (3) 40 minute art classes to finish.
Students not simply larn how to draw the face up and facial details, just we also talk about colour matching and trying to best match our own unique pare colors, eye colors and pilus colors using crayons. Nosotros focus on the Elements of Art (Line, Shape, Color, and Form), as well every bit utilize (Principle of Art) Pattern in the groundwork!
Solar day ane
Kickoff, students viewed a variety of cocky-portraits from first graders from previous years in my Powerpoint, as well as my own example drawings hanging on the board.
Students and then watched while I demonstrated under the certificate photographic camera how to draw the head by cartoon an upside downward egg shape. Then how to draw ii curving lines for the neck and shoulders with the arms going off the page at the bottom.
I discussed how the drawing would be close upward and not show the entire body, (similar in their school photo that gets taken in the beginning of the year which I recall helped them understand better).
They learned how to draw facial features in correct proportion and learned that eyes are drawn similar the shape of almonds/footballs or lemons. I talked near how everyone'south eyes are different, but in general, that's the basic shape of the centre. I also discussed how we have the iris (colored part, and the pupil, the blackness circle that allows us to see). And that the pupil is ALWAYS in the middle of the iris, no affair what direction we are looking in! Every bit I demonstrated how to draw eyelashes I talked about how we ALL have them, to help proceed dust and dirt out of our eyes and to help protect them from direct sunlight, and showed them how they are more than of a slight curving line rather than straight lines.
I demonstrated a few different ways to draw the nose, which students could choose what they felt they liked best for their drawing (every bit long as they tried drawing the more "realistic" looking nose (explaining every bit I demonstrated to to draw "a c shape, curving line up, a "u" shape, then a backwards c shape, as one continuous line), as well as how to draw a more realistic looking oral fissure, simple "c" shapes for the ears and curving lines for the eyebrows through a sit-in under the document camera.
Kids had a catchy time drawing the nose and lips the almost, simply they did a fantastic job!!
Once they finished their self-portrait in pencil, students added a blueprint of circles in thebackground, past tracing a circular jar lid, then traced over all their lines with a thick blackness sharpie to make their lines stand out more than.
DAYS 2-3
On the second day of the lesson students began coloring in with crayons.
I explained to look for a crayon or two that would best match their own unique skin color. Nosotros discussed how people'south skin have a variety of colors in the world, and that they are ALL cute!!
I talked to them about how it'southward important to capeesh each others differences and how boring the earth would be if nosotros were withal pare color! Students agreed it would definitely be a irksome world if we all looked the same!
Students and then found a crayon that best matched their own unique skin color, eye color and hair color and colored in their self-portraits. I demonstrated that they could combine andlayercolors to create the colors they needed if demand exist. I encouraged students to printing hard when coloring and to try to color in completely and so no white paper showed through. They did such a fabulous job!
Lines That Wiggle- Sketchbook Cover Drawings
Lines That Wiggle- Sketchbook Cover Drawings
For every grade level (1st-fifth) I accept students create a cartoon that gets mounted onto a sketchbook for each student to utilize throughout the year. The sketchbooks stay in my art room in grade level/ classroom bins. Each class has a dissimilar drawing lesson and creates dissimilar artwork from other grades.
To create the bodily sketchbooks, studentsfolded a sheet of 12×18″ 60# paper in half horizontally, for the encompass. Students and so staple in 12 sheets of pre-cut 8.five x11″ paper (donated actress long printer paper -8.5 x 14″- Legal size- that I cut to viii.5 x 11″ ahead of time). * Any left over cut scraps of white paper are then used for other collages/lessons. Then their drawings get glued onto the encompass.
Great for when kids finish early, plus information technology keeps all (what usually would be) loose exercise drawings all in one independent identify. Students use sketchbooks to complimentary draw in once finished with an art lesson (if they finish early), too every bit to practice cartoon/plan out their ideas, before doing a last version.
Growing up, I had sketchbooks and diary's that I would depict in, and I think it'due south and so fun to be able to look back on something like that. My students volition have sketchbooks from 1st-5th grade, a new one every year to exist able to await back on and see /track their ain artistic growth throughout the years! Specially fun when you're older to dig up all your old sketchbooks from your parents emblem breast and flip through equally an adult!
Then for this particular sketchbook cover cartoon lesson, beginning graders drew overlapping, wiggly lines to create an abstruse drawing.
To start students off, I read them the book "Lines That Wiggle" by Candace Whitman, for inspiration.
After reading the story, we went around the room and shared what different types ofline we noticed looking around the fine art room.
For the lesson students drew 8loopy lines from ane side of their paper to another in pencil. I encouraged them to describe large loops so information technology wouldn't exist too fourth dimension consuming when it was time to colour. Lines couldoverlap one another and I pointed out while demonstrating, that when a line connects it creates ashape! Plenty of shapes were created in one case the 8 loopy, overlapping lines were drawn.
Students then went over all their lines with a thick black sharpie, so colored in each shape carefully with different colored markers. I demonstrated how to employ larger markers for larger areas to make full in and thin tipped markers for smaller areas. Students were encouraged to fill in all the white spaces on their newspaper.
Students learned that artist's use sketchbooks to plan out ideas for paintings or other artwork, to jot down ideas, to experiment before making concluding decisions and to practice their drawing.
Learning Goals:
– Understand the purpose of an creative person's sketchbook
– Tin can describe looping, wavy lines (and tin identify other types of line)
– Understand that a shape is a line that connects
TEXTURED PAPER QUILTS
This get-go grade lesson took well-nigh (2) 40 minute art classes to create.
Students first learned about the creative person Sanford Biggers and we discussed his Astonishing artwork. We also discussed how nosotros'd be utilizing the elements of art; Line, Shape, Color, and Texture to create these fun paper quilts.
DAY ane
After reviewing his artwork, students each received a canvas of viii.v" x eleven" copy paper with a grid every bit seen in the photo below.
And then students colored in each corner with marker, and drew a pattern with black sharpie on the edges.
After that students colored in 8 sections with any color they wanted using marking.
Then they drew patterns in the remaining 8 sections with sharpie.
So students drew "stitches" with blackness sharpie all around each rectangle and corners.
Twenty-four hours 2
On day 2 students cut all around the edges of their paper, creating fringe.
Then students crinkled up their papers into a tight brawl and then carefully pulled information technology apart and repeated crinkling it into a brawl and uncrinkling information technology nearly 12 times to create texture! Students were surprised they were told to crinkle upwards their artwork and were amazed that their papers had too shrunk!
Source: http://www.artwithmrsfilmore.com/1st-grade-art-lessons/
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