MEDIA INFORMATION CRAYONS

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1 MEDIA INFORMATION 11 CRAYONS Crayons are the most available materials for the classroom. They come in a great variety of colors. Varying sizes of crayons permit working on small as well as on large surfaces. Small hands can work with small crayons. Large mural papers are covered quickly with large crayons and free movements. TEMPERA The best all-around paint for the elementary-school classroom is tempera, as it is relatively inexpensive and has several adaptable qualities. Tempera paint can be cleaned up easily as it is mixed with water. The formula for mixing powdered tempera paint with water is to mix them half and half. Milk cartons or jars With lids are good containers for mixing and storing powdered paint. The paint can be added to the container, along with an equal portion of water and then mixed by shaking the container. Any container, such as a tin can, will also work, but you then have the problem keeping the paint from drying out. Waxed paper or aluminum foil paper over the top, held with a rubber band, might do the trick. Most teachers will find it advantageous to mix up quart-sized proportions at the beginning of the school term, so that it will not be necessary to mix paint every time the class is to use it. PASTELS Pastels come in many varieties and are essentially either a dry or an oil-base type. Both types of pastel can be blended easily and lend themselves to the making of colorful pictures with a dry medium. Dry pastels are nice in that they can be blended by working two colors together or by using the fingers. Oil pastels are similar to crayons but have a much greater color range and are more permanent in nature. An infinite color range is possible by building up color, tone over tone. However, both dry pastels and charcoal must be sprayed with a fixative to keep them from fading. Hair spray often will substitute for commercially made fixatives.

2 12 CHARCOAL Charcoal has blending properties that lend it to drawing in the elementary-school classroom. The two main types are vine and compressed. Vine charcoal is light in tone and erases very easily. Compressed charcoal is made from pulverized charcoal or carbon and is much blacker than vine. Both types of charcoal come in degrees of softness or hardness. The compressed type gives a very black line surface and does not erase easily. The vine type is nice at times because it can be erased with an eraser or cloth. Both types of charcoal also can be rubbed with the fingers or a cloth to modify the tones. The nice thing about charcoal is that it-makes it possible to build up tonal surfaces or the feeling of dimension in a picture. It can be used at its point, or it can be held so that the side is the drawing tool. Charcoal is actually wood that has been burned to dry carbon. Charcoal is an art tool that is appropriate to all grade levels. PENCILS Pencils are our basic drawing tools. They come in many varieties and sizes, the most common being graphite, and colored pencils. Pencils range in graphite hardness from 6B (softest) to 9H (hardest). Usually a 2B, HB or even the regular school pencil will do the job. Pencil provides its own characteristic line. The softer pencils are probably the best to use, as light lines, dark lines and shading are possible with them. WATERCOLOR Watercolor paints are available in boxes of eight to sixteen colors, in square or oval pans. Usually, the paint trays are plastic; they come with or without brushes. Refills can replace individual colors. Watercolor brushes are available in both pointed or flat ends and in various sizes. They are made of hair, bristle, or nylon. Watercolor paint is different from other paint because it is a transparent medium that is used with water. Transparent tones can be built up and the reflective quality of the underneath color is a beautiful aspect of this. A variety of textured paper can be painted on. Because of the seethrough properties of the paint, the textures from underneath create an interesting effect.

3 Watercolor is a highly fluid paint that responds to the needs of one's imagination and emotions, encouraging a free-flowing approach. It can be used boldly with vivid color, or subtly with soft, blended tones. Colored pencils~ crayons or inks can be added to good advantage. Tempera paint can also be used as a watercolor. Just keep adding water until the paint's consistency is runny. In order to keep any paint from fermenting, add a pinch of oil of cloves, evergreen or peppermint. Washes - a watercolor technique 1. Load your brush with water and paint. Draw the brush across the paper from one edge to the next. Repeat this paint application again, letting the stroke touch the wet edge of the previous stroke. 2. Graduated washes are achieved by applying a streak of paint across the paper and then loading the brush this time with water instead of paint. Touch the edge as in step 1, and the water and paint will blend to create lighter tones. WHERE TO PAINT Painting can be done by the total class at one time,or by groups, or by an individual at an easel. Easels are not necessarily the best for painting - a flat surface will insure against drips. It can be done indoor or outdoors. There is a good feeling that is contagious when an entire class paints at one time. Desk tops and especially the floor work very well. To use a table or the floor, simply spread newspaper down and divide the children into groups of five or six. By grouping them they will have access to paint clusters by placing three children on opposite sides of a carton of paint, with one water bucket for cleaning the brushes, all can paint with freedom. You can help to keep the paint containers from being tipped over by placing them in a shoe box or other container. Brushes should always be cleaned out after use and stored with the brush end up in a container. Otherwise, the hairs will become bent out ~f shape by drying with their points down. 13

4 14 Drawing & Painting K to 1st Grade 20 Minutes FINGER-PAINTING OBJECTIVE: To encourage free expression, to appreciate simple designs, to give the children experience in creating designs; to have fun. PROCEDURE: 1. Tell students a day ahead of time to bring or wear old clothes to wear during their art lesson. 2. Pass out paper to each child and be sure that the shiny side is up. Teachers scoop a big gob of paint onto the top of each piece of paper. Give each child only one color - do not let them mix colors in this lesson. 3. If paper is not available remember that you can finger-paint on any slick surface such as masonite, plexiglas or formica scraps. 4. Remind children to work the color down from the top of the page, and then to try out different ways of using their hands, fists, fingers, knuckles, thumbs. 5. When the period is nearly finished, have them finish up their design and lay the wet pictures carefully on the floor in the back of the room to dry. 6. Finger-paint designs make nice book covers or folder covers. MATERIALS: Finger-paints Finger-paint paper (special paper available from warehouse) Plastic spoon for teacher to use to dip out paint to put on each child's paper Water, towels, sponge for cleanup Old clothes or an old shirt to cover uniform.

5 15 Drawing & Painting K&1st Grade (Intro only) 35 Minutes PAINTING - A Lesson In Primary And Secondary Colors (Color Mixing) PROCEDURE: Pour small amounts of red, blue, yellow, black and white in mixing trays (muffin tins are useful) pass out pieces of paper, paint brushes, and water containers to each child. Demonstrate by mixing small amounts of color in the empty spaces in the tray, carefully cleaning the brush before putting it into another color. Have the children suggest colors for you to mix. Vary the intensity of the colors by adding black or white. Project your enthusiasm as the children respond to the discovery of the new colors. While mixing, describe that red, blue and yellow are primary colors to be used to invent the many, many secondary colors i.e. oranges, greens and purples; adding black and white will give us tone. After this introduction allow the children to create their own Paintings. Try not to intrude on their "picture" making, coaching them only in keeping their colors bright and clean while encouraging their personal image making by showing a positive response to their work. MATERIALS: Paper, tempera paint, brushes, water containers, mixing trays

6 16 Drawing & Painting K & 1st Grade 30 Minutes PAINTING - Beginning Watercolors Part I PROCEDURE: Explain to the class that they will be working with watercolor in this lesson and will need to use lots of water on their brushes. Point out that watercolors tend to have a soft look because shapes and lines tend to blend together. Ask the class to do some experimenting on their first sheet of paper. (Tell the students you don't want them to worry about making pictures because you want them to get a feel for all the ways they can use watercolor.) Encourage students to: 1. make as many designs as possible 2. see how bright and how dark they can apply color 3. try different marks, short uneven strokes, long scratchy strokes, etc. to create various textures 4. try wetting areas of their paper with water before adding color 5. try using a sponge, paper towel wad or cotton ball to remove some of the paint and produce texture Pass out sheets of manila or white bond paper, watercolor sets and one water container per student. While students are working, walk around the room and praise individuals who are using watercolors in different ways. Pass out new sheets of paper to students. Encourage the class to use the new techniques they have learned in a composition of their choice. Let their work dry, then hang it in the room so that students may observe classmate's experiments. MATERIALS: Watercolor set for each student, various sizes of watercolor brushes, paper towels sponges and water containers for each student

