Drawing Activities to Teach the L Art Elements

Please Note: All images seen below are of my students artwork only. These photos/lessons are not posted in any particular order regarding the flow of my curriculum.

OP ART- "3D PAPER CONE DRAWINGS"

5th Graders knocked it out of the park with this lesson!! I'm super proud of their hard work!

Students really LOVED it too and couldn't believe it could be created using just sharpies, and colored pencils. More on this below!

This lesson took about 5 (40 minute) art classes to complete.

ON DAY 1: Students were introduced to various OP Art by artists Victor Vasarely and Bridget Riley, and learned what Op art was (Optical Illusion Art) with a quick slideshow of work.

Six straight lines that intersect at the same spot, were drawn ahead of time on 80# 10×10″ paper for each student with a ruler; Creating 12 "slices" in total.

After kids got their papers, I demonstrated under a document camera as they followed along with me for the first step.

Students then drew a series of concentric curved lines alternating the direction of the curve within each "slice".

Once finished with that step, students labeled every OTHER slice with a "B" lightly in pencil, to mark that space as black.

This step helps speed things along as kids color in– (just locate the ones labeled "B"), AND reduces any potential mistakes while using Sharpie.

Once that's all set, students then started tracing over the smallest slices labeled "B" in the center, using a extra fine point Sharpie, (so it wouldn't bleed too much into the small white sections), then filled in.

As areas got larger, kids switched to a Fine Point Sharpie, (since it has a thicker tip), and colored in the rest.

These 2 steps took about 2- (40 minute) classes to complete.

ON DAY 3, I reviewed the element of art VALUE with students and showed them how to create subtle value changes.

Then I demonstrated the next step —using a black colored pencil in the white areas to create shading and shadows, and a white colored pencil in the black areas to create highlights.

Before students started this on their own artwork, I had them practice first on black and white papers. (See pic below)

I explained to students it's important to draw the lines close together.

It's also key to press harder with the white in the center, and gradually get lighter and lighter as the white gets closer to the edges of each slice, leaving a bit of black showing along the sides.

Then, using the black colored pencil in just the white areas, they drew darkest along the sides and gradually pressed lighter and lighter towards the center—leaving the center strip white!

Students loved seeing the 3D effect start to emerge!!

This lesson ties in nicely (and is a great precursor) to the grid drawing lesson that occurs later in the year!

Learning Goals:

-Students learn what OP Art is (Optical Illusion Art)

-Learn about the artists Victor Vasarely and Bridget Riley, and their artwork

-Can define the element of art VALUE and create subtle value changes

MIXED MEDIA BIRDS NESTS!

LOVE, LOVE LOVE THESE!! This is a new lesson I introduced this year for 5th grade and it's definitely a keeper!!Thank you Painted Paper Art for this wonderful lesson idea!

This lesson took (3)- 40 minute art classes to finish, and incorporates ALL the Elements of Art (value, shape, line, color, form, space, and texture!) Read more below the photos to learn how these were created!

DAY 1:

Students created the nest using oil pastels on a 6×6″ sheet of manila tagboard. They drew a large circle with pencil, then chose whatever color blue they wanted, to fill in the background.

They then drew a small black circle in the center, a loop of dark brown around the black circle, then looped various shades of brown oil pastel within the remaining part of the nest, layering as they went around. After that they drew short, curved lines extending outside the nest with brown, to create little pieces of hay or sticks sticking out from the nest.

Students then used various shades of yellow and golds to overlap the brown, until the manila paper was completely covered with oil pastels. As a final step with oil pastels, students used black to lightly draw circles close together extending outward from the center, to create the illusion of space and the nest going inward in the center.

For the last step on day 1, students glued on strips of pre-cut, painted papers all around the nest, to add texture!

DAY 2:

On the second day of the lesson, students shaped and created 3 eggs out of model magic air dry clay and glued them on in the center of their nests with tacky glue. Then they glued down 8-10 small twigs using tacky glue to add even more texture to their nests! (BTW- Twigs were collected while walking my dog in the park on a previous day. With only 7 more art classes remaining before summer break, (although it might have been fun), I didn't want students to spend an art class searching around the school for them!!)

These were all set aside to completely dry in Mason paper box tops until the following week!

