SAINT LOUIS ARCHDIOCESE 2010 ELEMENTARY ART WORKSHOP

Transcription

1 SAINT LOUIS ARCHDIOCESE 2010 ELEMENTARY ART WORKSHOP and FABULOUS FAVORITES September 27, 2010 St. Clement of Rome School September 28, 2010 St. Vincent de Paul School September 29, 2010 Valle Elementary School

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3 TABLE OF CONTENTS Haunted Houses (Primary/Intermediate) 2 - Anne Edwards Reptile Relief (Intermediate/Jr. High) 4 - Anne Edwards Watercolor Styrofoam Leaf Prints (Primary/Intermediate) 6 - Cindy Cooney Keith Haring-Style Action Figures (Intermediate/Jr. High) 8 - Cindy Cooney Painted Paper Sculpture Relief (Jr. High) 10 - Sandy Glavin Accordion Folded Bookmaking (Primary/Intermediate/Jr. High) 12 - Sandy Glavin Notes

4 HAUNTED HOUSES TIME NEEDED: 1 hour GRADE LEVELS ART ELEMENTS PRINCIPLES OF DESIGN Primary Color Balance Intermediate Form Contrast Shape Emphasis Texture Unity MATERIALS - large brown lunch bags - scrap construction paper - larger construction paper pieces for the roof - markers - scissors - glue - newspaper - stapler PROCEDURE 1. Teach or review two-dimensional and three-dimensional art. a. Two-dimensional: art having height and width, but no depth; flat b. Three-dimensional: art having or appearing to have height, width, and depth. 2. Discuss characteristics of haunted houses. Use a children s Halloween book for ideas. 3. Position the lunch bag so that it is flat and the opening is at the top. Fold the top of the bag one inch back. (The folded bottom should be facing the back.) 4. Decorate the bag using markers, construction paper and glue. Add pumpkins, ghosts, and spooky details. 5. Open bag. Stuff with newspaper. Add the roof using construction paper. Use a staple to secure the roof to the bag. SUMMARY OF ART LEARNING Students will: create a three-dimensional project; include details, texture, and patterns; and recognize the difference between two- and three-dimensional art. EXTENDED ACTIVITIES Students may: 1. Collect three-dimensional paper houses to create a village or city. 2. Use paper bags to create puppet heads using glue, scrap construction paper, and markers. NATIONAL STANDARD: Students should use different media, techniques, and processes to communicate their ideas, experiences, and stories. (1. K-4 c) - 2 -

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6 REPTILE RELIEF TIME NEEDED: 2-3 class periods GRADE LEVELS ART ELEMENTS PRINCIPLES OF DESIGN Intermediate Color Contrast Junior High Line Emphasis Shape Rhythm Form Unity MATERIALS - 12 x 18 black construction paper (two per student) - white tempera paint - brushes - containers for paint and water - colored chalk or chalk pastels - hairspray to use as a fixative - foam board or cardboard (small pieces) - pencils - glue - scissors - reptile patterns PROCEDURE 1. Review or introduce the concepts of nonobjective art, abstract art, and relief. 2. Review or introduce the artist Wassily Kandinsky. His work started out abstract and later became more nonobjective. 3. Use white tempera paint to paint several lines on black 12 x 18 construction paper. Paint different types of lines: curved, connecting, straight, bold, delicate, etc. Let dry. 4. Draw a reptile on the second 12 x 18 piece of construction paper. (Simple shapes work the best.) Try a snake, lizard, turtle, or alligator. Use chalk to color the reptile and cut out the shape. 5. Chalk in the areas of the painted line paper. Fill in the areas with solid, blended, or mixed colors. Spray chalk with hairspray in a well-ventilated area with teacher supervision. 6. Glue foam or cardboard pieces to the back of the reptile and attach to the chalk and line paper (nonobjective art). It can extend beyond the edge of the paper to look like it is crawling onto the paper. SUMMARY OF ART LEARNING Students will: review the works of artist Wassily Kandinsky; and use a variety of materials to create a composition. EXTENDED ACTIVITIES Students may: 1. Use more than one reptile shape to add interest to the composition. 2. Paint in the style of Wassily Kandinsky

