Art Ideas For Primary Teachers - Foundation to Year 2 by Teacher Superstore

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d.net Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 894 1 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 4 5 6 7 8 9

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Beach Umbrella Chameleon Banana Sundae Life Cycle Don’t Bully Me Balloon Faces The Swimming Fish Monsters Hot Air Balloons Tissue Box Bug On A Leaf Finger-Bugs Throw The Ball Guitar I Won’t Get Burnt Caterpillar Clown Smile! Day And Night Blending Practice Shading Practice Texture Practice

10-12 13-15 16-18 19-21 22-23 24-25 26-28 29-31 32-33 34-36 37-39 40-41 42-43 44-46 47-49 50-51 52-54 55-57 58-61 62-63 64-65 66-67

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Teachers’ Notes Handy Hints National Curriculum Links Colour Techniques Explained How To Use This Book

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Assessment Sheet

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Art Ideas For Primary Teachers 1 is part of a two book series. This book is designed for lower primary students and the second book is written for upper primary students. As a casual teacher myself I have created both books to assist teachers, including casual teachers, by providing them with easy to follow and practical art ideas. The ideas in this book are interesting and provide students with the opportunity to be creative, expressive and imaginative - three requirements of the new National Art Curriculum. Many of the art activities can be integrated into other key learning areas, which is hugely beneficial in today’s busy classroom. Topics such as bullying, healthy eating and the life cycles of animals can all be examined in some detail when producing the artworks. All artworks featured in this book utilise materials that are readily available in schools, which is advantageous for casual teachers and busy classroom teachers.

Art in the primary school classroom can be a daunting experience for some teachers who lack confidence or extensive knowledge of art and its processes. I have created these art ideas to assist such teachers and hopefully to promote positive and productive art experiences for both the teachers and the students. I remember my love for primary school art was fostered when I was testing the Bug On A Leaf activity (see pages 37-39). The students were enthusiastic and genuinely loved the art experience (they also had green paint in their hair which made me, and them smile!!!). There is nothing more pleasurable than watching a class of happy, enthusiastic students working busily on a successful art activity. Hopefully these art activities will assist you in this delightful experience.

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The art activities in this book will not only help teachers to provide stimulating lessons for their students but they can be used to cater for all levels of artistic abilities. For example, for students with obvious artistic ability, minimal assistance can be given and creativity promoted. For students experiencing difficulty in creating an artwork, it may be beneficial to provide the blackline master templates attached to some of the lessons or give them some assistance to increase their confidence so that they can produce a piece of work that they are happy with. Modifying the lessons can help create a positive environment which is imperative to artistic learning processes. The activities in this book can also be altered in their degree of difficulty by using a different medium or technique, such as substituting pastels for pencils. The lessons can be modified to cater for the abilities of the students and the teachers.

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The most important thing to remember is that art should be a pleasurable and positive experience for all involved, and this book has been written to help teachers achieve this.

Handy Hints • Place newspaper under students’ paintings to protect tables. Newspaper can also be used as a palate for paint. This can create a larger space for blending colours and provides a tidy option for cleaning up - newspaper can be scrunched up and placed in the bin, leaving only brushes to be washed.

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• School chairs and cement in the playground can create a textured look in artworks. Place paper on top of chairs and cemented areas and gently rub or colour in with a desired medium.

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• When cutting out an object, advise students to remove the bulk of the paper first by cutting roughly around the object. They are then working with a smaller piece of paper which can improve control. Advise students to turn the paper as they are cutting as opposed to turning their arms and the scissors. This makes cutting a much easier process. • When painting or using any medium that will smudge if touched, it is useful to encourage students to start in the top corner of the page and work down the page. Which side to start is determined by whether a student is righthanded or left-handed. If a student is right-handed it may be beneficial to start work in the top left-hand corner and vice versa. This can help prevent leaning on work already attended to and thus control smudging. •

• If reusing paint in the next few days, place cling-wrap over it to keep it moist.

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• To obtain a straight edge when painting with a brush, use the straight end of the brush as opposed to the sides. Move this edge sideways in a ‘colouring-in’ fashion. • Before attempting techniques such as blending and shading it is beneficial to do some basic practice first. Complete the activities on pages 62 to 65 to practise blending and shading and for future reference. •

o c . It is useful to have an attempt at the artwork yourself before teaching it to c e h r the class. This will increase your confidence and allow better assistance to be e o t r s s r upe given to your students.

• Art can be a very personal way of expressing emotion and individuality. Care must be given when providing criticism of artworks. It may be beneficial to instead ask students what they liked and disliked about their work and discuss possible solutions for improvement if appropriate.

National Curriculum Links

Foundation-Year 2

Explore ideas, experiences, observations and imagination to create visual artworks and design, including considering ideas in artworks by Aboriginal and Torres Strait Islander artists (ACAVAM106)

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trialling different options for designing representation by looking at artworks about a theme or subject matter, such as a ‘circus’, and make their own interpretation based on their ideas, experiences, observations and/or imagination observing and recording the shapes, colours and textures of people, objects and concepts they experience in their daily lives, for example, drawing faces, insects, plants, food considering viewpoints – forms and elements: for example – What colours were used? What is it made of? How is the colour used, and why is it used in this way? practising drawing images and making objects related to self, others and personal environments in different forms, for example, painting, sculpture, photography identifying and using visual conventions in their artworks after investigating different art, craft and design styles from other cultures and times, for example, Expressionism, Fauvism, Aboriginal and Torres Strait Islander Peoples, and Asia

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Use and experiment with different materials, techniques, technologies and processes to make artworks (ACAVAM107) •

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exploring a range of natural and man-made materials and technologies to visually express their experiences, for example, paint, pencils, ink, sand, photography and graphically comparing the qualities and properties of materials such as paint, crayons, clay and found objects and select appropriate applications to represent something or someone they like using techniques to demonstrate various compositional effects, for example, overlapping or crosshatching following technical processes and safe practices to make artworks, for example, drawing onto Styrofoam to print on paper

Create and display artworks to communicate ideas to an audience (ACAVAM108)

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sharing ideas with their classmates about the representational choices they made in their artwork talking about ideas such as themes when displaying artworks, for example, at the local gallery or in their classroom considering viewpoints – meanings and interpretations, for example – What did this artwork or design make you think about and why? What figures/shapes can you see in the artwork? How has the artist treated the figures/shapes to convey their idea or meaning? making a decision about how to display their artwork to share their ideas

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. te ovisual c Respond to visual artworks and consider where and why people. make evisual artworks artworks, starting withc visual artworks from Australia, including h r e o of Aboriginal and Torres Strait Islander Peoples (ACAVAR109) r st su per •

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identifying where they might experience art in their lives and communities, for example, keeping a diary of ‘art experiences’ and combining to create a class list and then discussing how visual artworks sustain and communicate cultural knowledge considering viewpoints – societies and cultures: for example – Where is this artwork from and why was it made? Who made the artworks? Where and how are they displayed? identifying how design elements, such as line, shape, colour or texture, are used in their artworks and in the artwork of others describing and interpreting representations in a selection of artworks, for example, considering the subject matter, styles and techniques of a selection of artworks, and how the artworks make them think and feel in response to the artists’ intentions acknowledging the role of artist and audience as they start to interpret meaning in artworks

Colour Colour: The colour wheel tells us how the colours work together, and how different colours are created.

