40 Sure-Fire Art Lessons by Teacher Superstore

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Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 738 8 2

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Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

Reproduction and Communication by others

Contents

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21. Rub It Out........................................ 39

Taking a Line for a Walk.................. 8

22. Famous Buildings Stencil............... 40

Dolphins at Play............................... 9

23. Paint Blobs...................................... 44

Electric Hands................................ 12

24. Paper Weaving.............................. 46

Colour Mixing................................. 13

25. Crazy Cylinders.............................. 47

Sausage People............................ 16

26. Circles in Circles............................. 48

Zig Zag Pictures.............................. 18

27. Paper Mosaic................................. 50

Scratch a Picture........................... 19

28. Crepe Paper Design..................... 52

Simple Perspective........................ 20

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Positive/Negative Pictures.............. 6

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29. Usel Your Imagination.................... © ReadyEdP ub i ca t i ons 53 30. Split Face........................................ 55 10. Signatures....................................... 21 •f orr evi ew pu31. r pShip os e on l y• 57 on as Stormy Sea.................... 11. Name Doodle................................ 22

13. Name Displays............................... 25

33. Cut Paper Design.......................... 60

14. Shapes Collage............................. 29

34. Brushless Painting........................... 61

15. Dot Painting.................................... 30

35. 60’s Art............................................ 63

16. 3D Lettering.................................... 31

36. Overlapping Hands....................... 64

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32. School Book Covers...................... 58

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12. Ship’s Compass.............................. 24

17. Profile Silhouettes........................... 33

37. Patchwork Quilt............................. 65

18. Spider in Web................................. 34

38. Vase of Flowers.............................. 67

19. Snowflakes...................................... 36

39. 3D Solids.......................................... 69

20. Fancy Initials................................... 37

40. Paper Shapes Design.................... 71

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Teachers’ Notes

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40 Sure-Fire Art Lessons has been written with one thing in mind: to provide teachers with some great art ideas that all children can do.

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Hopefully the activites will provide a sense of accomplishment for students and add to the aesthetics of the classroom.

This book is intended to be a resource – not a curriculum to be followed in a certain order and at a prescribed level. The activities can be adapted to suit the class but should always try to provide children with a fair degree of satisfaction. There are suggestions for extension activities and these can be used at the discretion of the teacher.

© ReadyEdPubl i cat i ons A lot of the stress and headaches of setting up and cleaning up can f obyrmaking r ev i einw pu r p se nl y• be • avoided sure advance that youo have alls theo materials/ resources you need. It may be useful to organise 3-4 children to have specific clean up jobs.

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It’s also a good idea to have a follow up activity for fast finishers (not necessarily an art activity).

When displays are changed in the classroom, keep one or two samples for later in the year and plan an art exhibition. This could be for your room only, or organise a whole school exhibition (possibly a fundraiser). This is very simple to organise but is excellent for marketing your school in the community and showing work to parents.

o c . che e r o t r s super One sure-fire fact is that with art you can’t really go wrong. Everyone can be good at it – I should know because I wasn’t very good at it in primary school.

Paul Larkin 4

Curriculum Links queensland

western australia

Area

Visual Arts Students make images and objects by selecting and manipulating elements and additional concepts. Students select and arrange images and objects for personal display.

Level 2

Communicating Arts Ideas

VA 2.1

The student draws on own experiences and observations in the development of art works which use her or his ideas for personal creative expression.

Level 2

The student explores and develops ideas and feelings, to make art works within the structure of given tasks, a limited range of choices and a clear sense of purpose.

Level 3

VA 2.2

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Students identify elements and additional concepts to interpret images and objects from a variety of cultural and historical contexts. VA 2.3

Students make and display images and objects, understanding the functions of informal and formal display.

VA 3.2

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VA 3.1

Students compare elements and additional concepts of images and objects from a variety of cultural and historical contexts.

VA 3.3

The student identifies and uses a range of arts languages, skills, simple arts processes and appropriate technologies to make and communicate artworks and to engage in arts activities with others.

Level 2

The student applies a range of specific skills, techniques, processes and appropriate technogies in presenting artworks for identified audiences or purposes.

Level 3

New South Wales

Area

Visual Arts (Making)

Stage 2

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Uses the forms to suggest the qualities of subject matter.

VAS 2.2

VAS 31

Makes artworks for different audiences, assembling materials in a variety of forms.

VAS 3.2

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Investigates subject matter in an attempt to represent likenesses of things in the world.

(Northern Territory)

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Creative Arts (Creating Arts Ideas) Students create and share artworks that reflect a range of ideas and feelings.

Level 2

Students create artworks that involve a degree of experimentation with ideas, and present to a range of audiences.

Students identify and experiment with arts materials, skills, techniques, processes and technologies within each art form when creating and sharing artworks.

The student presents artworks within each arts form to engage and influence a range of viewers, using sources of information beyond personal experience as inspiration.

2.3

The student selects, plans and constructs art works within each arts form using apropriate combinations of skills, techniques, processes, conventions and technologies.

3.2

The student works as an individual or in groups to present artworks from each arts form that demonstrate an awareness of social, ecological and/ or cultural issues to particular viewers.

3.3

victoria

Area

CrA 3.1

SkP2.1

Students experiment with and apply a variety of arts materials, skills techniques, processes, technologies and conventions within each art form when creating and presenting artworks. National Curriculum/ Tasmania (Creating Making and Presenting)

2.2

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Level 2

The students demonstrates knowledge and skills specific to each arts form. The student chooses appropriate techniques and technologies to complete work specific to one arts form or combinations there of.

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VAS 2..1

Area

Arts Practice

Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter. (Making)

South australia

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Students design, make and modify images and objects applying elements and additional concepts to construct intended meanings.

Using arts skills, techniques, technologies and processes

SkP3.1

The Arts Visual Arts The student makes informed decisions about effective ways of using visual arts elements in making and presenting visual artworks. The student makes and presents visual artworks using a range of visual arts elements, skills, techniques and processes.

Level 2

2.1 Level 3 3.1

Band B

Use pictures and shapes from around the classroom!

Activity

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Materials

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Step 

Have two contrasting colour sheets of Brenex or A4 paper ready. One is for the base. Fold the other piece in half.

