K and 1st Spring Watercolors!

I found the inspiration for these lovely spring watercolor paintings on Art Projects for Kids. It's a terrific exercise in simple landscape drawing for Kinders and 1st graders, and the frame around the edges of the drawing really helps students use all of their space rather than drawing tiny flowers in the middle of their paper. So this works as an excellent introduction to composition, as well. I decided to use watercolor paper and liquid watercolors as my youngest artists needed a new paint medium to explore.

Here's what we did:

1. Class 1: I led the first class, the drawing portion, from the white board while drawing along with the children.



• We drew the frame first, and I gave 1st grade students and advanced Ks the option of creating a double frame. Some of them added patterns within their frames. 
• We then drew a horizon line. This could be grass or it could be hills. I left it up to my students.
• We began adding flowers by drawing the blooms first, positioning them toward the top of the frame. Stems and leaves were added next. Whimsical flowers are a favorite of mine in my own art work, and the kids always make comments when they see my screen saver (seen in this post). This was a great opportunity to show them how I use lines and shapes to come up with fun new flowers to draw, and it allowed them to create their own imaginative flowers.
• We then discussed the types of insects and bugs one might see in the spring. (We did this project in early April...I've just been late in posting.) Students added a bug or two or three flying through the air or crawling in the grass or on the leaves of the flowers.
• Students then traced ALL of their pencil lines in Sharpie. This was excellent practice in using fine motor skills. Also, a number of students didn't understand the term "trace," so this was useful for vocabulary, as well.
2. Class 2: Students painted their drawings with liquid watercolors. I really love these SO much more than pan watercolors. My only complaint is how easily the colors get muddy. Kinders aren't careful about cleaning their brushes, and by the time I got to paint with the last class (of 10), the blues and greens were a bit grayed out, and the yellow...well, the yellow simply was no more. I freshened the yellows for my 1st graders once, and we managed to keep them fairly yellow-ish for at least long enough to finish painting.
• Here are some terrific tips on storing and using liquid watercolors from Deep Space Sparkle's blog.

And here are more of our colorful spring watercolor paintings:

Self-Portraits Everywhere!

We're buried in self-portraits at school! I feel like SPs are an annual experiment, and I'm always trying to find new media and inspiration for these. I'm working on Lichtenstein self-portraits with 5th grade right now, and 4th graders are doing an identity project with their self-portraits. I'll post those at the end of the month when they're complete. I'm trying to muster up the strength to do a collage SP project with 3rd grade in April (just thinking about carting around all the materials is giving me a headache). And this year's K and 1st grade splatter self-portraits are here. 

For now, here are a few of this year's 2nd grade self-portraits. As I usually do with 2nd, we discussed van Gogh and viewed a few of his self-portraits. We also talked about impasto and his use of color in all of his work. As with last year's 2nd grade paintings, we used oil pastels and tempera cakes, but this time we just created background textures (impasto style) with lines and dots, sticking with one color scheme for the background: warm, cool, analogous, primary, secondary, or complementary. Last year's 1st and 2nd grade Expressionist self-portraits can be viewed here.

Printmaking Test

"Inked" plate ready to go...

I've just started a printmaking project with 2nd grade, using foam printing plates from School Specialty. With Spring Break just a day away, our minds are on the beach, so our theme is folk art beach houses. I stayed after a bit today to do a few test prints, and WOW, I'm so excited to share this process with the kids!

I've used markers to ink plates before, but I just got a set of Mr. Sketch watercolor markers. And after all the great things I've read about them, I couldn't wait to try them out. They work beautifully for inking foam plates! The trick is that you have to print on damp paper (NOT wet...see below). It took me a few attempts to figure out exactly how damp the paper should be to yield successful results. (Note: Lay printing plate flat and lay damp paper on top of plate, pressing gently all over without moving the paper.)

Here are a few photos showing my experiments with various degrees of wet/damp paper.

Print #1: On dry paper, just for comparison.

Print #1: I dipped the paper in the sink, let it drip
a bit, laid it on newspaper to soak up a bit of water,
then laid it on the plate. Didn't work so well.

Print #3: I laid dry paper on the inked plate, then
sprayed water on the paper. Again, not so good.

Print #4: Woohoo! Success!! I dipped the paper in
the sink, then pressed it between newspaper until it
no longer dripped. Then I laid the damp paper on
top of the inked plate, pressed gently to transer the
image, and lifted the print.

Note: I just checked the print, and as I've been typing the edges of some colors have bled just a tad. I'm thinking maybe I'll do one more test (tomorrow...time to go home!) with paper that is just a bit more dry. I think I'll bring in a couple of towels tomorrow and see if that helps. I'll add an update after the adjustments are made.