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Primary colours: These are colours that can’t be mixed from or formed by combining any other colours, and they are the basis for making most other colours.They are: red, blue and yellow.

Black and white: Like primary colours, black and white can not be made by mixing together other colours. As they aren’t used in colour mixing to create colours, they get excluded from colour mixing theory. If white is added to a colour, you lighten it and if you add black, you darken it.

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Warm colours: These are: yellows, oranges and reds. They convey energy, and will induce a ‘cozy’ feeling which has a warm psychological effect on us.

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Cool colours: These are: blues, greens and violet. They have a calming effect on us and convey a relaxed mood.

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Secondary colours: Primary colours can be mixed together to produce other colours. These are called secondary colours. They include: green, orange, purple and brown.

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Complementary colours: These are colours that are directly opposite each other on the colour wheel. They are: red and green, blue and orange, and violet and yellow. The reason complementary colours are called ‘complementary’, instead of just ‘opposite’, is because they work so well together.

Hue: This refers to the actual colour with its qualities of yellowness and blueness. Intensity is the degree of purity or saturation of a colour. The more intense a colour, the more of a pure colour has been added. Tint: This refers to mixing a colour with white. The more white added to a colour, the lighter it becomes. Shade: This refers to a colour mixed with black. The more black that is added to a colour, the darker the colour becomes. Tone: This refers to a colour that has been mixed with grey. 7

Techniques Explained 2 Blending (see pages 62-63)

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Shading (see pages 64-65)

Shading is a technique used to make a subject look solid and three-dimensional and therefore more ‘realistic’. To give a subject depth, an artist needs to think about the pattern of light. Where an object is being hit by light, the shade of the colour used will be light. Similarly where there is less light or a shadow, the shade of the colour will be darker. In the example of the panda (see image right) there is a shadow under the jaw-line and nose. A shadow is present because the nose and jaw are in front of the rest of the body. The shadow area is created by adding a little black to the colour, known as shading.

Activity – Blending. Page 62.

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The technique of blending involves creating an area between two colours where they gradually mix. There is a gentle transition from one colour to the other. To blend colours when painting you start with the first colour. As you move along the area, you add a small amount of the second colour. Gradually you add more of the second colour, so that the ratio of this paint is higher than the first colour used. In the example right, the two colours being blended are black and white. If black is the first colour used, a small amount of white is added to the black, while the paint is still wet. More and more white is added until the final colour is white.

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Texture is the surface quality or ‘feel’ of an object. In artistic terms, texture is referred to as ‘simulated texture’ where the artist attempts to portray how an object would feel if it could be touched. Texture can be created via brushstrokes, e.g. using smooth brushstrokes, dabbing of the brush, flicking motions, etc. Texture can also be created by other means such as manipulating the median used. An example may be using a substance such as sand to create a rough textured effect in the artwork.

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Holding A Paint Brush

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To achieve precise effects and good control when painting, a paint brush should be held in the same way that you would hold a pencil or pen, with fingers close to the painting end of the brush (the bristles). The wrist is used to move the brush to gain fine control. For looser strokes the whole arm can be used, not just the wrist. It is better to move the brush in different directions instead of just left to right. A paint brush can also be held by wrapping the whole hand around it. With the palm up, rest the brush handle across the fingers and wrap the fingers and thumb around it. The thumb should be pointing upwards. Use the whole arm and shoulder when using this method to move the brush. 8

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Activity – Texture. Page 66.

How To Use This Book Each activity page contains: a title, the aim of the artwork, the materials required to complete the artwork, the time that it takes to complete the artwork, discussion points, step-by-step instructions, and summary and reflection questions. There is also a picture of the completed artwork on each activity page to use as a guide.

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Example of the completed artwork.

How long it will take to complete the artwork. This will vary depending on age and levels of ability.

Title of the artwork.

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The aim is what the artwork is attempting to achieve.

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The materials that are required to complete the artwork.

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Step-by-step instructions re how to conduct the art lesson.

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Discussion points to guide the lesson and to test and provide background knowledge on the artwork’s subject matter and the process of creation.

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Questions to allow students to critique their artwork and provide an opportunity for teacher assessment.

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Beach Umbrella

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Beach Umbrella Aim Of Lesson: To create a ‘realistic’ beach scene while exploring the concept of sun safety.

Discussion

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Sand

BLM (see page 12)

Dye

Paint brush

1. Draw a line near the bottom of the page to show where the sand begins and ends. Leave enough room at the bottom of the page for a decent amount of real sand to be added. 2. Draw an umbrella pole emerging from the sand. 3. Add objects seen at the beach, e.g. ball, bucket, spade, towel, etc. above the sand line. 4. On a separate piece of paper draw the top of the umbrella and decorate it with small circles or patterns. Use the BLM on page 12 if desired. 5. Colour the objects on the sand line, the umbrella pole and the patterns/circles on the umbrella with pastels. 6. Paint the background of the picture with blue dye, being careful not to paint the sand area. 7. Cut out the umbrella top and colour around the patterns with dye. When the background is dry, glue the umbrella top onto the pole. 8. Put glue onto the bottom area and sprinkle on a handful of sand. Lift the page to clear away any excess sand.

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Discuss the sun and the effects of sunburn on the body. Discuss sun safety and sun protection methods (keeping out of the sun, using shade, sun-cream, clothing, sunglasses). What objects might we find at the beach? (Umbrellas, bucket and spade, sandcastles, boogey boards, towels, bags, balls.) What are some methods that we could use to make our picture look ‘realistic’? (Texture techniques: rubbing crayons on a rough surface to convey the texture of sand, using flowing lines with paint to portray sand, using real sand.) What colours would we use in a beach scene?

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Scissors

Method

1-2 x 60 minute lessons

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Glue

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Coloured pastels

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Summary And Reflection Questions •

Why is it important to stay out of the sun? What can you do to protect yourself from the sun?

