This is a project that students do using pastels/ chalks and various printing techniques.
6 Keeps,
0 Likes,
0 Comments
THE PLAN
4 sessions; 45 minutes per session
SWBAT: define line
SWBAT: define texture
SWBAT: understand the printmaking process
1. paper
2. pencil
3. chalks or chalk pastels
4. pan pastels
5. block printing ink
6. brayer
7. plexi glass, or other surface for rolling out ink
8. stencils
9. large black butcher paper
day 1
1. look at examples of famous artists work done about the circus, like Degas, ms. Lala.
2. students practice drawing various performers at the circus, animals too, using simple shapes and outline, no detail.
Day 2.
1. students will pick one of the drawings from the previous session to draw larger,
2. Enlarge onto 8 x 10 white paper their figure, just the OUTLINE!!
3. Trace the light pencil drawing with a chalk, using pressure so the chalk line is dark and solid.
4. At the printing station they will roll a layer of the ink across their drawing.
5. They will finish by using the pan pastels and the stencils to add texture to their figure.
Day 3
1. students will work together in groups of 4-5 to draw/ create a circus audience on a large butcher paper that will be a background for the drawings. This step can also be started on day 2 for early finishers.
2. As some work on the background others will cut out their figures and give a name and job to the character.
3. as a group they will arrange and glue their character to the background.
Day 4. Students will do a written piece based on one of the characters.
students will fill out the attached sheet
there are so many places you can take this, I also like to have them do a watercolor background paper to glue the character too. It is also fun to do this with tunnel books!
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories
[K-4] Students use art materials and tools in a safe and responsible manner
[K-4] Students know the differences between materials, techniques, and processes
Visual Arts Standard 2: Using knowledge of structures and functions
[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[K-4] Students know that the visual arts have both a history and specific relationships to various cultures
THE FEATURES
Alexander Calder, Marc Chagall, Edgar Degas, Georges Seurat, Henri Toulouse-Lautrec
Share!
Comment!