7 Drawing & Painting K to 2nd Grade 30 Minutes 17 CRAYON RESIST PROCEDURE: Ask the students to close their eyes and think. Pretend you are an ant. TEACHER SAYS: "If you were an ant, where would you live? In the kitchen cupboards with all of the food? Would your ant farm be outside in a sidewalk crack? Would you live near a bread fruit tree and eat the ripe fruit that falls from the tree and splatters on the ground? As an ant, how does the world look to you? think of how a blade of grass, a hibiscus leaf, a banana looks to you. What does your ant family look like? How do you eat? What kind of work do you do?" Tell the class to open their eyes. Pass out white bond paper to each student. Explain to the students that they will have to press down hard with their crayons in this lesson. Ask the children to take their time to make bright crayon pictures. (Light colors and white work best.) Tell students to fill their whole paper with their drawing. While the class is drawing, you should walk around the classroom and ask children to tell you what their pictures are about. Encourage students to be creative and use their imaginations. (Remember teachers, there is no right or wrong in children's' drawings.) When students are finished with their drawings, tell them they are ready to paint over their drawings. Tell the students to paint over their drawings with the thinned black tempera. (Teachers, be sure to test the paint first. Thick paint will cover the crayon drawing and that can be very disappointing!) Tell students that the paint should fill in the white spaces and roll off the wax crayon. (The bright colors should stand out vividly.) Provide a place where the students' work can dry. MATERIALS: Crayons, white bond paper, thinned black tempera. Once the children learn this technique, any number of stories can be told for motivation... or you can relax and have the children create from their own imagery

8 18 Drawing & Painting 1 & 2nd Grade 30 Minutes PAINTING - Beginning Watercolors - Part II PROCEDURE: Tell the class that they are going to experiment with-painting. Explain that there are many kinds of brushes used in painting (square bottomed, tapered, soft and stiff). Hold up a variety of brushes and discuss the differences. Pass out brushes to the children. Ask them to try holding the brush at the top of the handle. Next, tell students to hold it in the middle. Last, ask students to hold the brush at the bottom. Ask students which way they Like to hold their brush. Explain that soft brushes are used for watercolor and stiff brushes are used for tempera and poster paint. Pass out one watercolor set and one water container to each child. Give each student a piece of white bond paper. Instruct students to experiment with their brushes. Tell students to fill their brushes with water and gently press into a color. Next, ask students to gently press the brush against the paper & pull the brush. Explain that they should never push their brushes. Explain humorously that these are paint brushes, not scrubbing brushes. Encourage the class to make different kinds of lines. (Fat ones, thin ones, squiggly, etc.) Tell students to try dropping the paint on their paper. Discuss what happens. Ask students to try using the side and edge of their brushes. Ask students if they need to use water on their brushes. Tell students to try using their brushes dry, without much paint or water. Give each student a new piece of paper. Tell the class you want them to use their brushes in any way that appeals to them, when they make their paintings. Explain that they may paint anything they wish.

9 19 TEACHER DEMONSTRATION: Explain to the class that they should always take care of brushes. Show them how to clean brushes by dipping them in water and gently squeezing the bristles with their fingers. Tell them to add a little soap to the water and wash the brush again. Remind them that brushes are clean when EVERY drop of color is gone. Finally, show the class how to stand the brushes in a can or jar with the bristles up. Hang the paintings up around the room after they have dried. Talk to the students about their paintings. Ask the following questions while keeping a positive attitude: Do you like the colors you used? Do you notice how your paintings are different from each other? What happens when wet paints touch? Can you find a painting where this happened? MATERIALS: Large sheets of white paper (not thin newsprint), various sizes of brushes, one watercolor set per student, one water container per student, paper towels, string and paper clips for hanging work to dry.

10 20 Color Analysis, NOTE TO TEACHER The next three lessons are to develop an understanding of what color is, how to mix colors and obtain the color you want. The lessons starts at level 3 and culminates at level 8, with a comprehensive understanding of color. It is important for all students to know and understand the concept of color as HUE, VALUE and INTENSITY (chroma). The students should understand the differences between PRIMARY, SECONDARY, and TERTIARY (intermediate) colors and be able to draw a 12 point color wheel by the time they graduate from elementary school. The students should know the differences between warm and cool colors (warm colors are all those containing some dominant red in them and cool colors are those with some dominant blue in them, yellow and violet are neither warm or cool). Students should know what complementary colors are - (colors that are opposite on the color wheel ie. red and green, blue-green and redorange etc.). They should understand and be able to change a colors value by adding white (or in some cases black) as well as changing a colors intensity (chroma) by adding a small amount of the opposite color to it. The students should know how to change hue without changing the value or intensity. HUE VALUE INTENSITY (chroma) PRIMARY COLORS SECONDARY COLORS TERTIARY COLORS (intermediate) Name of a color, red, blue, etc. Lightness or Darkness Dullness or Brightness Red, Yellow & Blue Orange, Violet & Green Yellow Orange, Red Orange, Red Violet, Blue Violet, Blue Green & Yellow Green