For week three students will be doing an upside-down drawing. The concept is about training our brains to see the image solely as a group of lines and shapes. It also relates back to OiLs and the ability to describe and duplicate lines.
It is so, so, SO important to teach students to look at the object in front of them as they draw, and to study the lines that create that object. People tend to draw the object they see in their mind rather than what they see in front of them. For example, if asked to draw an apple on a table, many people would look at the apple once, then keep their head down and draw what they think a typical apple would look like. We want students to constantly look back at the object and draw the nuances of the lines and curves- simply as a series of lines and curves, not an apple.
The lesson below relates to geography for the week. The Book of Kells is a medieval illuminated manuscript created by monks in Ireland around 800 AD. It is a great way to connect art to history to geography. Continue Reading →
Fine Art for week two is Mirror Images. The exercises this week are great for training students to pay attention to shapes and angles, while also practicing the skill of manipulating images in their head. They will need to study the shapes and be able to flip them around in their mind’s eye before they draw them. This can be tough to do!
As in the last post, this project is tied to the science for the week. Students will be drawing a picture of a bear (most of which are omnivores, excluding polar bears and giant pandas). Bringing in a picture book about bears could be fun for younger students. Continue Reading →
The first week of CC is almost here. Woo hoo! (Or maybe, “Aagghhhh!”) Here is a drawing lesson that incorporates some science from week one along with the OiLs drawing techniques. Below you will find three separate lessons (one for each age group) but all with the same theme. The age group is a suggestion, so use the lesson that you feel is best for your class. Continue Reading →
The seven elements of art are the building blocks of the visual arts- we use all the elements as we draw, paint, sculpt, and design. Knowing and memorizing the seven elements is important because it gives us the vocabulary to understand and discuss what we make and see. This core piece of grammar can be woven into our conversations with students, into our lessons, and ultimately into into the student’s own vocabulary. Continue Reading →
August is almost here! For me, that means gearing up for the CC year, thinking of creative ways to teach new grammar, and lesson planning for the drawing portion of Classical Conversations. I love thinking about teaching art effectively. Art can be overwhelming- “How do I teach others to draw when I don’t know how to draw?!” But I think art and drawing can be learned just as we learn math or reading. There are skills and basic knowledge attached, and everyone is capable of learning them.
As I plan lessons for the first six weeks of drawing, I will be connecting some piece of new grammar to each drawing project. All knowledge is related, and that’s one reason I love Classical Conversations! It allows us to show students how art relates to science, history, math, etc. What a beautiful thing.
I am excited about this new venture of blogging, and will post lesson plans soon. Stay tuned!