DAY 3:

Students painted their eggs using liquid tempera (students could choose from a variety of blue/ blue-green paints).

They had the option to then add spots of white and brown speckles using the end of a paintbrush handle.

Students did a wonderful job creating their beautiful bird nests and eggs, I couldn't WAIT to hang them all up!!!!

I hot glued twigs to create their sign and added some colorful cupcake liners for flowers!

To see step by step photos of the process, search in my blog posts "Mixed Media Birds Nests-5th Grade"

Learning Goals:

Students can define and point out the 7 Elements of Art used to create their nests

Students can define mixed media and use various art mediums to create a work of art

Students can create a sense of depth within their nests using oil pastels

GRID DRAWING -Inspired by Chuck Close

The goal of this lesson was not only to develop skills in drawing, focusing online,shape andnegative space, but also to develop an understanding onproportion andvalue (the range from light to dark).

5^th graders learned about the photorealist painter/photographer Chuck Close and looked at a variety of his large-scale paintings done using the grid method.

Students then chose a picture from a selection of 8×10″ black & white photocopied images. These images were originally printed on 8.5″ x11″ regular old printer paper, then cut down to size with no white borders. To do this, I printed selecting "scale to fit" and then selected "fill entire paper" on my home printer after finding images online and saving them to my computer. Once printed, there will be a slight white border which then gets cut off using a paper cutter since they needed to be 8×10″ anyways). I had about 10-15 of each image stacked in piles, set on a long table. Students were called up in groups to select an image to draw from. You'll notice some of the grid drawings below have white borders, from when I taught this lesson a couple of years ago–but it makes things a lot less complicated if you get rid of them.

5th graders carefullymeasured and drew a 1" grid on the image using a ruler, numbered each square, then drew the same exactgrid on a piece of 80# 8×10″ drawing paper. These two sheets of paper HAVE to be the same size. EVERYONE should have 80 boxes total whether it's a horizontal or vertical image. I explain to them, if they stop and double-check their numbering every once in awhile, it helps save a lot of erasing, re-numbering and especially frustration later on.

What's also really important here is that they need to start using the ruler in the same spot as they did on the black & white image (starting at the top and working their way down drawing lines vs. starting along the bottom and going up- or starting along the left going to the right, rather then right to left etc.) . I say this because even though it's an 8×10″ and they shouldn't need to worry since they should all be squares, BUT inevitably the "ruler" is off a smidge or the way they draw their lines is a teeny bit off. So, because of this tedious part of the lesson, there might be a row of boxes that are a bit narrower than the rest in one area along the edge of the paper. This is totally fine, as long as the skinner row is in the same location on both the drawing paper AND the black & white image.

Ugh…I'm tired just typing all that. I know it's a lot of things to consider, but I had to mention it.

Students then carefully drew what they saw square by square, one at a time, drawing just thecontour lines, until their drawing was complete.

On days three-seven of the lesson, students used their knowledge ofvalue,and were challenged to copy the value changes within each square, using a variety of drawing pencils (2B, 3B, 4B, and 6B). Students also learned how to use a special blending tool, atortillion, (or blending stump),  to create soft transitional lines, and soft values. They also learned aboutkneaded erasers; how to twist them into a fine point to create highlights, and how they can be used to lift small amounts of graphite from the paper where needed, to lighten the value.

**This lesson is both a bit long (takes usually 6 or 7 40 min. classes!) and challenging. BUT, students really do love it and most students stay engaged and want to complete it. In the beginning of the lesson when I show them previous student examples and explain what we'll be doing, they all look like a deer in headlights! But after explaining and demonstrating step by step, and getting the grids drawn, they'll tell me how it's actually not as hard as they thought, enjoy doing it, and are thrilled with their hard work!! I am always truly BLOWN AWAY by how AMAZING these turn out! Take a look below

Learning Goals:

– Understand what grid drawing is and make connections between math and art

– Can define the term value and demonstrate how to create value changes in artwork

– Develop drawing skills focusing on line, shape, negative space, and proportion

– Can define and create contour lines

– Demonstrate various shading, blending and highlighting techniques by using a variety of drawing pencils, tortillions, and  kneaded erasures

– Learn about the artist Chuck Close and his photorealist paintings created using the same grid method

Although not finished- just look at those eyes!!!