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What do you think about when you look at your completed artwork?

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What did you do in your artwork to make it look realistic?

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Beach Umbrella

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Chameleon

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Chameleon Aim Of Lesson: To discover interesting facts about chameleons including the action of ‘camouflage’.

Materials

r o e t s Bo r e p ok u S Pictures of chameleons

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Pastels

BLM (see page 15)

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Duration

1 x 60 minute lesson

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Show pictures of chameleons and their environments if possible. What are chameleons and where do they live? (Chameleons are reptiles. They live in forests and on small islands. Half of the chameleon population lives on an island in Madagascar.) What do they eat? (Insects, snails, spiders, lizards, birds, flowers, berries, and fruit.) What is interesting about chameleons? Discuss camouflage and its purpose and other animals that perform this act. (Chameleons’ eyes can rotate and swivel independently, enabling them to see nearly 360 degrees or observe two things simultaneously. Their tongues can be as long as their bodies. The chameleon’s ability to camouflage serves as a form of communication, a response to temperature, light, and mood, as well as a defense against predators.) When do people have reason to employ camouflage? (Soldiers dress in clothes which help them to blend in with their environment to disguise themselves from their enemies.) What colour are chameleons? (Different chameleon species are able to change colours, these can include: pink, blue, red, orange, green, black, brown and yellow. A change can occur within 20 seconds!)

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1. Using the BLM on page 15, colour the chameleon in a chosen coloured pastel. 2. Using different colours than the main one used on the chameleon, colour each section of the circle with different pastels. Avoid using the same colour twice. 3. Cut around: the dotted section on the chameleon’s body, the outside of the circle, the outside of the chameleon. 4. Match the middle of the circle to the dot on the back of the chameleon. Secure the circle to the chameleon with a split pin, enabling it to spin.

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Split pin

Summary And Reflection Questions

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What did you learn about chameleons?

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What do you like about your artwork? Do you think it represents a chameleon?

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Where, as artists, can we gather our information about chameleon colours? (Nature books, observing them in real life, the internet.)

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Chameleon

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Banana Sundae

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Banana Sundae Aim Of Lesson: To discuss ‘always’ and ‘sometimes’ foods and create an artwork depicting healthy and unhealthy foods.

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1 x 60 minute lesson

Discussion

Who has had a banana sundae and what is it generally made of? (Bananas, ice-cream, topping, cherries.) Discuss ‘sometimes’ and ‘always’ foods. Write examples on the board. (We should eat ‘sometimes’ foods occasionally and ‘always’ foods regularly. Fruit and vegetables are ‘always’ foods and sugar and fatty foods are ‘sometimes’ foods.) What category does ice-cream come under? (A ‘sometimes’ food.)What about the other items of the sundae? (The topping is a ‘sometimes’ food and the banana and the cherries are ‘always’ foods as they are fruit.) Discuss the procedure of making an ice-cream sundae. How could we give the ice-cream a ‘textured’ look? (Use dabbing motions with a white coloured paintbrush to make the ice-cream look fluffy, use a multi-medium like cotton wool for the ice-cream.)

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Dye

BLM (see page 18)

Glue

Paint brush

1. Using the template on page 18, colour the banana, cherries, topping and the dots on the bowl with pastels. 2. Cut around the sundae.

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Cotton wool

4. Glue pieces of cotton wool onto the ice-cream. 5. Glue the sundae onto a piece of coloured brenex.

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Pastels or crayons

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Summary And Reflection Questions

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What are the healthy foods in your artwork and what might be unhealthy?

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How did we create texture in the artwork?

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What do you like about other students’ artworks? How are they different to yours?

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What did you use to make your artwork? Did you enjoy using these mediums and techniques?

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Banana Sundae

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Life Cycle

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Life Cycle Aim Of Lesson: To portray the advantages and disadvantages of caterpillars in our environment. Materials

Duration

r o e t s Bo r e p ok u S Paint brush Water and water containers Coloured pastels or crayons

2 x 60 minute lessons

Method

Discussion

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What is a caterpillar and where would we find one? (A caterpillar is an insect. We would find one in the garden on leaves, in the grass or on trees.) Do you like caterpillars? Why, why not? Why don’t some people like caterpillars? (They eat people’s plants, fruits and vegetables and farmers’ crops.) What is special about a caterpillar? What happens to it in its life cycle? (It transforms into a butterfly after spending time in a chrysalis.) Do you like butterflies? What do they look like?

1. On the BLM on page 21 colour the leaves in green pastel. Colour the tree branch, chrysalis and caterpillar using pastels. 2. Colour the butterfly in bright colours using pastels. 3. Place plain paper over the top of the butterfly and trace the outline of the wings. You might need a teacher to assist you with this. Colour these wings exactly the same colour as the wings on the BLM. 4. Paint the background on the BLM with blue wash to represent the sky. Let dry completely before completing the next step. 5. Cut out each wing that you have traced and glue each short edge carefully on top of the butterfly near the dashed line. 6. After the glue has had time to dry, fold the wings up. It should look like the butterfly is flapping its wings.

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Glue Blue wash/dye Lead pencil Plain paper (suitable for tracing) BLM (see page 21)

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Scissors

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Summary And Reflection Questions •

How have we shown the bad side of caterpillars for humans in our artwork? (Holes in the leaves.)

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How have we shown the nice side of caterpillars in our artwork? (Beautiful butterflies). Are you happy with your completed artwork? Was it difficult to create?

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Life Cycle

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Don’t Bully Me

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Don’t Bully Me Aim Of Lesson: To discuss and portray the feeling of being bullied through an artwork. Materials Lead pencil

Pastels or crayons

Glue

Scissors

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1. Draw a large circle using most of the page with a lead pencil. Add features expressing frustration and hurt - angry eyebrows, squinted eyes, down-turned mouth. Add a nose.

Duration

1-2 x 60 minute lessons

Discussion

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What is a bully and what kind of things does a bully do? (A bully is a person who purposely tries to hurt others. S/he may hit, kick or push to hurt people, or use words to call people names, threaten, tease, or scare them. A bully might say mean things about someone, take a child’s possessions, make fun of someone, or leave a child out of a group on purpose.) How does a bully make someone feel? (Angry, mad, hurt, scared, sad, stressed, frustrated. Bullies can make children feel sick, lonely and embarrassed.) What are some positive responses to bullying? (Walking away, ignoring bullies, asking bullies to leave you alone, confiding in an adult.) If someone is bullying you, how may your face change? (You might frown, cry, go red, sweat, purse your lips.) Can an artwork show how we are feeling? What can we do or use to show different feelings? (Different colours, shapes, lines and textures.) What colours could we use to show frustration? (Dark colours, strong dark shades.)What shapes and lines could we use? (Sharp pointy, jagged lines.) What textures could we use? (Rough, big messy brushstrokes, strokes going in different directions.)

