Perspective is a tough thing to teach. This is in part because of all the different ways that an artist can use to show depth in a picture. One of these ways is atmospheric perspective. This is the way that things loose contrast and clarity over distance.
In this project the grade 5s had to achieve atmospheric perspective using charcoal. The learners loved working with the messy medium! The learners had to have a moon somewhere in the background. They could use chalk pastel to give this moon some colour. They greyed out the sky using willow stick charcoal and sketched in the foreground figure as well as mid ground details (if any).
They then made the figures in the front as dark as possible using compressed charcoal. We loved this project! I would have loved to have more of the images to show as they all turned out beautifully!
This project comes from the Santam creative art teaching manual.
The learners had to begin by looking at themselves in a mirror and drawing themselves using stick and ink on an A4 piece of paper.
They cut this out and then took a ready prepared, square piece of paper which they drew borders onto before pasting their self portrait onto it. At this point we took a little break to go outside and enjoy nature. On returning to the class, the learners used either warm or cool coloured crayons to draw plants behind their self portrait inside the borders they had drawn. around the outside of the border they wrote words that they thought of when they thought of nature or their image.
99% of these artworks turned out beautifully! The learners did very well!
“Where the wild things are” is a well known book by Maurice Sednak. It’s a beautifully illustrated story about a little boy who is misbehaving and so gets sent to his room where he travels in his own imagination to a land of giant, horrendous, beautifully drawn creatures. I got this idea for the project from The lost sock.
The learners began by watching a youtube narrated telling of the book where the illustrations were shown. We then looked at the illustrations in closer detail. It was easy to see that the illustrator had combined different animals to make the new beasties.
Learners first had to write the names of 9 different animals they liked and then try and combine them in 3 different concept sketches of 3 different creatures!
We then looked at textures and how to create them using pencil crayons. The learners were encouraged to use a lighter colour (such as yellow) as the base and a darker colour (such as orange) for the textures. I loved this as many of the resulting pictures had far more life then what I had seen before.
Finally they drew their final creature on an A3 paper. I hadn’t planned on making a background as well but the learners did and it definitely added a lot! So we went with that… 😛
Our school gets their art supplies from a shop called Art Sauce, now based in Gardens, Cape Town. I was in their store one time, browsing for exciting materials and happened upon crinkle cut gold and silver paper. The assistant saw my interest and she said that some school teachers use it for making township scenes. I thought of the colourful pictures I see being sold on street corners around town and started seeing the possibilities…
The project began with the learners drawing a simple, pencil line showing where the horizon would be. This was drawn on a creamy coloured A3 piece of paper. They then did two gradients. One for the sky, going from either dark to light blue or any combination of sunset colours. They then made a gradient for the ground. Every child did what they felt would look nice.
The next step was to take coloured paper and cut these into squares and rectangles. I had done a small introduction to the basics of perspective so the learners knew that houses get further with distance. They then took the gold and silver paper and cut it into roof shapes for their houses.
Finally, I asked them: “what else can be in a township?” They added extra things into their scenes. I asked them to cut these out of paper and stick them on though some just drew them on and others used pictures from magazines for extra effect.
I really enjoyed this project! My only disappointment was a few of the learners had done very well and cut small houses to fill their landscape. This took them a long time however and they ran out of time. If I did it again, I would ask the learners to start with small houses in the background before making slightly bigger houses and then the biggest houses in the front.
This project was intended as a filler between two larger projects but turned into a three week project of its own! The idea came from the new Jungle Book film which has come out recently. The project began with a question: What would you need to survive in a jungle? We discussed some of the dangers one might face as well as some of the things we might need. I then showed the class some pictures of different jungles as well as some hideouts that people have made in jungles. I also showed them a preview from The Jungle Book to get them excited about the project.
The kids took to the project far more then I thought they would! Their imaginations were immediately
ignited and they started coming up with crazy, cool ideas for where they might live if they were stranded in a jungle.
They began with pencil and then used water colour pencil crayons to colour in. Finally they went over some of the outlines with black kokis.
This was the first time our Grade 4s had done a still life with me. The subject of still life can sometimes be seen as a bit boring by children but we all really enjoyed this take on the subject!
The lesson began by doing a pencil sketch of the still life on an A3 piece of paper. It was emphasised that this sketch should be very basic and not detailed as they would be going over this with ink any way.
Once the sketch was finished we moved on to the next step. We went over our pencil sketch with stick and ink. Some of the techniques for using stick and ink were mentioned but the learners were left to experiment themselves for the most part.
The final step was to take coloured paper and decorate part of their artwork with this. I had thought that most of the learners would decorate the flowers or the fruit but, as you can see, this didn’t happen. The children used their own creativity and made some very beautiful artwork! 🙂