The Dot (K and 1st)

Because I'm very linear myself as an artist, it's tricky for me sometimes to break free of lines and take students on a more abstract journey. I'm trying though! This project inspired by Peter H. Reynolds' The Dot was quite a departure for me, and I loved it. The kids really enjoyed it, too, because there absolutely was NO wrong way to do this. (Not that there's ever a wrong way to make art, but kids are tough on themselves, even the little ones.) It was wonderful to be able to help them turn a "mistake" into a beautiful part of their art. (Don't like that red dot? Add yellow! Make it bigger! Outline it with purple! Endless possibilities!)

I read The Dot to  students, then gave them oil pastels and a piece of drawing paper and turned them loose. The only direction I gave them was to fill their paper with dots...big ones, small ones...dots everywhere! The next week we painted. Again, anything went, though I did keep an eye out for muddy colors. As I always do when I paint from the cart, I had a parent volunteer, so an extra pair of adult eyes watching out for over-saturated paper or too-thick paint was very very helpful.

This was an excellent experiment in color and pure abstraction, and I adore the results. Here are a few more of our dots!

"This is the most fun ever!"

Those are definitely words you want to hear in the art room. This is the first time I've attempted to splatter paint with my students, and I'm so glad I gave it a go. It was so much fun! (for the kids AND for me!)
This started out as a basic self-portrait project. While talking about facial proportion, Kindergarten and 1st grade students drew themselves during a guided lesson. They then colored with crayon and cut out their self-portraits, and glued these to construction paper in a color of their choice. I encourage them to choose a contrasting color (so no pink if you colored your shirt pink, although it seems the young lady to the left slipped past me).

When these were done, they were cute, but they were missing something. I came across the book, I Ain't Gonna Paint No More!, by Karen Beaumont, with hilarious and illustrations by David Catrow, and decided that we simply MUST splatter our self-portraits!

I had parent volunteers (2 per class) come in to help out, with the painting being done in a centers set-up. We pulled three students at a time, with the others watching Harold and the Purple Crayon or Purple, Green, and Yellow on Tumblebooks (by Robert Munsch, another great story about a girl who colors herself). I put the artwork in boxes (which are now quite colorful and beautiful on the inside), demonstrated for students how to flick the paint, and encouraged them to aim for the edges of their paper (so their faces didn't completely disappear). The adults handled the brush, loading paint and rinsing between colors, which sped things up and kept the yellow from turning green.

I must say that we managed to keep the paint mostly contained (though a few kids ended up a tiny bit speckled), the students loved it, and so far no teachers have yelled at me. And the results are pretty darn cute, too.

I have about 175 kinders and 1st graders, so here are just a few:

Kandinsky Color Studies

3rd-5th grade artists just completed Kandinsky color studies. We watched a few YouTube videos of his work, and I was amazed at how captivated the students were. There are several, like this one, that simply show a slide show of his work with background music. They're quite calming. I was really amazed by one group of 3rd grade boys who had quite the deep conversation about the shapes, lines, and colors in Kandinsky's paintings, turning their heads to view the works from all angles. Students sketched and doodled in their sketchbooks while watching, making note of elements that they found interesting.

I think every art teacher does this project in some form, but I chose oil pastels and tempera paints for this year. We'd talked about color relationships, and students were given 5 required color schemes that had to be used in their paintings. The 6th square was a free choice square. Any color combo was allowed.

3rd grade colors: Primary, Secondary, Warm, Cool, Complementary (choose one pair), Choice
4th and 5th grade colors: Warm, Cool, Complementary (choose one pair), Analogous, Monochromatic (one color plus white or black)

I did this in four classes:

1. Color Theory Introduction: Students completed a tertiary color wheel using red, yellow, and blue colored pencils. (3rd graders just did primary and secondary colors.)

2. Color Relationships/Introduction to Kandinsky: Warm, Cool, Analogous, Monochromatic, Complementary

3. Pastel Drawings: We folded a 9x12 piece of manila drawing paper into 6 squares (fold once vertically, then fold into thirds). I walked through each color scheme with students as they applied pastels in circles of varying thickness, beginning with a dot. I encouraged students to apply the pastel heavily. I also had to keep reminding them to make some of their circles thick, otherwise I would have ended up with a bunch of skinny concentric circles and A LOT of "naked" paper.

4. Paint with Tempera: Because I'm mobile, I use tempera disks. (I bought the set with lids from School Specialty.) I'm not crazy about how chalky these feel after they dry, but they do serve their purpose well, and the colors are intense.

Winter (or what passes for it in Florida) Drawings

Winter is merely a brief two or three days here in sunny South Florida (OK, maybe sometimes four), but that doesn't stop us from drawing snow! The two videos below are from our school's winter show in December. Since we artists don't generally get up and dance with our art work, I put together a video presentation so my young artists could be part of the show. I love how they came together, and the kids were so proud to be included.