7 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. ( b) - 5 -

8 WATERCOLOR STYROFOAM LEAF PRINTS TIME NEEDED: 45 minutes GRADE LEVELS ART ELEMENTS PRINCIPLES OF DESIGN Primary Line Contrast Intermediate Color Unity Shape MATERIALS - Styrofoam (polystyrene) pieces (use egg carton lids, meat trays, plates, etc.) - watercolor markers (Crayola) - pencils - leaf patterns or leaves - spray bottle of water - paper towels - white drawing paper (cut slightly larger than Styrofoam piece) PROCEDURE 1. Teach or review art vocabulary for a printmaking lesson: print, printmaking, printing plate, pull a print, edition, and incise. 2. Draw or trace leaf (or leaves) on Styrofoam (polystyrene) with a pencil. Lines should be incised into the polystyrene. Add veins to the leaf. 3. Color the entire polystyrene piece with the marker(s). The incised lines will remain white when the print is pulled. 4. The teacher will spray a light mist of water on the polystyrene. 5. Place a piece of paper over the wet polystyrene piece and gently rub the paper. Rub the edges to help achieve a good print. 6. Lift or pull the paper off the polystyrene to reveal the print. 7. Dry the polystyrene surface with a paper towel and repeat steps 3-6 for additional prints. Number each print as an artist would (example: 2/10 for print number two of 10 total prints made.) TIPS: Do not spray too much water on the polystyrene. Printmaking is a trial and error process. If the print does not turn out, try again. If the print looks blurry, try incising the lines deeper. The subtle variations in color and the areas that didn t print perfectly are what make printmaking beautiful they are not mistakes! - 6 -

9 SUMMARY OF ART LEARNING Students will: make an original printing plate; learn a printmaking process to make multiple prints; learn to sign and number their prints as professional printmakers do; and learn printmaking vocabulary. EXTENDED ACTIVITIES Students may: 1. Make greeting cards and note cards by printing on the front of a folded piece of paper. 2. Use other subject matter, such as insects or flowers, for their prints. 3. Talk about the artist Jim Dine and create heart prints. 4. Mount many prints together to make a larger class project. NATIONAL STANDARD: Students should describe how different materials, techniques, and processes produce different results. (1. K-4 b) - 7 -

10 KEITH HARING-STYLE ACTION FIGURES TIME NEEDED: 1-2 class periods GRADE LEVELS ART ELEMENTS PRINCIPLES OF DESIGN Intermediate Color Rhythm Junior High Shape Unity Form Contrast MATERIALS - 9 x 12 white drawing paper - oil pastels - pencils - 1 ½ pieces of pipe cleaner per student - visuals of Keith Haring s art PROCEDURE 1. Introduce students to the work of artist Keith Haring. Talk about his use of symbols instead of realistic drawings (especially his symbols for people) to create his work. 2. Demonstrate how to make a simple stick figure using pipe cleaners. One pipe cleaner is the main body. Fold the pipe cleaner in half and twist about one inch from the fold to form the head. Continue twisting to form the body, make two legs, then bend the ends to make feet. Use the ½ piece of pipe cleaner to twist around the neck to make arms. Bend the ends for hands. 3. Demonstrate how the figure can be moved into many different action poses. 4. Trace the figure 3 to 5 times on white paper with a pencil. Move the figure around the paper so the poses are upside down, sideways, etc. (Make the tracing fatter than the actual width of the pipe cleaner figure.) 5. Trace over pencil lines with the black oil pastel and add action lines around feet and/or hands. 6. Color each figure a different solid color. 7. With one of the colors used to draw a different figure on the page, draw a bubble around a figure and its action lines. (For example: If the student chose red, blue and yellow to color the figures, trace a yellow bubble around the red figure, a blue bubble around the yellow figure, and a red bubble around the blue figure. In other words, mix it up! ) Continue drawing bubble lines, altering colors around the figures until the lines start to run into each other. (There should be white paper showing between the lines.) At this point, students may color the remaining background a solid color. Tip: Press hard when using oil pastels to ensure vibrant color and solid areas of color

