Students trace their hands (thumbs point to each other) on the bottom of the sheet and color them with oil pastels. They draw swirling autumn leaves above the hands and color them with oil pastels too. Paint the background with diluted liquid water color paint and leave some space on the edges.
colored construction paper, 5 colors for each student
black tempera paint
liquid water color paint for background
Karel Appel (1921-2006) was a Dutch expressionistic painter and sculptor, famous as one of the founders of the CoBrA movement. CoBrA stands for Copenhagen, Brussels and Amsterdam.
CoBrA artists were inspired by children's drawings and the art of mentally disturbed.
Tell your students about abstract and figurative art. Show abstract and figurative artworks and ask which word belongs to them.
Then view some of Karel Appel's works: Little Boy, Some people together, Blue faced beast and Saarbrücken (Google pictures). Are these figurative or abstract? Put your hand on the eyes of the painting. Is the artwork still figurative? Students will discover the Appel's art is very close to abstract.
When we see Karel Appel, we discover:
a few colors
thick black lines
Students tear (using two thumbs and two fingers, show well how they have to tear) organic shapes from the construction paper. It's absolutely not the intention to tear a human of animal. The shapes have to be 'just like that'. Some students will smuggle a little bit and stick an eye somewhere. Then squeeze an eye :) but do not accept clearly laid human figures.
When they have torn enough pieces, students make a composition of the shapes and paste them on the black or white sheet. The pieces may also be stuck over or on top of each other. Then the most exciting part of this lesson: what do I see in my collage? Ask a classmate to keep your work up. What do you see? Turn the work 90 degrees, and again and again. Do you see an animal or a human?
Use black paint and a thin brush to draw lines on your artwork so that your human of animal is also visible to others. Not too much lines, there must be some guesswork too!
On a painted backgrond, made by student of grade 5
colored construction paper in yellow, blue and red
cutting mat and cutter
Show artworks of Piet Mondriaan and De Stijl and discuss them.
Fold the white sheet in 5 columns. The columns don't have the be the same width. Divide the sheet with pencil and ruler in three rows (thin, the lines have to be erased later).
Cut rectangle and squares out of colored paper. Make sure they are not wider as the columns. Paste the rectangles and squares between the folded lines and outline them using a ruler and a black marker. Connect each one with its 'neighbour' with a marker. The lines should be horizontal or vertical.
Then cut two horizontal lines from the start of column 2 towards the end of column 4 (see picture).
After a lesson about the work of Piet Mondriaan, students draw a template of a cube (nice goal for the math lesson!). The surfaces are 8 by 8 cm, the stick edges are 1 cm.
Cut the template with a cutting knife. Use a black fine marker to draw squares at 1/2-1 cm from the edges. Within these squares you draw straight lines to get some rectangles and squares. Color these using Mondriaan colors: red, yellow and blue. Leave some surfaces white.
Fold the stick edges and paste them to get the Mondriaan cube!
Divide a rectangular piece of thin plywood into rectangles and squares using ruler and pencil and saw them. Place every piece directly on the right spot the black construction paper. All pieces have to form a rectangle again.
Sand the edges of pieces. Paint the pieces in primary colors and white. Past them on the black sheet.
How to draw a face? We used the website Wikihow. Students draw their own face on a large white sheet and color it with oil pastels. Drop liquid water color in several colors above the head and blow it in different directions using straws.
On the photo our proud third grade students with their portfolio's in which we collected all the artwork of this school year.
Book: The very lonely firefly from Eric Carle (also to be found on YouTube)
Students use white tempera to paint two or more jars at the bottom of the black sheet. They mix yellow and blue to paint grass in different shades of green over the jars. Draw fire flies with gold and silver markers and color them with pencils.
Draw a gingerbread cookie on both pieces of linoleum. Cut away the outlines of the first linoleum, and the background of the second one. Print in one or two (Christmas) colours and paste on coloured paper.
green, red or black construction paper 25 by 25 cm
gold or silver marker
red or green marker
Students divide their sheet with ruler and pencil in 25 squares from 5 by 5 cm. In each square they draw a Christmas figure: tree, candy, snowman, skates, mitten, sock, candle etc. These figures have to be coloured , just like a checkerboard: alternately the background is gold/silver or the figure is gold/silver.