Last one!!

MIXED-MEDIA BOUQUET OF FLOWERS

 Thank you Laura (www.paintedpaperart.com) and amymcreynolds (Instagram) for the inspiration!

Finished artwork is 9×12″ with an 11 x 14″ white paper border hot glued to the back.

Here are some close ups!

This 4 day ( 40 min. each class) art lesson focuses on 6 of the 7 Elements of Art; Form, Line, Shape, Color, Texture, and Value.

We used white Modelite modeling material, printmaking with bubble wrap, splatter painting with watercolors, liquid tempera paints to paint the flowers, bubble wrap and flower's stems and leaves, railroad board paper, 80# white drawing paper, and scissors and glue sticks to create these mixed-media flowers.

DAY 1

Students each received a small cut section of Modelite modeling material to make 5 flowers. This air hardening, super soft material is SO easy to manipulate and shape. If you've never used it, it's very similar to ModelMagic. I found that (4) 8 ounce packages are more than enough for 1 class of about 25 students. I put each section in a plastic ziplock baggie ahead of time so they wouldn't dry out and make passing out the materials for class easier. Then I just reuse the bags for the next class.

I demonstrated under the document camera ways to create a few different flowers, but students could make any kind they wanted.

Students rolled a small chunk of material into a small ball, about the size of a ping pong ball, then flattened the ball with their palm a bit (to about the thickness of an oreo cookie. Then used scissors to make cuts towards the center all the way around, then cut small triangle sections out from those cuts to separate and create the flowers petals. From there they used their fingers to shape and point the ends if they wanted, or leave them more straight on the ends. The leftover clay from the triangle cuts were balled up to make the flowers center. Other small balls of material were made into tulips, circle "button" flowers, and daisy's and many other fun creative flowers!

Students could create a variety of 5 flowers, or they can all be the same flower!

Flowers were stashed away to dry until the next art class (I see each class once a week). To completely harden it takes 72 hours.

DAY 2

Students painted their flowers with liquid tempera paint. I put the paints in ice cube trays as seen below to separate colors. What a game changer!!! I had never thought of using these until THIS YEAR?!? Super cheap to buy at the Dollar Tree (pack of 2 for $1)!

Students could paint their flowers any colors they wanted! Kids started on the petals first, leaving the center last, in order to hold them down while painting. They rinsed their brush well in water and wiped on a paper towel between changing colors. Kids did a great job of keeping the colors clean! Trays were covered in tinfoil and stashed away until the next class.

DAY 3

Students created 2 different painted papers for their table and vase. First, they created a print using bubble wrap. They painted the bubble side with liquid tempera and could use any colors they wanted from the trays. Once painted, they laid a sheet of 80# drawing paper on top, rubbed their hands over the paper and then peeled the paper off revealing their print!

Even if the print produced some areas with less color, students could use other sections of their print to cut out and create their tables and vases.

After they printed, they did some fun splatter painting with watercolors on a separate sheet of 9×12″ paper.

Paintings were left to dry until the next class.

DAY 4

On the final day students assembled everything together! To prep, I hot glued all students 5 flowers onto a sheet of 9×12″ railroad board (like bristol board with both sides colored). Teachers out there reading, this took a bit of time (about 1 hour per class of 27 students). I picked out the color for the paper, and had 2 hot glue guns going as I worked, then wrote each students name on the bottom of the paper. After, I placed all their papers with flowers in a large cardboard mason box to disperse in class later.

I demonstrated to students under the doc camera to measure one of their selected painted papers using a ruler. They measured 4″ from the bottom of their 9×12″ sheet, making 3 marks. Then they draw a straight horizontal line using the ruler along those (3) 4″ marks. Then cut along the line and glue with a glue stick and apply to the bottom of their railboard paper to create the table.

Then they choose another section of painted paper to create their vase. I suggested they use both painted papers (one for the table and a different one for the vase) for more visual interest, but they could use the same paper if they really wanted.

I created 4 different vase example drawings and photocopied them on cardstock to use as either a visual aid to observe and draw from, cut out as a tracer then trace on their painted paper, or they could create their own vase entirely. I wanted to offer a variety of methods, and including a tracer was helpful, since getting the sizing right to fit the paper under their flowers might of been a bit tricky.