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2. Surrounding the face draw crazy wild hair pieces. (This hair should not be joined to the head. It will be cut out later.) 3. Draw the shape of a long tongue on another piece of paper. 4. Colour the face, hair pieces and tongue with pastels or crayons. The face should be a lighter colour so that the facial features can be enhanced with a dark colour. 5. Cut around the face, hair pieces and tongue. Glue hair to the face. Glue tongue to the mouth and curl tongue by wrapping it around a pencil. Glue in place at the bottom of the face.

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White paper

o c . che e r o t r s And Reflection Questions sup r e Summary •

What mediums did you use in your artwork? Were they difficult to use?

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What was your favourite emotion expressed in your artwork? Why? Swap your artwork with someone in your class. Can you guess the emotions that they have tried to convey in their artwork? How can you tell what these emotions are? Have you produced your emotions in a similar way as your peers?

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Balloon Faces Aim Of Lesson: To portray different emotions and feelings through facial expressions in an artwork. Materials Lead pencil

Water containers

Paint brush

Wash/dye

Pastels or coloured pencils

White A4 paper

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Duration

1 x 60 minute lesson

Discussion

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What are some different emotions felt by humans? (Happiness, sadness, boredom, loneliness, frustration, anger, shock, excitement.) Which of these emotions do you like experiencing? Which of these emotions do you not like experiencing? What can happen to our face when we feel some of these emotions? Does it change in appearance or stay the same? As a class create some examples of facial expressions on the board. Take turns acting out different facial expressions in front of the class. The class must guess the emotions acted out, e.g. anger, sadness, boredom, happiness, excitement, etc. How can we show these emotions in our artworks? (Use red and sharp lines to convey anger, etc.)

1. Start by drawing a balloon shape at the top of the page in the centre. Draw two more balloons lower down the page either side of the first balloon. Repeat this further down the page - one balloon either side of the last two drawn (see the example on page 25). 2. Choose five different emotions and with a lead pencil draw one on each balloon. 3. Colour with pastels/crayons or coloured pencils using colours that represent the specific emotions, e.g. green for envy, etc. Draw strings coming from each balloon. 4. Wash/dye the background if using pastels/ crayons.

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o c . che Summary And Reflection e Questions r o r st super • • •

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Water

What mediums did you use in your artwork? Were they difficult to use? Which emotion in your artwork did you like drawing? Why? Swap your artwork with someone in your class. Can you guess the emotions that they have drawn in their artwork? How can you tell what these emotions are? Did you produce your emotions in a similar way to your peers?

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Balloon Faces

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The Swimming Fish Aim Of Lesson: To create an artwork of a fish that appears to move through the water. Materials Pastels or coloured pencils Glue Scissors

1 x 60 minute lesson

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Discussion

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What are fish and where do they inhabit? (Fish are animals which live and breathe in water. All fish are vertebrates (have a backbone) and most breathe through gills and have fins and scales. Fish can’t survive on land.) What other things may be found in this habitat? (Other sea creatures - octopuses, stingrays, sharks, dolphins and plant life such as coral.) What are some different types of fish? (Flathead, bream, whiting, goldfish, tropical fish, koi.) What do fish eat? (Fish can be herbivores, carnivores or scavengers. They can feed on anything from plankton to smaller fish/creatures or decomposing animals.) Why do a lot of fish have bright brilliant colours? (So they can employ camouflage.) What types of medium could be used to display the colours of a fish in an artwork? (Pencils, textas, crayons, paint.)

1. Encourage children to attempt to draw a fish. The fish should take up about two thirds of an A4 piece of paper width-ways. If children experience difficulty drawing this, provide them with the template on page 28. 2. Using pastels, crayons or pencils, colour the fish with bright colours. Using scissors cut around the fish. 3. On a plain piece of paper draw a rectangle 4 centimetres by 15 centimetres. Cut out the rectangle and fold it approximately 4 centimetres down the strip. Glue the small folded part of the rectangle onto the back of the fish so that the rest of the paper strip is vertical. 4. On a separate piece of paper draw a wavy line at the bottom to represent sand and wavy lines at the top to represent waves. Colour the sand with yellow pastel or pencil. (See example on page 27.) 5. Draw a line approximately 16 centimetres long on the back of the water scene and approximately 4 centimetres up from the highest peak of the sand. Pushing the point of the scissors through the paper, cut along the line to create an incision. 6. If using pastels use blue dye or water colour to wash the water area. Colour with blue pencil if using pencils. (See example on page 27.) 7. On coloured brenex draw and cut out pieces of seaweed. Glue only the bottom part of the seaweed to the water scene. This will allow the fish to ‘swim’ amongst the seaweed. (See example on page 27.) 8. Push the strip fixed to the back of the fish through the incision made earlier until it reaches the fold. Move the strip from side to side so that the fish appears to ‘swim’.

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Summary And Reflection Questions • •

BLM on page 28 Ruler Paint brush

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Duration

Blue dye/ water colour Coloured brenex Plain paper

How would you look after a pet fish? Would you like to own a fish for a pet? When you look at your artwork where do you picture your fish swimming - in the ocean, a lake, a river or a tank?

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The Swimming Fish

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The Swimming Fish

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Monsters

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Monsters Aim Of Lesson: To explore the notion of a monster and create a scary monster in an artwork. Materials

Duration

Discussion

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Are monsters real? How do we know what monsters look like and where could we gather information about what they look like? (From books, stories, movies, our imagination.) Why do monsters scare us? (They usually have features that look frightening to us. We think that they might hurt us.) What are some features that monsters have that might scare us? (Sharp teeth, blood-shot eyes, big eyes, frowns, angry expressions, flaring nostrils, obscurely-shaped body parts.) What colours could we use to create a frightening environment for our monster? (Dark colours such as black, dark blue, dark red, etc.)

1. Draw an outline of a two-headed monster with a lead pencil onto a piece of paper, or use the BLM on page 31. Add the monster’s facial features using ideas from the discussion. 2. Colour the monster using pastels. Use some darker colours to create a scary look. Cut around the outside of the monster with scissors. 3. For the background, colour a white sheet of paper with different coloured pastels ensuring most or all of the white is covered. Paint over the crayon with black paint. While the paint is still wet use the end of a paint brush to scrape patterns into the paint, so that the crayon can be seen underneath. 4. When dry, stick the two-headed monster onto the sheet using glue.

