This is a wonderful project that bridges art and writing. It could also have an integrative aspect (science, math, social studies, etc.)
Materials:
Several sheets Oak tag or Bristol board to be folded in half & used for figures
2 pieces of heavy chipboard, a little bigger than your book
Drawing paper to make covers with
Pencil, eraser
Practice paper
Scissors
Elmer’s Glue
Sharpie Markers
Watercolors
Watercolor Brush
Water Can
Colored Pencils
Note: Do not use pastels or craypas, as they will smear.
Procedure:
Begin by planning your book. Decide how many pages you want it to have and how many moveable characters you will need. Most likely, your book will be horizontal in format, so plan accordingly.
Your story can be worked out on scratch paper. Students may use word processing and cut out their printed copy and glue it to the bottom of their books after the illustrations are done.
The top half of the book will be background for an outside scene or the wall for an inside one. The bottom half will be for the story and is the ground or floor. Your pop-ups will come out of folded area.
Once you have your story, fold your oak tag in half and draw your scene lightly in pencil. Outline in sharpie and watercolor in. Colored pencils can be used later, if you wish. Mixed media can add a rich look to your art work.
On separate oak tag, make your characters. When dry, cut out.
Book Assembly: Pop-ups are based on the idea that everything will fold flat along scored lines when the page is closed.
First draw an “11” on the outside of the fold. Make sure your pop-up will not extend outside of your book by visually measuring first. The “11” can’t be too thin or too thick, too long or too short. As you do this, you will get the hang of what size to make your “11”. Fold back and forth to score and put back into position. Open the fold and push out your “11” which now becomes a stair step. Your pop-up will get glued onto the front of the stair step—not the top!
For a slider, make the “11” and then cut a long strip twice the length of the slider you want. Slide it through your “11” and then glue it to itself at one end. Then glue the character or thing on the outside of the strip.
You also may use z-strips—small strips folded like zees that pop out things like clouds, birds, etc.
Advanced pop-up techniques include angled folds and pop-ups attached to pop-ups. There are many books to refer to if you want to get more sophisticated.
Glue your pages together, being mindful not to slop glue too near the open holes formed by the “11’s”.
Cover: The cover uses the “envelope” technique I showed you for your accordion books. You need to create a spine for your book which will vary depending on how many pages you have. Lay your cardboards our on your cover paper with a space between them that will become the spine. It may be as close as a quarter of an inch or as far apart as three-quarters of an inch. Trace the cardboard and remove. The cardboards, remember, are a bit bigger than the book pages (Maybe ¼” or so on each side). Draw envelope flaps from the exact corners. Angle in, not out! The spine area is just made straight. The lines are only drawn on an angle from the corners. Put the cardboard back on the tracing and fold the flaps tightly over the cardboard and tape down. Do this all eight times.
Draw your cover, sharpie and watercolor. Put your title on the cover and your name, too. It should have a compelling illustration to make us want to open it.
The last step is gluing the end book pages to the cover. Glue around the edges, and your book is finished.
Reflection:
Share the books as usual. Books may be displayed in the library or classroom.
Follow-up or Variations:
Students can make pop-up cards using this technique. Simple one page pop-up pictures can be done by kindergartners. If you want to display on a bulletin board, tie a piece of yarn or string on the oak tag to hold the fold open.
Saturday, February 29, 2020
Monday, February 24, 2020
Pop-Up Book Cover How-to Photos
Sunday, February 23, 2020
130--Shape Books
Shape Books (K- adult)
This is a very easy way to take a simple writing assignment to another level.
Aims: •To create a hand-written and drawn book
•To integrate other curriculum into your art lesson such as science, math, writing, poetry, social studies, etc.
Materials & Tools:
construction paper/white drawing paper (9 x 12 works well)
pencil, eraser, sharpie marker
colored pencils, watercolors, construction paper crayons
watercolor brushes, water can
Note: markers don’t look good on colored paper and craypas will smear, so I don’t suggest those materials
scissors
stapler
Procedure:
Have students work out their stories on scratch paper. You could do an assignment about their families, heritage, a science topic such as metamorphosis or the weather or it could just be a creative work.
