Moving Eyeball Portraits--Grades 2 (with help) and up
A variation on the well-worn self-portrait lesson. I developed this after I did a haunted house for my elementary school many years ago in which I made a painting of the principal and had her eyes move to scare the children.
Aims:
•To learn about the self-portrait genre
•To learn how to make a self-portrait
•To teach children that a portrait can be interactive
Materials and Tools:
sheet of oak tag or bristol board
length of oak tag 8” longer than the width of the self-portrait
piece of oak tag about 4” high and same length as width of portrait
pencil, eraser
sharpie marker
watercolor
watercolor brush
water can
masking tape
pointed scissors
Optional: colored pencils and small mirrors
Procedure:
You’ll want to explain the difference between portraits and self-portraits. It would be a good idea to have several examples of each to show your students. Next, explain that they are going to be creating self-portraits that will do something funny, but don’t tell them ahead of time. Let it be a surprise!
First, depending on the age of the student, you’ll want to make sure that the portrait is large enough to have the eyeballs cut out. Next explain the difference between what they might think a head looks like and what it actually looks like. If you have mirrors available, distribute them at this point. The head is not round, it is oval or egg-shaped. Your neck is not a lollipop stick; it is thicker. Eyes do not grow out of the top of one’s head; they’re just a tad above the middle. They are almond-shaped and you usually don’t see the whole of the iris; part of it is normally hidden. Be sure to put in eyelids and eyebrows, too. The nose is not a hook or a pig nose; use the steps I showed in class (parentheses, snake, shade in ends of snake, two light lights to create bridge of nose). When doing the lips, it’s easy to teach kids to draw the line where they meet when closed, which is usually wavy followed by a mountain range on top and a boat underneath. Remember to explain that everyone’s mountains, boats, snakes, etc. are different and it is important to observe what theirs looks like.
Have them add ears, hair and other details. The background can also be personalized with a place they love or something they love doing or friends, pets, etc.
Next they should go over their lines with sharpies. Then they can paint the portrait. Skin colors are mixed on the palette part of the paint box, which is the open lid. First, “wake the colors up” by making a puddle in each paint pad. Then take orange and put it on the palette. Add some clean water. Then add a bit or brown, little by little until the color seems right. For darker skin, keep adding brown. The color will dry lighter on your paper, so plan accordingly. Avoid caterpillar lips and the like by not painting over another color until it is absolutely dry. I demonstrate what not to do and kids get the point quite quickly. Watercolor goes into paper like apple juice into a white shag carpet and if you add grape juice it will all mix around together.
When dry, you can go over with more watercolor or add another media like colored pencils.
Next cut out the almond shape of the eyeballs. Place the 4” piece of oak tag on the back of the picture, just above the empty sockets. Tape on top and bottom to form a pocket. Next, slide in the long piece of oak tag and center it with 4” on each side sticking out. Draw the irises in, not as circles, but as parentheses. Add the pupil. Pull out and finish the circles of the eyes and color in. When dry, slide back in and move back and forth and up and down to create funny looks.
Reflection:
Share the work. Guess who the portraits are of, etc.
Follow-up:
Student could do moving eyeball portraits of animals, family members, school personnel, etc.
Tuesday, November 24, 2015
Monday, November 23, 2015
CLASS CANCELLED TONIGHT, NOV. 23!!!!
I fell today and have injured my right leg and can't walk or drive. (I just found out from the ER that it does not seem to be broken, which is good news.)
Your drafts will be handed back to you next Monday and we will go one extra week into final week to make up the class and get all of our session in. So sorry.
Professor Healy
Your drafts will be handed back to you next Monday and we will go one extra week into final week to make up the class and get all of our session in. So sorry.
Professor Healy
Wednesday, November 18, 2015
130-Self-Portraits-Grades Pre-K & Up, Lesson Plan
Self-portraits are the kind of art lesson that should be done every year. If you are a classroom teacher, have your students make a self-portrait at the beginning of the year (and save it!) and one at the very end of the year (which will be soooo much better!). Another idea which is a little more work is to save a self-portrait every year and give the portraits to graduating students. There is no better way to see artistic growth.
