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.