40 Surefire Art Lessons, for all primary levels

Ready-Ed Publications

40

Sure-Fire Art Lessons

40 Sure-Fire Art Lessons provides busy teachers with an excellent selection of engaging art activities. Each lesson is complemented by a comprehensive list of equipment, easy to follow instructions and ideas for follow up activities.

This book is an invaluable resource for simple art lessons that are both appealing and applicable to all primary year levels.

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40

For all Primary Levels

Sure-Fire Art Lessons Contains

Presenting a selection of practical user-friendly art ideas for the primary classroom.

Includes teachers’ notes & lesson plans.

Photocopiable Templates

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Also available:

40 Sure-Fire Art Lessons ISBN 978 1 86397 738 8

9 781863 977388

By

Paul Larkin

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Title: 40 Sure-Fire Art Lessons © 2008 Ready-Ed Publications Printed in Australia Author: Paul Larkin

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

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1.

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

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

2.

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

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

3.

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

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

4.

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

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

5.

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

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

6.

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

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

7.

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

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

8.

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

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

9.

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

29. Use Your Imagination.................... 53

10. Signatures....................................... 21

30. Split Face........................................ 55

11. Name Doodle................................ 22

31. Ship on a Stormy Sea.................... 57

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

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

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

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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This is a Ready-Ed Teachers Publications' Notes book preview. ’

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.

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.

A lot of the stress and headaches of setting up and cleaning up can be avoided by making sure in advance that you have all the materials/ resources you need. It may be useful to organise 3-4 children to have specific clean up jobs.

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.

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.

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Paul Larkin 4

Curriculum Links queensland

western australia

Area

Area

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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

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

VA 2.3 Students design, make and modify images and objects applying elements and additional concepts to construct intended meanings.

VA 3.1

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

VA 3.2

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

VA 3.3

Using arts skills, techniques, technologies and processes 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

VAS 2..1

Uses the forms to suggest the qualities of subject matter.

VAS 2.2

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

VAS 31

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

VAS 3.2

(Northern Territory)

Area

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.

Area

Arts Practice

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

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

South australia

Level 2 CrA 2.1

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.

2.2

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.

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.

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National Curriculum/ Tasmania (Creating Making and Presenting)

Level 2

SkP3.1

Level 2

2.1 Level 3 3.1

Band B

5

Activity

Use pictures and shapes from around the classroom!

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Positive/Negative Pictures

Materials • Brenex squares or coloured A4 paper

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.

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.

Step 

Cut out the picture or shape whilst the paper is still folded then cut along the fold lines of the piece and the outside paper.

Step 

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.

• Scissors • Glue • Pencils

Extension Activity This activity becomes more complicated if the initial drawing has 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 1: Positive/Negative Pictures (See page 6)

Go to www.readyed.net 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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Taking a Line for a Walk

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

Materials

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 • Coloured pencils or textas • Overhead projector, blank overheads and pen (optional)

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

Ask students to suggest ways to fill the rate! shapes created by the tangled lines and Demonst demonstrate on the board, e.g. dots, zigzags, shapes, patterns, coloured-in.

Step 

• Large poster sized paper (optional) Tip

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

It is important to leave some white spaces and areas untouched to make the decorated spaces stand out. * See the example on Page 7

Extension Activity As a follow up, have one child do this activity on the overhead 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.

Go to www.readyed.net Another suggestion is to make a poster-sized drawing that could be put up in the classroom and added to over days or weeks.

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Activity

Photocopy the dolphin and island template on page 10.

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Dolphins at Play

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

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.

Yellow is added to create an orange sunset effect. Where the sky is darker more red can be added and white added for the opposite effect.

• Paint

Step 

• 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.

Materials • Art paper

• Wider paint brush

Step  Sun: An orange semi-circle is added to create the sun setting. * See the example on Page 11

Step 

When the painting is dry students cut out the dolphin and island, position and glue.

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.

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Activity 3: Dolphins at Play (See page 9)

Go to www.readyed.net 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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Electric Hands

Students may like to work with a partner and trace each other’s arms for this activity.

Make sure fingers are spread apart.

Materials • Large art or A3 paper • Paint brush • Water • Newspaper • Black paint • Pencil • Coloured paints

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 

A pencil guideline can be used to draw around the shape of the arms.

This is repeated.

A variety of coloured paints can be provided 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. * See the example on Page 11

Extension Activity Once the painting has dried, glitter can be added to the inside section 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.

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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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Colour Mixing

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.

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 • Blackline master (page 15) • Paint – red, blue and yellow • Brushes • Mixing container or palette

* See the example on Page 14

Step  Students paint the primary colours 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.

