In this lesson, student artists color their compositions using colored pencils. They have two days to complete.
SWBAT demonstrate craftsmanship as they color their image.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up.
Drawings from Lessons 3, colored pencils
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⚲Jan Van Eyck, Giovanni Arnolfini and His Bride,
This is a marriage portrait—made for a couple that was engaged to be married. The dog symbolizes loyalty, the broom on the wall is a symbol of domestic, or household care, and the oranges represent the babies that the couple hope to have. Also, the artist snuck in a portrait of himself in the small mirror hanging on the back wall!
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.
The focus of this lesson should be on students taking their time and coloring slowly and patiently without scribbling.
Encourage craftsmanship—careful and considerate coloring—by commenting on the students covering entire areas with color without scribbling or getting impatient.
Additionally, engage students in conversation about color choices. You can simply ask them to tell you about why they chose…etc
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:
Students may move to quickly or ‘scribble’ to get through areas. Demonstrate to them the different careful coloring makes by taking a blank piece of paper, drawing two circles, and coloring one quickly with scribbles, and coloring the other slowly and carefully using whatever technique you want. Ask the student to talk to you about the difference between the two.
If a student artist finishes ahead of time, encourage them to look back on their drawing and add layers to it—they can use more than one color per section, or add texture. Encourage them to fill in all the white areas (even the background!).
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