Atmospheric Perspective Watercolor and Acrylic "Studies"

I am really proud of my sixth grade students who followed through with this challenging assignment. Our schedule was very broken up right before the holiday break, so even though I started this with all students, only a few finished. This was a challenge not only for the students, but for me. After each class I needed to reflect and take note of what worked and what didn't work. As I suppose I should with any lesson, but this one in particular needed extra thought.

There have been multiple pins floating around lately of assignments using the basic concept of value to define space. One of the units in the sixth grade curriculum focuses on nature, so to continue our study of trees, I thought this would be a nice follow up and addition. I was inspired by this pin:

from Pinterest

I made sure to test the materials before I started this assignment. I like to try my assignments first so I know what might be frustrating for students and have some tips ready. The trickiest part of this painting was the timing. For the background we used watercolor which needed to dry before applying the acrylic layers of gray and black.

1. We started out viewing a completed work and talked about what we saw. Kids picked up right away that it looked "3D." I would ask why and list things like overlapping and shade on the board. I wrapped it up by talking about atmospheric perspective. I knew that in science students had recently learned about atmosphere so I explained that a way to remember atmospheric perspective in art, is that there is more atmosphere between us and the farthest horizon. Therefore it looks hazier, the atmosphere starts to blur the details. 
2. Students then decided what colors they wanted to use to describe the time of day in their painting and used watercolor to fill a 9x12 page. I challenged students to blend at least two colors. I also showed them how to use paper towel to create texture (and in some cases pick up excess/too much paint).
3. If there was any time left in the first class period, students planned the placement of their trees and horizon lines on newsprint.
4. The next class began by talking about value and a review of atmospheric perspective. Each student was given a small palette and brush. Tables shared water cups and had a small container each of black and white acrylic, which could be scooped onto their palettes with pop sticks.
5. Thankfully, I have a document camera, which after a disastrous first class, I realized I should use for the following steps. First of all, I was able to show them what their work station should look like, including about how much paint should be on the palette. Next, we drew the farthest horizon line and small trees, like their sketch, right over the watercolor painted page from last class. 
6. Using the document camera again, I explained how to make a very light value that would be used for the trees and land farthest away. 
7. After a few minutes of working, I would ask for ideas about what we would do next. Remembering atmospheric perspective, most student understood that the next layer would be a little darker. I again modeled with the document camera. At this point, the students understood the patterned and worked independently.

I find it really interesting the wide range of brush "techniques" student used. I think in order for this to be more successful, I need to go back to basics. I made the assumption that sixth graders would know how to hold a brush. I also made the assumption that after drawing trees for an earlier assignment, students would know how to paint the silhouette of trees. Overall, the complete images are really beautiful (and already caught the attention of their homeroom teachers) and I would try this lesson again.

Multi-Media Fall Tree Landscapes

I originally saw this activity on Art Projects for Kids where it was geared towards upper elementary. I felt like it would be a good fit for seventh grade because I have such a wide range of abilities in each class. I definitely think I will do this lesson again, but I would like to find a way for more students to bring it to a higher level and perhaps take more pride in their work.

Students first started with an introduction to "multi-media." From there, we painted a simple landscape and were encouraged to blend and mix colors, taking advantage of watercolor crayons and paper towel as tools. We reviewed "abstract" and "warm colors" to create a second painting of nonobjective colors.

I am not a huge fan of the black outline in this, but this student was absent during the last step, so this is what was left to take a photo of.

The next class we reviewed "multi-media" and created a list of what we had used thus far, adding what else we would/ could use that day. Students were encouraged to use any idea he or she had that utilized the particular materials at their table.

First, trees

then, leaves

and maybe some stuff from the scrap box

success for students with special needs.

these two are twins in two different classes... very interesting

Picasso Part 2

Up early on a Sunday morning... thanks to my teacher schedule. however, the likelihood of seeing at student at the local super market is less than usual at this hour in the morning. I will be headed out soon! but not before a post. oh how I missed blogging the last few weeks!

