In this lesson, student artists use a viewfinder to find a portion of their drawing that they like compositionally, then enlarge and copy it onto watercolor paper.
SWBAT find a pleasing composition and copy it to a new drawing surface.
Students will be working individually, so have materials prepared to go out to tables/desks depending on how your class is set up.
Drawing from Lesson 2, Scissors, Pencils, Erasers, Sturdy Watercolor Paper Optional: Stapler or tape (to keep the viewfinder in one position)
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⚲Pink Tulip, Georgia O’Keeffe
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.
As the teacher circulates, observations should be focused on composition—talking about how they are filling the frame, how a particular line draws the eye downward, or how the way that they cropped a certain portion creates an interesting shape in the other portion. Students should be learning to see balance and unity in their work and recognizing how the various elements work together outside of just representing an object.
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 might have a hard time copying the composition that they created, and might draw what they ‘think’ their drawing looks like rather than looking closely at the cropped sketch and drawing that. Show them where the different lines land on the page—it’s helpful to use the outside edge of the paper for this. Point out where a particular line goes off the page on their sketch (for example, 1/2 way down the page the line of the top of the key goes off the page) and point out how they can then look at their larger paper and recreate that same line.
If a student finishes very early, challenge them to find another composition that they like and draw it on the back of their paper to give them choices for the next day.
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