Kindergarten - 1st Grade Lessons
Week 9 Lesson: Radial Design
Hello! Welcome back! Today we will be creating paintings using what we know about shapes and lines in something called a radial design with crayons and watercolors.
Radial Design: is a design that is based on a circle. It starts at one point, and gets bigger and bigger, OR it can start at another point, and get smaller and smaller.
Line: A long mark going from one point to another
Shape: A space enclosed by a line
Organic Shape: Shapes you cannot measure, usually found in nature. An example would be a leaf.
Geometric: Shapes you can measure. Examples might be a square or a circle.
Step 1: Gather Supplies
You will need- A piece of paper (the thicker the better)
- Crayons
- Watercolor
- A brush and a cup of water
Step 2: Fold Your Paper
Fold your paper in half to give yourself two sections.Step 3: Begin Creating Your Radial Design
On one side of your paper, pick one color crayon and a shape and draw it really big! I chose to draw an oval with a purple crayonThen, pick a DIFFERENT color and draw the same shape inside the one you just drew! Try to change up the line, I made a thick green line for my next oval.Step 4: Fill In Your Shapes with More Shapes
Keep going with your shapes! Try out different lines and colors. See how I made a dotted line oval, a wavy line oval, a thick and line oval? Keep going until you have at least five or six shapes.Step 5: Repeat On the Opposite Side
Once you finish your radial design on one half of your paper, move to the other side of your paper.Do the same thing, pick a color and shape, and start out BIG and then work your way inside, using different lines and colors.Step 6: Begin Painting
Now you can paint! Go ahead and wet your brush in the water, then pick a color and paint your shapes. The wax from the crayons will allow you to keep your shape when you paint.Step 7: Paint the Other Side
Once you have finished painting on side of your paper, paint the other side. I painted one side in the lines, and the other side with many different colors all coming together. It’s up to you how to paint it!Don’t forget to submit your art!Sol Standards: Kindergarten
K.3 The student will analyze and interpret artwork using art vocabulary. a) Describe works of artK.12 The student will identify and use the following in works of art: a) Color—red, blue, yellow, green, orange, violet, brown, black, white. b) Line—straight/curved, thick/thin, long/short, up/down/across. c) Shape—circle, square, triangle, rectangle, oval.K.16 The student will explore a variety of media, techniques, and processes to create two dimensional and three-dimensional artwork.Sol Standards: First Grade
1.3 The student will analyze and interpret artwork using art vocabulary. a) Describe the visual qualities and content of works of art. 1.12 The student will identify and use the following in works of art: a) Color—primary, secondary. b) Line—zigzag, dotted, wavy, spiral. c) Shape—geometric, organicWeek 8 Lesson: Imagination Exploration
Welcome back! Today we will be inspired by the book Julian is a Mermaid and create a crayon drawing.
Step 1: Gather Supplies
You will need- A piece of paper
- Crayons
Step 2: Begin Drawing Yourself
- For this project, you are going to use your imagination to turn yourself into something else!
- Begin drawing yourself, look at how I’m using shapes and lines to create a person
- What shape is my head? My neck and arms?
Step 3: Finish Drawing Yourself
- Continue drawing yourself, adding legs and feet
- When you have your body all done, start adding your face and hair
- Remember, you’re going to be using your imagination so you can change your hair if you want! I gave myself some purple hair
Step 4: Use your imagination!
- Julian used his imagination to turn himself into a mermaid. What will you turn yourself into?
- I decided to be an astronaut, someone who explores outer space.
- Once you figure out what you want to be, begin adding clothes, maybe even a mermaid tail or dragon wings!
Step 5: Getting Ready to Color
- Before you begin coloring, remember, three important things while you color
- 1. Color in the lines
- 2. Fill in the space
- 3. Color in one direction
Step 6: Begin to Color
- Now you can start to color yourself!
- As you color, think about what you’re going add in the background. Where will your imagination take you?
Step 7: Add Your Background
- Once you finish coloring yourself, create your background.
- Where does your imagination take you? Are you flying, underwater, in a volcano, at a friends house?
- I drew myself in outer space with some spaceships and stars
Step 8: Finish Your Work
- Complete your art, making sure to color everything in.