K, 1st, and 2nd Snow Globes

K-2 students created snow globe drawings using crayon resist on coffee filters (easy circles for the globes). Snowmen, Santa, and Rudolf were very popular subjects. The music is "Walking in the Air" from The Snowman, by Raymond Briggs. (Such a beautiful song!)

Students drew a horizon line and then created their own winter scene in crayon. The only thing they could not do was color in the sky with crayon. The sky was colored in blue marker, then sprayed with water for a watercolor-like effect. Students then cut a trapezoid "base" from a construction paper color of their choice and glued the base and their snow globe drawing to a piece of black construction paper.

3rd, 4th, and 5th Pastel Drawings: Snowmen at Night

3rd-5th graders learned about creating 3-dimensional space in a drawing using chalk pastels. Working on black paper, students were inspired by Mark Buehner's fun and vibrant work and created their own illustrations for Snowment at Night, written by Caralyn Buehner. Our video is narrated by a 5th grade student.

6th Grade Papier Mache and Set Design

6th grade students made papier mache snowflakes and critters for our winter wonderland. We also spent one class in the dining hall (on location) designing the set for the Winter Show. Students had a chance to submit ideas for the final design, and we incorporated ideas from several students for the final set, which also included a large Christmas tree and navy blue wall drapings with stars (seen below), as well as a very large number of white lights. 6th graders also helped with actual set-up the day before the show. Below is the snowman we made, along with a few of the students' animals. You can see the step-by-step process of building the snowman here.

Relief Prints (K-2)

One of the biggest challenges I have with my kindergarten students is giving them opportunities to explore and be creative while keeping a cap on the chaos. This project for K-2 is one that I feel truly lets them be expressive and independent and doesn't require me to spend an hour prepping and another hour cleaning, resulting in delighted, well-informed young artists and a stress-free teacher!

Pretty much every art teacher makes Styrofoam relief prints, so I don't expect that I'm teaching anyone anything here. And I'm sure I'm not the first to discover the value of markers in inking Styrofoam printing plates, but I must say I was pretty proud of myself for figuring out how to let kids "ink" their stamps themselves without hauling out the paint and smocks. It really is the little joys that thrill me.

For this particular foray into relief printing, I simply had K, 1st and 2nd grade students draw a circle around the flat surface of a Styrofoam plate (the inside) and then cut out the circle. The result should be a flat surface on which to create the drawing. In the past, I've used index cards as a template and cut rectangles out of plates for the students prior to class. Not only does this take time (not a ton since I use a right triangle and an X-acto knife, but still, time is time), it also takes a step away from the kids, and I think it's important for them to be involved in as much of the process as possible. Also, since we're working with a standard size plate, if a child has difficulty cutting and the circle ends up smaller than the plate surface, it really doesn't matter. There's still plenty of room to draw.

The Project:

Time: 45-minutes

Materials:

• 9" Styrofoam plate for each student (or more...1st and 2nd work quickly)
• Pencil for each student (dull tips work best)
• Variety of water-based markers
• Newsprint (I used 9"x12")

Process:

1.  Draw a circle on the bottom/flat surface of a Styrofoam plate.

2. Cut out the circle, removing the raised edge of the plate. The circle becomes the printing plate.

3. Using a dull pencil, draw a picture on the printing plate.

Suggestions:

• Draw large, leaving plenty of space in between lines. When inking, the lines will remain white, so if lines are too close together the student will get large areas of white when printing, and the image/drawing will not be clear. 
• Press firmly, with pencil tilted at an angle to avoid "tearing" the styrofoam. Have students go back over lines to make sure they are pressed down enough to create a relief effect. I walk around the room with a demo that students can touch so they can feel how deep the lines should be. (A whole here or there is okay along the lines...the lines become negative space and don't print anyway!)
• I discourage words, because the image is reversed when printed, and this just causes too much confusion for younger artists (and too many requests for me to write things on the board backward). Also, without words, students focus more on the visual elements of their design.

4. After the drawing is complete and all lines are deep enough to create a relief effect, "ink" the plate with water-based markers. (Dryer markers will not work well...there has to enough ink in the marker for an effective transfer.)

5. Carefully lay a piece of newsprint ON TOP of the paper. Press down with both hands, keeping one hand still to keep the paper from sliding and using the other hand to smooth the paper. Smooth from the center out to ensure a clear print. 

• Students usually want to "stamp" their printing plate like you would a rubber stamp, putting the paper on the table and pressing the plate onto the paper. This doesn't allow for enough pressure to adequately transfer the image.

• Also, thicker papers, like construction paper, don't work as well as newsprint for transferring marker ink. 

6. Peel the paper off of the plate to reveal the print! (I love the delighted chorus of "oooo's" and "ahhhh's" that I get when demonstrating this for the kids.)

A few student examples:

Kindergarten students drew suns and used different line types to express emotion and energy in the sun's face and rays.

I encouraged 1st and 2nd graders to think about the circular shape of the printing plate and to consider this shape when deciding what to draw.