Students will have two days to finish drawing and coloring their project. During Lesson 4 they will learn marker etiquette as well as get tips on how to color solid sections as well as patterns.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up.
Artwork from Lesson 3, sharpies (for outlining), makers, pencils and erasers for students not finished with Lesson 3
N/A
N/A
⚲'Still Life with Cat', Pablo Picasso, 1962
Pablo Picasso was perhaps one of the most famous artists of recent time. He lived to be quite old and was well known from young adulthood until he died in 1973. He went through a number of different artistic styles. This particular piece was done later in his life.
Project the inspiration image where students can see it. Give students a moment to study it silently, then begin a brief discussion with the phrase, “What can we find?”. Paraphrase what students say for the benefit of the class, being careful to remain neutral, then ask “What else can we find?”.
Alternately, allow them to draw or write what they notice on a blank piece of paper or in a sketchbook.
The point of this discussion time is to have students learn and add onto each other’s thoughts. By remaining neutral and simply repeating what students say you allow students to do the heavy mental lifting and also create an environment where there is no wrong answer, fostering creativity and mental risk-taking.
Check for understanding by asking, “Who was listening closely that can sum up what we are doing today?” Make sure that student artists can list all the steps and clarify anything that needs clarifying.
The students work independently on their work as the teacher circulates. Foster strong work habits by commenting on student artists who are focused on their work as well as student artist who seems be pushing themselves to try new things.
Student artists should first outline their drawing with black sharpie (sharpie to keep the lines from bleeding). This will give them clear sections to fill in. After it is outlined, they can choose how to fill in each section, but comment on student artists doing so carefully and thoughtfully rather than scribbling; using the black lines as boundaries between different sections and using different colors or patterns to differentiate. Also comment on the variety of patterns or colors being used by students.
Use 'what, how, and why' and then take comments or questions.
Depending on the teacher’s style of classroom management, it might be helpful to only choose and train a few kids to clean. The rest of the class can be busy with the presentation. Make sure to train these helpers well in advance so that you aren’t left with a messy room.
Clean-up times will vary with materials; get to know your class and allow 5-10 minutes depending on how efficient they are and whether or not the material was messy.
Choose presenting student artists in advance and let them know during their work time so that they are prepared.
Sharing should work as follows:
Monitor that students are coloring slowly and carefully. Particularly with younger students they might scribble to fill the space. Encourage them to color so that all the white paper is covered over.
Before a student finishes, ask them to cover all the white areas with color. If a student still finishes early, tell them that there is a second day for the rest of the class to finish coloring, so you are going to give them an additional assignment to work on both days. Ask them to create a comic that shows an adventure that they have gone on with their toy. They can create more than one.
|
|
|
