First grade students at WES (BMS students will work on this soon!) learned about what a color wheel is today. We determined that a color wheel is a tool to help artists mix colors. We knew that primary colors are red, yellow and blue. When we mix two primary colors together, we get a secondary color. We used Crayola Model Magic, which is a soft, pliable product that dries in 24 hours. It stays spongy and lightweight even when dry.
1st grader mixing model magic
I made a worksheet for first graders. I drew a circle and on the inside of the circle, I drew a triangle. I drew six dots around the circle. Below, I made a box that had the color combinations listed (see image for reference).
Each child received a piece of red, yellow and blue model magic. we rolled each color into a 'worm' shape and cut them so that we had three pieces of each color.
1st grader working on color wheel
We started with our primary colors and glued a piece of each on the points of the triangle in the worksheet (see image for reference). We then mixed our secondary colors and placed them on the appropriate spots on our color wheel (orange went between red and yellow, green went between yellow and blue, and purple went between red and blue). At the end of the lesson, we wrote down our color combinations and added some crayon drawings on our color wheel. This is a really fun easy lesson for first graders. Each child gets so excited to see the color change. They all think this is a fun lesson. It is also great for any teacher is a little weary of using paint to make a color wheel. When using model magic, there is no mess to clean up!
In social studies library, and art at Wood End Elementary School, second graders have been learning about different types of communities. They studied, urban, rural, and suburban communities and discussed the differences between them. In art we focused more on the landscape of these three areas. Each class was assigned a different community and were asked to create their own collage of the area. we looked at photographs of rural, suburban and urban communities and we made a brainstorm list of things we would most likely see in these places. We then began to create a collage of our assigned area.
In this lesson about line, first graders at both BMS and WES learned about line variety. The previous lesson we focused on vertical, horizontal, and diagonal lines. Students discussed different types of lines and drew them on the Smartboard (BMS) or used a pipe cleaner (WES) to create the different types of line as a group. We then began a painting using all of the types of lines we discussed (zig-zag, curly, swirls, straight, wavy, etc.) We used black tempera paint and 10"x10" paper and painted our different kinds of line. Once the paintings were dry, we added color. First graders discussed primary colors. We then added primary colors to our paintings. Primary colors are Red, Yellow, and Blue. They are called primary colors because they cannot be created by mixing other colors. Primary colors form the basis for color theory or color mixing, as using these three colors it's possible to mix most other colors. Our paintings came out fantastic!
First graders have been focusing on the art element of line for their first unit. We began by discussing artist Paul Klee. Paul Klee's works Castle and Sun, Red Balloon, and Head of Manwere discussed in class. We noticed that Paul Klee uses lots of line in his work. We looked at three specific lines : vertical, horizontal and diagonal for this lesson. We learned that vertical lines stand straight up like a soldier; horizontal lines lay down like they are taking a nap, and diagonal lines look like they are a vertical line tipping over. This lesson helps us identify these three types of line by name. We then found these lines present in Paul Klee's work. We also talked about how Klee's work is Abstract Art. We talked about what abstract art is (click on the link if you're unsure yourself).
For our art project, we used horizontal, vertical and diagonal lines to create an abstract artwork in the style of Paul Klee. We used 9"x9" piece of paper, glue and toothpicks for this project. Our goal was to fill our paper with the lines we discussed. The toothpicks represented the lines we had spoken about. We had to let the work dry until the next class.
Finished work by Charlotte C. Gr. 1 WES
The next class, we took some white crayon and outlined our toothpicks to create a crayon resist. The paint shouldn't stick to the crayon and should show up on finished work. Some of us had trouble getting the crayon to show up (at WES). At BMS, I used white oil pastel and that seemed to work better than the crayon. After we added the white, we then painted over the work using tempera cake paints. They work similar to watercolor paint, but they are more opaque because it is tempera paint. The results are stunning! Look for displays in the front entrance of BMS and in the lobby by the gymnasium at WES.
In grade 4 at WES and BMS, we talked about still life drawing. A still life is a series of inanimate objects such as cups, bowls or fruit, placed in a way that the artist sees fit. We looked at still life paintings by Paul Cezanne. I referenced Cezanne because many of the children recognize his work as something they may have seen before. When Cezanne would paint or draw a still life, he would consider the objects as basic forms like cylinders, cones and spheres. He would use these shapes to guide him through his painting.
Fourth graders used this knowledge and the skills picked up in the previous lesson (shapes with cast shadow) to help them through their work. They started with basic shapes and then they added any details and shading.