Step 

Students draw a simple picture or shape but only draw half the picture. The middle of the picture should lie along the fold. Do this on the folded side.

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Positive/Negative r oPictures e t

Select a simple shape and demonstrate e! t a r t s n o how to draw only half of the shape on Dem the folded side of the coloured square.

© ReadyEdP ubl i cat i ons Step  Cut out the picture or shape whilst the paper is still folded then cut along • Scissors •f orr evi ew pur p o s e s o n l y • the fold lines of the piece and the • Brenex squares or coloured A4 paper

• Glue

outside paper. Step 

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The cut out section is glued onto the base paper on one side with the other pieces glued opposite. This creates a positive/negative effect. There will also be another set of cut out pieces to glue on to another base if desired.

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• Pencils

o c . Extension Activity che e r o t r s sup r This activity becomes more complicated if the initial drawing has e more components to it, e.g. a face or mask with nose, eyes and a mouth or multiple shapes (see Activity 1 example, Page 7). Another option is to go back to Step 1 where the paper is folded in half. If the paper is folded in half again there will be room on the base piece for two completed pictures.

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©Activity Rea dyEdPubl i cat i ons 1: Positive/Negative Pictures (See page 6) •f orr evi ew pur posesonl y•

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Activity 2: Taking a Line for a Walk (See page 8) 7

Activity

This is an excellent art activity for those children who say they can’t do anything artistic.

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Materials

This activity can be done solo or students can work in pairs, directing each other.

Draw a rectangle on the board. Ask one child to give you directions on where to move the chalk, e.g. up, down, left, diagonal, twisting. You end up with what looks like a tangled mess of lines. Step 

• Art paper

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Taking a Line for aeWalk r o t s Bo er

Students draw a tangle of lines on art paper (solo or in pairs).

© ReadyEdPu b l i ca i on sto fill the Ask students tot suggest ways nstrate! shapes created by the tangled lines and o m e D •f orr evi ew pur p oses oboard, nl y demonstrate on the e.g.• dots, zig• Overhead projector, • Coloured pencils or textas

zags, shapes, patterns, coloured-in.

Step 

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• Large poster sized paper (optional)

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Tip

Students select spaces in their tangled line drawing and fill them in.

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blank overheads and pen (optional)

It is important to leave some white spaces and areas untouched to make the decorated spaces stand out.

o c . c e her r Extension Activity o t s super As a follow up, have one child do this activity on the overhead * See the example on Page 7

projector. Children love using this tool in the classroom so it could be used as a lucky dip prize or classroom reward. The challenge is to make the picture appealing, using only one colour. Another suggestion is to make a poster-sized drawing that could be put up in the classroom and added to over days or weeks.

Activity

Photocopy the dolphin and island template on page 10.

Dolphins at or e Play t

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Step 

Students set the art paper to portrait and draw a faint pencil line across the middle for the horizon. Demonstrate the painting part first for e! t a r t s n o the class because it is important to work Dem while the paint is wet. Step  Sky: The top half is created using a generous amount of red paint.

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Photocopy the dolphins and island template on Page 10 for each student.

E Yellow isi added toi create an orange © R e a d y d P u b l c a t o n s sunset effect. Where the sky is darker Materials more red can be added and white added •paper f orr evi ew pur posesonl y• • Art for the opposite effect. • Blackline master of dolphins and island template

Sea: The bottom half is created using a generous amount of blue paint.

Add white to create a lighter effect but only a touch of black to make it darker.

• Pencil

A wider brush is preferable. Demonstrate the use of flowing horizontal strokes, working whilst the paint is wet.

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• Wider paint brush

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Step 

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• Paint

o c . che e r o Step  When the painting is dry students cut out t r s supe r the dolphin and island, position and glue. Step  Sun: An orange semi-circle is added to create the sun setting.

* See the example on Page 11

Extension Activity A lot of the appeal in this activity comes from the simplicity of the dolphin and island. The activity can be repeated and children can create their own features – for example a ship could be the main focus, or a yacht. Birds or clouds can be added to enhance the picture. 9

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Activity 4: Electric Hands (See page 12) 11

Activity

This activity can be used to promote a message. For example ‘Reach Out for Peace’.

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Materials

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Students may like to work with a partner and trace each other’s arms for this activity. Make sure fingers are spread apart.

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Electric Hands r o e t Step 

Students place one arm on to A3 paper and trace around from elbow to hand.

Step 

Repeat with the other hand.

Step 

Black paint is used to colour in the arms and the picture is left to dry.

Step  P A pencil guideline can bes used to © ReadyEd u b l i c a t i o n draw around the shape of the arms. • Paint brush Thiso is s repeated. • f o r r e v i e w p u r p esonl y• • Water A variety of coloured paints can be provided • Newspaper • Black paint

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• Coloured paints

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or students can mix primary coloured paints to create more colours. Step  Each layer is painted a different colour, radiating out from the arms. To avoid colour mixing children can stagger the order of the layers. Makes for a very colourful display.

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• Large art or A3 paper

o c . che e Extension Activity r o t r s super Once the painting has dried, glitter can be added to the inside section * See the example on Page 11

of the arms for extra effect. When the display has been admired for a few weeks children can cut out the arms and create a class mural. The arms can be arranged in a number of ways depending on the effect or message required in the mural. Another option is to staple one set of arms together and fill with paper to create 3D arms.

Activity

This is a great way of teaching the technical aspects of colour mixing and producing an effective artwork at the same time.

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Photocopy the colour mixing wheel on Page 15 for each student. This can be enlarged to A3 if desired. Have three primary colours ready and water to wash the brush.

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Colour r oMixing e st

Demonstrate how red and yellow create orange, red and blue create purple and how rate! yellow and blue create green. Emphasize Demonst the importance of cleaning the brush each time new paint is needed. Explain that these new colours are called secondary colours.

Materials  u Students paint the primary © ReadyEStep dP bl i c at i o nscolours red, yellow and blue on the colour wheel. Step  Mix the primary colours to create secondary colours orange, green and purple. Paint these on to the colour wheel. Step  Mix the secondary colours with the primary colours to create tertiary colours. See colour wheel, Page 14. Step  When the paint is dry the colour wheel is cut out and glued onto a backing piece to complete.

