SAINT LOUIS ARCHDIOCESE 2009 ELEMENTARY ART WORKSHOP Elements of Design Color ~ Form ~ Line ~ Shape ~ Texture October 5, 2009 St. Clement School
TABLE OF CONTENTS Dancing Bear (Primary) 2 - Sr. Barbara Volk Kachina Pins (Intermediate/Jr. High) 4 - Sr. Barbara Volk Mondrian Inspired Grid (Primary) 6 - Sandy Glavin Embossed Crucifix (Jr. High) 8 - Sandy Glavin Back-of-the-Head Line Drawing (Intermediate/Jr. High) 10 - Cindy Cooney Toilet Paper Food Sculpture (Intermediate/Jr. High) 12 - Cindy Cooney
ART - LESSON PLAN PROJECT: Dancing Bear TIME NEEDED: 2 class periods GRADE LEVEL ART ELEMENTS PRINCIPALS OF DESIGN Primary Color Balance Line Emphasis Shape Contrast Texture MATERIALS - 9 x 12 white drawing paper - black permanent markers - crayons (optional: try fluorescent crayons for a vibrant contrast) - watercolors - brushes - containers for water PROCEDURE 1. Display stuffed teddy bears and discuss special articles of clothing such as vest, hat, bow, suspenders, etc. 2. Read The Gingham Dog and the Calico Cat by Eugene Field. Gingham is a plaid pattern and calico is a small pattern of flowers or dots. Draw examples of each. 3. Use playful music and encourage the students to dance. What would the teddy bears look like if they danced? Show the students how to draw an oval body and a round head. Add legs, arms, and ears. 4. Add patterns to the teddy bear body. Add clothing. Press very hard on the crayon as you color in the areas. 5. Use a watercolor wash over the finished teddy bear. The wax crayon surface will resist the watercolor finish. 6. Allow to dry. Cut out the teddy bear and display SUMMARY OF ART LEARNING Students will: create several patterns experiment with crayon resist painting EXTENDED ACTIVITIES Students may: 1. Use the crayon resist method for other projects. 2. Draw other stuffed animals. 3. Draw pictures of their pets.
NATIONAL STANDARD: Students should use different media, techniques, and processes to communicate their ideas, experiences, and stories. (1. K-4 c) RESOURCE: The Gingham Dog and the Calico Cat by Eugene Field. ISBN 0-399-22151-4
ART - LESSON PLAN PROJECT: Kachina Pins TIME NEEDED: 2 class periods GRADE LEVEL ART ELEMENTS PRINCIPALS OF DESIGN Intermediate Color Balance Junior High Shape Contrast Texture Emphasis Form Unity MATERIALS - scrap mat board cut into geometric shapes - glue - small feathers - colored craft wire - scissors - small sequins, beads - pin backs - hot glue gun and glue sticks - dimensional fabric paint PROCEDURE 1. Research the Native Americans of southwestern United States. Pueblo, Zuni, and Hopi tribes made Kachina dolls as a teaching tool for their children. 2. Design a pin that resembles a Kachina doll. Select mat board shapes and glue the pieces together. 3. Add facial features using beads, sequins and dimensional fabric paint. 4. Add details with feathers and pieces of wire. Glue a pin back on the back using a hot glue gun. SUMMARY OF ART LEARNING Students will: learn about a Native American art form create a decorative design inspired by a Native American art form EXTENDED ACTIVITIES Students may: 1. Create a Kachina doll using cardboard and paper. 2. Make abstract pins or pieces of jewelry out of mixed media. NATIONAL STANDARD: Students should be able to compare the characteristics of artworks in various eras and cultures. (4. 5-8 a) RESOURCE: Kachina Doll Carving by Eric Bromberg. Schiffer Publishing, Ltd.
ART - LESSON PLAN PROJECT: Mondrian Inspired Grid TIME NEEDED: 45 minutes GRADE LEVEL ART ELEMENTS PRINCIPALS OF DESIGN Primary Color Emphasis Line Unity Shape MATERIALS - red, yellow, and blue construction paper cut into squares and rectangles - black construction paper cut into ½ x 18 and ½ x 9 strips - 12 x 18 white construction paper - glue PROCEDURE 1. View some of the artist Mondrian s work. Talk about abstract art. 2. Introduce or review primary colors and horizontal and vertical lines. 3. Place the red, yellow, and blue geometric shapes on top of the 12 x 18 white paper. Move the shapes around until you are pleased with the composition. 4. Glue the shapes to the white paper, keeping them as straight as possible. 5. Glue the black strips to the paper. Try to touch some of the edges of the colored square or rectangles. SUMMARY OF ART LEARNING Students will: demonstrate proper gluing techniques. identify and demonstrate knowledge of primary colors. demonstrate correct placement of horizontal and vertical lines. become familiar with the artists Mondrian and abstract art. EXTENDED ACTIVITIES Students may: 1. Create a collage using secondary colors. 2. Make a three-dimensional project using paper shapes and strips of paper. NATIONAL STANDARD: Students should use different media, techniques, and processes to communicate their ideas, experiences, and stories. (1. K-4 c)
ART - LESSON PLAN PROJECT: Embossed Crucifix TIME NEEDED: 3 hours GRADE LEVEL ART ELEMENTS PRINCIPALS OF DESIGN Junior High Line Balance Texture Emphasis Contrast Rhythm MATERIALS - scrap paper 6 x 8 - metal foil (36-38 guage) cut to 6 x 8 pieces (Foil is available from School Speciality, Dick Blick, and Sax Arts and Crafts) - pencils - newspapers or embossing pads - hot glue gun - acrylic gemstones - black India ink - brushes - paper towels - cross patterns (optional) PROCEDURE 1. Review figure drawing so that students work on correct proportion. 2. Draw or trace a cross on 6 x 8 scrap paper. The cross should touch all four sides of the paper. (Example: The front cover of the Lindau Gospels, 875 A.D.) 3. Draw the figure of Jesus on the cross. Start with geometric shapes and add details. 4. Decorate the outside areas symmetrically, using geometric designs. (Leave some areas open. See Step 9.) 5. Place the drawing on top of a piece of cut foil. Clip or tape the paper to the foil so that it won t move while tracing. (If your foil is different colors on opposite sides, place the back side face up.) 6. Place the drawing and foil on a pad of newspapers or embossing pad. Trace over the drawing using a dull pencil. 7. Remove the paper sketch and retrace your lines directly on the foil. Work on the back side of the foil. 8. Remove the pad and flip the foil over. Push down on the left and right side of each embossed line. 9. Glue gems symmetrically to the open spaces of your outside areas. 10. Apply India ink to the surface and wipe off the excess ink.