For a final step, students used 2 different shades of green liquid tempera to paint flower stems and leaves.

They all turned out so lovely! I love the variety of flowers, textures, colors AND unique artistic decisions!!

LEARNING GOALS

Students can define mixed-media

Students can apply the elements of art; Line, Shape, Color, Form, Texture and Value in their artwork and explain where they used them within their artwork.

Students learn about and apply various printmaking and painting techniques

Students can measure using a ruler and apply basic math skills within artwork

Falling For Foreshortening

For this art lesson, students learned about a type ofperspectivecalledforeshortening.

Foreshortening is a drawing technique used to create the illusionwhere parts of something or someone appear to come out at the viewer strongly, making those areas seem closest to the viewer, and some parts appearing to recede strongly, making those areas seem the furthest away from the viewer.

Students used this technique by drawing a person that appears to be falling backwards into something, with their arms and legs outstretched. They did this by tracing their hands along the top of the paper, and their feet along the bottom of the paper,  leaving space in the middle. They then drew the head, neck, arms, and legs of a person smaller, to create the illusion that the body was further away than the feet and hands. Students were instructed to pay special attention to the soles of their shoes, being sure to add details to make it look like the bottom of their feet. Students could take off their shoes or sneakers to draw from if they wanted to, or create their own details from their imagination.

Students then drew a background depicting what their person was falling into, and colored in using colored pencils. Students were also asked to think about the expression on the face of their person, as well as the direction of the person's hair, to heighten theillusion they were falling.

Learning Goals:

-Demonstrate an understanding on foreshortening and show this in their work

Evening Forest Perspective Paintings

Using previous knowledge on creating tints (from 4th grade) and enhancing their knowledge ofperspective (falling for foreshortening lesson) students first used a blue and white paint palette to createtints of blue to create their evening sky.

First They added white,little by little to their blue, creating tints of blue, to form each ring starting with blue only from the outside edge. The center was left white to act as the moon in their sky.

Once their painting was dry, students painted cone shapes for trees with black tempera paint.

Branches were then added using smaller brushes and final details (smaller branches and a bird) were then added on the last day with black sharpie.

Students loved this lesson and I thought they came out beautifully!

Learning goals:

-Students can define tints

-Students can demonstrate how to create value changes in their work

-Further their understanding of perspective and show this in their work (trees getting smaller as they are painted further away towards the moon)

Holiday Lights

Lesson from artwithmrsnguyen

Students did such a fantastic job creating these beauties I can't help but post a ton!!

Day 1 (of 2)

Step 1: Draw a wavy line in the middle of a piece of 12×18" black construction paper using pencil. Then  go over your line with colored OIL PASTEL (can be 1 color/or a line of a combination of colors!)

Step 2: On a separate piece of black construction paper (cut to 6"x18") Trace 6 bulbs using a bulb tracer with pencil. (I created these bulb tracers ahead of time from thin cardboard sheets found from the back of printmaking foam board packages-great way to recycle and it's free!)

Step 3: Outline each bulb first, using oil pastel, then fill in -pressing hard- so the color is more vibrant. Leave the rectangular base (bulb socket) black. (***I have small scrap pieces of black paper for students to test out colors first- to see if they like the way it looks on black paper -before using on final bulbs)

Then add a small white curved line near the top to make it look like it's shiny and reflecting light, a "cursive L shape" for the filament near the base, and 4 white straight lines in the bulbs base using a white oil pastel.

Step 4: Finish the remaining 5 bulbs the same way, using different colors. (If you  want- they can be all the same color or a mix with some the same color)

Day 2:

Step 1: Trace 6 bulbs along wire line where you want them with pencil using the bulb tracer.

Step 2: For each bulb tracing on the wire line-using a white CHALK pastel, draw a thick white line just inside the pencil line a bit, on each of the bulb tracings. Do this with ALL 6 bulbs.

Then, smudge with your finger going outward (going away from the bulb and smudging in one direction) to create a glow effect!

Step 3: Then using the same color CHALK PASTEL as each of your OIL PASTEL bulbs—go over the same white line with colored CHALK pastel thickly. Smudge outward again with your finger. Do all 6 bulbs with the chalk on the black paper.

(To avoid blending colors, use a different finger for each color when smudging).