• Paint – red, blue and yellow • Brushes

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• Mixing container or palette

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•f orr evi ew pur posesonl y•

• Blackline master (page 15)

o c . che e r o t r s super Extension Activity * See the example on Page 14

For younger students omit tertiary colours in Step 3.

Hold up a completed colour wheel and point out that 3 original colours became 6 and then 12. Ask children what would happen if we added a small amount of white to each of the 12 colours. The same can be said for adding black to also make another 12 colours. A paint chart from a paint shop is useful to highlight how many different colours can be made. 13

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Activity 5: Colour Mixing (See page 13) 14

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Activity

This is a simple drawing activity designed to give the children more confidence in drawing people.

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Many children do not move away from stick figures in their drawing until they are much older. Sausage people are easy to draw and allow easy progression to moving figures – quite a hard concept in drawing.

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Sausage People r o e t

Step  Students begin with the oval head shape and then add a larger oval body shape. Step  Draw sausage shapes for legs and arms, each with two sections. Add smaller sausages for hands and feet.

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• Paper • Pencil

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figures to develop confidence. It is important to stress that not every line has to join up perfectly.

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For moving figures ask a few students to stand out the front and ‘model’. They take a stance, e.g. playing tennis, golf, running or jumping. Sketch a few poses on the board for the children to copy.

o c .figures. moving che Step  Students drawr e o t r s s r u e p Extension Activity Children can be challenged to draw more difficult poses and a ‘live’ model is excellent to develop a good eye for future drawing. Extras can also be added such as clothes, shoes, hats, hair and facial features. Subjects can also be placed in a scene to add realism and depth to the picture.

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7: Zig Zag Pictures (See page 18) © RActivity eady EdPubl i cat i ons •f orr evi ew pur posesonl y•

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Activity 8: Scratch-a-Picture (See page 19) 17

Activity

Don’t toss away those old calendars and magazines!

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This is a basic concept but results in a striking display. Each student requires a glossy magazine picture (whole page) or a picture from a calendar. The subject of the picture is not important.

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Zig Zagt Pictures o eB s r r

Step  A zig-zag pattern about 2-3 cms wide is cut through the picture .

Materials

Step  Paste the first section onto art paper.

• Old calendars and magazines • Scissors • Art paper

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Step  This pattern is repeated until the whole picture has been pasted onto the art paper with zig-zag gaps.

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• Glue

Students are usually very satisfied with the end result and often ask to do another.

o c . c e her r Extension Activity o t s super * See the example on Page 17

A more striking effect can be achieved, although with a higher degree of difficulty, by making more sections in the original picture. Children can then be challenged to cut out the original picture in different ways (like a jig-saw puzzle). Care needs to be taken to keep all the pieces closely grouped to make reassembly easier.

Activity

Scratch away to reveal the colourful background.

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Step  Students use crayons to make vertical bands of colour about 2-3 cm wide on art paper. The whole sheet is covered using many different colours.

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Scratch-a-Picture or e t

Step  Paint over crayon with black paint.

The paint will not easily stick to the crayon so several layers of paint will be necessary – allow for a short drying period in between each layer.

Materials © ReadyEdPubl i cat i ons Tip

•f orr evi ew p ur posesonl y• Step  On a separate piece of paper

• Art paper • Crayons • Brush

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• Nail

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students sketch some ideas for a simple design.

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• Black paint

Step  Using a nail students scratch their design into the black paint. The colours underneath are left to show through, leaving a great contrast with the black paint.

o c . che e r o Extension Activityr t s super * See the example on Page 17

It is good to allow children to have a second attempt at this activity because they often comment that they like the effect created but are disappointed in the design they choose. Children need to experiment on a piece of paper and explore designs made up of simple shapes and different patterns. They tend to have better control of the nail in later attempts.

Activity

This activity uses the vanishing point.

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• Pencil

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Simple Perspective

• Colouring pencils

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Extension Activity More complex features can be added such as a wire fence, lamp posts, vehicles and/or people. These take a bit more practice but obviously add to the finished product. 20

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Demonstrate the steps by copying the * Explain that in drawing, this point is known as the vanishing point. example onto the board as you explain. Step  Centre of road: Draw offset Step  Students have paper set to rectangles getting smaller and landscape and draw a horizontal closer together as they approach line across the page about 1/3 the vanishing point. down the page. Step  Add some simple trees. Draw Children will want to use a ruler the trees larger towards the but explain this is not necessary. foreground and smaller as they If the line is not straight it looks get closer to the horizontal line. Tip more natural. Step  Add mountains, snow, clouds, birds and the sun above the Step  Road: Draw two diagonal lines horizontal line. starting from a point* on the Step  Add colour with pencils or textas. horizontal line. One line ends near the bottom left corner. The Children are usually quite impressed with other line ends near the bottom the finished product and enjoy adding the right corner of the page. colour stage to their picture.

No two signatures are the same!

Activity

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Signatures

• Pencil or Pen

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This is good for their self esteem and gives them a range of ideas for doing their own signature.

Step  As an example, highlight the first letter of several names in some way, either by extending the letters over the other letters or by underlining. E.g. ‘G’ or ‘Y’

Issue paper and allow children time to experiment writing their own and others’ names. Tell them there are no failed attempts – everyone is helping to develop their own personal signature. When finished the signatures are displayed for all to see. Each sheet should have 20 or more signatures.

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Explain to children that as they grow older one thing they will have to use many times is their signature and, like fingerprints, no two are usually the same. Therefore they may as well develop a smart, appealing signature early on and practise it.

o c . che e r o t r s super Extension Activity

As a follow-up activity children can do a larger signature – one that takes up the whole sheet. This can be done with a glue stick and then sand is sprinkled on the glue. Signatures can also be drawn in milk or lemon juice then, with teacher supervision, held over a candle. The burnt signature is very striking. Challenge children to suggest other ways of making their signature. 21

Activity

This activity can be very therapeutic with meditation music in the background.

Name Doodle or

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Materials

Step  Trace around the shape of the name in black pen or texta and then do a secondary line.

Demonstrate how to add lines around the name, gradually radiating outwards on rate! the paper. Each section of lines follows a Demonst similar pattern. The lines can be straight or curved and they eventually run into the next section of lines.

• Paper • Pen

Step  Each student writes his/her name in black texta across the middle of the page.