They then need to come up with a shape that makes sense for their topic. The shape must be drawn simple enough to be cut out and large enough to contain the words and illustrations. One trick I use to get kids to draw large enough without a tracer is to have them make their shapes touch all four edges of the paper, thereby assuring a good-sized shape. Make sure the book has a way to staple together. It may open from the bottom, rather than the right side.
Students then cut out as many pages at one time as they need for their books. If they are making long books, they can trace their own shapes, which is valid tracing. Using tracers is a no-no in my book.
If you are using watercolor and sharpie marker, have students outline in sharpie first and the watercolor. Sharpies are oil-based and will get ruined if they get wet. When using watercolor, have students wake up their watercolors by making a puddle in each color. Make sure they know how to wast a brush off between color changes and how not to drum the side of the can. (Tickling the brush is better, since it doesn’t create spray.) When drawn and colored, staple books together.
Handy Hint:
Store watercolors open and they will dry in between use and last so much longer.
Reflection:
Always share your students’ work. These look great hung up on a bulletin board, too.
Follow-Up:
Make a sequel, using the same shape.
This is a very easy way to take a simple writing assignment to another level.
Aims: •To create a hand-written and drawn book
•To integrate other curriculum into your art lesson such as science, math, writing, poetry, social studies, etc.
Materials & Tools:
construction paper/white drawing paper (9 x 12 works well)
pencil, eraser, sharpie marker
colored pencils, watercolors, construction paper crayons
watercolor brushes, water can
Note: markers don’t look good on colored paper and craypas will smear, so I don’t suggest those materials
scissors
stapler
Procedure:
Have students work out their stories on scratch paper. You could do an assignment about their families, heritage, a science topic such as metamorphosis or the weather or it could just be a creative work.
They then need to come up with a shape that makes sense for their topic. The shape must be drawn simple enough to be cut out and large enough to contain the words and illustrations. One trick I use to get kids to draw large enough without a tracer is to have them make their shapes touch all four edges of the paper, thereby assuring a good-sized shape. Make sure the book has a way to staple together. It may open from the bottom, rather than the right side.
Students then cut out as many pages at one time as they need for their books. If they are making long books, they can trace their own shapes, which is valid tracing. Using tracers is a no-no in my book.
If you are using watercolor and sharpie marker, have students outline in sharpie first and the watercolor. Sharpies are oil-based and will get ruined if they get wet. When using watercolor, have students wake up their watercolors by making a puddle in each color. Make sure they know how to wast a brush off between color changes and how not to drum the side of the can. (Tickling the brush is better, since it doesn’t create spray.) When drawn and colored, staple books together.
Handy Hint:
Store watercolors open and they will dry in between use and last so much longer.
Reflection:
Always share your students’ work. These look great hung up on a bulletin board, too.
Follow-Up:
Make a sequel, using the same shape.
130--The Drawing Game Lesson Plan
This is a game I invented many years ago to get my students exited about seeing. It works well with all ages (4th Grade and up) and prizes add to the frenzy. Watch out for cheating, though. Even amongst adults!
Aims: To practice deep looking
To listen to words and put them into visual form
To be about to recall and describe in words what you saw
Motivation: The game itself is all the motivation you will need, although silly prizes
add to the fun.
Vocabulary: parallel, perpendicular, cylinder, sphere, etc.
Procedure: Collect all sorts of odd objects: I use broken kitchen utensils, old parts of hardware, packaging, weirdly-shaped things I find in my travels, perfume bottle caps, old kiln parts, etc.
Divide the class up into teams of four or so. I try to mix students up so there's one star artist per team, but what's interesting is that the star artist may not be good at this game initially. Sometimes the quieter kids are better observers.
Each team sends a member out into the hall. Have them go far enough away so they can't see into the room at all. Bring out an object and have the rest of the students look at it carefully. Make sure no one draws a little sketch of it on the sly. I've had adults use an eraser to draw the outline on the desk!!!