Aims: To begin (or continue) to observe the human face
To explore paint mixing and application
Materials & Tools:
drawing/painting/watercolor paper
pencil, eraser
sharpie marker
mirror
watercolors*
soft brushes
water can
* You may prefer to use tempera for this project
Procedure:
With small children I talk about what’s on a face and generate a lively discussion while drawing an example on a whiteboard or large pad. This age may not be ready to use tempera paint in a portrait, so you may want to let them use crayons, craypas or sharpie markers with watercolors instead. (Older kids could also use these materials.) Markers look messy and scratchy, so don’t use them for portraits.
With older students we go over the face in more detail, with mirrors in hand. Some ideas I bring out are:
Your head is not round like a ball
Your neck is not like a popsicle stick
Your eyes are not at the top of your head
Your eyes are just above the middle
Your eyes are not round; they are more almond shaped
You don’t usually see all of your round iris at once
You have eyelids, so draw them
Add your eyebrows, too
Your nose is not a hook
Make parentheses, a snake, shade the ends of the snake and add two lines to show that your nose is 3D
Your ears do not stick out and they are probably lower down than you think
Your mouth has a wavy line that is made when you close it
You have “two mountains” on top of that line
You have a “boat” underneath it
Add a background that has meaning if you wish. (Your pets, your friends, a place you love, a fantasy place, a background from a favorite book, etc.) When drawing, I encourage sketching lightly so students can make changes. Next they can darken their lines if they want to.
Painting:
Paint the skin first. To mix skin I have students make orange and water on the tray, combine them and add brown as necessary. You have to do this gradually until you get the right color. Watercolors will dry lighter. (Acrylic will dry darker).
Painting is a layering process. Work on the background or hair while the skin is drying. Change the water often and keep your paints and brushes clean. Wash off your lid as needed.
Reflection:
Share the work by displaying if possible. Maybe make a sign: Guess Who We Are!
Aims: To begin (or continue) to observe the human face
To explore paint mixing and application
Materials & Tools:
drawing/painting/watercolor paper
pencil, eraser
sharpie marker
mirror
watercolors*
soft brushes
water can
* You may prefer to use tempera for this project
Procedure:
With small children I talk about what’s on a face and generate a lively discussion while drawing an example on a whiteboard or large pad. This age may not be ready to use tempera paint in a portrait, so you may want to let them use crayons, craypas or sharpie markers with watercolors instead. (Older kids could also use these materials.) Markers look messy and scratchy, so don’t use them for portraits.
With older students we go over the face in more detail, with mirrors in hand. Some ideas I bring out are:
Your head is not round like a ball
Your neck is not like a popsicle stick
Your eyes are not at the top of your head
Your eyes are just above the middle
Your eyes are not round; they are more almond shaped
You don’t usually see all of your round iris at once
You have eyelids, so draw them
Add your eyebrows, too
Your nose is not a hook
Make parentheses, a snake, shade the ends of the snake and add two lines to show that your nose is 3D
Your ears do not stick out and they are probably lower down than you think
Your mouth has a wavy line that is made when you close it
You have “two mountains” on top of that line
You have a “boat” underneath it
Add a background that has meaning if you wish. (Your pets, your friends, a place you love, a fantasy place, a background from a favorite book, etc.) When drawing, I encourage sketching lightly so students can make changes. Next they can darken their lines if they want to.
Painting:
Paint the skin first. To mix skin I have students make orange and water on the tray, combine them and add brown as necessary. You have to do this gradually until you get the right color. Watercolors will dry lighter. (Acrylic will dry darker).
Painting is a layering process. Work on the background or hair while the skin is drying. Change the water often and keep your paints and brushes clean. Wash off your lid as needed.
Reflection:
Share the work by displaying if possible. Maybe make a sign: Guess Who We Are!
Tuesday, November 10, 2015
131--Stencil Mural and Other Projects, lesson plan
For grades 4 and up: As a variation to the mixed media mural, you can have your students make a STENCIL MURAL. First they paint a background, taking turns to give each child a chance. You then have every student make a stencil out of oaktag or bristol board. This idea works best with themes where you want lots of the same images: a garden, zoo, jungle, under the sea, teddy bear convention, rainforest, etc.
Each student must plan a design that will be cut out and "make sense" when it is stenciled in. Think of the oaktag as have two parts: the mainland (or background) and the cut out parts. You have to maintain the mainland in order for this to work. Keep tape handy, because you will need it for a few students who will have trouble grasping the concept at first. Draw the object--a fish say--making it bold and simple. Then figure how how to section it in order to be able to take a stiff brush and dab paint in it to create a readable form. You cut out areas which will be the ones that the paint goes into. In some cases you will have to make a tab which will attach to the mainland.