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‘Step 1’ can be done in advance to save time.

Step  Add radiating lines.

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* See the example on Page 23

Step  Colour the centre of the radiating patterns in black to break the monotony of the lines and white spaces. The finished product is not only pleasing to the eye, but an exercise of patience. The exercise can be very therapeutic when completed with meditation music playing in the background.

o c . che e r o t r s super Extension Activity Children generally have excellent I.T. skills these days so as a lead up to this lesson they can print out their name using different fonts which look good when traced around. They can then cut around their name and past it on the sheet before going to Step 2.

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Activity 11: Name Doodle (See page 22)

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Activity 12: Ship’s Compass (See page 24) 23

Students will need a drawing compass and protractor for this activity.

Activity

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Step  Students set radius on compass to 10 cm and draw a circle with a diameter of 20 cm. Step  Set radius on compass to 9 cm and draw another circle inside the first with a diameter of 18 cm. Step  Inside the small circle, going through the centre, a horizontal line is drawn touching each side of the circle. The same is done with a vertical line. Step  A protractor is used to mark in the 40 degree points in each section. Two 16 cm diagonal lines are drawn through the centre. Step  A point is marked on each diagonal line 4 cm from the centre. The basic compass or star shape is then drawn, connecting the outside horizontal and vertical lines to these points on the diagonal lines. Step  A point is drawn 1 cm along where the diagonal lines touch the star on each side. These points are then connected to the outside star shape. Step  The compass is then coloured with an alternating pattern to create a 3D effect. The letters are also put on for North, South, East and West plus the in-between points, NW, SW, NE and SE.

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Ship’s Compass or

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• Paper • Pencil • Black texta • Compass (for circles) • Protractor

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o c . che e r o t r s s r u e p Extension Activity * See the example on Page 23

To give the compass a nautical or ‘old world’ look lemon juice or milk can be applied to the paper and burnt with a candle or hot iron. This needs to be done either by the teacher or with close supervision. Alternatively glue can be added around the compass and sprinkled with glitter. The compass can also be cut out and pasted onto a sheet of A4 cardboard.

This is a great ‘first week of the year’ activity.

Activity

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Photocopy the template on page 27 for each student. The top half of the template is left blank. Write each child’s first or given name in black texta in a running writing style.

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Name t Displays or e

Step  Students use textas and coloured pens to trace around the outline of their name in a variety of colours. Tip

Tell students not to draw all the way to the edge of the paper or the effect will be lost. Suggest that no more than five outlines be drawn.

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place three dots anywhere inside the grid, but not too close together. Step  Use a ruler to join each dot up to each grid marking. Complete one dot at a time and use a different colour for each dot.

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• Blackline master (page 27) • Ruler • Coloured pens • Textas

The finished design consists of approximately 200 lines but is very striking. Students always like to see their name highlighted too.

o c . che e r o t r Extension Activity s s uper * See the example on Page 26

Quite an advanced step for senior students is to try doing the design on a piece of timber with nails around the outside in place of the dots. Wool or string/twine is used in place of the lines. The name can even be burnt into the wood using a wood burner. This is obviously a much harder step and takes more time, but has an equally pleasing result.

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Activity 13: Name Displays (See page 25) 26

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Activity 15: Dot Painting (See page 30) 28

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Activity 14: Shapes (See page 29) ©R ead yEdCollage Pub l i c a t i ons •f orr evi ew pur posesonl y• Dot Painting

Shape up for this art activity!

Activity

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‘Step 1’ can be done in advance for younger students or to save time.

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Shapest Collage r o e

Step  Using coloured paper students draw or trace a variety of shapes, e.g. circles, ovals, squares, rectangles, triangles or trapeziums.

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• Scissors • Glue

• Pencil

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Step  Students position the shapes over a black background until they are happy with the arrangement.

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• Coloured glossy paper

Step  The shapes are glued in place.

o c . che e r o t r Extension Activity s s uper * See the example on Page 28

Cut shapes out of coloured cardboard. Under each shape glue small balls of paper and then glue onto the black paper. This provides a 3D effect and adds another dimension to the activity.

Allow each line of dots to dry before doing the next line!

Activity

r o e t s Bo r e p ok Materials u S • Art paper

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Dot Painting

• Paint brushes • Paints • Pencil

© Read ydPubl i ca t i ons Step  E Repeat this process three more times using yellow, Students begin byo setting Using the wooden end • f r r e v i e w p u r p o s e s onl y• brown then black paint. paper at landscape. Place of the paint brush, dip Step 

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it into red paint and carefully trace over the hand outline with a series of dots, leaving a small gap between dots.

Children may fit both hands on the one sheet of paper.

Step 

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one hand on paper and trace around lightly in pencil.

o c . c e her r Extension Activity o t s super * See the example on Page 28

• A background wash can also be applied to the paper before adding the dots, but a light colour is best. • Finished hands can be cut out and joined with others to make a class mural. • Cut out hands could be used to spell out letters in a message.

Activity

Choose a word that fits in with a theme or topic being studied in the classroom.

3D Lettering

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Materials

Step  Students choose a colour for letters and cut 2 cm x 10 cm strips of coloured cardboard.

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Step  Brainstorm ideas for a suitable word.

Step  Rule a horizontal guideline in light pencil on the A4 piece of black cardboard. This is the base line for the letters of the word.

Five letters will fitn on s a single A4 © ReadyEdTipPub l i c a t i o sheet (see Page 32). If a longer word is required two A4 sheets will • Coloured cardboard •f o rr evi ew pur po s e s o n l y • need to be joined together. • A4 cardboard – black • Scissors

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• Sticky tape

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Step  Letters are put together in sections with a small part of each section folded at right angles.This is the part that is glued to the black cardboard.

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• Wood glue

Step  When finished, cut small pieces of sticky tape and use these to join the sections of each letter to each other.

o c . che e r o t r s s r u e p Extension Activity * See the example on Page 32

Children can work in small groups and put together a long sentence or saying. This requires a fair amount of cooperation and teamwork. Alternatively, collect four individual pieces and join together to make a cube by sticky taping at the ends. Hang in the classroom by attaching string or cotton.

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(See page 31)

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Activity 17: Profile Silhouettes (See page 33) 32

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This is a great activity for developing self esteem and highlighting our uniqueness.

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Step  Each child takes turns standing in front of the overhead projector to project an image of their profile onto a large piece of art paper. Tip

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Profile Silhouettes or e t

The art paper can be blue tacked to the blackboard.

Step  The teacher traces the outline of the profile in pencil. Each profile only takes a matter of seconds.

© Ready EdPubl i cat i ons Step  Children use a thick black texta to go over lines and then paint the inside, or face, • Large paper •art f o rr evi ew ppencil u r p o s e s o n l y • black. • Black texta • Paint • Brushes

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• Overhead Projector

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The texta line provides a small margin for error when painting.

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Materials

Step  Leave face to dry before painting around it. Children choose a background colour and paint around profile. This colour can be mixed if a unique colour is desired.

o c . che e r o t r s super Extension Activity * See the example on Page 32

A variety of different effects can be explored with both the background and the face. The background could have lines, dots, patchwork quilt, chessboard effect, or zig-zags, to name a few. Glue could be applied to the face and glitter sprinkled over the inside section or just the outside of the face.

Students can practise applying paint evenly using horizontal, flowing strokes.

Activity

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Materials • Art paper

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Step  Students apply two coats of black paint to art paper.

Tip

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Spider t in Web or e

Black cardboard could be used but this is a good exercise in applying paint evenly using horizontal, flowing strokes.

Step  Cut thin pieces of white paper approximately ½ cm wide, to be used as web.

• White paper

Step  Arrange five strips of paper in diagonal patterns on black background (see photo). Add horizontal pieces of paper at similar angles to those of a spider’s web.

• Wood glue

Step Spider’s legs: cut off the ends of eight cotton buds. (Make the front legs shortest.)

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Spider’s head and body: use two make-up remover pads. Cut one pad smaller for the spider’s head.

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• Black paint

Step Arrange where to place legs under the body and glue to background.

o c . che e r o t r s uper Extension Activity s

Step Add red paper for back marking and eyes. * See the example on Page 35

To make a great class display, put all the pictures on the art wall and make ‘flies’ dangling from cotton above the spider. For a haunted theme add some bats and black and white material around the pictures. Children can use their imagination to add to the display.

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Activity 18: Spider in Web (See page 34)

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Activity 19: Snowflakes (See page 36) 35

A careful cutting activity using scissors.

Activity

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Step  Students select two pieces of contrasting, coloured, square-shaped paper.

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Snowflakes or e t

Step  Take one square and fold it in half once, then again and finally a third time.

Step  Using scissors, children carefully cut out small shapes all around the folded paper. Take care not to cut from one side to the other, otherwise the whole thing will fall apart.

Unfold the paper, revealing an intricate series •f orr evi e wp ur posesonl y• of shapes and patterns.

• Brenex squares or coloured paper • Scissors

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Step  Apply a thin layer of glue all over the coloured square that has not been cut.

• Glue

Lay the cut-out design over it. Start at one corner and try to ensure the design lines up with each corner.

o c . che e r o t r Extension Activity s s uper * See the example on Page 35

Once children have made one snowflake and discover that when they cut out one shape or pattern it makes four of the same shape in the final design, they can attempt a more complicated design. They can try to cut out letters, numbers, or harder 2D shapes such as octagons and hexagons.

Use this activity to explore different styles of lettering.

Activity

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Step  Students choose a brightly coloured backing piece of art paper or Brenex paper.

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Fancyt Initials r o e

Step  Use another colour and cut thin strips, which are glued in a diagonal pattern onto the backing paper.

Step  On another piece of coloured paper draw initials and cut them out.

Explore different styles ofy lettering •f orr evi ew p ur p o s e s o n l • Tip before completing Step 3.

• Brenex squares or coloured paper • Scissors

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• Pencil

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Step  Glue the initials onto the backing paper, making them as central as possible.

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• Glue

Step  Trace some star shapes in another colour and glue these around the paper.

o c . che e r o t r Extension Activity s s uper * See the example on Page 38

For a variation on this activity cut the initials out of thicker cardboard. Use paper to make a number of small cylinders about 1 cm tall. Glue these first to the underside of the initials then glue to the backing paper. Do the same with the stars to create a very interesting 3D effect.

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Activity 20: Fancy Initials (See page 37)

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Activity 21: Rub It Out (See page 39) 38

Draw a simple picture using outlines by rubbing out charcoal.

Activity

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Step  Students use a piece of charcoal to cover a piece of art paper, making it all black. Tip

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Rub t It Out or e

This is a messy activity so have a piece of newspaper underneath.

Step  Using the eraser end of the pencil, draw a picture by rubbing out the charcoal. Keep the picture simple and made mostly of outlines since ‘colouring in’ is hard to do with an eraser.

• Pencil with eraser on end

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Teacher will need a can of protective enamel or fixative.

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Tip

Don’t worry about fingerprints as these can be touched up with charcoal at the end.

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• Art paper

Step  The final picture can then be sprayed with a protective coat of spray-on enamel to make handling easier.

o c . che e r o t r Extension Activity s s uper * See the example on Page 38

Once children have grasped the concept of making a picture by taking away something, they can move onto bigger, more detailed pictures. Geometric designs could also be attempted without using a ruler, as could pictures with a night time theme.

Activity

Photocopy the four famous building stencils on pages 42 and 43.

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Due to the use of a sharp knife or blade this is an activity for senior primary students Step  Students choose their design from one of the four buildings. Discuss

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Famous Building Stencil r o e t s B r e

Discuss the names of the buildings and the cities they come from.

Step  A flat piece of wood is placed under the stencil. Demonstrate how to cut the stencil using small rate! strokes, keeping the non-cutting hand clear. Demonst The paper is turned rather than putting the noncutting hand in the line of the cutting strokes.

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Step  Once the stencil has been cut out two effects can be achieved: Inside stencil: Place the stencil on art paper and paint the inside using black paint and ‘dabbing’ strokes. Repeat this 3 or 4 times anywhere on the sheet. Outside stencil: Use the inside section (the part that was cut out) and paint around it to achieve another effect.

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• Black paint • Brushes • Blackline masters • Craft knife or sharp blade • Flat piece of wood

o c . che e r o t r s uper Extension Activity s * See the example on Page 41

Children can exchange stencils and create different pictures using all four of the buildings. They might like to create a city scene and add extras to the picture such as cars, people, roads, clouds, etc. Discuss how children can design and make their own stencils such as shapes, letters, cars, ships, etc. The possibilities are endless.

