Showing posts with label drawings. Show all posts
Showing posts with label drawings. Show all posts

Tuesday, November 16, 2010

UE: Starting The Letter Project

Students in the middle of a critique




As you may know from a couple of posts ago, I started a project with my UE students on letters. Kids are so imaginative and clever that I knew they would flourish with this assignment. I treated this project like a real illustration job where students had to sketch multiple designs, present their strongest sketches to the art director (in this case, the class and me) and receive feedback. In real life, the AD would choose their favorite, but I had the artist be the final judge. Students loved the critique, especially after I assured them that constructive criticism was positive and helpful feedback. After the critique, students started working on their final designs, which are on 8x8" watercolor paper. I can't wait until they're all finished so I can contribute each student's letter to the playground.

Monday, November 1, 2010

UE: Apples Still-Life



Today we did a one-day lesson on drawing round shapes three-dimensionally and used apples as our reference. I demonstrated on a large paper while they followed along, making sure to teach what all the different parts were called. Some of these terms included: deep shadow, core shadow, highlight spot and half-tone shadow. I only do step-by-step lessons for projects that are very technique-based and therefore require a thorough demonstration. After we drew one apple together, they completed the set on their own. I love how they turned out!

Friday, October 29, 2010

MS: Escher Eye Drawings




Max L.

If your eyes were the window to your soul, what would people see? This is what we discussed as we looked at Rene Magritte and M. C. Escher's work. We use our eyes to communicate how we feel, to look at someone or something we love, to fixate on a goal or a dream we hope to accomplish one day. Whatever it is we're looking at, it (literally) reflects a significant part of ourselves. Students asked themselves this question as they thought of what to draw in their eye. We first sketched out an eye as a class. While I was demonstrating on a larger sheet of paper I did my best to explain the reason behind each step. Shading was key in order to give the illusion of three-dimensionality. After students got a good sense of how to draw the basic shapes of an eye, they each got a mirror and added more detail and also adjusted their drawing according to their own eye.

Tuesday, October 19, 2010

LE: Art at the Zoo






LE went to the zoo today and I joined them for art class. We were only able to draw the giraffes and Harbor seals, but it was a wonderful experience to be right in front of the action! I tried (more like failed) to teach students about gesture drawing since we were looking at moving subjects, but eventually I just stopped talking and let them draw however they wanted as long as they were observing the animals and not forgetting to draw key details (like the giraffes' spots and the seals' whiskers).

Monday, October 18, 2010

UE: Lines and Patterns


Kevin C.



This was a preliminary lesson on lines and patterns that I'll be applying to other projects throughout the year. We first discussed what lines and patterns were and students came up and drew examples on the board. They were squiggly, zig-zag, straight, swirly, etc. Students drew nine different patterns in pencil and traced over with pen before gluing them side by side. For references, we looked at a collaborative drawing done by Quest MS students in the past as well as objects in the room. I hope this lesson broadened students' understanding of the potential of lines.

Friday, September 10, 2010

MS: Crankin' out those gestures

It's good to be back:-) In preparation for the middle school field trip on which students will be documenting birds and nature in their journals, they learned how to quickly capture the motion and basic form of different birds looking at photo references. In other words, gesture drawing. It was initially awkward and uncomfortable since students were used to drawing the outline of a form rather than first breaking it down into shapes. I demonstrated how to start with a single curve of the spine depending on the bird's posture, then added circles and ovals for the different body parts using my arm to move the charcoal rather than my wrist. This helps keep the form fluid and not too tight. I timed the students starting at 5 seconds and progressively gave them longer periods.

After multiple sessions of gesture drawings, students drew a more detailed version using paint and colored pencils. I'm excited to see the students' journals when they come back. Really hope these helped!

Wednesday, May 19, 2010

MS: Shoe Designs




As their last project, MS students designed shoes inspired by places they like to go. We first discussed the purpose of shoes and what they tell us about the person wearing them, such as what they do and where they go. Students then sketched or traced a basic shoe outline and drew a design based on their favorite place. The entire surface had to be activated and saturated with color using colored pencils. I got this idea from Hope Chella, a fellow teacher and friend, and modified it for middle school.

Friday, April 30, 2010

MS: Word Portraits





Middle school students drew their self-portraits made of words that reflected their identity. We first looked at how different artists used symbols, color, or mark making to communicate a message about themselves. Then we focused on John Sokol, an artist who draws famous people out of their own words. We discussed how text, whether it's a book we read, a poem we write, or lyrics we listen to, can reflect who we are. Students laid tracing paper on top of their photographs and gave their portraits form with carefully chosen text (a brilliant idea from Megan Ellis who did this project with Hope high school students!). To give the portraits dimension, students divided a strip of paper into thirds and practiced going from the darkest value to the lightest value, layering text for the darks and using little to no text for the lightest. They really didn't need my help after this point. I am so impressed by their drawing skills and personal investment in their work. I heart all of them!

Tuesday, April 27, 2010

LE: Impression of Light





Last week, students learned how to draw light from the Impressionists. It was good timing for this lesson because many of them were involved in building a kayak with Margery and were excited about drawing Renoir's boats. They looked at paintings by Renoir and Monet and identified how the artists showed sunlight through layered colors and thick dabs of paint for the reflection. After, we drew the image together as a class. Techniques that they learned were layering colors to show depth and applying strokes in one direction to show the light from the sun.

Wednesday, January 27, 2010

LE: My Wild Thing and I


Zachery W.




It's not a surprise that there are Maurice Sendak fans and followers all over the world, particularly of his most popular book, Where the Wild Things Are. One artist made a blog of different interpretations of Sendak's beloved characters at The illustrations are absolutely stunning and so creative. I had to get in on the action, at least vicariously through my students! I first read them the story and they roared and stomped along. I then gave a demonstration on how to draw one of the wild things. For the final piece, students had to imagine what they would do if a wild thing were their friend. There are other great pieces in progress so stay tuned!

Friday, December 4, 2009