still life times 3.

Hello... is this thing on?

For the past couple of weeks, 3 different grade levels have been brainstorming and planning as they experiment with composition, color, value, and 3d volume/space. Each of the projects also addresses the idea of self as they are composed of personal items and favorites.

I introduced my 1st graders to the works of British artist Michael Craig Martin. I get a kick out of his thematic compositions and how he elevates and subverts this scholastic magazine/ visual dictionary figurative style. We looked at how some shapes were overlapped by others and how that's an example of front/back. We also noticed his free use of color to fill his objects.

We used his style and image structures to create a still life that was composed of things we liked to play or work with.

The kids started by writing a list of 5 things and then doing small sketches of them. After that, they moved on to taking those and trying out at least 2 different composition sketches. Before moving on to the final I have them share why they're choosing one sketch over the other to a partner.

I always encourage drawing softly, drawing bigger, and that changes may occur from small sketch to big final. They used crayon and cake temperas to complete the project. 

This is the first time these 1sts have gone though these steps with me and they did a wonderful job with the creative process.

My 4ths were using a still life by Roy Lichtenstein as the inspiration for a crayon and tempera multi panel personal still life. We identified how he used multiple panels to break up the picture. We talked about comics and how Roy was inspired by their look and visual devices. We connected this to the graphic novels today and the intro credit sequence to Marvel Comics movies these days.

The project involved them brainstorming, practicing, and planning a still life that used a minimum of 3 frames to communicate something about themselves. They also used crayon and cake temperas to complete their project.

Currently, my 3rds are also experimenting with the still life subject. This time, focusing on composition, color value, and 3d volume. We are looking at the work of LA based photographer Stephanie Gonot. I love how her compositions of food items references decorative patterns. The sweetness of her subjects and color choices also draw me right in. We look at a Picasso still life in my room and identify the point of view present in it. I then share overhead photos of food still lifes she has done and we talk about the overhead point of view and then get into shadow and light. This ties in with 3rd grade science concepts. How if we see the shadows on one side, the light source is directly opposite it. How shadows change in size and direction throughout the day, and how different size objects create different size cast shadows.

They, too, are listing, practicing, and planning as they create a still life that shows 3d volume and space, a consistent application of light source and shadow, and developing sense of effective/engaging compositions.

city of dreams... and solid figures!

This week the 2nd graders are experimenting with texture as a way to create and transfer images. We are looking at the wonderfully vibrant work of Lisa Congdon. I have shared Lisa's work with students in the past. It is always a treat to introduce students to her refreshing take on the visual world.

For this project, we are looking at a spread in one of her sketchbooks that she titled "City of Dreams". This drawing works so well with the 2nd grade math curriculum because at this point they are learning about solid figures. When introducing this drawing, I ask the kids what solid figures make up the buildings- rectangular & triangular prisms. We also steer towards what makes these buildings look 3d- Lisa uses light and dark and she shows 2 faces of the buildings.

Lisa Congdon's "City of Dreams"

 We are scratching into styrofoam as we draw the elements of our cities. This changes the texture of the styrofoam and is what makes the lines show up in the final print. We build a couple buildings together and then the students need to add at least 3 more. When the shapes are all in, we then add patterns to the faces- trying to use more lines on one side, so the buildings will appear to have light and dark faces.

When coloring the solid figures, we are trying to use one color per building, to make the light and dark line effect more apparent.

When the kids finish printing, they are to reflect on the concepts and process with a written reflection. Vocabulary is posted in the room and they make talk to a neighbor if they are unsure how to answer a question. 

legos and You.

Before winter break, I introduced the 2nd graders to the work of South Korean artist Hyesoo You. As we looked at her relief and freestanding sculptures, we talked about the nature of abstract art and how different people see different things when viewing the same piece. We also talked about how Aaron Draplin's skateboard design implied 3d space by overlapping flat papers and Hyesoo's work uses actually 3d solids that may overlap each other to create actual depth and space.

I used this lesson as an exercise in team work and play. Students worked in teams of 3 or 4 and made temporary works that were inspired by Hyesoo's abstract compositions. Students worked together to come up with a cut paper grid that they placed on top of a larger geometric shape. Once they made their grid, students used legos to create mini sculptures to place on the grid. When teams were done building and positioning their individual pieces, I took photos of their work with my ipad and emailed them to their teachers.

Before letting the kids build, I talked about view point. When taking the photos of their sculptures I would have the camera directly over their sculpture, looking down on it. Because of this, I wanted them to think about if their sculptures were going to be more interesting to place on their grid standing up or laying down.

Students could build independently or collaboratively. Students could join their sculptures together with sculptures made by members of their team. After about 20 minutes of build time, I asked students to plan out where their pieces would be positioned on the grid. Once I took the photo of their set up, they could play with their creations for a few minutes before having to take everything apart for the next class.

After clean up, groups made a list of the kinds of 3d solids they used and could identify in their sculptures.

The level of engagement in the project was extremely high. I have a lego center in my room that is always busy with early finishers, so I knew most students would be pretty focused. Some groups had specific plans or ideas as to what they were building- cities, vehicles, spacecrafts, while others approached the project more freely. There were moments of frustration- beginning builders feeling intimidated, but there was almost always a "master" builder in their group that could help them get more comfortable with the process.

playing in the snow (and learning about proportion).

This week the 4th graders are finishing up winter scenes that they started last week. In this project, they are focusing on creating 3d solids and getting an understanding of proportion in nature and in art.

I started the lesson by sharing a couple diagrams of bodies and we looked at how parts measured up to each other and the whole body too. Then we drew a practice body (mannequin style) to get a feel for how to measure these parts and put them together. We also drew a target. Both drawings were then shaded to turn them into 3d solids. We then added a a couple details to the target to make it seem like we were looking at it from above.

I then shared a few illustrations of people making snow angels. I made sure to point out the use of shading and how things looked different than usual if your point of view gets changed.

Their job, then, was to create a winter scene that included a body making a snow angel, a snowperson, and at least 2 other setting details. Each thing in the drawing needed to be shaded or colored light to dark, to make them seem 3d.

Last year as 3rd graders, these kids made lego self portraits and they had to use light and dark to make them look 3d. I allowed students to use mini-figs as their subject as long as they still could demonstrate an understanding of proportion verbally and on their exit slips.