4th - 5th Grade Lessons
Week 9 : Jacob Lawrence Figures
Welcome friends! This week we will be learning about overlapping shapes and colors.
Step 1
Gather your materials.
Paper cut into circles, triangles and squares.
glue
paper
paint
paint brush
Step 2
Using the triangle create the body of your figures. Make your forms different heights.
Step 3
Using the circle or square, trace a head shape on each figure.
Step 4
Use your eraser, remove lines in the head.
Step 5
Add hair to each of your figures. Notice how their bodies overlap.
Step 6
Using paint, fill in each shape with color.
Step 7
Using your paint, create various skin tones for each figure.
Step 8
You can mix different colors to create new ones!
Now you are all done!
Submit a photo of your work!
Sol Standards:
4th Grade4.12 The student will use the following to express meaning in works of art: a) Color—hue, tint, shade, intensity. b) Texture—actual, implied. c) Value—shading to create implied depth. d) Pattern—repetition to imply movement. e) Variety—to create interest. f) Unity—to create compositional harmony
Sol Standards:
5th Grade 5.1 The student will apply creative thinking to art making. a) Express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter. 5.15 The student will execute and complete works of art with attention to detail and skill in the use of art materials.
Week 8: Zentangle Animal Design
Welcome friends! This week will be learning about line drawing. We will us lines to create a special type of drawing called Zentangle.
Step 1
Gather your materials.
Paper
Pencil
Black marker
Step 2
Draw and outline the shape of your favorite animal.
Step 3
Start from one side of your animal and begin drawing line and shapes using your marker.
Step 4
Use your creativity to create designs that fill in the animal shape.
Step 5
You can make lines thick or thin. You can also fill in some shapes to add interest.
Step 6
Try to relax while drawing. Zentangle drawing is a great meditation method.
Step 7
Erase any pencil lines.
Step 8
Look at how many lines you've created!
Remember to submit your work!
Sol Standards:
4th Grade4.12 The student will use the following to express meaning in works of art: a) Color—hue, tint, shade, intensity. b) Texture—actual, implied. c) Value—shading to create implied depth. d) Pattern—repetition to imply movement. e) Variety—to create interest. f) Unity—to create compositional harmony
Sol Standards:
5th Grade 5.1 The student will apply creative thinking to art making. a) Express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter. 5.15 The student will execute and complete works of art with attention to detail and skill in the use of art materials.
Week 7: Shaded Radial Design
Hello friends! This week you will use blending techniques to create the effect of movement within a radial design.
Vocabulary
Radial Design: A method for organizing visual material by arranging it around a central point.
Movement: Is the principle of art used to create the impression of action in a work of art.
Blending: A term used often in art, particularly in painting and drawing. It is the technique of gently intermingling two or more colors or values to create a gradual transition or to soften lines.
Materials
Paper
Scissors
Pencil
Eraser
Blending stick (Tortillon)
I cut out various curved and straight edges. I will use these edges to create a barrier while I shade. This will help to keep my lines clean.
Step 1
Divide your paper into four quadrants.
Step 2
Starting in the middle of the paper, create organic shapes that continue outward to the edges of your paper.
Step 3
Your end result should look like a target.
Step 4
Start at the center of your paper and divide each quadrant in half using curvy lines.
Step 5
Starting in one of the boxes you've created, begin shading from dark to light. Use one of the barrier papers you've cut out to create a clean edge.
Step 6
Notice how I am holding my barrier in place while I move from an area of dark to light.
Step 7
Once my area has been shaded in, use a blending stick to smooth out your pencil markings.
DO NOT USE YOUR FINGER TO BLEND! This is not a good habit to develop. The oils on your skin will damage the texture of the paper and over smudge your work.
If you do not have a blending stick, you may leave the pencil markings as is.
Step 8
Use your blending stick to blend from dark to light. This will help to create value is your work.
Step 9
Use the pencil to darken the darkest areas of your section.
Step 10
Continue blending in same direction for the entire row. You will alternate your shading between each row to create the illusion of movement.
Step 11
Once you completely shaded in your row, move on the next row. Alternate the direction you shade for each row.
Step 12
Notice how I changed the direction for each row! Use your blending stick after each section to smooth your pencil marks
Note
To keep your work neat, use a separate sheet of paper as a place to rest your hand while you shade. This will stop you from accidentally smudging your work.
Step 13
Continue this process until all sections for each row has been filled. Use your pencil to darken areas that have the darkest value.
Now you are all done!
Notice how you have created movement using this shading technique! You can use these techniques to improve your drawing skills. Keep practicing!
Remember to submit your work!
See you next week! :)
Sol Standards:
4th Grade4.12 The student will use the following to express meaning in works of art: a) Color—hue, tint, shade, intensity. b) Texture—actual, implied. c) Value—shading to create implied depth. d) Pattern—repetition to imply movement. e) Variety—to create interest. f) Unity—to create compositional harmony
Sol Standards:
5th Grade 5.1 The student will apply creative thinking to art making. a) Express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter. 5.15 The student will execute and complete works of art with attention to detail and skill in the use of art materials.