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Activity 22: Famous Building Stencil (See page 40) 41

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Making star shaped paint blobs!

Activity

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Paint t Blobs or e

Step  Students carefully add small blobs of yellow paint over the black paper. Tip

Don’t put blobs too close together. Make the blobs different sizes.

Step  With a nail, drag the paint outwards to © ReadyE dP ubal i cat i ons create star-like effect. Materials f orr evi ew pur pos es ncareful l y• Students need to beo very not to • Paint • in squirter Tip

• Paper – black

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• Nails

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touch the other blobs with their hand or arm.

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bottles – yellow

* See the example on Page 45

o c . che e r o t r Extension Activity s s uper

• This activity can be developed by doing different colours on white paper. • Extra features can be added to change the paint blobs into something else, e.g. eyes can be added to create crabs, spiders or micro-organisms. • Sprinkle glitter on the wet paint.

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Activity 23: Paint Blobs (See page 44)

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Activity 24: Paper Weaving (See page 46) 45

Choose three different colours.

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Step  Students choose a colour for the base piece and fold it in half.

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Paper Weaving or e t

Step  Draw a light pencil line parallel with the open fold, about 2 cm from the edge. Step  Cut a series of lines from the folded edge to the drawn line, 2 cm apart.

Step  Cut twelve paper strips 1½ cm wide in two different colours.

• Glue

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• Scissors

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Step  With the base piece now unfolded, take a strip of one colour and weave it in and out of the cuts of the base piece. When the strip is all the way through glue at each end to hold it in place. Repeat with the other coloured strip and continue until all the pieces have been woven through the base piece.

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coloured paper

o c . che e r o t r Extension Activity s s uper * See the example on Page 45

Instead of making straight cuts into the base piece, curved cuts can be made to achieve a different pattern. The woven coloured strips can have a thin strip of another colour glued down the centre before being woven. This also heightens the effect. Finished pieces can also be laminated and used as a placemat or wall hanging.

Creates an interesting display for the classroom.

Activity

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Step  From the white paper students cut a series of rectangles of varying sizes. Make some thin and long, others wide and short, but all different.

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Crazy Cylinders or e t

Step  Use a small amount of wood glue to turn the rectangles into cylinders by joining opposite sides. Step  Allow a minute or two to dry then cut small slits in the bottom of the cylinders, which are then folded outwards. This provides a flat surface to attach the cylinders to the base piece.

• Coloured cardboard or paper • White paper • Pencil

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• Scissors

• Wood glue

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Tip

A base piece made from cardboard will offer more support for the cylinders. If this is not available, paper can be used.

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Materials

Step  Use wood glue to attach the cylinders to the base piece. Spread each cylinder at random to create a visually pleasing effect.

o c . che e r o t Extension Activityr s super * See the example on Page 49

The cylinder is one of the easier 3D solids to make. This activity can tie in with the Space strand of maths. Discuss other solids and the 2D nets required to make them. Children might like to make their own 3D solids and go a step further. A cube and a square-based pyramid can combine to make a house, or a rectangular prism and a pyramid can make a building. 47

Going around in circles!

Activity

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Step  Students draw a page full of circles of varying sizes using either a compass or plastic stencil.

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Circles in Circles r o e t s Bo r e

Alternatively, trace around different circle-shaped objects.

Make sure circles overlap and intersect each other.

Step  Using different colours, fill in each section of each circle in different ways.

Materials © ReadyEdPubl i cat i ons • Art paper

Straight lines can ben drawn, dots can •f orr evi ew pur p os es o l y•

• Coloured pens or pencils

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This requires a fair amount of patience and fine detail but the results are very pleasing to the eye.

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• Compass or stencils to make circles

be used and some sections can just be coloured in.

o c . che e r o t r Extension Activity s s uper * See the example on Page 49

Younger children might do more colouring in and can even have a stencil with the circles already on it. The example on Page 49 shows a more complex design using many circles and intricate designs. Children can also be challenged to incorporate a design using other 2D shapes and see what they can come up with.

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Activity 26: Circles in Circles (See page 48) 49

Brainstorm ideas on the board for a simple picture.

Activity

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Step  After a board brainstorm session choose the best idea to use as a topic. Simple ideas are the best such as a flower, car or a building. It is the effect Tip more than the topic which works here. Step  Choose a background paper. Background paper can be any colour but Tip black or white offers the greatest contrast.

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Paper t Mosaic or e

• Glue

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• Scissors

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Step  Arrange the coloured shapes to make up your picture, e.g. if it’s a person or figure start with the body, head then limbs.

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coloured paper

Step  Students draw an outline in light pencil to give a basic guideline to their design.

Step  Paste squares, rectangles and any other shapes required for the mosaic design. Emphasize the importance of having a gap between each piece to give the mosaic effect. Tip A border can be added but leave room for the background to show through.

o c . che e r o t r s uper Extension Activity s * See the example on Page 51

Whilst stressing the need to keep the subject simple when first attempting this activity, later attempts can be more adventurous. The example on Page 51 shows a warrior with sword and shield. Finer details such as eyes can also be added. More complex pictures require more guidelines and obviously take more time to complete. It’s a good idea to have a container for cut out pieces so they don’t get lost. 50

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Activity 27: Paper Mosaic (See page 50)

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Activity 28: Crepe Paper Design (See page 52) 51

Activity

Great crepe paper balls!

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Brainstorm ideas and sketch a few simple outlines on the board, e.g. boat, yacht, car, building, flower, plane, person.

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Crepe Paper Design

Step  Students lightly draw a simple design on an A4 backing sheet. Make sure there are no lines too close together.

Step  Cut crepe paper strips into 3 cm pieces. Each student should end up with a variety of coloured crepe sections 3 cm x 3 cm.

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Step  Roll crepe paper pieces into small, tight balls. Step  Working in small sections at a time apply the wood glue directly to the backing sheet.

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• 1 A4 backing sheet • 3 cm strips crepe paper in a variety of colours • Wood glue • Scissors

Place crepe paper balls on the glue, allowing a small gap between each ball.

o c . che e r o t r s uper Extension Activity s * See the example on Page 51

Tip

Keep backing sheet flat until the glue has fully set to avoid pieces falling off.

