Below are lesson plans that focus on one or more of the 7 basic elements of visual arts:
LINE, SPACE, SHAPE, FORM, TEXTURE, VALUE and COLOR.

Sample contour drawing.

Sample result of Contour Drawing Lesson.

Sample edible color wheel.

Sample result of Edible Color Wheel Lesson.

LINE PROJECTS

1. Contour Drawing Lesson

Objectives:

  1. Students will use nature as a source of ideas.
  2. Students will experience blind and semi-blind contour drawing.
  3. Students will develop observational drawing skills.
  4. Students will discover crayon resist.
  5. Students will experiment with wet-in-wet watercolor.
  6. Students will see how a "Master" uses contour lines.

Materials:

Vocabulary:

  1. Organic shape
  2. Contour line
  3. Blind contour
  4. Semi-blind contour
  5. Wet-in-wet
  6. Resist
  7. Warm and cool colors

Preparation:

Make 8" or 9" square blinders from poster board. Laminate these for repeated uses. Put a hole in the center for a pencil. Make at least enough for one class (with a few extras). Bring in some live plants or flowers. Potted flowers may holdup best.

Discussion:

Explain to students that they are going to behave like a scientist - paying very close attention to what they are drawing - watching every little curve and bend - following every leaf - every petal. (Maybe draw a flower quickly to show what a contour drawing is NOT). Show the process of placing the pencil in the blinder and then drawing VERY slowly without taking the eyes off the flower. Tell them they are waking up the right side of their brain and this will help them draw things better in the future, too. Have students slowly trace the lines and edges of the flower with their finger in the air. Flowers work well for this lesson. Follow-up with an activity learning about an artist who closely observed nature/flowers. Students like Georgia O'Keeffe. Learn the parts of the flower and discuss plant life cycle (science activity).

Procedure:

  1. Provide students with half a sheet of 20"x 24 (10" x 24") paper cut vertically in half, blinders, and white crayon or wax.
  2. Have students sit where they can view a plant or flower. Talk about organic shapes vs. geometric shapes.
  3. Have students do a blind contour drawing. Have them place the pencil through the hole in blinder. Instruct them to draw very slowly, watching every detail, and taking care that the drawing extends from the top to the bottom of the paper. "Fill the page n a beautiful way."
  4. Have students do a semi-blind contour drawing. Have them draw a second flower, this time without the blinder, but taking the same care to draw slowly and looking at the flower more than the paper.
  5. Discuss the two drawings. Which one do they like best? Have them select their favorite drawing.
  6. Have students go over all the lines with white crayon or clear wax, pressing hard. Have them Write their name somewhere within the drawing. The areas drawn with crayon or wax will resist the paint and stay white.
  7. Have students spritz the paper with the water bottle. This is painting wet-in-wet and will encourage watercolor bleeds. Then have them paint until NO white space left. Encourage the use of warm and cool colors for contrast.

Evaluation:

  1. What is blind contour drawing? What is semi-blind?
  2. How does blind contour drawing help us see things and draw objects better?
  3. What happens when we paint over crayon or wax? Why?
  4. What happens when we paint on wet paper? What kinds of colors look best painted next to each other? What happens when warms and cools mix together?
  5. Name an artist who worked from nature and used contour lines in her work. What did she do to "fill the space in a beautiful way"? How is our work like hers? How is it different?

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SPACE PROJECTS

Place lesson here.

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SHAPE PROJECTS

Place lesson here.

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FORM PROJECTS

Place lesson here.

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TEXTURE PROJECTS

Place lesson here.

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VALUE PROJECTS

Place lesson here.

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COLOR PROJECTS

1. Edible Color Wheel Lesson

Objectives:

  1. Students will explore color mixing using primary and secondary colors to make intermediate (or tertiary colors) colors.
  2. Student will create a meaningful - edible - color wheel and photograph if for further study
  3. Students will work cooperatively to complete the assignment.
  4. Students will further explore mixing color tints.
  5. Students will learn about complementary colors.

Materials:

NOTES: You will need more yellow than any of the other colors and don't forget to reserve some white icing for tints.

Vocabulary:

  1. Primary colors
  2. Secondary colors
  3. Tertiary colors
  4. Color wheel
  5. Color tints
  6. Complementary colors

Preparation:

Make a sample color wheel showing primary, secondary and tertiary colors around the outside and prepare a 12x12" diagram of a blank color wheel for each table. Save some white icing from each frosting can and store - then mix one bottle of red - blue - yellow into the remaining icing. Divide colored icing into cups for each table and seal with lids. Sort out cookies into zip lock baggies. When students enter the classroom, each table group of 4-6 students should have: a 12x12" diagram of a blank color wheel, 13 vanilla wafer cookies in a bag, and paper cups of Red, Yellow and Blue frosting. Save the reserved white for later. The more you can have things ready ahead of time -the more smoothly the lesson will go and the more time for meaningful talk.

Discussion:

Explain to students-----

Procedure:

  1. Frost 1 cookie with each of the 3 available colors and place them at the points of one of the triangles (I really doesn't matter which color goes where - just place future colors accordingly) While they did this, they were reminded about the 3 Primary colors and how they would be used to make all the other colors. They were also told they would be able to eat their project, but only after they completed the full Color Wheel and a picture was taken.
  2. Questions were asked to help review the 3 Secondary Colors. Students were instructed to mix equal amounts of 2 Primary Colors and frost 3 more cookies, placing them on the points of the other triangle, in between the 2 colors that were used to mix them. (Note: Some primary colors may not be able to be "treated equally" - your color intensities will vary. See what works for your colors - and "fudge" a bit to get the best secondary colors possible).
  3. Directions were given for mixing the 6 Intermediate or Tertiary Colors. The frosted cookies were to be placed in between the Primary and Secondary Color used to mix each Intermediate color. In order to know exactly how to mix the intermediate colors - you will have to make a sample yourself -- or at least experiment with the colors you have made. The amount of each color needed will depend solely on the intensity of your primary colors. This is where "exploration" comes in too - have your students discover how much of each primary is needed.
  4. Students mixed all 3 Primary Colors together to frost the 13th cookie. It was placed in the center of the Color Wheel - for Neutrals. Sandra took pictures, then they ate their Color Wheels! Try serving them with milk for a healthful snack. Tie in Wayne Thiebaud and draw them first if you have time.
  5. Optional: With left over cookies and icing, try mixing tints - try mixing complements to get neutrals. Save one color wheel intact - place tints to the outside of each color and mixed complementary to the inside. Take a photograph of extended color wheel - then eat that too. This could be a composite color wheel from all classes - just keep adding to it each period. Make sure each child has a print of the color wheel for reference.

Evaluation:

  1. What are the primary colors?
  2. What colors mix together to create secondary colors?
  3. What are tertiary colors?
  4. What are complementary colors?
  5. What happens when you mix all colors together?

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