Put the object away, bring the drawers back into the room and give them a set amount of time (5 minutes or so) to work. The drawer will listen to the describers and draw the best he/she can. Describers must use appropriate art words--"not draw a fork," but "draw two parallel lines close to each other, connect the bottom, draw another line at the top, extend it on both sides a bit, now draw four lines perpendicular to the extended line, now make them thicker." Be sure your students don't use had gestures or point on the paper. Some students just have to sit on their hands to resist. Keep the tone light--don't be too mean, but don't allow cheating just the same.
Each turn you decide the winner(s) and then a new person goes out in the hal. Everyone gets a turn. Mention that the objects get harder, so the less-successful kids get to go first.
Follow-up: Your students will beg you to play this game again. They never tire of it and they really do learn a lot about seeing, memory and observation by playing it.
Have the objects get harder as you go. Increase points to keep all teams in the running.
Aims: To practice deep looking
To listen to words and put them into visual form
To be about to recall and describe in words what you saw
Motivation: The game itself is all the motivation you will need, although silly prizes
add to the fun.
Vocabulary: parallel, perpendicular, cylinder, sphere, etc.
Procedure: Collect all sorts of odd objects: I use broken kitchen utensils, old parts of hardware, packaging, weirdly-shaped things I find in my travels, perfume bottle caps, old kiln parts, etc.
Divide the class up into teams of four or so. I try to mix students up so there's one star artist per team, but what's interesting is that the star artist may not be good at this game initially. Sometimes the quieter kids are better observers.
Each team sends a member out into the hall. Have them go far enough away so they can't see into the room at all. Bring out an object and have the rest of the students look at it carefully. Make sure no one draws a little sketch of it on the sly. I've had adults use an eraser to draw the outline on the desk!!!
Put the object away, bring the drawers back into the room and give them a set amount of time (5 minutes or so) to work. The drawer will listen to the describers and draw the best he/she can. Describers must use appropriate art words--"not draw a fork," but "draw two parallel lines close to each other, connect the bottom, draw another line at the top, extend it on both sides a bit, now draw four lines perpendicular to the extended line, now make them thicker." Be sure your students don't use had gestures or point on the paper. Some students just have to sit on their hands to resist. Keep the tone light--don't be too mean, but don't allow cheating just the same.
Each turn you decide the winner(s) and then a new person goes out in the hal. Everyone gets a turn. Mention that the objects get harder, so the less-successful kids get to go first.
Follow-up: Your students will beg you to play this game again. They never tire of it and they really do learn a lot about seeing, memory and observation by playing it.
Have the objects get harder as you go. Increase points to keep all teams in the running.
Friday, February 21, 2020
Max Ernst-Inspired Collages Lesson Plan-130
Max Ernst-Inspired Collage
Grades 4 and Up
Time Frame: 2 art periods
This project is inspired by collages by the Surrealist Max Ernst.
Aims:
• To explore the collage process
• To use old illustrations to create impossible scenes
• To create individual works that express absurdity, nightmares, the occult, etc.
Materials: Black paper or backgrounds from collected sources, copied, old illustrations from 19th Century books and ads copied, scissors, glue sticks, old phone books or magazines for gluing
Vocabulary: Surrealism, collage, overlapping, edge
Procedure: Give students pages of images to choose from. Students will make either their own backgrounds or start with one from your collection of images. (Ask me for a packet of originals to copy, if you are interested.) Show good cutting technique, by making clean edged cuts. Have your students move the paper, not their wrists! Show how to plan by working from the back forward. Demonstrate good gluing technique by putting your shape upside down on a page of the phone book and gluing around the edges of the shape. (The middle takes care of itself!) Smack down for a tight, clean bond and throw the page of the phone book away. Repeat for each shape. This way, no glue gets on the table and you get clean gluing.
Reflection/Follow-up: Share the work. Perhaps you can make a class quilt with one work by each student being put together in rows.
Thursday, February 20, 2020
NYS Visual Art Standards for Elementary
The url for the standards is: www.emsc.nysed.gov/ciai/arts/artstand/visual1.html
The Arts Standards
Standard 1
Creating, Performing, and Participating in The ArtsStandard 2
Knowing and Using Arts Materials and ResourcesStandard 3
Responding To and Analyzing Works of ArtStandard 4
Understanding The Cultural Dimensions and Contributions of The ArtsAlternate Assessment Standards for Students with Severe Disabilities
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