Grade: Elementary (4 th 5 th ) 3 or 4 45 minute class periods

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1 Grade: Elementary (4 th 5 th ) 3 or 4 45 minute class periods 25.A.1d Visual Arts: Identify the elements of line, shape, space, color and texture; the principles of repetition and pattern; and the expressive qualities of mood, emotion and pictorial representation. (This lesson is for art class, however; it can easily be adapted for science and geography) Steven Jenkins Animals Overview: Day 1: Overview of who Steve Jenkins is using his picture books. Day 2: Sketching in pencil Day 3: Inking Objectives: Students will measure and use shapes and line to sketch an under-drawing as the basis for a pen and ink portrait inspired by Steven Jenkins animals. Describe how hatching, crosshatching, scumbling, and stippling are used to create the illusion of texture and value in a drawing. Steven Jenkins animal collages are awesome to look at. All of his collages start with a sketch and line drawing. His books are the perfect hook to motivate students to learn about sketching and drawing animals. The only thing better than his books is his art at the Art Institute of Chicago. If you missed his show, do what he does. Look for new artists and artwork for inspiration. Key words: Sketching rough draft drawing; not the final drawing Under-Drawing final rough drawing; guide for subsequent layers of media Lightweight Line a pencil line that can be easily erased Hatching parallel lines used to fill in an area used to create the illusion of value. The closer the lines are the less white paper shows through creating the illusion of a darker value Crosshatching same as hatching only using perpendicular and vertical lines Scumbling free form cross hatching sometimes called Scribble Stippling same as hatching only using the point. Value and Tone amount of lightness and darkness. A light or dark value or tone shows a lot of light; a dark value or tone shows darkness 1

2 Activities: Indoor desktop activities Materials: #2 pencils, erasers, copy paper, Extra Fine Point Sharpies, variety of animals printed off the Internet. See Handout A(Flickr.com, Google Image save for teacher visual reference library) Resources: Teacher has to have the animal pictures printed before the students arrive. Pictures should take up the entire sheet of paper and be a close-up of the face. Background information for Teacher: adapted from Steve Jenkins was born in 1952 in Hickory, North Carolina. His father was in the military and later became a physics professor and astronomer. Because of the military life, Steve moved often. He kept lizards, turtles, spiders, and other animals; collected rocks and fossils; and blew things up in his small chemistry lab. With all the moving, he didn t have a large group of friends and became an obsessive reader. Growing up, he thought he would become a scientist, like his father. At the last minute, he chose instead to go to art school in North Carolina, where he studied graphic design. He and his wife, Robin Page, were graphic designers in New York. He has collaborated with her on four books. They moved to Boulder, Colorado in 1994 into a house with a studio attached to it. His three children s questions have been the inspiration for many of his books. Other Main Ideas about Jenkins: His illustrations for his books usually start out with an idea or question from one of his children. Finding the visual reference sometimes takes him longer than making the illustration He uses images from the Internet, books, museums, or the zoo Sometimes he traces but for the final illustration he always draws freehand. He says the little imperfections give the illustration character and make it his own. All the above information taken from the link (his website) 2

3 Procedures: Day 1: Activity 1: Teacher reads Move by Steve Jenkins and Robin Page Activity 2: Where is This Animal From? (Game) Place a variety of laminated animal pictures on each table. Each table should consist of 4 students and have different animal pictures. Students are to touch the appropriate animal when the teacher points to areas on the large map. Each table will designate someone to hold up the appropriate animal. After all the animals have been properly identified, each student will chose one of the laminated animals to sketch next time in art class. Day2: Sketching Animals in pencil (see Drawing Demo 1) Resources: Video camera and large T. V. monitor for demo or students gather around teacher at a table Day 2. Activity 1: Show Movie (optional 2 minutes) Activity 2: Pencil sketch (see Drawing Demo) Using a #2 pencil and copy paper the teacher demonstrates how to measure out a starting point on the paper so the drawing fits on the paper. Start by gently sketching using a lightweight line (easy to erase) the eyes first, nose, ears, fur or feathers. Note: have students that are having trouble with making a lightweight line draw gently on the palm of their hand. Some students say it tickles them when they do it. This is a good way to demonstrate how to gently draw a lightweight line. After the eyes, nose, and ears have been properly measured and sketched the teacher should draw in the dark, middle, and highlights as shapes using a scumbling line for fur or feathers. 3

4 Day 3: Inking (see Inking Demo) Teacher demonstrates how to practice hatching, crosshatching, scumbling, and stippling in value scales on a sheet of scrap paper. Next, teacher demonstrates how to ink the drawing by starting with the eyes first and inking using a middle value. The value scales the students practiced on are used to demonstrate the different values and tones. Procedures: Teacher demonstration is very important. Student repeats what teacher has demonstrated immediately after teacher has finished. NOTE: students must stop what they are doing and watch the full demonstration; it only takes seconds. If students don t see how to do it, they will find it very difficult to emulate the techniques. Extensions: Each student should make a pen and ink drawing of different animals using each inking technique. Student Example 1 Water color could also be an extension. Instead of filling in the sketch with line and pattern the shapes could be filled in with watercolor. Student Example 2 Steven Jenkins works in collage. The pen and ink drawings could be used as a springboard for a lesson on collage. 4

5 Steven Jenkins Animals Rubric: Show students the rubric on the first day. This will be used at the end of the 3-day lesson. The grade for this project will be based on the following criteria. Student s Name: Class: Criteria 5=Always 1, 4=Mostly, 3=Sometimes, 2=Hardly, 1=Never Did the student use at least 3 different tones? Did the student draw shapes that show different values? Did the student Identify media and tools and how to use them in a safe and responsible manner when making art? Was the student on track most of the time and the work neat? Did the student satisfactorily complete the value scales? Sub- Total Total Grading Scale: 25-21=O, 20-16=S+, 15-11=S, 10-6=S-, 5-0=NI 1 Rubric scoring is based on Likert type scale. 5