Step 4: Cut out each colored OIL PASTEL bulb from the 6"x18" strip of black paper.

Each time you cut one out, glue the back of it using a glue stick, and glue down in place over the traced bulb with chalk smudges- (glue down matching each bulbs color with chalk pastel smudges). I have students glue them down immediately after cutting so cut bulbs wouldn't get mixed up with other students bulbs.

And there you have it!! So easy and so Fun!!

Learning Goals:

Students will use their understanding of VALUE to create the lights rays

Understand various techniques using chalk pastel and oil pastel to create art

Superhero Sketchbook Cover Drawings

For every grade level (1st-5th) I have students create a drawing that gets mounted onto a sketchbook for each student to use throughout the year. The sketchbooks stay in my art room in grade level/ classroom bins. Each grade has a different drawing lesson and creates different artwork from other grades.

To create the actual sketchbooks, studentsfolded a sheet of 12×18″ 60# paper in half horizontally, for the cover. Students then staple in 12 sheets of pre-cut 8.5 x11″ paper (donated extra long printer paper -8.5 x 14″- Legal size- that I cut to 8.5 x 11″ ahead of time).  * Any left over cut scraps of white paper are then used for other collages/lessons. Then their drawings get glued onto the cover.

Great for when kids finish early, plus it keeps all (what usually would be) loose practice drawings all in one contained place. Students use sketchbooks to free draw in once finished with an art lesson (if they finish early), as well as to practice drawing/plan out their ideas, before doing a final version.

Growing up, I had sketchbooks and diary's that I would draw in and I think it's so fun to be able to look back on something like that. My students will have sketchbooks from 1st-5th grade, a new one every year, to be able to look back on and see /track their own artistic growth throughout the years! Especially fun when you're older to dig up all your old sketchbooks from your parents keepsake chest and flip through as an adult!

So for this particular sketchbook cover drawing lesson, fifth graders created a "comic book style"  drawing of their ownunique superhero.

On the first day of the lesson I showed them a powerpoint slideshow of various comic book covers from the 1950's onward (they LOVED it and it got them excited to come up with their own ideas!). Before drawing, students first planned out their ideas filling out a worksheet (what was their name going to be? Where did they fight crime?, What was their superpower(s)?, Did they have a sidekick? etc.)  to help with final decisions. On the back of the worksheet students planned out their superhero outfit.

The goal was to use their imagination to draw their own unique superhero in action, demonstrating their superpower(s). They also created a title which included their superheroes name along the top of their drawing. If they chose a sidekick, they had to make sure to show them demonstrating their superpower(s) as well. Students had to design a background as well, thinking about environment showing where they were fighting crime/nemesis.

Once ready to draw, students each had a photocopied packet of various superhero poses and superheroes in action to use a reference when drawing.

We also watched some short video clips on superhero illustrators creating superhero drawings and interviews (Jim Lee, Herb Trimpe, Sean Chen, and one with Stuart Sayger-(on how to break into the comic book industry). You can check these videos out under my Art Video section!

Once finished in pencil, they went over all their lines using a black sharpie, then had the choice of coloring in with markers or colored pencils or both. I urged students who chose colored pencils to press hard to create brighter colors.

Once complete, students then drew a comic strip on the first page of their sketchbook using their superhero as the main character.

Sketchbooks will be used throughout the year to plan out ideas, work on an extension of the current lesson if finished early, experiment and have fun, and to practice drawing.

I love how unique and fun these all are!!

Learning Goals:

– Develop drawing skills / showing the figure in action

– Learn about illustrating

SANDRA SILBERZWEIG INSPIRED PORTRAITS

I love the contrast these drawings have by using colorful oil pastels on black paper. It gives it such a unique look!

5th graders learned about the life and artwork ofcontemporary artist Sandra Silberzweig.

We looked at her paintings and noticed she usedexaggerated facial features, lots ofpatterns, boldoutlines, and thatbright intense colors were used throughout herportraits.

Students then came up with their own version inspired by her work. Students paid special attention to the way they drew the eyes, nose and mouth, emulating Sandra's style. Students could change the shape, placement and size of the eyes, nose and mouth and were encouraged to use their imagination to come up with their own details and patterns within the neck and above the eyes. Students could choose to add details within the cheeks as well.

