Term 3 session 7

Major teaching component this morning. Using geometric shapes borrowed from the maths resources we revisited drawing 3D shapes by finding angle of each line. This is done by holding the pencil or drawing instrument at arms length, closing one eye and lining the pencil up with the focus line on the object. By putting the pencil straight down on the paper without changing the angle it gives a pretty close line.

The children had to look closely at the shadows and light. By turning off the classroom lights the nature light coming through the windows made the shadows and light more obvious on the objects.

During this activity we used different media: charcoal, charcoal and water, graphite pencil and rubbing back, indian ink applied with a stick and indian ink and thin white paint applied with a brush.

The learning of shapes, shadow, light and the different media are building the tools required for the children to create their own composition.

Planning the composition:
The criteria:
The slit view finder must be used (no whole objects are to be drawn, only parts of things)
The media must be a combination of charcoal, charcoal and water, graphite pencil and rubbing back, indian ink applied with a stick or indian ink and thin white paint applied with a brush.
A completed artwork will be A2 size.
The composition will be made up of a series smaller images put together like a collage.

The subject is up to the children as is the format is their own design.

We started the process by writing things that interested them, it could be anything.
Next we chose two things from the list that exited them most.

Another brainstorm to write everything possible pertaining to that topic, item or thing.
We repeated the process with the second most exciting thing.

Next they had to chose the least favourite on the initial list, it could also be the one they thought would be the hardest to do. Same process used as above.

After choosing the list they were most excited about (and yes some changed to the least favourite because they had initially thought it too hard) the children had to start drawing a few images from memory. This task help them to realise their next step in the process.
To conclude this session they made a list of things they need to being next week,
objects and photos many.

The children left the room buzzing about what they were going to do.

Term 3 session 6

Time to learn about shadow and light.
Most objects are make from a variation of geometric shapes. Sphere, cylinder, cube, rectangular prism (cuboid) and triangular prism. To understand where light falls on a shape and how it creates a shadow will help create a three dimensional effect when drawing and painting.
Language to use when describing tonal change (also known as value).
Light tone - whisper
mid tone - talking
dark tone - shouting

I demonstrate with a large ball, we observe where the light comes from and the shadows that are formed on and below the ball. When drawing a cylinder we use the same process of observing light and shadow on a tin can.

We started by drawing a circle with charcoal. Charcoal is an excellent medium for making shadows and tonal changes, it is soft and easily smudged.
After drawing the dark (shouting) shadow at the bottom of the circle, use your finger to smudge in the mid tone (talking). The light is a circle at the top to the larger circle on the side the light source is coming from. An eraser can be used to remove the charcoal. It is easy to use mid tone and rub back to light. Rub or smudge the charcoal in the curved direction of the sphere. If you smudge straight across it will flatten the 3D effect.
After the ball is complete add a table to sit the ball on and a background to give it a location.

This learning will continue until we have experienced all shapes.

Next on the agenda:
Sketching using a slit or very narrow viewfinder (can’t think of another name to call it). By using the slit viewfinder the children only draw part of an object. They use the viewfinder as a grid (middle horizontal, middle vertical, high and low horizontal lines and vertical left and right line). By using the grid the image will fill the whole page.
It took a little whole for the children to understand they had to use the viewfinder as a grid, but once they had the sketching became easier for them and the images became realistic. They also had problems with only drawing part of an object after being so used to drawing whole objects.
These sketches will become the base of a larger composition.

In the afternoon we continued to work on the collaborative murals. These are coming on and the children are becoming more confident about their work. They need to be reminded to look at the techniques their artist has used.

Term 3 session 5

We started with a warm-up of drawing a chair by concentrating on the negative shapes around it. It is easy to see if the child is not looking at the negative shapes. They find is difficult to get the proportions right and the left brain tells them the chair has four legs all the same length and that is what they draw. By drawing the negative shapes (right brain) the proportions and perspective automatically happen. (Drawing with perspective the legs of the chair are not all the same length). Quite amazing really, the drawing are far more accurate.
Two examples
drawing one: the chair (positive shape)
The child drew the positive shape then coloured around the negative shape

drawing two: the chair (negative shapes) This child drew the negative shape and coloured each segment as they drew.

The collaborative murals.
The hard work of putting colour on the murals has started. The groups had to decide if they were going to use crayon or pastels to colour. The next step was to decide on the colours to be used. The children have to look at the pictures they copied and colour in the artists style. Some progress was made, hopefully they should speed up as confidence builds. It is good for the children to realise that quality artwork takes time and effort and sometimes you get sick of doing it but perseverance has to prevail.