For younger students omit tertiary colours in Step 3.

Extension Activity 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.

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Go to www.readyed.net 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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Sausage People

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.

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.

Tip

Materials • Paper • Pencil

Allow children time to draw several figures to develop confidence. It is important to stress that not every line has to join up perfectly.

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.

Step  Students draw moving figures.

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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Activity 7: Zig Zag Pictures (See page 18)

Go to www.readyed.net Activity 8: Scratch-a-Picture (See page 19) 17

Activity

Don’t toss away those old calendars and magazines!

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Zig Zag Pictures

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.

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

Step  Another zig-zag section is cut out and pasted next to the first section, but leaving a gap of about ½ cm.

• Glue • Scissors • Art paper

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

Students are usually very satisfied with the end result and often ask to do another. * See the example on Page 17

Extension Activity 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.

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Activity

Scratch away to reveal the colourful background.

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Scratch-a-Picture

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.

Step  Paint over crayon with black paint.

Materials • Art paper • Crayons • Black paint • Brush • Nail

Tip

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.

Step  On a separate piece of paper students sketch some ideas for a simple design.

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. * See the example on Page 17

Extension Activity 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.

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Activity

This activity uses the vanishing point.

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Simple Perspective

Materials • Paper • Pencil • Colouring pencils

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.

Extension Activity

Go to www.readyed.net 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

No two signatures are the same!

Activity

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Signatures Materials • Paper • Pencil or Pen

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.

Step  Write each student’s name on the board as a signature.

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’

can be extended to loop under the whole name.

Step  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.

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.

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Activity

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

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Name Doodle

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

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

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

Materials • Paper • Pen

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.

Step  Add radiating lines.

Step  Colour the centre of the radiating patterns in black to break the monotony of the lines and white spaces.

* See the example on Page 23

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.

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)

Go to www.readyed.net Activity 12: Ship’s Compass (See page 24) 23

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

Activity

12 This is a Ready-Ed Publications' book preview.

Ship’s Compass

Materials • Paper • Pencil • Black texta • Compass

(for circles) • Protractor

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. * See the example on Page 23

Extension Activity 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.

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24

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

Activity

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Name Displays

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.

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

Tip

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

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.

Step  In the bottom half of the template is a grid.

Using a different colour for each dot, students 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.

The finished design consists of approximately 200 lines but is very striking. Students always like to see their name highlighted too. * See the example on Page 26

Extension Activity 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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Go to www.readyed.net Activity 13: Name Displays (See page 25) 26

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Activity 14: Shapes Collage (See page 29)

Dot Painting

Go to www.readyed.net Activity 15: Dot Painting (See page 30) 28

Shape up for this art activity!

Activity

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Shapes Collage

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

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

Materials • Black paper • Coloured glossy paper

Step  Carefully cut out each shape.

For some shapes also cut out the inside.

• Glue

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

• Pencil

Step  The shapes are glued in place.

• Scissors

* See the example on Page 28

Extension Activity 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.

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

Activity

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Dot Painting Materials • Art paper • Paint brushes • Paints • Pencil

Step 

Step 

Students begin by setting paper at landscape. Place one hand on paper and trace around lightly in pencil.

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

Repeat this process three more times using yellow, brown then black paint.

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

Step  * See the example on Page 28

Extension Activity • 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.

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• Cut out hands could be used to spell out letters in a message.

30

Activity

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

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3D Lettering Step  Brainstorm ideas for a suitable word.

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

Materials • A4 cardboard – black • Coloured cardboard • Scissors • Wood glue • Sticky tape

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.

Tip

Five letters will fit on a single A4 sheet (see Page 32). If a longer word is required two A4 sheets will need to be joined together.

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.

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

* See the example on Page 32

Extension Activity Children can work in small groups and put together a long sentence or saying.

This requires a fair amount of cooperation and teamwork.

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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.

31

This is a Ready-Ed Publications' book preview.

Activity 16: 3D Lettering (See page 31)

Go to www.readyed.net Activity 17: Profile Silhouettes (See page 33)

32

Activity

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

This is a Ready-Ed 17 Publications' book preview.

Profile Silhouettes

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

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.

Materials • Large art paper • Black texta • Paint • Brushes • Pencils • Overhead Projector

Step  Children use a thick black texta to go over pencil lines and then paint the inside, or face, black.

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

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. * See the example on Page 32

Extension Activity 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.

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33

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

Activity

This is a Ready-Ed Publications' 18 book preview.

Spider in Web

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

Tip

Materials • Art paper • Black paint • White paper • Cotton buds • Wood glue • Scissors • Make up remover pads • Red paper

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.

