Saturday, June 25, 2011
I started off the project by reading them the book, Fidgety Fish by Ruth Galloway. We ended up having quite a lively discussion about what the word fidgety means and in what instances they become fidgety! It ended up being a very good teachable moment!
From there, the students got out their sketchbooks and they had the rest of class to draw 2 imaginary fish.
1) had to be an imaginary sea creature (but could combine aspects of real ones)
2) had to have 2 textures
3) had to have 2 patterns
When they came in for the next class, I had a tray of clay slabs ready to go (I bought a heavy duty slicer- it looks like a large cheese slicer. I use this to cut all of my clay slabs. I can get them done in just a few minutes and they are all a uniform size. I rarely use my slab roller- it is too awkward for my students to use and I am always worried about their fingers getting caught).
Then they have to decide which end they want to be the big mouth and which end they want to be the tail.
The tail end gets close up and pinched together. They can then use their clay tools to cut out the shape they want their tail to be.
Then I gave each student a ball of clay. They used this to add fins, eyes, teeth, tongues, etc. I showed them how to score their pieces before attaching them (we lost a few eyes and teeth that were not attached well).
They used their tools (clay knives, Popsicle sticks, toothpicks, pencils, straws, etc) to add texture to their fish and then brought them to me as they finished up. I added their initials and class code to the bottom and then left them on their class shelf to dry.
After they had been fired, the students were ready to glaze.
I placed 6-8 different colors on each table and we talked about how they needed to cover the entire area that could be seen (they were NOT to glaze the bottom). They were also told to glaze the inside of the mouth. I reminded them 1 last time that I needed to see some sort of pattern on their fish and then they were off!
I fired them 1 last time and these are a few of the finished products. Pin It
Friday, June 24, 2011
I started the project by reading the book, Who Is the Beast? by Keith Baker. The illustrations in the book were great for showing the students overlapping- which was what I wanted to focus on in this project.
Before I started reading, I gave the students 3 things to look for in the book:
2) colors used in the plants
3) shapes used in the plants and animals
After I finished reading, we brainstormed a list of animals that could be found in the jungle. The students then chose 2 animals and practiced drawing them in their sketchbooks (I have a milk
When they had finished their sketches, they chose the 1 animal that they liked the most and drew this on a piece of watercolor paper. The rules for this were:
1) touch at least 2 sides of the paper (to make sure that it was large enough)
2) use a whisper pencil (draw lightly, so that you can erase)
After they drew their animal, I then showed them how to draw the vegetation. We talked about how Rousseau hid his animals in the plants, so we would have to draw our plants from the side of the paper towards the center, so that they would cover part of our animal. Anything that was covering our animal, we would then erase (thus the reason for using a whisper pencil).
Rules for this step:
1) plants had to touch the animal
2) had to have plants coming from the top, bottom and both sides of the page
I also told them that they didn't have to draw just leaves. I showed them pictures of different flowers that they could use, also.
I love the contrast between the markers and the watercolor!
http://www.artsonia.com/). She won a $50 gift certificate to Dick Blick and a plaque with her name and a picture of her artwork on it!
She was thrilled. I sat with her and helped her order her art supplies- it was like Christmas morning when the box arrived! Markers, sketchbooks, oil pastels, glitter! Every child's dream! Pin It
Thursday, June 23, 2011
I actually got this idea from a fellow art teacher in my district.
We started out by learning about John James Audubon. I couldn't find a book that was at a 2nd grade level, so we only got to look at artwork.
Then I had the students practice drawing different kinds of birds in their sketchbooks, focusing on the forms (cones, cylinders, spheres, etc).
The next week, was clay week! This in probably the students favorite time of the year. They look forward to clay and are constantly asking when we are going to do our clay project. So they were ready to go!!!
I gave them 2 pieces of clay and had them make 2 pinch pots (reminding them that we had made pinch pots when we were in kindergarten).
Then I showed them how to connect the 2 pots together by pulling the clay with their thumb from 1 pot to the other.
I had them take their pencil and poke a hole in the bottom. We had a discussion about how the clay needed the hole so that it wouldn't explode in the kiln. They thought that was cool, until I explained that if 1 exploded, it would break the others around it- not so cool anymore!
I gave them a third piece of clay to make wings, head, beak, tail and any other features that they wanted to add to their bird.
I showed them how to score their pieces and we talked about what would happen if they were not properly attached.
As they finished them, they brought them to me, I used a paperclip to carve their initials and class code into the bottom and set them on their shelf to dry.
I start this project out by reading the book Musicians of the Sun by Gerald McDermott to the classes.
While I am reading, I have the students focus on:
1) the characters in the book (Night, Sun, Wind, Turtle Woman, Alligator Woman, Fish Woman)
3) colors used in the illustrations
After I am finished reading, I show them a PowerPoint that I put together with symbols for each of the the characters from the story. We talk about the Aztecs and where they were from. The majority of my school is from Mexico, so they absolutely LOVE this part!
Then they get to choose the character that they would like to illustrate.
1) it must touch all 4 sides of the paper (easier for some students than others)
2) it must have at least 1 pattern (using either shapes, lines or a combination of both)
The place the copper with their drawing on top of their sketchbooks and trace their picture. For this part, we joke about how they have to use their muscles so that the picture will come through to the other side. The spend a lot of time flipping back and forth so that they can see it as it develops.
The students leave their picture taped onto their copper. I have them use their pencil and they color the image. The do not color their patterns.
When they have finished coloring their image, they flip it over and color the pattern on the copper side (this presses the pattern into the copper).
When they are completely finished, they have a bas relief of their Aztec image.
These turned out so well, that I chose 1 from each of my 2nd grade classes to take to an art auction. I had them framed and it sold for almost $100. Pin It
Tuesday, June 21, 2011
Then I pulled out the artprint of "Beast of the Sea". Without giving them any information, they brainstormed what images they saw in the print.
After a few minutes, I told them to think of the ocean. This narrowed their ideas down quite a bit.
Then we made a list of all of the living and nonliving things that we might find in the ocean.
They used their pencil to put a dot in the middle (where the rectangles met).
Then I had them choose 8 different colors of square paper (4 x 4). I showed them how to take their first square and use glue dots around the outside. They placed this square so that 1 corner was touching the dot in the middle of the paper and 2 edges were lined up with the folds in their paper.
They took their 2nd paper, glued it, placed it on their white paper so that it was touching the dot and lined up with the folds. They repeated this 2 more times, so that they had 4 squares of paper directly in the center of their paper.
This took us through to the end of our first class. We put our papers up to dry.
For the 2nd class, we started adding our sea creatures, plants, boats, etc.
At this point, I stressed that they were not allowed to use pencils at all! A few of them got very nervous about this. I had them name off 5 objects that they wanted me to demonstrate. I showed them how they could fold the paper to make a sea creature that had symmetry, how to use only their scissors to cut the shape (circle, square, oval, wiggly legs, etc) and then use glue dots to attach them to their paper.
1) absolutely no pencils
2) each square had to have at least 1 sea object (living or nonliving) in it
This was the highlight for them! They loved gluing real shells on their ocean pictures!