flowers and landscapes inspired by georgia o'keefe

Last week of school.... subbing in a friend's third grade classroom... I want to do some art but not a real formal lesson.... so I decide to show some flowers and landscapes by American artist Georgia O'Keefe and then basically let the students choose which they want to do.

They were pretty intrigued by O'Keefe's work, which precipitated several comments. I followed up the O'Keefe examples with several close-up photos of flowers and several photos of various landscapes, then did a quick demonstration of drawing a quick, light pencil sketch of a landscape and another of a close-up flower. For the landscape, I pointed out how there were several "layers" of mountains, and that trees in the foreground would be larger than trees in the background. That was pretty much it for the lesson. I then transferred one of the sketches to *real* watercolor paper, traced over the pencil lines with crayon, then used a wet-on-wet watercolor technique, focusing on letting colors blend.

I asked students to do two preliminary sketches, one a flower and one a landscape. For these I gave them each one 12x18 sheet of drawing paper. Folded in half, it gave them two "real size" clean surfaces on which to draw the sketches. I gave each student some feedback on each drawing, then asked them to choose which one they wanted to do. Once that was decided, they got a sheet of 9x12 watercolor paper and went to work.

As they worked, I made some suggestions here and there, occasionally spraying their papers with a spritzer water bottle to make them wetter if they were not using enough water (typical for some). Since it was a very hot day (101 in the shade!) a few got spritzed on the head, too.

The whole lesson, from showing the art and photos to finished student products took about two hours. There were no behavior issues during this time, as all students were pretty much engaged right from the beginning.

The results are generally pretty good, although I learned some things which I should know by now. For one, I really need to make a hard and fast rule not to mix orange and violet, since my subtle suggestions ("You really might want to not mix the orange and the violet together") often go largely ignored. Thus, there are a few muddy results, but overall I think they would make a good display. I was happy that landscapes to flower ratio was pretty much 1:1. What was a little disconcerting was that *most* of the flowers were shaped exactly like my example sketch. Note to myself:  Do several models, not just one.

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the great 3-hour book cover project

I have a friend who teaches third grade, in whose class I have done several art lessons this year. A week or so before our last art session, he asked me if I would teach his students how to make better covers for the books they wrote because the ones they had done were very boring. He asked for a lesson that addressed design, lettering, etc. So here's the result, from yesterday. This was one 3-hour session:

These are the book covers they started with:

This is "roughly" the lesson I gave, with the books I used for samples of exciting, interesting covers. I talked about the layout of each one of these, pointing out how the lettering was done, and how the illustrations and title were placed on the cover:

As they worked, I made some design suggestions. Some of the students had a very hard time with arrangement, with titles smooshed against the top of the page and illustrations along the bottom, so I referred to the books I had brought with me, showing how the titles and illustrations seemed to "go together" rather than be separate from each other. I suggested simplicity, leaving out drawings of complete people (too small on the page) and trying to hone in on something important. Mostly, they were to try to make their book cover interesting so that it would invite someone to want to read their book.

They worked on folded white construction paper, so that when their work was done, we could just slip the whole thing over their book, turning their old book cover into a title page. When everyone was finished, I had them do a little writing about the activity; I asked them to tell what a book cover needs, what they did to make theirs interesting, and then to look up at the "new" wall and tell whose book they might like to read.

I think they did a great job, considering they had only three hours! Their teacher was happy, and so were they!
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torn paper face collages

This lesson focuses on shape, color, and space, and deals with proportion and facial features without the stress of attempting to create a realistic face. Because the shapes are torn, not cut or drawn, the lesson automatically lends itself to what I call "ish-ness" (named after Ish, the wonderful little book by Peter Reynolds). The "rules" for the activity are simple: start with two predominant colors, include all face parts, don't overlap the shapes, and use no scissors or pencils. After listing these on the board, I ask students what they think "predominant" means. If no one gets close, I define it for them as main, as in "two main colors" ... and stress that it doesn't mean that they can't use other colors as well. Just before they start, I ask them to think about whether they want their piece to be symmetrical or asymmetrical, reviewing the meaning of the terms.

Students use a 12x12 sheet of black construction paper for their background, and each table has an assortment of colored construction paper to choose from. As they work, I encourage creatively-used shapes for different facial features, and remind them of the ongoing collage rule of putting glue on the back of the colored pieces, not on the background. I also remind them to tear any straight edges that may have made their way to the piece. Generally with collage work, I don't even get the glue out until after students have torn several shapes and started arranging them on the background. I encourage them to get all their shapes defined first before gluing anything down.

After a walk-around, where students can take their time looking at everyone's art work, I go through the pieces one by one and we identify as a whole group what the two predominant colors are, and whether the piece is symmetrical or asymmetrical. I also point out how lines have been created between the applied shapes, in the negative space.
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