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Scissors Lead pencil Paint brush

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page 31) Plain paper Black paint

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Summary And Reflection Questions

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What materials did you use in your artwork? What process did you enjoy doing the most in your artwork? What makes your monster look scary? What have other students done to make their monsters look scary?

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Monsters

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Hot Air Balloons

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Hot Air Balloons Aim Of Lesson: To use water colours and pastels to portray flying hot air balloons and their surroundings. Materials Pastels

Water and water containers

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

Lead pencil

White paper

Duration

Method

1 x 60 minute lesson

Discussion •

What is a hot air balloon and what does it look like? (The hot air balloon is one of the oldest human-carrying pieces of flight technology. A hot air balloon consists of a bag called an envelope that contains heated air. Suspended beneath is a wicker basket which carries passengers and usually a source of heat, in most cases an open flame.) What could you see if you went up in a hot air balloon? (Trees, the ground, mountains, rivers, oceans, buildings, houses.) Would you be scared if you went up in a hot air balloon? Why/ Why not? Discuss how to create the illusion of hot air balloons flying at different distances. (Draw one smaller than another.) What happens to paint when you add water to it? What is this type of paint called? (The water makes the paint a lighter, paler colour. Watered-down paint is known as water colour.)

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1. Draw a hot air balloon on one side of the page, near the bottom, very lightly with a lead pencil. Draw a smaller hot air balloon on the other side of the page at the top. 2. Draw clouds around the balloons high in the sky. Draw mountains around the hot air balloons. Add a stream going across the page starting off narrow and getting broader as it travels down the page. 3. Colour the hot air balloons and the stream with pastels. 4. Mix a small amount of blue paint with water to make a pale blue water colour. Paint the sky with the blue water colour. Repeat this using green paint to create a green water colour and use it to wash the mountains. To create the illusion of some mountains being in front of other mountains, use a darker green wash (paint that hasn’t been watered down as much) to paint the areas where one mountain is behind another mountain. Handy hint: Use a little spot of paint when creating the water colour. It will be too dark if too much paint is used.

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o c . che e r o t r sReflection Questions s u Summary And per • • •

Did you like using water colour? Did you find it difficult? How did you produce the water colour paint? Does your artwork look like other students’ artworks or is it different? How and why? Do your hills and sky look similar? Did you use similar colours to others?

Tissue Box Aim Of Lesson: To explore the concept of designs on tissue boxes and to create a realistic image of a tissue box. Materials Scissors

Tissues

Coloured brenex

Lead pencil

Black outline or texta

Tissue boxes for display

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

Method

Duration

1 x 60 minute lesson

Discussion

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1. Using a lead pencil, very lightly draw some patterns or a picture on the BLM tissue box. Leave the curvy shape in the middle for the hole blank. 2. Colour the patterns or pictures with pastels. 3. Colour the curvy ‘hole’ shape with a black texta. 4. Cut around the outside of the tissue box. Cut a small slit in the middle of the black ‘hole’. 5. Push a small amount of tissue through the slit and tape in down on the back of the page. 6. Glue the tissue box onto a piece of coloured brenex or card. Try to choose a colour that will make the box stand out.

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What is a tissue box and what do we use tissues for? (A tissue box holds tissues. We use tissues in our daily lives to clean up mess, and predominantly to wipe our noses.) What kinds of images, pictures or coverings do tissue boxes have on them? (Animals, aspects of nature, cartoon characters.) Why would they have these types of pictures on them? (People that are sick often use tissues. Certain designs may make them feel better. People also have tissue boxes on display in their houses and want them to look good.) Who might create these designs and why would they do it? (Artists/ designers might do this as a job to earn money.) How could we make a tissue box look realistic? (Put a real tissue inside. Use a black colour to give the impression of a hole in the box.)

Sticky tape

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Glue

Summary And Reflection Questions

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Does your tissue box look realistic? Why/why not? What do you like about the artworks created by other students in your class? Do you like the pictures, designs or colours used? Would you like to be an artist who designs tissue boxes? Why/why not?

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Tissue Box

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Tissue Box

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Bug On A Leaf

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Bug On A Leaf Aim Of Lesson: To create a fun image of a bug on a leaf. Materials Pastels or crayons Glue

r o e t s Bo r e p ok u S Method Paint brush

Coloured dye/wash

2 x 60 minute lessons

Discussion

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BLM (see page 39) Lead pencil

1. Using the BLM on page 39 colour the bugs’ spots, the lines that separate their heads from their bodies, and their cheeks with coloured pastels or crayons. 2. Using a coloured dye, wash the area on the bugs’ bodies. The bugs’ bodies and spots should be different colours. Using a different colour for each section, also wash their legs and heads. When dry, cut around the bug using scissors. 3. Draw the outline of a leaf on a plain piece of paper. 4. Colour the entire leaf with a green pastel or crayon. Cut out the leaf. Paint over the pastel with green paint. 5. While the paint is still wet use the end of the paint brush to scrape a line down the middle of the leaf to create a leaf marking. Scrape lines from that line to the outer edges of the leaf to create more markings. (See the example on page 37.) 6. When the leaf and the bugs are dry, glue the bugs to the leaf. Display on a window so that the light shines through the markings on the leaf.

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What are bugs and where do we find them? (Bugs are small insects that we find in the garden, on leaves, in the grass and on trees.) What do bugs eat? (Leaves, stems, other bugs, flowers, plant roots, sap, paper, seeds, fruits, fabrics, other small animals, the blood of larger animals, dead animals and manure.) How could we create a leaf to make it look real? (Draw a realistic shape of a leaf and produce the leaf markings. It may help to look at real leaves as a reference point.)

Plain paper

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Scissors

Duration

Water and water containers

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Summary And Reflection Questions •

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Swap your artwork with another student. What do you like about his/her artwork? Look at the colours and the techniques that they have used (i.e. brushstrokes, scraping). Does your artwork look realistic? Which part does and which part does not? (The leaf looks real due to the veins created but the bug does not due to its cartoon appearance.) Do you think that people would like the artwork? Why/why not?

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Bug On A Leaf

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Finger-Bugs

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Finger-Bugs Aim Of Lesson: To explore and utilise a different method of painting to create images of bugs. Materials Lead pencil

Scissors

Textas (optional)

Coloured pastels/ crayons

r o e t s Bo r e p ok u S Method Plain paper

Coloured paint

Duration

2 x 60 minute lessons

Discussion

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2. While the paint is drying start the background on another piece of paper. Place a white sheet of paper on a rough surface (such as a school chair). Colour the bottom half of the background with a green or brown pastel/crayon. It is easier to turn the pastel/crayon on its side to rub. The effect should be a textured look.

