Students practice observational drawing skills by analyzing and drawing artificial sunflowers. They are required to draw at least three flowers, using scale and placement on the page to create the illusion of looking into a field of sunflowers. Crayons are used to add color, and when the drawing is complete, students use the Percolator iPad app to create a digital version of their artwork
6 sessions; 45 minutes per session
SWBAT practice drawing from observation
SWBAT create a composition that creates the illusion of space
SWBAT use color and shading to add depth and texture
SWBAT use digital media to manipulate their original artwork
9" x 12" drawing paper
copy paper (for practice drawing)
crayons (other media would work as well)
Percolator iPad app (or other image manipulation app)
artificial sunflowers (or other flower type, artificial or real)
examples of student work
1. Students choose an artificial sunflower, spending a few minutes analyzing its parts: the center, petals, stem, and leaves (science tie-in.) Class discusses the shapes and textures they see, emphasizing different adjectives that describe the shapes they see. (10 minutes)
2. Teacher walks students through the process of drawing one flower on copy paper as practice, starting with the center, then adding the petals, stem and any leaves. (25 minutes.)
3. 9" x 12" drawing paper and drawing supplies are distributed. Review previous drawing. Talk about composition and show examples of previous student work. Have them choose a sunflower and start drawing it near the bottom of the page. The first sunflower should be the largest and most detailed, with some petals going off the page. Keep emphasizing that students should be frequently looking at their sunflower and trying to draw it as accurately as possible. As students finish the first sunflower, talk about the placement of the second and third sunflowers, drawing each one a little smaller and a little higher on the page as they go up. Also talk about how to effectively fill up the space, use overlapping, and drawing less detail as the flowers get smaller. (one class period.)
4. Students finish drawing and spend a few minutes refining it. Teacher demonstrates how to use the crayons to add color, texture, and value. Coloring craftsmanship is emphasized. Students spend the next 2-3 class periods adding color.
5. Once the drawing is complete, students use the Percolator app to create a digital manipulation of their drawing. Digital images are printed out and displayed side by side with their original artwork.
Students will be assessed using a simple 25 pt. rubric.
This would be a great science tie-in by taking it a little further and teaching the class about the parts of a flower.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts