We discussed how artists describe themselves through self-portraits, and how it is important to spend time looking at ourselves in the mirror and identify the lines and shapes distinct to our unique face. Students were encouraged to look for proportions and relationships of parts within their faces. Using markers, they reinforced their original pencil lines, always paying special attention to the weight and strength of the line. Once they completed their line drawings, they used watercolor to paint and further accentuate certain elements of their face.
What do numbers mean to us? Artists often use numbers as a subject for their paintings and they can be represented in a variety of ways. We talked about what it meant for a number to pop out from the page and stand out from the background in a strong and powerful way. We also looked at examples of artists who chose to hide or camouflage their number into their background. Students chose a number or numbers to paint and then decided whether they would have it camouflage or pop out using a variety of artistic skills such as repetition, color contrast and pattern.
Together as a class we looked at the variety of animals that they had seen during their class trip to the farm . We talked about identifying simple shapes within the larger animal form. Starting with the body, the head and then the legs, students learned how to break up the figure into separate parts, and then create one continuous contour line to unify the animal shape. They completed their paintings by adding a horizon line to distinguish their sky from earth.
2nd grade artists began this project by experimenting with watercolor. They practiced mixing and blending their paints to create magical skies. Their watercolor skies would become the background for their New York City Skylines. To prepare, students looked at images of New York and discovered the elements that make the city so unique. We talked about the tops of buildings and how much they vary in height and shape. Then the students painted the buildings' silhouette using black tempera paint. Unlike watercolor paint, tempera paint is opaque which means in is thick and not transparent. Once their buildings were painted, they used oil pastels to add window patterns. Here is a sampling of their work. Enjoy!
In art class, we started off the year making self-portraits. A self-portrait is a picture of yourself. It is very special to share the way we see ourselves with our friends.
In preparation for this lesson, we talked about lines. Students had a chance to experiment with drawing a variety of lines, and together we came up with a common vocabulary to describe different types of lines (straight, curvy, etc…). Next, we pretended to be art detectives and looked for the lines and shapes that we see within our faces. Students looked at their faces in the mirror and carefully recorded their facial features using familiar lines and shapes. We started at the top of our heads and worked our way down, always looking for details on our faces that are special to us. Here is a sampling of some of our friends hard work. Enjoy!