Saturday, October 6, 2012

Monster's Don't Eat Broccoli (2nd/3rd)

EQ: How can I create the illusion of depth?

Monsters Don't Eat Broccoli
Day One: So for my first project with 2nd and 3rd grade, I decided to do the same project. We began our lesson by reading the book "Monsters Don't Eat Broccoli" by Barbara Hicks (illustrated by Sue Hendra) and talked about the illustrations being works of art. We then started talking about depth - what it is and what strategies we can use in our art to create it. Many students had trouble saying the word properly so we practiced it out loud many times. We said it wasn't "death" (I tugged at my throat), it wasn't deaf (pointed to my ears), it was the word "depth". I said that we know we can measure a shapes height and a shapes width, but we can also measure a shapes depth (which is what goes back in space). It's what makes something look more 3D!
We talked about how in the artwork in the book we could see 3 very clear layers - a foreground, middle-ground, and background. We went through a few illustrations in the books and I had students tell me what objects were in each layer.
Then we began talking about adding texture (an element of art!) to our artwork to create the illusion of even more depth! We began by differentiating between 'real texture' and 'implied texture' and used a variety of examples to do so. This is where I got VERY dramatic. I showed students a ball of yarn and a sheet of sandpaper and we talked about how texture is the way something feels.. and that we could look at these options and make predictions about how we thought they'd feel. Then if they felt that way when we touched them, they had real texture.
On the other side, we have 'implied texture'. And implied texture is when we see something and think it's going to feel a certain way.. but then when we touch it, it doesn't! Ohhhh tricky tricky artists! They add pattern, shapes, and lines to things to make us think something will feel a certain way.. but then it doesn't!! :P Like when I see something that have dots.. I think it might feel bumpy! But it doesn't.. it may have an implied texture!

Then project kicks off with students selecting a piece of construction paper for their base color for their monster. Then they draw on their monster using construction paper crayons (remembering to add an implied texture!).

Day Two: Students begin with a sheet of white drawing paper (12" x 14") and using crayons again, draw their middle-ground and background (only using empty lines and shapes - we will paint our pictures the next day). Once they had the outlines drawn, they used the remainder of class to finish up their monsters from the day before.

Day Three: Watercolor painting day! I demo'ed the proper procedures for watercolor painting and then gave students a set of watercolor paints (1 set per 2 students - they had to share). Students used this class to finish their middle-grounds/backgrounds by painting them in. *They loved how the watercolor paint resisted the crayons!

Day Four: Students cut out their monsters and glued them onto their middle-ground/backgrounds!
Then on the back of their page they did a little writing about their artwork.
"My monster's name is _____________. My monster likes to _________________. My monster is ___________ (where?). My monster has a _____________ texture."
At the end of class I had students volunteer to come to the front of the classroom to show off their artwork and read their sentences.

Student Sample
Student Sample
Student Sample
Student Sample

Student Sample

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