In this lesson, student artists look at a small object and make a drawing of it, enlarging it and finding details.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up. Think about how student artists will gain access to the selection of objects that the teacher has provided, and set limitations on how many they can have by their seat at any given time.
A selection of eclectic small objects (think: screws, forks, buttons, etc.) or the objects that the student artists have brought in, Copy paper, Pencils Optional: Magnifying glasses (small ones are often available from science kits)
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⚲Georgia O'Keeffe, Red Poppy
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 artists who seem be pushing themselves to try new things.
The student artists work independently on drawing their objects. As the teacher circulates, comment on the details that student artists have included that are not readily apparent (the crease on a button, for example, or a scrape or a scratch). The idea is to get the student artists studying the objects on a minute scale, not just copying the contours. If magnifying glasses are available, encourage student artists to use them to study their objects more intently.
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 become frustrated if their drawing isn’t coming out ‘right’. If they get frustrated, remind them that these are sketches—which means they are brainstorming ideas. If they don’t like a sketch, then they can get another piece of paper and move on. Tell them that this is part of the artistic process—rarely do artists like everything that they do—and part of being a successful artist is editing and choosing to spend time on the things that they do like.
If students get done early, tell them that these are ‘sketches’ that we will choose from during the next lesson and encourage them to practice drawing different objects, continuing to study them closely, so that they have a selection to choose from.
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