Below, a 7th grade self-portrait drawing assignment. Students photographed each other in casual poses and then applied a grid on the photo, and then onto drawing paper. Aside from concentrating on the importance staying accurate to the grid drawing, we also maintained the goals of having strong tonal-range, conveying line through tonal variation, and using what we know about contours, textures and patterns.
Some students opted to focus on still-life arrangements. The drawing principals on the self-portraits were stressed on these drawings as well. The most challenging aspect about these still lifes was establishing the foreground, mid-ground and background through the use of values, lines and texture. I found that students had trouble straying from their inclination to separate objects and shadows through the use of line. It was an enlightening moment for many of them to realize that line is just one solution to defining the content of their objects.
The 8th grade classes also were utilizing grid drawing but where using oil pastel as a medium. Students were instructed to photograph an object, use a picture of themselves, or find an image online. Ultimately, the image had to be something that they found interesting, and one that they could convey effectively using oil pastels. Before drawing the image, we “posterized” all images using Photoshop. Posterizing is a filter option that simplifies details in an image – making the image more manageable for the students.
8th Grade Self-Portrait - The color contrast created fun, yet difficult compositional decisions.
Lamorghini - The creator was able to keep a nice amount of detail which be challenging with this medium.
This still life was submitted into the Boston Globe Scholastic Art Awards. My fingers will be crossed!
How great is the apple??
Watch faces, regardless of style or price tag tell others about who we are. This assignment was focused on designing one’s ideal watch. After all, these students could be the watch designers of the future.
Students started out by sketching out several thumbnail sketches. What will be the shape of the watch face? What is the watch made out of? Who would wear this watch? These are all questions that had to be resolved prior to the final drawing. The drawing started out with the basic outline of the watch. Various bowls and classroom items were used to create unique, non-geometric faces, while rulers were required for rectangular faces.
The next step was to illustrate the face and band. Both were developed at the same time, in hopes of keeping a sense of unity and cohesiveness. Much focus was put on the legibility of the face numbers. Students carefully applied the numbers using transfer paper.
At this point, the watches were colorized using either colored pencil, pen, marker or watercolor. I wanted to give the students the power to determine the color, detail and texture of the final watch. The result? See below!
Does this watch give military time??
Nice work on the metal band.
I like the color palette used, especially the dark cyan on the watch face.
Sometimes inspiration out-weighs function.
If you don't know you Justin Bieber is, just ask a female middle schooler.
I like the balance of rectangles and circles.
This design reminds me of my favorite seasons, Spring and Summer!
Both playful and intricate, this band is gorgeous.
Well-planned design, with a really nice use of materials.
The student who created this had a very specific plan on the shading and shimmer for the watch face. Metallic colored pencils were burnished into the face. In addition, the leather band was added, which compliments the watch face nicely.
Very pretty design. I am also pleased that this student chose to paint her watch using watercolors.
Before I describe the objectives of this assignment, checkout these awesome student samples:
On the top image, I like how the fish's fins and teeth mimic the plants behind him.
On the bottom image, the diluted palette, combined with delicate brush-strokes, resulted in a tone that I would look for from older students.
At the heart of this lesson, was my love for video game graphics. More specifically, Mario 3, Ecco The Dolphin and Sonic The Hedgehog gave me the desire to have the students create sea life scenes. I think back to how imaginative and comical the “under water” levels were of the video games I played. Around every corner, was a unique plant, fish or monster. As we admire these paintings we realize that 6th graders have vast imaginations and vibrant personalities. The tone of these paintings really remind me of my childhood video games.
This lesson was really enjoyable, yet challenging for the students and myself. I wanted to see raw imagination, with a somewhat casual approach. The 6th grade students started with a detailed line drawing, which had to include the following:
-a primary creature in the middle of the composition
-sea floor elements such as plants, rocks, shells and coral etc.
-a variety of creatures throughout the composition
-a uniqueness and a feeling of an imaginary world.
Once the line drawings were completed, the students began to paint. I initially intended specific color instructions to this assignment, as I wanted cool colors on the left and then fading into warm colors on the right. As you can see, some paintings show a strong grasp of color and others not as much.
The last step on this assignment was to carefully apply color to make the painting more cohesive. I encouraged the students to even out the water textures, to give a sense of consistency throughout. The more advanced students were instructed to unify the composition by studying the existing colors and shapes and consider adding similar elements. Dark markers and colored pencils were used to sharpen the appearance of the primary elements within the painting.
Fine motor skills, focus, patience and artistic sensibilities were sometimes lacking, but 6th grader energy was never tough to find. Finally, here is a wonderful painting that has many fun, sophisticated and memorable characteristics. Comments welcome!
The eel ties the entire environment together very well.
Over the past 2 weeks, I have been fortunate enough to implement my own lesson plans in art class. Household robots were created in the 7th and 8th grade classes. The assignment was to create a robot that could perform at least one household function. All classes started by sketching various metal parts, such as screws, cans and hinges. From there, students were able to understand how to draw the various forms.
Next, students drew their robots, focusing on tonal range, composition, environment and detail. Here are some examples:
I really enjoy the richness of the metal portrayed in this drawing. I also like the attention that was put into all of the cans and screws. (7th grade)
This drawing is rather sparse, but I enjoy it’s simplicity. This student treated each element with great care. She was one of the only students who added in shadows. Even though they are inconsistent, the shapes create interesting negative space. (7th grade)
Motivation was an issue with the student who created this. One can only image what this student could create if motivated. This robot seems to lack real purpose, but has a playful presence nonetheless. (7th grade)
This robot may be my favorite of the bunch. I really enjoy the balance that is achieved by careful placement of the robot parts and foreground environment elements. It was a challenge for me to encourage this student to add tonal range and peripheral elements because I was afraid the beautiful line work would be damaged. (7th grade)
Don’t you love the organization and easy-to read labels on this robot? I’m not sure if a baker would like to have this robot on their kitchen counter, but it is a nice idea anyways. (8th grade)
More images to come. Stay tuned!
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