Week 6: Cubism Portraits
Hello friends! This week we will continue to explore the concept of aesthetics and mixed media techniques. We will learn about Cubism and create a portrait using principles used when creating cubist art.
The expectation for this week is for students to create a cubist portrait using collage and display an understanding of composition.
Remember to submit your work when you are finished!
Vocabulary
Cubism: An early 20th-century style and movement in art, especially painting, in which perspective with a single viewpoint was abandoned and use was made of simple geometric shapes, interlocking planes, and, later, collage.
Composition: Composition is the term used to describe the arrangement of the visual elements in a painting or other artwork. It is how the elements of art and design—line, shape, color, value, texture, form, and space—are organized or composed according to the principles of art and design—balance, contrast, emphasis, movement, pattern, rhythm, unity/variety—and other elements of composition, to give the painting structure and convey the intent of the artist.
Materials
Magazine clippings of faces.
Paper
Scissors
Glue
Brush
Sponge (Optional)
Paint
Step 1
Gather your supplies.
Step 2
Cut out individual features that you see on the faces you have collected.
Ears
Eyes
Nose
Mouth
Hair/facial hair
Step 3
Cut out strips of paper for your background. I chose orange, green and blue. Cut your paper using sharp angles. This will help to create the sharp edges that you find in cubist works of art.
Step 4
Glue the colored strips of paper to your background.
Step 5
Fill in all of your empty spaces.
Step 6
Now, assemble your features on your paper to create a face.
Step 7
You may add more than one feature from different angles. When you are finished, allow your work to dry.
Step 8
While your work is drying, prepare your paints and brushes.
Step 9
Using your paint, create an outline for your face. Since this is a cubism-inspired project, the face does not need to be perfectly proportioned.
Step 10
You may even add clothing to your portrait!
Step 11
Use the paint to outline some of your features to make them stand out.
Step 12
Use different colors to bring emphasis to features that you want to emphasize.
Step 13
Create patterns and textures in your hair and clothing to create a portrait that is aesthetically pleasing.
Step 14
Add some color to your background to make your portrait stand out!
Now you are all done!
Cubism is a great way to experiment with proportions and movement. This project requires you to think about composition and size.
Remember to submit a photo of your work when you are all finished!
See you next week!
Sol Standards:
4th Grade4.12 The student will use the following to express meaning in works of art: a) Color—hue, tint, shade, intensity. b) Texture—actual, implied. c) Value—shading to create implied depth. d) Pattern—repetition to imply movement. e) Variety—to create interest. f) Unity—to create compositional harmony 4.17 The student will create works of art that connect ideas, art forms, or cultural themes to personal experiences.
Sol Standards:
5th Grade 5.1 The student will apply creative thinking to art making. a) Express personal ideas, images, and themes through artistic choices of media, techniques, and subject matter. 5.15 The student will execute and complete works of art with attention to detail and skill in the use of art materials.
Week 5: Mixed Media Portraits
Vocabulary
Aesthetics: To be concerned with beauty or the appreciation of beauty.
Mixed Media: Mixed Media is the use of a variety of media in entertainment or work of art.
Materials
Magazine or Photo
Paper
Markers, coloring pencils, pen, pencil, or crayons
Scissors
Glue
Brush or sponge (Optional)
Hello friends! This week you will explore the concept of aesthetics and mixed media art. You will create and submit a mixed media portrait project that demonstrates an understanding of proportion and coloring technique. If you are unsure about proportions and portrait drawing, view the demonstration video from last week.
Remember to submit your work when you are finished!
STEP 1
Gather your materials
You will need a medium-to-large picture of a face. Try to find a face that is facing forward.
STEP 2
Cut out the picture. Remember to always cut away from your body. Try to cut away as much of the background as your can without cutting the image. Work slowly.
STEP 3
Once you have your portrait cut out, cut the face in half.
STEP 4
Apply glue to the back of your picture. You can use a brush or sponge. If you do not have a tool to apply your glue, you can use dots.
STEP 5
Apply the picture to your paper. hold it down and smooth it out.
STEP 6
Begin drawing your portrait. start with the face.
Remember your eyes will sit in the middle of your head. Use the photo to guide you.
STEP 7
Now, add your features. start with the nose, as it sits below the the eyes and above the mouth. This will help you with placing your features. I used a pencil for this step.
STEP 8
Add your eyes. A great trick to use is flipping your paper upside down to see if you are placing it correctly. Sometime our brains will distort the image.
STEP 9
Add your mouth and lashes.
STEP 10
Clean up your lines using an eraser and flip your paper upside down to check your proportions.
STEP 11
Add your ears. Use the photo as a reference.
STEP 12
Once you are finished with your face, start creating a cool/crazy hairdo. I used thin lines to create my hair.