- Remember, your imagination can take you anywhere and let you do anything!
- Just like Julian, you can express yourself however you want and there will always be people who love you.
Sol Standards: Kindergarten
SOLS:K.1 The student will apply creative thinking to artmaking. a) Draw from imagination b) Create works of art that represent personal responses to art-making challenges. K.12 The student will identify and use the following in works of art: b) Line—straight/curved, thick/thin, long/short, up/down/across. c) Shape—circle, square, triangle, rectangle, ovalK.17 The student will create artworks inspired by a variety of sources and subjects. a) Depict the human figure.Sol Standards: First Grade
SOLS:1.12 The student will identify and use the following in works of art:. b) Line—zigzag, dotted, wavy, spiral. c) Shape—geometric, organic.1.17 The student will create works of art inspired by a variety of sources and subjects.. b) Create works of art inspired by stories or poems, ideas, and themes. c) Depict personal experiences.Week 7 Lesson: Cubism Objects
Welcome back! Today we will learn continue working with objects while also learning about Cubism.
Step 1: Gather Supplies
You will need- A piece of paper
- A pencil and markers (you can use coloring pencils or markers if you don’t have markers)
- 1 or 2 objects
- A ruler (you can also use the side of a book or any other straight edge)
Step 2: Create Sections and Place Your Object(s)
- Using your ruler, divide your paper into sections
- I used mostly triangle and square shaped sections
- Once you have at least ten or so lines, go ahead and put your objects on your table
Step 3: Draw your objects
- Think of each section like a puzzle piece. Each part is different but they will all come together to form your object
- I started drawing my flower pot in one section, but stopped when I reached my line
- I started drawing my flower pot again when I reached a different section, and drew it slightly from a different angle
Step 4: Keep drawing your objects
- Keep drawing!
- I added my flowers and leaves
- Now I’m ready to draw my sneaker
Step 5: Getting Ready to Color
Before you begin coloring, remember, three important things while you color
1. Color in the lines
2. Fill in the space
3. Color in one direction
Step 6: Begin Coloring in Your Objects
- As you color in your objects, try to color in one direction.
- This will help your colors to stay neat and not streak or scribble.
Step 7: Color in Your Background
- After you finish coloring your objects, now you can do your background
- I decided to add some fun lines and dots in my background
- Then you after you add some designs, you can go ahead and color the background
- Don’t forget to submit your art! Happy art-making!
Sol Standards: Kindergarten
SOLS:K.6 The student will explore cultural and historical influences of art.b) Respond to art from a variety of time periods and places.K.8 The student will identify information about art from provided resources.K.13 The student will identify spatial relationships for composition. a) Identify spatial relationships—left, right, top, bottom, side, center, front, back, over, and under. b) Make observations of objects in space.K.14 The student will create drawings from observation.Sol Standards: First Grade
1.6 The student will explore and recognize cultural and historical influences of art. a) Explain a variety of reasons why works of art can have importance.1.13 The student will identify and apply spatial relationships for composition. a) Arrange shapes in space within the picture plane. b) Identify and use figure-ground relationships.Week 6 Lesson: Drawing from Observation
Welcome back! Today we will learn how to draw from observation, which means to draw what you see in front of you.
Drawing from observation: Drawing from life. You are drawing what you see in front of you.
Overlap: to cover a part of something
Background, middleground, and foreground:
Background: the part of the picture that is FAR AWAY from you
Middleground: the part of the picture in the MIDDLE, in between the back and the front
Foreground: the part of the picture in the FRONT, that is CLOSEST to you.
Step 1: Gather Supplies
You will need- A piece of paper
- A pencil, crayons, markers, or colored pencils
- 3 objects (Make sure you as a grown-up if you use something that is not yours! I chose a small box, a plant, and a watering can)
- A table to put your objects on
Step 2: Place your objects
- Put your objects on the table in way that they overlap
- This means some might be in the front, some might be in the back, one might be on the left, one might be on the right
- Can you tell which object is the closest? Which one is the furthest? What is my background? What is my foreground?
