When students walked in on Monday they found mini-pumpkins scattered all over my tables (they were SO excited). The first thing we did was talk about what a still-life is and then looked at two different examples.
We carefully examined both still-life's and then students were asked which one they thought looked more 3-dimensional? They all picked the more realistic one the the right. Then I asked them what made the one on the right look more 3-dimensional? What gave it the illusion of depth?
I got a few different answers for this one. One student said that you could see the objects were sitting on a table. Another said that you could see shadows from the objects. Another said that you could see that some objects were sitting behind other objects.
Oh I was so proud of them! :)
Yes! All of these things help to make the one of the right look more realistic!
Then I asked students to look at an image of a circle and a sphere.. and tell me how even though they have the same outside shape, the sphere looks like it has volume and the circle looks flat.
We once again went back to the idea of highlights and shadows.
After viewing a few more images we determined that the positioning of highlights and shadows depends entirely on the light source for the object.
I found this graphic online while creating this post - I think it would be a great resource when talking about light sources.
Once students finished their drawing, they outlined their pumpkin with black crayon. Then on day two - it was on to painting
|Beautiful stock photo. Mine are NOT |
this clean. haha
I wanted students to mix their own oranges, so the limited color palette of the tempera cakes worked out perfectly.
I explained to my students that since we were mixing colors, we had to move quickly so the paint wouldn't dry on our paper.
First they painted their pumpkins yellow and then red overtop. As they painted, their brushes mixed the yellow and red paint into various oranges. Then we cleaned our brushes and got some white paint on them. We used this paint to add highlights to the tops of our pumpkins (tint). Then we used black (just a little!!!) to add shadows to the opposite side (shade). If students got too much black on their pumpkins, I showed them how they could use yellow to bend their black up so the contrast wasn't so stark.
Then students painted in their stems. Some chose to use green, while other experimented with combining other colors to create brown.
These paintings went up into the drying rack.
The next step in our project was to create our backgrounds for our pumpkins on a separate sheet of paper. I had a few different ideas I wanted to try out for this part.. so I did this part differently with two of my classes. The first group was told to draw whatever they wanted in crayon, and then were given liquid watercolors to create a resist. The second group was told to try drawing various wavy and spiral lines to create a sense of movement, then were given liquid watercolors to create a resist.
Once these were dry, we cut out our pumpkins from the first sheet of paper and arranged them onto the background paper. The first group had a more abstract looking piece, while the second group added green paper to the bottoms of their page to create more of a landscape.
|Teachers sample of version one. I used liquid tempera for my pumpkins.|
|Probably my favorite student sample.|
|Beautiful pumpkins - ohhh the background. :/|
|Because everyone loves a good levitating pumpkin. ;)|
I was surprised - at first I didn't like the first version.. which is why I switched it up a bit with the second.. but upon viewing all the images together.. I really actually prefer the first one.