Students then went over their pencil lines with a white colored pencil, then colored in incorporating at least 4tertiary colors, but could color in using any other colors as well within their work. The background was left black to showcontrast. Students could choose to outline edges of shapes with white or black oil pastel.

I love how everyone's portraits are all very different and unique in their own way! I think they're fantastic!

A huge thank you to Sandra Silberzweig for her amazing and inspiring artwork! And to Cassie Stephens for her lesson inspiration!

Learning Goals:

-Students can define tertiary colors, and incorporate them in their work.

-Can define the term contrast and use it within their artwork

-Students learn about the artist Sandra Silberzweig and can recognize her work

VALUE SCALE DRAWINGS

For this lesson, 5^th graders learned about theelement of art " Value" (the lightness or darkness of a color /color of something) and how important it is in art.

We talked about how it makes artwork look more realistic and how it is used in drawing to depict light and shadow. When you adda range in value, (from black to white with shades of grey in between) you are basically adding light and shadow to your art. Incorporating a range in value makes artwork lookthree-dimensional.

Students then practiced drawing avalue scalein their sketchbooks, while observing a handout.  They did the varying value changes by simply pressing harder or lighter with their regular no. 2 school pencils.

We discussed how the exercise is all about comparing the values, which trains the eye to seesubtle value changes. This helps students improve their eye, making them a keen observer and overall, a better artist.

This lesson ties nicely into the following lesson(Grid drawing), where students will use their understanding of value to create a drawing of a photocopied image by using the grid method (as seen in the first 5th grade art lesson posted at the top).

Learning Goals:

–Can define the term value in art

-Can point out value changes within artwork

-Can create various values/ create a value scale

One Point Perspective Drawings

Students continue to learn about perspective  with this drawing lesson.

For this lesson students learned how to create space and depth to show perspective on a flat 2-D surface by overlapping objects, considering placement of objects on the page, and by drawing objects a certain size .

These drawings illustrate one-point perspective by drawing lines and objects that eventually converge into one single vanishing point .

Learning Goals:

Can describe and locate the vanishing point within one point perspective drawings

Can create a 1 point perspective drawing using a ruler

Demonstrate an understanding that placement, size and overlapping of objects creates space within artwork

Strengthen drawing skills

Use crosshatching techniques to blend colors

Utilize value (lightness or darkness of a color) to create volume and depth within objects

"Omit This!" (A fun art version of Blackout Poetry)

For this fun lesson that combines literature and art, 5th graders were introduced to the author/ cartoonistAustin Kleon and hisBlackout Poetry.

Students were then each given three random photocopied pages from a children's chapter book. I had these photocopies pages stacked in piles (same pages in it's own separate pile on a table) and then randomly took 3 different pages and paper clipped them. Each student then got their own pack of 3.

Students were instructed to not read the pages, but to just quickly scan the page for words that jumped out at them, catching their attention, then chose one of the three pages to work with.

Students then drew a rectangle around certain words with a pencil to create a poem, phrase, or sentence unrelated (or related) to the content; bringing new meaning to the text. They then went over all the other words theydidn't want with a black sharpie.

On a separate paper, 5^th graders then created a drawing that connected to their poem, and attached the two together. Thank you Austin Kleon (https://austinkleon.com/) for the inspiration!!

I think if I were to teach this lesson again, I would have kids possibly use color to color in their work.

Learning Goals:

– Make connections between Art and ELA

– Learn about the artist/writer Austin Kleon and his book on blackout poetryNewspaper Blackout

To make it easier for reading, I included what their text says above each image.

"Colors merging

into the incredibly brilliant wide plain.

Blending of rose and gold

evaporating into

shades of blue

Tip of the sun sank under the horizon

A rosy fire"

"Hidden under

her brushes and paints

the world

changed"

"Well

only

one thing

was really important.

That was

Dad"

"She thought about the time

she saw the potential"

"In her eye

wasn't a bright light

but

a forest

of fear"

"Those sand bones

by the sun

emerging

to one

Everything outside

incredibly beautiful

in fire

infusing

with gold hills"

Drawing Activities to Teach the L Art Elements

Source: http://www.artwithmrsfilmore.com/5th-grade-art-lessons/

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