Once cut out, use a stiff brush to pound the paint into the areas, making sure not to shift the stencil. Move it when done and then place on another area and stencil again. The idea is that you can make many, many images. Add a bit of white paint to your color to make sure the stencil will go over dark backgrounds.
Another idea is the BLOW-UP. Take an image such as a work of art by an artist they are studying and grid it, like in the grid method we did earlier. Cut the image into squares (one for each student)and number the placement on the back for later. Don't forget this step or you'll be sorry. Have them translate their section on a large piece of paper. Color in with whatever you deem best: craypas, tempera paint or acrylic paint would probably look best, depending on the image. When each student is finished, tape the mural together. It will be enormous and impressive. The pieces will match pretty well and each child has made a part of the whole.
For other group projects, think in terms of quilting. Any small piece can be put together with others to make a grander whole. Paper projects, felt squares, prints and the like can be taped together to form a larger piece. The subject matter is up to you: self-portraits, heros, women in history, inventors, scientists, artists, writers, etc. could all be made into great mural-quilts.
Each student must plan a design that will be cut out and "make sense" when it is stenciled in. Think of the oaktag as have two parts: the mainland (or background) and the cut out parts. You have to maintain the mainland in order for this to work. Keep tape handy, because you will need it for a few students who will have trouble grasping the concept at first. Draw the object--a fish say--making it bold and simple. Then figure how how to section it in order to be able to take a stiff brush and dab paint in it to create a readable form. You cut out areas which will be the ones that the paint goes into. In some cases you will have to make a tab which will attach to the mainland.
Once cut out, use a stiff brush to pound the paint into the areas, making sure not to shift the stencil. Move it when done and then place on another area and stencil again. The idea is that you can make many, many images. Add a bit of white paint to your color to make sure the stencil will go over dark backgrounds.
Another idea is the BLOW-UP. Take an image such as a work of art by an artist they are studying and grid it, like in the grid method we did earlier. Cut the image into squares (one for each student)and number the placement on the back for later. Don't forget this step or you'll be sorry. Have them translate their section on a large piece of paper. Color in with whatever you deem best: craypas, tempera paint or acrylic paint would probably look best, depending on the image. When each student is finished, tape the mural together. It will be enormous and impressive. The pieces will match pretty well and each child has made a part of the whole.
For other group projects, think in terms of quilting. Any small piece can be put together with others to make a grander whole. Paper projects, felt squares, prints and the like can be taped together to form a larger piece. The subject matter is up to you: self-portraits, heros, women in history, inventors, scientists, artists, writers, etc. could all be made into great mural-quilts.
272--Mixed Media Mural
131 Mixed Media Mural (K- adult)
Group projects are wonderful for community-building. They also display well because they’re big.
Aims: •To create individual works to glue onto to a background
•To (possibly) integrate other curriculum into your art lesson such as science, math, social studies, etc.
Materials & Tools:
construction paper--(9 x 12 works well)
craypas or crayons
Kraft paper
tempera paint, big brushes, water cans
scissors
glue, glue brushes, glue containers
newspaper to protect floor
Procedure:
Have a theme in mind when you begin this project. Some themes I have done in the past have been jungle, endangered species, sea life, spring, and the rainforest. The possibilities are endless.
Motivate your students with visuals. Each student then creates at least one thing on the construction paper. (If they finish early, they can then make more with the cut scraps. Show students how to layer craypas to create beautiful effects. (I love magic white, especially). Have them explore texture, pattern and blending. Cut out the object.
Background: Overlap the pieces a little bit and glue along the edges to make the size of mural you want. Let dry completely. Next, pour paint Jackson-Pollock style onto the paper and spread with large brushes. Keep the background loose and free. Usually it will be just a few colors (Sky, clouds, grass for instance).
Glue the pieces on well. Use a newspaper or other scrap paper to cover the craypas shape while rubbing down. You can also weight down your piece with heavy books.
Overlap if you want. Make sure each student gets at least one thing represented.
Reflection:
Hang up in your school. I run a piece of colored masking tape along the entire top edge, around the sides and along the bottom which usually secures the mural quite well to a wall.
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