Step 4: Place your objects on your paper
- As you are drawing, make sure you are looking at your paper AND at your objects! That’s an important step when you draw from real life.
- If one object is in front of the other, you won’t be able to see the whole thing, so don’t draw it!
- Look at where the objects are. The front? Back? Left? Right?
A Helpful Tip!
- Remember, you want to overlap!
- I placed my objects close together on the table, one in front of the other so that’s how they need to be drawn
- Yours might not be as close together, but make sure you overlap!
Step 5: Finish your drawing in pencil
- Once you have drawn your three objects on the table, now you can go back and add details.
- Use your eraser to erase any of the table line that goes through your objects
Step 6: Color your drawing
- Now you can finish your drawing, color it in!
- Don’t forget to color in your table too, and if you have something in the background, you can it in
- Don’t forget to submit your art when you’re done!
Sol Standards: Kindergarten
SOLS:K.2 The student will apply a creative process for artmaking. a) Ask questions about art and artmaking.K.3 The student will analyze and interpret artwork using art vocabulary. a) Describe works of art.K.13 The student will identify spatial relationships for composition. a) Identify spatial relationships—left, right, top, bottom, side, center, front, back, over, and under. b) Make observations of objects in space. K.14 The student will create drawings from observation.Sol Standards: First Grade
1.3 The student will analyze and interpret artwork using art vocabulary. a) Describe the visual qualities and content of works of art. b) Describe similarities and differences among works of art.1.13 The student will identify and apply spatial relationships for composition. a) Arrange shapes in space within the picture plane. b) Identify and use figure-ground relationshipsWeek 5 Lesson: Paper Lanterns
Hello everyone! Today we're going to learn how to create paper lanterns, inspired by Chinese lanterns. You can view everything in the slides, and the steps are outlined below.
1: Gather Your Materials
- Scissors (make sure you ask a grown-up
- Paper
- Crayons or markers
- Stapler (make sure you ask a grown-up to help you) OR tape
2: Fold Your Paper
- Fold it in half, length-wise or the hot dog way, try to make it even
3: Get Ready To Cut
- After you fold your paper, grab a crayon and make a line on the side of your folded paper, NOT the folded side
- This will help guide you as you cut
- Cut ON the folded side, up until the line you drew and stop
- Make small cuts, about 10 or so small sections, about an inch thick
4: Design Your Lantern
- After you've cut your sections, unfold your paper. Grab your markers and crayons and begin decorating!
- I decided to create a spring theme, choosing lots of bright colors and using things found in nature such as flowers, sun, clouds, etc.
- Try creating patterns using shapes, colors, different kinds of lines
- Once you have your sections, you can also decorate the area in the line you drew earlier to mark your scissors stopped cutting.
5: Assemble Your Lantern
- Begin folding/rolling your lantern together, going the opposite way, width wise
- Ask an adult to help you staple (or tape) the top of the lantern, connecting each edge together
- Do the same for the bottom
6: Create Your Handle
- On another sheet of paper, cut a small thin strap for your handle
- Decorate it as well!
- Ask an adult to help staple or tape it to the top of your lantern, attach the other side of your handle to the other side of the top of your lantern
7: Put Your Lantern Somewhere Special
- I tied a piece of clear string to my handle and hung it in my window to welcome the spring rain showers!
Sol Standards: Kindergarten
K.3 The student will follow a sequence of steps used in creating works of art.K.7 The student will identify and use the following in works of art: Pattern—occurring naturally, made by peopleK.14 The student will describe the concept that people in all cultures create works of art.Sol Standards: First Grade
1.12 The student will use motor skills (e.g., cutting, modeling, molding, tearing, weaving) to create two- and three-dimensional works of art.1.13 The student will describe how art is an integral part of one’s cultureWeek 4 Lesson: 3-D Paper City
Vocabulary
Architect: An artist who designs buildings.
Design: Art that is planned, usually based on an idea and meant to be sold or used, like a building, movie poster, or book cover.
Background: The parts of the picture in the back, the furthest parts away from you.
Foreground: The parts of the picture in the front, the closest parts to you.
Hello friends! For this weeks activity you will create a 3-D city using paper. Below I will walk you through the step-by-step process of creating your project. Let's have some fun!