11 SUMMARY OF ART LEARNING Students will: become familiar with the work of Keith Haring; and create motion and action in their figures. EXTENDED ACTIVITIES Students may: 1. Make a single figure on a 6 x6 square of colored paper, then mount all squares together to form a class project. 2. Make a single figure on three or more separate different colored papers and mount them together as a single piece of art. 3. Use colored paper instead of oil pastels to create the figures, then cut out and glue them onto paper NATIONAL STANDARD: Students should be able to select and use subject matter, symbols, and ideas to communicate meaning. (3. K-4 b) - 9 -

12 PAINTED PAPER SCULPTURE RELIEF TIME NEEDED: 3 hours and 45 minutes GRADE LEVEL ART ELEMENTS PRINCIPLES OF DESIGN Junior High Color Balance Line Rhythm Shape Unity MATERIALS - heavy weight paper (sizes 9 x 12 to 12 x 12 ) 4 sheets per student - pencils - acrylic paint various colors - brushes large - X-acto knives (and scrap corrugated cardboard to protect surfaces) - glue gun and hot glue sticks - poster board or Bristol board (assorted colors) for background size may vary (11 x 14 for small, 14 x 22 for large) PROCEDURE 1. Teach or review the following art vocabulary: abstract, relief, overlapping, cutting, and scoring. 2. Paint each of the four sheets of paper using acrylic paint. Paint each a different color and allow to dry overnight. 3. Demonstrate how to draw shapes that curve. Crescent or swish shapes are ideal. 4. Demonstrate the safe and proper use of an X-acto knife. (Always use cardboard or newspaper pads to protect surfaces.) 5. Draw a curved shape on the back of the painted paper. Cut it out using the X-acto knife. Repeat. Use the edge of the first shape for the second shape, the third shape, and so on. 6. After all the shapes are cut, score the middle of each piece, following the curve. (Scoring involves creating a line or depression in the paper to create a nice, even crease when folding the paper.) 7. Fold each piece like a tent. 8. Place the shapes on the poster board background to form a pleasing arrangement. 9. Hot glue the shapes to the poster board. Shapes can be positioned next to each other or slightly on top of the previous piece

13 SUMMARY OF ART LEARNING Students will: create a relief; create an abstract design using repetition; recognize and demonstrate knowledge of the difference between cutting and scoring; and use an X-acto knife correctly. EXTENDED ACTIVITIES Students may: 1. Create a realistic relief using cut pieces of paper. 2. Use tints or shades to create a monochromatic picture. NATIONAL STANDARD: Students should select media, techniques, and processes; analyzing what makes them effective or ineffective in communicating ideas, and reflecting upon the effectiveness of their own choices. ( a)

14 ACCORDION-FOLDED BOOKMAKING TIME NEEDED: 90 minutes GRADE LEVELS ART ELEMENTS PRINCIPLES OF DESIGN Primary Color Balance Intermediate Line Contrast Junior High Form Rhythm Shape Texture MATERIALS - scrap cardboard, two 5 squares (not corrugated cardboard) - bristol board, three 9 squares (heavy, high quality paper) - decorative paper, two 6 squares (scrapbooking, gift wrap or wallpaper scraps) - decorative paper, six 4 squares, cut in half on an angle to make 12 triangles. - ribbon, 12 long 2 pieces per project (width may vary) - glue sticks - stickers, old greeting cards, small items for embellishments (optional) PROCEDURE 1. Fold each of the three 9 square papers in half, as shown. 4. Glue two squares to each other, as shown. 2. Fold all three 9 squares again to create four squares. 5. Glue the third square to the assembled squares. L R 3. Fold the top left corner to the bottom right corner. Open to reveal a diagonal fold. (Repeat this direction on the two remaining 9 squares.) 6. Cover each 5 square piece of cardboard with the 6 square of decorative paper. Glue into place. (These two pieces are the front and back covers of the book.)

15 7. Glue the two 12 ribbons to the back side of one cardboard cover. 10. Fold, as shown below. 8. Glue the prepared covers to the top left square and the bottom right square. 11. Tie the ribbon on the cover Flatten and place your project as shown with the covers facing down. Glue the twelve triangles to the three squares corresponding to the numbers in the example. SUMMARY OF ART LEARNING EXTENDED ACTIVITIES Students will: Students may: demonstrate proper gluing techniques; 1. Use the book for a sketch book, journal create a simple folded book; and or photo album. make a decorative project from scrap materials. 2. Use the book format for a project on social studies, science, or religion. 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. 5-8b)

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