Contour Drawing- Sign Language Alphabet

Fourth Grade Contour Drawings

 

Fourth Graders are learning about CONTOUR drawing (a drawing of an object as though the drawing tool is moving along all the edges and ridges of the form- no shading is used).  They also learned about the life and work of Dr. Martin Luther King, Jr. 

Initially, each student was assigned a sign language letter and created a contour drawing of his or her hand to be assembled to make a collaborative piece sharing a powerful quote by Dr. King. However, we ended up short a few too many letters for the quote to work, so we have some other important words to enjoy instead.

 

MA Frameworks- 1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 2.1 For color, explore and experiment with the use of color in dry and wet media. 2.2 For line, explore the use of line in 2D and 3D works 3.1 Create 2D and 3D artwork from direct observation 3.4 Create 2D and 3D representational artwork from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail 4.2 Select works for exhibition and work as a group to create a display

 

Masking Tape Sculptures

Fourth Grade Figure Sculptures

Inspired by the work of Surrealist Artist, Alberto Giacometti

 

Fourth graders learned about the Surrealist art movement and Swiss artist Alberto Giacometti (1901-1966).  Surrealism was a literary and art movement that began around 1920.  It was heavily influenced by the events of World War One and the work of psychiatrist Sigmund Freud.  Surrealism was meant to express the artist’s imagination from dreams and the subconscious. Surrealist works feature the element of surprise. They often include images of things that we know do not exist in real life, or they show situations that could not possibly happen.  They are often odd, illogical, irrational, disturbing or exciting.

Giacometti’s sculptures of human forms were elongated and had a cast shadowlike quality to them.  In 2010, one of Giacometti’s life size bronze sculpture of a man sold at auction for $104,000,000- that’s ONE HUDRED FOUR MILLION DOLLARS!

Fourth graders worked with wire to create their armatures (sculpture frames) and then wrapped them with newspaper strips and masking tape.  Finally figures were posed, painted with metallic paints, and mounted in position.

 MA Curriculum Frameworks- 1.1 Use a variety of materials and media , and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film 5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 3.10 Create 2D and 3D images that are original, convey a distinct point of view, and communicate ideas 2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works.

 

Zentangle Animals

Fourth Grade Zentangle Style Animals

Fourth graders learned about the art of zentangles (a meditative type of drawing that begins with a random curved line and the various sections are then developed with intricate patterns and designs).  Frist, we examined and practiced creating various zentangels.  Then students selected an animal of which to create a contour drawing.  Finally students used zentangle drawings to fill in the animals.  To create contrast, students selected warm or cool colors for their animal and then used liquid watercolor paints from the opposite color family for their backgrounds.  This was a challenging unit and the results are impressive. 

 

           MA Frameworks-1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects 1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques 1.4 Learn to take care of materials and tools and to use them safely 2.1 For color, explore and experiment with the use of color in dry and wet media 2.2 For line, explore the use of line in 2D and 3D works Identify a wide variety of types of lines in the environment and in artwork 2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works Identify patterns and symmetrical forms and shapes in the environment and artwork. Explain and demonstrate ways in which patterns and symmetrical shapes may be made 3.2 Create 2D and 3D expressive artwork that explores abstraction

 

Heather Galler Inspired Landscapes

These landscapes were inspired by the beautiful patterned work of contemporary artist Heather Galler. Students learned about “perspective tricks” of diminishing size and overlapping. The landscapes were created using colored pencils or crayons with a liquid water color background

Pinch Pot Animals

Fourth Grade Pinch Pot Animals

 

Fourth graders used the pinch pot method to create the main body of these adorable sculptures.  Next, students learned about scoring (roughing up the clay areas to be attached) and slipping (using a “clay glue” made of watery clay) to connect pieces.

Because we don’t have a kiln, students needed to add and smooth a small coil to many of their appendages for additional strength.  Air dried clay breaks very easily, so students needed to be quite thoughtful about how to represent the animal of their choice, while also considering the limitations of working with such a fragile medium.  No appendages could stick out without being supported or they would certainly break. I love how well these artists adapted and found ways to make their sculptures work.  Check out the elephant's trunk, rabbits' ears, and giraffes' necks!

When the clay dried, students used acrylic paints to add color with a clear coat on top for shine.  Last, but certainly not least, wiggle eyes and other exciting embellishments were added with hot glue.  The glue gun also came in handy for repairs.