© ReadyEdPubl i cat i ons Discuss their habitat, their surroundings, what they eat, •f o r r evi ew pur posesonl y• etc. How could we apply paint without using a paint brush? (Use fingers, hands, feet, apply paint straight from the bottle, use objects such as cotton buds, etc.)

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What types of insects are found in the garden? What do they look like? (Snails, caterpillars, butterflies, ants, beetles, crickets, grasshoppers.)

1. Choose three different insects to create. Dip fingers into coloured paint, then using the dipped fingers create the insects on a white piece of paper. (See the example on page 41.) Wash fingers between colours.

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Glue

Black pen

4. Return to the painting of the insects. When the paint is dry, add the facial features, legs, etc. to the insects using a black pen or lead pencil. Cut around the insects leaving a small section of white around the outline of each insect.

o c . the insects onto the background when the che5. Glue e r background is dry. o r st s uper

How could we make the ground appear rough?

Would the paint look different if applied using our fingers instead of a brush? (Yes, there would be markings from our fingers, our finger-prints, it wouldn’t look as smooth as a normal brushstroke.)

Summary And Reflection Questions •

How did you make the ground look rough and more realistic in your artwork?

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How did you create your bugs? Do they look like real bugs?

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Did you enjoy the feeling of paint on your hands? Why/why not?

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Was it difficult to create an artwork using paint on your fingers?

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How does the finished paint look different to a brushstroke? 41

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Throw The Ball

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Throw The Ball Aim Of Lesson: To create a realistic artwork of each student’s hands using the concepts of lines and markings. Materials

r o e t s Bo r e p ok u S Pastels or crayons

Glue

Scissors

White A4 paper

Black texta or pen

Paint brush

Method

Duration

1-2 x 60 minute lessons

Discussion

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Discuss throwing a ball. What parts of our body do we use to throw a ball? (Hands, fingers, arms, shoulders.) Discuss throwing a ball using two hands and reasons for using two hands. (To shoot a basket, to throw the ball to another person.) Look at your hands. What can you see on them? (Creases, lines, veins, fingernails.) How could we draw our hands to make them look real? (Study our own or others’ hands, draw around our hands, draw shapes for our fingernails, add lines for creases and veins.) How can we make the ball look like it is moving? (Little lines surrounding the ball.)

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1. Hold hands out in front of you as if you are going to throw a ball. Lower your hands down onto a white piece of paper and using a black texta or pen carefully trace around one of them. Repeat the process with the other hand. Add fingernails and creases to the hands using your own hands as a guide. (See example on page 42.) 2. Colour hands in with a flesh coloured pastel. Paint the background with a blue wash or dye. 3. While the dye is drying draw a circle on a separate piece of paper to represent a ball and colour it with pastels. Cut it out and when the background is dry, glue the ball above the hands to make it look as if the ball is being thrown. 4. Add ‘movement’ lines around the ball with a black texta.

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Dye/wash

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What makes the ball in the picture look like it is moving? What makes the hands in your artwork look realistic? Are you happy with your artwork? If not, what could you have done differently?

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Guitar

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Guitar Aim Of Lesson: To create a ‘realistic’ image of a guitar through the use of multi-media. Materials Coloured pencils, textas or pastels

r o e t s Bo r e p ok u S Sticky tape Scissors

Ball of wool

Duration

Dye or watered-down

Discussion

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Lead pencil Paint brush

1. Using the template on page 46, colour the guitar using pencils, textas or pastels. Use different colours or patterns in the body area of the guitar.

2. Using scissors, cut along the two dotted lines © ReadyEd P ubonl i ca t i o n s create two marked the guitar. This should slits. •f orr evi ew p u r posesonl y• 3. To make the strings on the guitar, cut four

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Method

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How does music make you feel? (Happy, sad, excited, energetic.) What does ‘genre’ mean? (Style/ type.) What are some different genres of music? (Rock and roll, rap, ballads, country, pop, blues, jazz.) What type of music do you like? What is a guitar and what does it look like? (A guitar is a musical instrument. It has a head, a neck and a body that has strings running along it. The strings run from the head to the bridge. The strings are strummed to create a sound.) Do you know some different types of guitars and instruments that are similar? (Bass, electric, acoustic, fiddle, ukulele.) What kinds of sounds can you make with a guitar? (Strumming sounds, twangs, pings, vibrating sounds.) What colours could we use to represent loud noises in our artwork and which colours could represent soft noises? (Bright colours to represent loud noises. Pastel, light shades to represent soft noises.) What mixed-media could we use to represent the strings on a guitar? (Wool, string, straws - anything long and flat.)

BLM (see page 46)

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paint if using pastels

o c . che e r o 5. If you have used pastels, the background can t r s supbee r washed if desired. 4. Draw notes around the guitar with a lead or coloured pencil.

Summary And Reflection Questions •

What sort of noise does your guitar look like it is making? Loud or soft? Why does it look like this?

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What have you done in your artwork to make the guitar look realistic?

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Do you like your finished artwork/what do you like or dislike about it? 45

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Guitar

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I Won’t Get Burnt

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I Won’t Get Burnt Aim Of Lesson: To talk about the effects of the sun on humans and create an artwork that shows protection methods.

Scissors Paint brush Blue wash/dye Coloured pastels or crayons Plain paper

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

1. Using a lead pencil draw sunglasses on the face of the figure on the BLM on page 49.

Duration

1 x 60 minute lesson

Discussion

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2. Using coloured pastels colour the figure. Add zinc cream to the nose and add hair to the side of the head.

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5. Draw and colour a hat with a brim on a plain piece of paper - look at the diagram right. Cut out the hat using scissors. Fold along the dotted line on the hat to create a brim. Colour both sides of the brim.

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Materials

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6. Glue the hat in place on the person’s head.

Summary And Reflection Questions

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Why do we need protection from the sun?

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What can we do to protect ourselves from the sun?

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What message do you think our artwork would give to an audience?

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Do you think it is a good artwork to create? Why/why not?