STEP 13
Remember to overlap parts of the hair to create the illusion of depth.
STEP 14
Clean up your lines and step back from your work to see if it is aesthetically pleasing
STEP 15
Begin coloring your hair. I used markers for my hair, but you can use any coloring tool you like.
STEP 16
I added a variety of colors to my hair to make it bright!
STEP 17
Using a pen or thin marker, outline the areas you've colored so they will stand out. You may also outline the features in the face.
Art Rule: If you outline you do not have to shade; if you shade you do not have to outline.
STEP 18
I used coloring pencil to add a little color to my face.
STEP 19
Add details to your face and clean up your art.
STEP 20
I finished off my portrait by adding red marker to really make it POP!
Finished Portrait
Now we are all done!
You can make your hair as crazy as you would like!
Remember to submit your work when you are finished!
Have fun!
Sol Standards:
4th Grade4.5 The student will use the following to express meaning in works of art:1. Color—hue, tint, shade, intensity2. Texture—actual, implied3. Value—shading4. Pattern—repetition to imply movement5. Variety—to create interest
4.7 The student will make artistic choices to create compositional unity in works of art. 4.8 The student will create the illusion of depth on a two-dimensional surface, using overlapping, size variation, and placement on the picture plane. 4.21 The student will formulate questions about aesthetic aspects of works of art 4.23 The student will explain preferences for works of art by responding to aesthetic questions.
Sol Standards:
5th Grade 5.5 The student will use the following to express meaning in works of art:1. Color—student-mixed hues, tints, shades, tones2. Form—convex, concave, positive, negative3. Texture—surface embellishment4. Value—gradation to create the illusion of depth on a two-dimensional surface5. Balance—formal, informal6. Pattern—repetition to create rhythm5.18 The student will analyze and interpret works of art based on visual properties and context.5.20 The student will use specific criteria to evaluate a finished product. 5.22 The student will select a preferred work of art and defend the selection 5.23 The student will compare and contrast objects in terms of aesthetic preferences. 5.24 The student will reflect on and describe the nature of art.
Week 4: The Basics of Drawing a Face
Portrait Video.mp4Hello friends! This week we will learn the basics of drawing a human face. Drawing a realistic human face may take some artists years of practice. Each individual facial feature requires a lot of practice to master.
View the video where Ms. Meehan teaches you about drawing the features of the face and proportions. Below are some examples of portraits!
Remember to submit your work when you are finished!
4th Grade4.5 The student will use the following to express meaning in works of art:1. Color—hue, tint, shade, intensity2. Texture—actual, implied3. Value—shading4. Pattern—repetition to imply movement5. Variety—to create interest
5th Grade 5.5 The student will use the following to express meaning in works of art:1. Color—student-mixed hues, tints, shades, tones2. Form—convex, concave, positive, negative3. Texture—surface embellishment4. Value—gradation to create the illusion of depth on a two-dimensional surface5. Balance—formal, informal6. Pattern—repetition to create rhythm5.18 The student will analyze and interpret works of art based on visual properties and context.5.20 The student will use specific criteria to evaluate a finished product.
Week 3
Week 3 Activity: Story Boarding With Hatching
Sol Standards:
4th Grade
4.5 The student will use the following to express meaning in works of art:
1. Color—hue, tint, shade, intensity
2. Texture—actual, implied
3. Value—shading
4. Pattern—repetition to imply movement
5. Variety—to create interest
5th Grade
5.5 The student will use the following to express meaning in works of art:
1. Color—student-mixed hues, tints, shades, tones
2. Form—convex, concave, positive, negative
3. Texture—surface embellishment
4. Value—gradation to create the illusion of depth on a two-dimensional surface
5. Balance—formal, informal
6. Pattern—repetition to create rhythm
5.18 The student will analyze and interpret works of art based on visual properties and context.
5.20 The student will use specific criteria to evaluate a finished product.
Week 2
Week 2 Activity: Exploring Hatching
Sol Standards:
4th Grade
4.5 The student will use the following to express meaning in works of art:
1. Color—hue, tint, shade, intensity
2. Texture—actual, implied
3. Value—shading
4. Pattern—repetition to imply movement
5. Variety—to create interest
5th Grade
5.5 The student will use the following to express meaning in works of art:
1. Color—student-mixed hues, tints, shades, tones
2. Form—convex, concave, positive, negative
3. Texture—surface embellishment
4. Value—gradation to create the illusion of depth on a two-dimensional surface
5. Balance—formal, informal
6. Pattern—repetition to create rhythm
5.18 The student will analyze and interpret works of art based on visual properties and context.
Week 1
Week 1 Activity: Art History Reference
Sol Standards:
4th Grade
4.2 The student will demonstrate craftsmanship in personal works of art.
4.16 The student will identify ways that works of art from popular culture reflect the past and influence the present.
5th Grade
5.9 The student will use contemporary media to create works of art.
5.12 The student will examine the influence of historic events on works of art.