Rose and Blue Period 4th Grade Portraits

Another lesson I totally stole from Phyl! check it out
I introduced Picasso to the 4th grade by reading Getting to Know the World's Greatest Artists- Picasso. We talked about Picasso's different "styles" and how he "invented" Cubism. We focused mainly on the Rose and Blue period though. It fit in really well because we had been doing a lot of portraits in 4th grade. So much so that I think I need to switch it up next year. This one focused more on color and expression than others though. The kids actually had fun having to pick from a bowl which period they would be painting and I think they had even more fun once we started painting because they got to switch up their seats!

2nd Grade was also introduced to Picasso this year. This lesson was essentially my own. I did find some guidance at the Incredible Art Department, but had to do some tweaking to get into the 2nd grade mind set. I also had 2 classes and experimented with the process just between the two. Its one that I will revisit and continue to work on. It wasn't a total flop, but I would like a higher success rate. anyway...

2nd Grade 3 Musicians 
I blew up a copy of Picasso's 3 Musicians and we sat on my rug to make some observations.

What is this a picture of? How many people do you see? What instruments can you see? What simple shapes do you see? What colors? What patterns?
We talked a little bit about Cubism and I tried to stress how Picasso made pictures out of shapes.

We went back to our seats and drew... this is where I need to start revising.
I asked students to draw 3 instruments using simple shapes. They got that part... but they somehow missed when I asked for them to be big. We had teeny tiny guitars and drum sets!

this one, not so much. this student is an outstanding 2nd grade artist

After drawing the instruments, we added the "shape people." This was another area of struggle. Some kids totally grasped the idea of block heads and triangle legs, others couldn't get over it. Understandable. Then, some kids struggled with how the instrument they just drew connected to the person they needed to add. I know my instruction for this could be better. It was also an opportunity for the students to really use their imagination and creativity and I didn't want to push them in any one direction (wow do I sound like the crazy art teacher! but its true!)

I go back and forth about starting with black crayon. I had one class draw with pencil, trace with crayon then use watercolor. The other drew with pencil, painted, then used Sharpie. (I don't like the younger ones using Sharpie and I told them how special of an occasion it was!)

Overall, I am happy with this lesson. It needs some revision and I know that not every lesson I do is going to be a home run, or even a double!
These are 2 of my favorites from this activity:

before paint

after paint

visual music

with the hopes of a spring art show, I have been going back to some old activities... haha I only started teaching at a school in 2008. haha, old.

when I started though, I didn't have much in the way of tested, structured, thoughtful lessons, so I bought this book, Making Amazing Art: 40 Activities Using the 7 Elements of Art Design with the focus that year on getting down to basics (as the six classes I had that year, NEVER had art with a "real teacher.")

one of the most successful lessons I did that year was "Visual Music."
the element of art we talked about was line. how not only does it help us make a contour line drawing, but also shows emotion, movement, and even sound. that year, as I did this year, I asked students, if they had permission, to bring in their instruments. it worked out to be a band day this year! I also brought in an electric guitar and finally grabbed the attention of some of those 6th grade boys! we spent a day talking about line and sound and music, and sketching out our ideas, observing what we brought in. I even played a compilation of "abstract" music so we could "hear" many different lines.
the next class, students were allowed to choose whether their final would be watercolor painting or oil pastel drawing. we just spent about a month on a tempera painting and I know some kids needed a break from paint. those who watercolored drew with sharpie first. those who oil pasteled, outlined with black crayon first. these are the results:

 

after this lesson, I decided that I really like the look of the liquid watercolor and sharpie line. its nice and graphic. I hope to recreate that feel with the "For Baby" illustrations with 4th and 5th grade. I also have to apologize for the quality of pictures... I don't know what I took them by the window. it washed out some of the color. I will have to take a picture of the display I put up yesterday outside the music room.