Once a simple design has been completed children can be challenged with a more detailed or larger design, which may take several lessons to complete. The backing paper might also be done in black for extra effect. Borders and other extras can also be added to complement the finished picture.

Activity

Turn everyday objects into something completely different!

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Use Your Imagination r o e t s Bo r e

Step  Students cut out and collect six pictures of everyday objects, people and animals from magazines. Explain!

Explain that their task is to turn the picture into something completely different.

Step  Glue the six pictures onto a large piece Materials © ReadyEdPubl i cat i ons of art paper leaving plenty of space between each picture.

•f orr evi ew pur posesonl y•

• Magazines • Glue • Scissors

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• Pencil

• Black texta

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Step  Using a black texta add extra details to the picture to change the object into something else.

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• Large art paper

See the photo example on page 54. The apple is used as an umbrella, the person becomes a javelin, the plate of food becomes a football, a mobile phone becomes a car and a tube of make-up becomes a rocket.

o c . che e r o t r Extension Activity s s uper * See the example on Page 54

Children usually gain better insights into this activity after all the pictures have been displayed. It opens up more avenues for their imagination and often a second attempt produces a wider range of ideas. This is a good lesson in thinking outside the circle.

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Activity 29: Use Your Imagination (See page 53)

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Activity 30: Split Face (See page 55) 54

This activity allows students to practise drawing peoples’ faces.

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Step  Students select a picture of a face from a magazine. Tip

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Split Face r o e t

Select a large, forward looking face. This makes drawing the other side easier.

Step Carefully cut the face down the middle and paste onto art paper.

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• Pencil • Glue

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Tip

Try not to use much rubbing out as this can spoil the finished product.

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• Art paper

Step  When finished darken lines with heavier pencil or black pen.

o c . che e r o t r Extension Activity s s uper * See the example on Page 54

This activity can be repeated as children gain more confidence and enjoy the results. Later attempts can be done with a black pen or even using black ink and a dip pen. Colour can also be added although this can take away from the split-face effect.

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Activity 32: School Book Covers (See page 58) 56

Activity

This activity is popular with junior to middle primary students.

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Materials

This is a great lesson in that it relays how simple shapes and objects in bold colours can produce powerful results.

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Ship on a Stormy Sea r o e t s Bo er

Step  Start with a black piece of art paper or alternatively use black paint on white art paper. This will be the base piece.

Step  Students use blue paper and draw a wavy line for the sea. Make it about 5 cm wide. Cut out and paste on to the black base piece.

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Step  Use grey paper and draw four grey circles for portholes. Cut out and paste onto ship. Step  Use yellow paper and draw three or four billowy clouds. Add to the base picture.

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• Black paper

Step  Use white paper and draw two bolts of lightning. Add to the picture with one either side of the ship. The effect achieved is quite striking.

o c . che e r o t Extension Activityr s super * See the example on Page 56

Children can be challenged to create a more complex scene. Discuss scenes and subjects then try to bring them to life. Do not over complicate the picture or try to mix too many colours. The simplicity of the picture is what is important here. Ideas could include a surfer on a wave, a waterfall in the jungle, a truck driving over a bridge or a hot air balloon in a storm.

Activity

Creating modern art for book covers!

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By way of introduction discuss and show examples (from Internet) of modern art. Blue Poles is a good example, to provoke interesting responses from the children.

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School Book Covers r o e t s Bo r e

Step  Students use a tomato sauce bottle to make a ‘squiggly’ line all over the page. Tip

Stress importance of squeezing bottle evenly.

Tip

It’s a good idea to put children’s names on the back of their work before painting. The paint actually sits up off the page but dries flat.

in squeezable tomato sauce bottles

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(or similar)

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Step  When dry these make excellent book covers so children may like to make more than one. Paste a small white rectangle over the design to write in details, e.g. name, class, school, etc.

o c . che e r o t Extension Activity r s super * See the example on Page 56

Children might be able to suggest other uses for this design, including birthday cards or cards for special occasions. The class might even make a mural-sized design as a backdrop for other artwork or cut out children’s names and paste them over the design. Children could also try using more than three colours, but beware of losing the effect by overdoing the paint.

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Activity 33: Cut Paper Design (See page 60)

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Activity 34: Brushless Painting (See page 61) 59

Activity

Creating modern art for book covers!

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Step  Choose two different coloured Brenex squares (small size) or cut two coloured squares approximately 12 cm wide in size.

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Cut Papert Design r o e s Bo r e

Step  Students cut out a 6 cm x 4 cm rectangle out of one side of a coloured square.

Trim a small amount off three sides so it fits back in the original coloured square with some white space showing.

Step  Cut out another smaller rectangle (from the 6 x 4 cm rectangle) and repeat Step 2. Do this one more time.

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the example on Page 59).

Step  Repeat this on the opposite side. The other two sides can just have two cut out rectangles.

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• Brenex squares or coloured paper

Step  On the other coloured square repeat Steps 2 – 4 but this time cut out a semicircle.

o c . che e r o t r Extension Activity s s uper * See the example on Page 59

Step  Glue both designs on art paper and add border.

Children can be challenged to try this activity again using a larger square to begin with but making four different designs on each side of the square. These could be a square, rectangle, triangle and semi-circle. They could also have more cut-out sections (up to five) to add to the effect.

The background wash determines the mood of the painting.

Activity

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Mix blue paint with water. The mixture should be quite watery. Have the red paint ready to add in for Step 2 so paints can blend together. Background

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Brushlesst Painting r o e

Step  Using a sponge students apply the blue paint, to create a wash effect on the top half of the art paper. Step  Students add a small amount of red to the watery blue mixture to create a light purple colour and continue to sponge the bottom half of the art paper. Let background dry.

Materials

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students to use as a reference.

The effect is gained by the basic shape of these subjects. It is not supposed to be line-perfect. Foreground

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• Art paper

Step  Students use icy-pole sticks to paint in the house, fence and tree in black.

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* See the example on Page 59

Demonstrate how an icy-pole stick can be used to apply paint. The edge can be used for thin strokes and the flat side for thick strokes.