SUMMARY OF ART LEARNING EXTENDED ACTIVITIES Students will: Students may: be able to draw the human body in the 1. Work on other metal tooling projects -- correct proportions. still life, animals, etc. learn the process of embossing. 2. Create small geometric embossed pieces become familiar with the art of Gospel to use as jewelry. covers. NATIONAL STANDARD: Students should intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas. (1. 5-8 b) RESOURCE: Lindau Gospel cover (many examples are available on the internet)
ART - LESSON PLAN PROJECT: Back-of-the-Head Line Drawing TIME NEEDED: 2 class periods GRADE LEVEL ART ELEMENTS PRINCIPALS OF DESIGN Intermediate Line Rhythm Junior High Texture Contrast - 9 x 12 white drawing paper - pencils - black fine line pens or markers MATERIALS PROCEDURE 1. Discuss what a portrait is and how it is usually of someone s face from the front. 2. Talk about the qualities of line as an element of art and how lines can define shape and create texture. 3. Divide students into pairs (usually the student sitting across the table) and explain that they will be drawing a portrait from the back. 4. Use pencil on the 9 x 12 white paper to draw the back of the head of their partner. The drawing should fill the page and go all the way to the bottom fo the paper, ending with the shoulders or upper back of the subject. Pay special attention to the hair and how it is arranged, making special note of the direction of the hair growing out of the head. Point out the difference between scribbling and making purposeful lines. 5. When the pencil drawing is finished, students switch places and let their partners draw the back of their heads. 6. Go over all pencil lines with black fine line marker. Erase pencil lines that still remain. SUMMARY OF ART LEARNING Students will: draw a portrait (from the back). explore the qualities of line in creating a finished work of art. use line to create visual texture. EXTENDED ACTIVITIES Students may: 1. Learn about artists who use/used line as a main component of their work, such as Durer and his engravings. 2. Do a contour line drawing of a figure or object 3. Draw a self-portrait in pen and ink. NATIONAL STANDARD: Students should use the visual structures (elements and principles) and the purpose of a work of art to communicate ideas. (2. K-4 c) Students should select and use the quality of various elements and principles working together to improve communication of their ideas. (2. 5-8 c)
RESOURCES: Arts and ActivitiesMagazine, September 1987. Portraits from Behind by Mary Weed.
ART - LESSON PLAN PROJECT: Toilet Paper Food Sculpture TIME NEEDED: 2-4 class periods GRADE LEVEL ART ELEMENTS PRINCIPAL OF DESIGN Intermediate Form Unity Junior High Texture MATERIALS - one roll of high-quality toilet paper per student - water - spray bottles - assorted kitchen utensils, pinking shears, etc. - Styrofoam meat trays - tempera paint - paintbrushes - spray varnish - hot glue gun and glue sticks - scrap paper for sketches - pencils Day One: PROCEDURE 1. Discuss pop art and the everyday subject matter that is used. Study the work of pop artists such as Claes Oldenburg, who made many pop art food sculptures. 2. Have students draw a picture of their food sculpture ideas, including how they plan to present the food when it is finished, i.e. on a plate, tray, bowl, or with fast food wrappers, etc. 3. Demonstrate how the food will be made by tearing off several sheets of toilet paper and folding or molding, then wetting and squeezing out the excess water. Day Two: 4. Make their food by tearing toilet paper and folding or molding into shape, wetting the paper (but not too much), squeezing out the excess water, shaping the food forms and allowing to dry on the styrofoam trays. Days Three and Four: 5. Paint the sculptures using tempera paint thinned with water. Mix colors to try to achieve a realistic look. 6. When paint is dry, the teacher sprays the sculpture with a clear gloss varnish in a well ventilated area. 7. Assemble the food by gluing pieces together with hot glue and presenting the food on a plate or by adding a real accent such as a fast food wrapper, napkin, chopsticks, etc.
SUMMARY OF ART LEARNING Students will: Create a 3-dimensional piece of art-sculpture learn about pop art Become familiar with the work of Claes Oldenburg EXTENDED ACTIVITIES Students may: 1. Design a place setting to go with their food placemat, napkin, etc. 2. Write a story about the meal: Who cooked it? Why? Who ate it? What was the occasion? 3. Choose foods from different cultures and countries: Japanese sushi, Mexican tacos, Italian pizza, etc. NATIONAL STANDARD: Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas. (1. 5-8 b) RESOURCES: Working with Monumental Sculpture, Claes Oldenburgh and Coojse Van Bruggen, Scholastic Art. March 2002. Food That Fools the Eye, pg. 26-27, SchoolArts Magazine, August/September 2009 www.schoolartsonline.com http://www.scribd.com/doc/8610478/food-sculpture