This will probably be one of your students’ favorite projects this year! Roy Lichtenstein’s paintings, inspired by comic strips, are colorful and bold and kids can immediately connect with his style.
Lichtenstein’s paintings were large-scale, exaggerating the Ben-Day dot technique used to print colors at the time. We’ll use Q-tips and tempera paint to mimic the look, and also look at color schemes that work well with our pop art project. Continue reading
Andrew Wyeth has been one of my favorite artists for a long while now. For some reason I’m drawn to his melancholy, quiet pieces. Is that weird? Maybe a sign of deeper psychological issues? I don’t know, but I do like his stuff.
Like Wyeth, we’ll be painting with watercolors. This medium is a challenge, but we’re going to keep it simple. A little color mixing and a few painting techniques, and voila! a melancholy, dreary landscape. What’s not to love? Continue reading
For me, Norman Rockwell’s illustrations do more than tell a story. They often convey something deep about life and human fragility. Yes, many of his drawings are humorous, but even then they contain so much more. They capture the emotions of the subject, the complexity of a seemingly everyday scene. We connect with the inner thoughts of the people pictured. Norman Rockwell was extremely gifted with understanding and empathizing with people in all stages of life.
The learning targets for this week are (1) defining the word “illustration” and (2) conveying emotion through our work. Continue reading
This was my first week back to CC and, boy, am I feeling it. Maybe also because my husband has been gone for a week, I’m planning my daughter’s fifth birthday party, and I have four loads of laundry staring at me. Whatever the reason, I’m a little tired and I’m going to blame that for the badly-proportioned Washington Monuments in my video lessons. So, please adjust your drawings in class accordingly. Or if yours ends up being off too, just blame me.
We will practice shading in this lesson just like the Liberty Bell project from week two. Repetition of the concept can help it stick in our student’s brains, and help them see how it can be used in multiple ways. This week it will be used on the geometric forms of the Washington Monument, and next week we’ll find ways to use it in our final drawing. Continue reading
This art project will probably be quite a bit different from what you are used to in CC. As tutors, we usually draw a picture on the board and have the students copy as we draw. The students are (hopefully) looking at the lines and drawing them on their own paper. This is essentially the same skill as drawing a still life, where we look at something, analyze the lines and shapes, and reproduce it. However, I think students may be missing the real-world translation. How do we draw something without copying someone else’s drawing? How do we take the OiLS concept from “Drawing With Children” and connect it to drawing an object (or person, or landscape)?
This lesson is a series of sketches, not a finished artwork. The project may feel unusual, but it imparts a seriously important drawing skill. Try practicing at home and notice if it changes the way you think as you draw.
In last week’s post I talked about using the phrase “Let’s study what we see”. As you teach lesson one, use the phrase all the time. This lesson is a great starting point as we drive home the idea over the next six weeks. Continue reading