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I Won’t Get Burnt

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Caterpillar

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Caterpillar Aim Of Lesson: To create a humourous artwork by using scissors to produce repeated shapes and texture techniques with paint and crayons. Materials

Black and white paint Scissors Paint brush Brown or green pastels or crayons Glue

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Discussion

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1. Place a white piece of paper on a textured surface. Choose either a brown pastel/crayon to convey a ‘dirt’ area, or a green pastel/crayon to create a grassed area. Rub your chosen pastel over the bottom half of the page across-ways. 2. Mix the black and white paint together to create grey. Paint the top half of the background grey. Make a darker grey, by adding a small amount of black to the mix, paint storm clouds at the top. 3. Choose either brown or green brenex to create the caterpillar. Using a lead pencil draw a circle for its head on the coloured brenex and cut it out. Using this as a template draw and cut out another five circles. 4. Draw the top of an umbrella on the back of a sheet of brenex and cut it out. Using this as a template draw two more umbrellas on two different coloured pieces of brenex and cut them out. 5. When the background is dry, position the umbrellas under the storm clouds. The umbrellas will probably overlap. Position the circles to create a caterpillar underneath the umbrellas. When all the shapes are in position, glue into place. Add the caterpillar’s facial features, antennae, legs and umbrella poles using a black outline. 6. Using blue pastels, add raindrops coming from the clouds. Handy hint: To prevent wasting paper, draw and cut shapes close to the edge of the paper. There is a larger piece of paper then for the next person to use.

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What are caterpillars? What do they look like? (Caterpillars are insects. They develop into butterflies or moths. Their bodies consist of a head, a thorax and an abdomen. They have lots of legs.) What do they eat and where do we find them? (They eat leaves and some flowers. We find them in the garden on leaves, in the grass and on trees.) What is the life cycle of caterpillars? (Caterpillars hatch from eggs and eat leaves or flowers almost constantly. Caterpillars lose their old skin many times as they grow. They turn into pupas (chrysalis) and emerge as butterflies.) How could we represent a caterpillar in a humourous way?

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o c . che e r o t r s super Summary And Reflection Questions • • • •

How did you make the sky look like it was raining? How did you make the ground look like dirt or grass? How would people know that the animal is a caterpillar? What do you think an audience would think of your artwork- interesting, silly, funny, clever? Why? What technique did you enjoy the most- painting, rubbing, cutting? Which was the hardest? 51

Clown Aim Of Lesson: To produce different clown faces using colour to create a feeling of ‘cheerfulness’. Materials

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

Coloured dye/wash or watered-down paint

BLM (see page 54)

Lead pencil

Water and water containers

Duration

Method

1 x 60 minute lesson

Discussion •

Black pen or texta

What are clowns and what do they do? Where do you normally see them? (Clowns are people who dress up in funny costumes. They dress up and perform acts that make people laugh and marvel at them. We see them at circuses, parties, celebrations and often places where there are groups of children.) How do clowns help people? (They can make people feel better when they are sad, make people feel happy and enjoy themselves or can make sick people feel a little better.) What colours could we use to represent a ‘cheerful’ clown? (Bright colours - bright yellow, orange, green, blue, red, etc.) What markings do clowns commonly have on their faces? (Stars, crosses, circles, patches, big coloured areas around their mouths.)

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1. Using the BLM on page 54, draw the markings on the clown’s face with lead pencil. Include shapes around the eyes and mouth and draw the nose. 2. Draw clown faces on the juggling balls with lead pencil. When completed, trace around the lead pencil with black texta or pen. 3. Using coloured pastels draw patterns on the clown’s body. 4. Colour the rest of the clown and the ‘ball’ clown faces with coloured pastels. Use ‘cheerful’ colours. 5. Paint the background with coloured wash/dye or watered-down paint. Using a different coloured wash, paint around the patterns on the clown’s body (the pastels will repel the wash and won’t cover it).

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Summary And Reflection Questions • • •

What do clowns do? What type of colours did you use in your artwork and what do you feel when you look at it? Are you happy with your artwork? If not, why, and what could you have done differently?

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Clown

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Smile!

THIN GS THAT MAKE ME SMILE

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Smile!

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Smile! Aim Of Lesson: To discuss and portray events, places, experiences and objects that are important and positive to each individual student.

Materials

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

Coloured pencils

Textas (optional)

Black texta or pen

Duration

Method

1 x 60 minute lesson

Discussion

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© Ready EdPubl i cat i ons 2. After conducting the discussion questions (left), in each ‘tooth’ draw experiences that make you ‘smile’. • f o r r e v i e w pur posesonl y• Using coloured pencils or another desired medium, Discuss experiences that make the students happy and the reasons why. These can include: events, celebrations, people, pets, objects, places, etc.

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1. Draw the shape of a mouth using the majority of the page on a plain piece of paper or use the BLM provided on page 55. If drawing the mouth, add teeth, ensuring that they are large enough to draw pictures on. To enhance the outline of the mouth and teeth, trace with a black pen or texta.

Discuss the shape of a ‘smiling’ mouth and teeth.

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use warm and bright colours to convey a ‘happy feeling’ in the artwork.

3. Trace over the outline of each picture with a texta if desired.

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BLM (see page 55) or white A4 paper

Summary And Reflection Questions

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What colours can create a ‘happy’ feel in a picture? (Warm and bright colours.)

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How do you feel when you look at your artwork? What things in your artwork make you feel this way?

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How could you convey a negative feeling in an artwork? Would you use the same colours?

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Look at other students’ artworks in your class? Have they drawn similar pictures to you?

Day And Night Aim Of Lesson: To create a day and night scene where students are encouraged to think of their environment and surroundings. Materials Coloured pencils or textas

Split pin

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BLMs (pages 60 and 61)

Method

Duration

1 x 60 minute lesson

Discussion

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What is day and night? (Day is when the sky is being lit by the sun and night is when it is dark and we can often see the moon.) How can the weather affect the look of daytime and nighttime? (The sun brightens the day; clouds darken the day and night.) What could you draw to portray day and night and what features distinguish each? (Day - sun, clouds, rain, objects blowing in the wind, lighter colours. Night - darker colours, stars, moon, the light from torches, cats’ eyes, etc.) What pieces of furniture do we often have in our homes? (Tables, chairs, beds, lounges, cabinets, cupboards.) What objects do we often have in our dining rooms: on the walls, floors, tables? (Fruit bowls, bowls, vases of flowers, pot plants, photo frames, photographs and paintings on the walls.)

1. Using the first BLM (page 60) draw some objects identified in the discussion in the room - pictures on the wall, objects on the table, a plant in a pot on the floor, etc. Colour in these objects and the furniture using coloured pencils or textas. 2. Cut the ‘glass’ area from the window on the template leaving the frame. If this is too difficult cut out the entire glass leaving no frame. 3. Using the second BLM (page 61) draw a daytime weather scene in one of these squares. It can be sunny, stormy, cloudy, windy or rainy. 4. Turning the BLM upside down so that the unused square is at the top left hand corner, draw a nighttime scene - include moon, stars, etc. 5. Place weather drawings underneath the room scene. Attach a split pin to the centre of the room and the centre of the weather drawing so that the weather drawing can spin.