Remember to submit your work when you are finished!
Step 1: Gather your materials
For this project you will need:
2 Sheets of thick paper
Glue (you may also use tape)
Coloring tools: coloring pencils, paint, markers, crayons or pastels.
Scissors
Step 2: Fold your paper
Fold your first paper in half. The top half of your paper will work as your background and the bottom half will work as your ground.
Step 3: Create your background
On the top half of your paper, draw your buildings and other objects that you might see in the sky.
On the bottom half of your paper, draw the ground.
In my drawing I drew a side walk and grass.
Step 4: Create your buildings
Cut your second sheet of paper in half and begin drawing buildings on this sheet.
I also added some trees in front of my buildings.
Step 5: Cut out your buildings
Using scissors, cut out the buildings on your second sheet of paper.
Step 6: Color in your art
Now, color in both your background and buildings on your second sheet of paper.
I used markers to color in my buildings, but you can use crayons or paint to color in yours!
Step 7: Attach your buildings to your background
Fold the bottom of your second sheet of paper. Make your fold as long as the tip of your thumb. You want your paper to be able to stand up on its own.
Practice standing your paper up on a table to see if it will stand. If it does not stand on its own, make your fold larger.
When your paper is folded, add glue to your fold.
Attach your second paper to the ground of your first paper and hold it for 5 seconds.
Remember, you do not need a lot of glue to stick your paper down. Less is more!
Step 8: Enjoy your finished city!
Wait for your paper to completely dry.
Now you are finished!
What a cool 3-D city!
Remember to submit a picture of your work.
Sol Standards: Kindergarten
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.K.12 The student will identify people who make art as “artists.”K.16 The student will classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).K.18 The student will describe ideas, experiences, and feelings expressed in personal and other works of art.Sol Standards: First Grade
1.7 The student will identify and use the following in works of art:1. Color—primary2. Line—zigzag, dotted, wavy, spiral3. Shape—geometric, organic4. Pattern—alternating, repeating1.17 The student will describe similarities and differences among works of art.1.19 The student will describe how feelings, ideas, and emotions are communicated in works of art.Week 3 Activity: Fun With Collage
Week 3 Activity: Fun With Collage
Sol Standards:
Kindergarten
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.
K.12 The student will identify people who make art as “artists.”
K.16 The student will classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).
K.18 The student will describe ideas, experiences, and feelings expressed in personal and other works of art.
First Grade
1.7 The student will identify and use the following in works of art:
1. Color—primary
2. Line—zigzag, dotted, wavy, spiral
3. Shape—geometric, organic
4. Pattern—alternating, repeating
1.17 The student will describe similarities and differences among works of art.
1.19 The student will describe how feelings, ideas, and emotions are communicated in works of art.
Week 2 Activity: Painting with Organic Objects
Week 2 Activity: Painting with Organic Objects
Sol Standards:
Kindergarten
K.11 The student will use motor skills (e.g., pinching, pulling, squeezing, twisting, pounding, rolling, folding, cutting, modeling, stamping) to create two-dimensional and three-dimensional works of art.
K.12 The student will identify people who make art as “artists.”
K.16 The student will classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).
K.18 The student will describe ideas, experiences, and feelings expressed in personal and other works of art.
First Grade
1.7 The student will identify and use the following in works of art:
1. Color—primary
2. Line—zigzag, dotted, wavy, spiral
3. Shape—geometric, organic
4. Pattern—alternating, repeating
1.17 The student will describe similarities and differences among works of art.
1.19 The student will describe how feelings, ideas, and emotions are communicated in works of art.
Week 1 Activity: Found Object Color matching
Week 1 Activity: Found Object Color matching
Sol Standards:
Kindergarten
K.12 The student will identify people who make art as “artists.”
K.16 The student will classify objects in the environment by their visual qualities (e.g., color, texture, line, shape, pattern).
First Grade
1.1 The student will examine a variety of solutions to art-making problems.
1.7 The student will identify and use the following in works of art:
1. Color—primary
2. Line—zigzag, dotted, wavy, spiral
3. Shape—geometric, organic
4. Pattern—alternating, repeating