Shot pictures of letter doodling and fonts - new and older ones.
Discuss the pictures. Letters in those alphabets are a kind of family. How can you see that? What can you say about the lines? Are they fat, thin, curvy or angular? What do you feel seeing those alphabets?
Draw a grid with your students (a lesson about using rulers is always a struggle!). In this lesson there are 2 inches between the lines and a half inch between the letters.
After drawing their grid, students design their own alphabet and trace them with markers.
Joan Miró's (Spain, 1893-1983) made paintings, sculptures, textile arts and theater. His paintings contain colorful organic shapes in bright colors: red, blue, yellow, green. The colored surfaces are outlined in black and frequently divided with black lines.
Show some of Miró's artwork. What do you see: bright colors, eyes, shapes outlined in black, divided surfases, stars. Talk about the difference between geometric and organic shapes. Talk about lines: straight, angular, rounded. What do you see in Miró's artwork?
The goal for a group of 4 students is: draw alternately lines on the white sheet with a permanent black marker. Make sure those lines look like Miró. Off course lines may cross! Then draw some elements Miró used too: eyes, stars, divided surfaces etc. Color the artwork. Be sure you're working with 4, so consult each other.
Ready? Sign the work with your personal signature in Miró style!
In the Middle Ages in Europe many artisans and merchants were joined in a guild. A guild was a kind of union for people with the same profession. The guild proposed rules for their members and provided in the exchange of knowledge and experience.
Examples of trade guilds are baker's guild, weaver;s guild, brewers guild or carpenter guilds.
Market vendors and peddlers were members of a merchant's guild. They traded goods such as fabrics, wood and food.
After a lesson about medieval guilds, these guild signs were made. The goal was to create a guild sign on which you can see what guild you're dealing with.
Show some surrealistic artworks of Dali and discuss the surrealistic parts of it. Show The melting clocks. Discuss the shape of the clocks. What happened to these clocks? Are these clocks that you can hang on the wall? Why not? Why do we call this surreal?
Dali's artwork will surprise you. We see realistic parts, complemented with dreams and fantasy.
Dali was an eccentric man. Show som portraits of Dali and look at all those different ways he wears his moustache.
Students write words about surrealism and Dali with a marker on the colored sheet. Then they draw a portrait of him with crayon on a white sheet. Cut it, paste in on the colored sheet. Puncture two holes under the nose and pull the pipe cleaner through. Shape the moustache in a way that Dali would like!
Dancing Christmas trees are Christmas trees who look like them only because of the shape (rectangular) and decorations (balls, garlands and stars)! The trunks are much longer than the the ordinary trees and because of the curves in them it looks they are dancing.
Draw with pencil, colour with markers, outline with black marker and colour the background with chalk pastels.
Show several hillsides and discuss what you see: light/shadow, depth, overlapping, colours, pointed/rolling.
Students draw with pencil a simplified hillside on the black sheet. In the blogpost 'Peaks and Valleys' a step by step explanation how to draw this. Give students a maximum of 5 minutes for this part of the lesson, to prevent them of drawing all kinds of details.
Trace the pencil lines with black oil pastel. Colour the hills and sky using chalk pastels. Color and mix, smear and blend until you're satisfied. Be sure the difference can be seen between the light-iluminated parts of the hills and the parts that are in shadow.
Trace after coloring the black lines again if necessary. Fix the artwork with hairspray.
Use a saucer to draw a moon in the center of the sheet. Colour it with yellow chalk pastel. Colour the rest of the sheet grey using charcoal: around the moon it's brighter than further away.
Draw a branch and paint it with Indian ink.
Fold the white sheet in half.
Cut evenly-spaced slits starting from the folded edge and continuing up to about a half inch from the opposite. Open up the paper.
Take one paper strip and weave it across the slits, going over and under them. Push the strip to the top and start with another one. The second strip should be woven in an opposite pattern as the first one. If the first strip goes over and under across the slits, the second one should go under and over the slits.
Continue weaving until the white sheet is full. Paste the ends of the strips on the white sheet.
Create a frame by pasting the artwork on black construction paper. Draw small patters on the white strips using a fine black marker.