Extension Activity

Explore other possible subjects to paint then brainstorm other possible applicators. The background wash determines the mood of the painting. An alternative theme might be a beach scene at sunset, or a landscape at sunrise.

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Activity 35: 60’s Art (See page 63)

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Activity 36: Overlapping Hands (See page 64) 62

Display examples of sixties art and ‘Flower Power’ design.

Activity

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60’s Art r o t s e

• Crayons • Pencil

. t e Discuss contrasting Discuss!

that interconnect and design on art paper if they wish. bright, loud colours that contrast. Students colour Step  Children now in the different sections. make a page full of designs with It is a good idea to crayons. have a small piece of paper under your Tip hand as you use crayons, to avoid smudging. * See the example on Page 62

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such as wavy lines, zigzags, circles, diagonals and half-circles. Show how these lines can be repeated in sections.

o c . colours; opposite colours; c e r hot and cold colours. h er o t s super

Extension Activity

Have children research art influences of the 60’s, especially the ‘Flower Power’ era. These can be viewed as a whole class on computer if possible. Then challenge children to create their own designs based on what they have seen.

Extend this activity and use hands and feet!

Activity

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oo k Materials • Large art paper or A3 • Crayons • Pencil

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Overlapping Hands or eB st

• Black texta

© ReadyEdPubl i cat i ons Step  Step  Step  • f o r r e v i e w p u r p o s e sonl y• Students trace around their Go over the pencil lines in Use a variety of bright colours Make sure fingers are spread apart.

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Tip

Step 

black texta.

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Tip Students concentrate on doing one hand at a time so they know which fingers and spaces belong to which hand.

in crayon to colour the different sections created by the overlapping effect.

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hand with a pencil on a piece of A3 paper.

o c . che e r o t r s super

Repeat this four more times with the hands overlapping (see example above).

* See the example on Page 62

Extension Activity Children can make a larger version of this activity, working in groups of three or four. They take it in turns to trace their hands then colour the design together. A variation could be to use hands and feet and to colour in sections with different patterns and lines such as dots, zig-zags, stripes, and wavy lines. 64

This is a good lesson for precise measuring and cutting!

Activity

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Bo ok

Base piece: If using Brenex squares trim sides so they are exactly 24 cm long. Use the white side or else use white art paper and cut to a square with sides 24 cm long.

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Patchwork Quilt r o e t s

Step  Students trim base piece to measure 24 cm x 24 cm. Step  Select six different colours.

x 4 cm from each colour . Each student should have 36 squares.

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Step  Glue the first line using six different coloured squares on to the base piece.

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• 24 cm x 24 cm base piece • 6 Brenex squares or coloured paper • Ruler • Pencil • Scissors • Glue

Step  When the second line of squares is glued, stagger the pattern.

o c . che e r o t r Extension Activity s s uper

Step  Repeat this down the base piece. * See the example on Page 66

This is a good lesson for precise measuring and cutting. It also explores the concept of tessellation (where shapes fit together in a repeated pattern). Children can suggest other shapes and try to repeat the activity using triangles, hexagons and octagons. Ideas can be gained by looking at tiling patterns for bathrooms, driveways and patios.

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Activity 37: Patchwork Quilt (See page 65)

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r o e t s Bo r e p ok u S

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Activity 38: Vase of Flowers (See page 67) 66

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Provide quiet, meditative music whilst students are colouring!

Activity

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Photocopy the ‘Vase of Flowers’ template on page 68 for each student.

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Vase s of Flowers r o e t

Explain that no matter what age, colouring-in is a very therapeutic activity – even for adults. Everyone begins with the same black and white picture, no two will be the same at the end. Step  Hand out photocopied templates and students may begin to colour in.

If the colouring is done in texta it will put © ReadyEdP ub i ca t i o nslook great a drain onl them but the results Tip (see finished example). Emphasize that the •f orr evi ew pu r po es l y • picture stills looks justo asn good in coloured pencil.

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• Blackline master See page 68 • Textas or coloured pencils • Background music

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Provide quiet, meditative background music whilst colouring and tell children to feel comfortable with silence. Some children (and some classrooms) can always be noisy and don’t know how to work quietly. This is a good activity to practise quiet working. I would suggest having several shorter sessions so children don’t get bored or feel compelled to rush.

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Materials

o c . che e r o t r s super * See the example on Page 66

Extension Activity

The activity can be repeated but children are given the blackline master to trace onto another sheet of paper. The finished product can also be laminated – this is a good incentive for taking the time to complete it properly.

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r o e t s Bo r e p ok u S

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Using different colours for each shape face creates a 3D design.

Activity

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Bo ok Materials

• Art paper / black paper

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3D Solids e t sor

• Textas (highlighters if possible) • Ruler • Pencil

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From the corners of each shape rule lines to the dot in the middle. Step  Go over all lines with a thin black texta. Step  Use different colours for each side or face of each shape and colour in.

Tip

colours gives the design a 3D look.

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Students find the centre of a piece of white paper and mark it with a dot. Step  Draw six geometric shapes around the page. E.g. circles, squares, rectangles, triangles.

Step  Cut around the design leaving a small amount of white paper showing. Step  Paste the design onto black paper.

o c . che e r o t r s super * See the example on Page 70

Extension Activity

Instead of colouring the geometric faces children can use lines or dots drawn closely together to create an interesting effect. Later, designs could begin with more complex 2D shapes such as hexagons and octagons.

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r o e t s Bo r e p ok u S

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Activity 40: Paper Shapes Design (See page 71) 70

Activity

This is a good lesson for cutting and being creative with shapes!

r o e t s Bo r e p ok u S

Step  Use a black piece of art paper or Brenex square for the background.

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Paper Shapes Design

Step  Students choose three other colours for the designs.

Step  Draw five different shapes out of one colour and cut these out. Step  Trace the shapes onto two other pieces of coloured paper and cut these out.

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• Scissors

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a Demonstr

for each shape. Demonstrate how to overlap the three colours to create an interesting design.

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• Small Brenex squares or coloured paper

Step  Position and glue the five designs on the black background for the best result.

o c . che e r o t r s super Extension Activity * See the example on Page 70

This activity can be attempted a second time but challenge children to try shapes or designs with five or six repeats. This effect could also be used in pictures with subjects such as people, a house, tree, clouds, etc.