Lesson Plans
Here are three of my favorite lessons I have had the opportunity to teach.
Embellishing Negative Space Contour Drawings
By Lindsey Demuth adapted from Nisu Seder
Foundations
55 Minutes
Materials: Light table, markers, pencils, oaktag (18x24), Found objects and materials for embellishing
Objectives:
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Create an interesting and unique work of art using one of your negative space contour drawings or still life from class. Be creative.
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Create a challenge for yourself. Put in all of your effort and creativity, paying attention to composition and craftsmanship.
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Have fun!
Essential Question:
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How can embellishing your negative space contour drawing alter and or improve your original image?
Steps:
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Look at your negative space contour, still life drawings from class. Choose your favorite drawing.
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Using the light table, trace your image onto a piece of 18x24” oaktag paper. Fill the space with your image.
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How does your figure ground relationship work? Focus on your negative space shapes and the edge of your paper. No one part of your page or drawing is more important than another.
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Bring your oaktag drawing home with you to complete for homework.
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Embellish the negative and positive space with found materials. You should use your creativity and any materials you find. Example: paint, pencil, crayons, fabric, collage, ink, feathers…
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Clean Up:Turn off light tablesReturn materials used for tracing to back table.
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Return your artwork to class shelf.
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Assessment:Attached rubric worksheet to be completed by student and graded by teacher attached.
Technology:
Use of overhead projection to trace and enlarge images.
References:
Slide Presentation of “Perceiving the Shape of a Space: The Positive Aspects of Negative Space” From Betty Edward’s Book. Betty Edwards. The New Drawing on the Right Side of the Brain.
Learning Results:
B1, B2, C1, E5 a-h,
Underglaze Transfers
By Lindsey Demuth
Pottery/Handbuilding
55 Minutes
Materials: Underglaze (all colors), Trailing bottles, Brushes (water color, varying sizes), News Print (rougher grain, or clean newspaper), SpongesS, pray Bottles, Bisque or Bone Dry Pottery
Project Objectives:
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Students will explore underglaze as a material used for more than painting broad areas of color.
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Students will learn how to make underglaze transfers.
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Students will learn to apply transfers to their pottery.
Steps:
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Students will collect materials needed. Trailing bottle filled with underglaze and newspaper.
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Students will also pick out one of their bowls to work with. Looking at their bowls students will get an idea of the size and shape that they have to work with.
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Students can begin to think of what image they want to draw to transfer onto their bowl.
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Students will begin to draw with the trailing bottles. Drawings can be tight and clean or loose and gestural.
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Be sure to pay attention to how thick the underglaze is. You don’t want it to be too thick or it will smudge when you transfer your drawn image. Also do not want it too thin or it won’t transfer. Keep scrap paper next to you to practice the gesture of your drawings. The trailing bottle can be tricky so be sure to hold it steady and apply even pressure when squeezing it as you draw.
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After you have drawn your image, or shapes or anything you want to transfer to your bowl let it dry. Be careful to not smudge your underglaze.
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Once your transfer is dry you can then mist both sides of the paper with a spray bottle. You don’t want the paper dripping wet but you want it more wet than just damp.
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Carefully plan out where you want to line your image up with the surface of your bowl. Don’t push it down or drag it, it will smudge. Carefully begin to push down when you have it where you want it. T
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ap over the underglaze and peel up a corner to check to see if the image is transferring. If it isn’t transferring mist the back of the paper again but do not remove it from the bowl.
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Continue to tap/rub the transfer through the back of the newspaper.
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After you feel that your image has transferred slowly peel back your newspaper.
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You’ll have a neatly transferred drawing of your own on your pottery!
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Clean Up: Move work to the shelf designated for you.Recycle any unused newspaper. Return materials and tools to proper storage area. Clean off your table.
Technology:
An online article with to do steps for creating transfers using slips by Jason Burnett:
http://jasonbigeburnett.com/artwork/2186897_PAGE_1_of_5_Slippery_When_Wet_by_Jason.html
Video on screen printing with slips by Jason Burnett. Part One:
Part Two:
Weaving
By Lindsey Demuth
Grade 4
45 mins, three classes
Materials: Cardboard Loom, Yarn- each student needs one piece that is 25 feet long, Masking Tape, Yarn for weavingProject
Objectives:
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Learn about cultural methods of weaving.
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Learn connection between weaving and quilting.
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Motor skills for weaving with yarn.
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Weave their designs according to shapes.
Essential Question:
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How doe we teach students about a culture rich in history while we use their techniques in the art classroom?
Day One:
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Students will use a marker to write their names on their cardboard loom.
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Students will wrap their yarn around the notches on the cardboard.
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Be sure that students tie a knot in their yarn and loop over the front, down lengthwise around the back and back up the top where they will then loop over the front.
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When the student has finished this they can use masking tape to tape down the remaining length of their yarn.
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Students can then begin to draw out their designs for their weaving. Students can think about using negative space within their weaving and color and size relationship of shapes they explore in relation to one another.
Day Two:
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Students will be able to begin weaving if they have finished their drawing.
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Students can pick out their first piece of yarn and tape it to the back side of their loom. On the end that they will be using to weave in and out of the vertical yarn students can tape off the end of their yarn to create a broad, flat area to help them guide the yarn in and out. This will also help prevent the yarn from fraying.
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Students can then begin to weave in and out of the vertical yarn the horizontal way. Be sure students are doing the under and over method.
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Students will repeat this method as they follow their pattern. They will switch out yarn colors according to their patterns.
Day Three:
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Students will continue their weaving process. When finished students will carefully remove their top and bottom loops from the vertically looped yarn off of the cardboard loom after tying off their yarn with a knot.
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Then students can thread a wooden dowel through the top loops of their woven piece.
Clean Up:
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Students will return materials to front tableStudents will return their looms to their class shelf
Modifications:
Alter materials out Ex: exchange yarn for fabric for students have a difficult time weaving with such a narrow material..
Assessment:
Separate chart
References:
http://xroads.virginia.edu/~UG97/quilt/atrads.htmlTechnology:Slide ShowMaine Learning ResultsA3; B1; B2; B3; C1- a, b, c; D1- a, b, c; E1; E2;