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Summary and reflection questions • • •

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What is interesting about your artwork? What have other students done differently to you in their artworks? Did you think about objects in your own house to create your artwork or did you use your imagination?

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Day And Night

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Day And Night

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Day And Night

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Blending Practice

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Blending Practice Aim Of Lesson: To allow students to gain knowledge and experience in the technique of blending colours and create a reference for future artworks. Materials Different coloured paint

Plain paper

Paint brush

Ruler

Water and water containers

Lead pencil

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Duration

1-2 x 60 minute lessons

Discussion •

What is blending? (The technique of blending involves creating an area between two colours where they gradually mix. There is a gentle transition from one colour to the other.)

1. Draw three boxes on a plain piece of paper as shown on page 62. Start in the first box. Choose a coloured paint to use. Begin painting with this colour starting from one side of the box. If using the right-hand side of the box, it may be easier to turn the sheet upside down so that your hand isn’t rubbing and smudging the area already completed (this only for right-handers. It will be the opposite for lefthanders). Continue painting with this colour, about halfway across the box.

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Method

2. It is really important with blending, to work while the paint is still wet. Without washing the paint brush, apply some white paint to the brush and start painting where you stopped painting previously. The white along with the colour remaining on the unwashed brush will blend to make a lighter colour. To achieve a gradual finish start rubbing in the lighter shade with the darker shade. Continue this process until the white paint is dominating the first colour used.

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Why do we use blending? (It is a technique used to give a subject a feeling of depth, therefore making it more realistic.)

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Do you know how to blend colours?

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3. For the second box choose a different colour and using white again, repeat steps 1 and 2, but start from the top or bottom of the box and work up or down.

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4. For the last bigger box, try using two primary colours that blend together to make a different colour. This could be blue and yellow which will produce green in the middle, blue and red which will produce purple in the middle or red and yellow which will produce orange in the middle. Follow steps 1 and 2, starting with the darker more dominant colour and gradually add the other colour as you move along.

Summary And Reflection Questions •

Why do we use the technique of blending and what does it do to our artworks?

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Are you happy with your blending? If not how could you improve it next time? Did you think the technique of blending was hard?

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Shading Practice

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Shading Practice Aim Of Lesson: To allow students to gain knowledge and experience in the technique of shading and create a reference for future artworks. Materials

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

Duration

1-2 x 60 minute lessons

Discussion

Sharpener

Eraser Plain paper Ruler

1. Draw four boxes on a piece of paper as shown on page 64. Start shading in the first box. Choose one side of the box and make this the darker side. If using the right-hand side of the box, it may be easier to turn the sheet upside down so that your hand isn’t rubbing and smudging the area already completed (this is only for right-handers. It will be the opposite for left-handers).

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Why do we use shading? (It is a technique used to make a subject look solid and 3dimensional and therefore more realistic.) Do you know how to shade?

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colouring over the area (like layering) to obtain a darker shade. As you work your way across the box the shading gets lighter and lighter until you are barely pressing the pencil on the page at all. This should be a lot lighter than the shade that you started with.

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What is shading? (It is a technique using dark and light shades of a colour, to portray the position of light.)

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enough depth to the darkest tone)

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2B lead pencils or any ‘B’ pencils (lighter grades won’t give

3. If the colouring is too dark in an area, use an eraser to gently rub out and re-apply shading if required.

o c . the same process with boxes 2, 3 and 4. che4. Continue e r Usethe example on page 64 as a guide. o t r s super Summary And Reflection Questions •

Why do we use the technique of shading and what does it do to our artworks?

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Are you happy with your shading? If not, how could you improve it next time?

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Did you think the technique of shading was hard?

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Texture Practice

This texture looks: smooth rough flat furry soft

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This texture looks: smooth rough flat furry soft

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This texture looks: smooth rough flat furry soft

Texture Practice Aim Of Lesson: To allow students to gain knowledge and experience in creating texture in their artworks and create a reference for future artworks. Materials

Texture Practice

Duration

1 x 60 minute lesson

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Why do we use texture in our artworks? (To portray how the object would feel if it could be touched.) How could we use a paint brush to create different textures and what look would these textures create? (Smooth strokes = ‘flat’ look, dabbing = ‘furry’ look, flicking = ‘rough’ look.)

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2. Choose a different texture type to create in the next rectangle. In the example on page 66, a ‘furry’, ‘fluffy’ texture has been created. To achieve this look put paint on a paint brush and use a dabbing motion. By pressing harder or lighter you can change the look of the texture. Similarly, the texture can look different by dabbing more paint in a particular area than another. Experiment with this.

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Discussion

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Plain paper

1. Draw three rectangles as shown on page 66. Start in the first rectangle. Decide on the first texture to be attempted and choose a coloured paint to use. In the example provided on page 66, the first texture created is smooth. To obtain this look use long, steady, controlled strokes all moving in the same direction as each other. Use this method to paint the entire area of the rectangle. If the paint being used is light and streaky a second coat of the same coloured paint needs to be applied to eliminate evident brushstrokes. This will make the paint appear ‘flatter’ and ‘smoother’.

This texture looks: smooth rough flat furry soft

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Paint brush (preferably small)

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This texture looks: smooth rough flat furry soft

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Water and water containers

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This texture looks: smooth rough flat furry soft

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Different coloured paint including white

o c . final rectangle on page 66 provides an example che3. The e r of a ‘rougher’ lookingo texture. To achieve this, put tand use long wavy strokes, r s s r paint on e a paint brush u p moving in different directions. A different coloured

Create a word bank as a class. (Examples of words in word bank: flat, furry, soft, wet, smooth, feathery, bumpy, rough, puffy, sandy, gooey, shiny, bubbly, smudged, dull, shiny, fluffy, jagged, hairy.)

paint can be added over the top to create a further ‘textured’ look.

Summary And Reflection Questions •

When your work is dry, critique your work and identify what texture was achieved in your artwork. Circle the appropriate texture located under each box on page 66.

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Did you achieve the desired texture? 67

Assessment Sheet Circle the equipment that you have used when creating your artwork. paint

paint brushes

water

lead pencils

pastels

crayons

coloured pencils

glue

scissors

white paper

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coloured paper other r o e t s B r e oo p u k What did you enjoy using S in your artwork? Draw a picture or write.

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. te o Yes I could have tried harder c . che e r o t r s s r What did you learn about in your art lesson? Write or draw a picture. upe Did you try your hardest? Circle your answer.