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.

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

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

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

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

Extension Activity To make a great class display, put all the pictures on the art wall and make ‘flies’ dangling from cotton above the spider.

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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.

34

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Activity 18: Spider in Web (See page 34)

Go to www.readyed.net Activity 19: Snowflakes (See page 36) 35

A careful cutting activity using scissors.

Activity

This is a Ready-Ed Publications' 19 book preview.

Snowflakes

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

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.

Tip

Materials

Take care not to cut from one side to the other, otherwise the whole thing will fall apart.

• Brenex squares or coloured paper

• Glue

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

• Scissors

Unfold the paper, revealing an intricate series of shapes and patterns.

Lay the cut-out design over it. Start at one corner and try to ensure the design lines up with each corner. * See the example on Page 35

Extension Activity 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.

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36

Use this activity to explore different styles of lettering.

Activity

This is a Ready-Ed 20 Publications' book preview.

Fancy Initials

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

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

Materials • Brenex squares or coloured paper • Glue • Scissors • Pencil

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

Tip

Explore different styles of lettering before completing Step 3.

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

Step  Trace some star shapes in another colour and glue these around the paper. * See the example on Page 38

Extension Activity 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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37

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Activity 20: Fancy Initials (See page 37)

Go to www.readyed.net Activity 21: Rub It Out (See page 39) 38

Draw a simple picture using outlines by rubbing out charcoal.

Activity

This is a Ready-Ed 21 Publications' book preview.

Rub It Out

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

Tip

Materials • Art paper • Charcoal • Newspaper • Pencil with eraser on end Teacher will need a can of protective enamel or fixative.

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.

Tip

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

Step  The final picture can then be sprayed with a protective coat of spray-on enamel to make handling easier. * See the example on Page 38

Extension Activity Once children have grasped the concept of making a picture by taking away something, they can move onto bigger, more detailed pictures.

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Geometric designs could also be attempted without using a ruler, as could pictures with a night time theme.

39

Activity

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

This is a Ready-Ed Publications' 22 book preview.

Famous Building Stencil

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

Materials • Art paper • Black paint • Brushes • Blackline masters • Craft knife or sharp blade • Flat piece

of wood

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.

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. * See the example on Page 41

Extension Activity 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.

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Discuss how children can design and make their own stencils such as shapes, letters, cars, ships, etc. The possibilities are endless.

40

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Go to www.readyed.net Activity 22: Famous Building Stencil (See page 40) 41

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net 42

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net 43

Making star shaped paint blobs!

Activity

This is a Ready-Ed Publications' 23 book preview.

Paint Blobs

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

Tip

Materials • Paint in squirter bottles – yellow

Don’t put blobs too close together.

Make the blobs different sizes.

Step  With a nail, drag the paint outwards to create a star-like effect.

Tip

• Paper – black

Students need to be very careful not to touch the other blobs with their hand or arm.

• Nails * See the example on Page 45

Extension Activity • 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.

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• Sprinkle glitter on the wet paint.

44

This is a Ready-Ed Publications' book preview.

Activity 23: Paint Blobs (See page 44)

Go to www.readyed.net Activity 24: Paper Weaving (See page 46) 45

Activity

Choose three different colours.

This is a Ready-Ed Publications' 24 book preview.

Paper Weaving

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

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.

Materials • Brenex squares or coloured paper • Glue • Scissors

* See the example on Page 45

Tip

Children might like to use a ruler and pencil to measure these first.

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.

Extension Activity 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.

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46

Creates an interesting display for the classroom.

Activity

This is a Ready-Ed 25 Publications' book preview.

Crazy Cylinders

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.

Step  Use a small amount of wood glue to turn the rectangles into cylinders by joining opposite sides.

Materials • Coloured cardboard or paper • White paper • Pencil • Scissors • Wood glue

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.

Tip

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

Step  Use wood glue to attach the cylinders to the base piece.

Spread each cylinder at random to create a visually pleasing effect. * See the example on Page 49

Extension Activity 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.

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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

This is a Ready-Ed Publications' 26 book preview.

Circles in Circles

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

Materials • Art paper • Coloured pens or pencils • Compass or stencils to make circles

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.

Straight lines can be drawn, dots can be used and some sections can just be coloured in.

This requires a fair amount of patience and fine detail but the results are very pleasing to the eye. * See the example on Page 49

Extension Activity 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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48

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Activity 25: Crazy Cylinders (See page 47)

Go to www.readyed.net Activity 26: Circles in Circles (See page 48) 49

Activity

Brainstorm ideas on the board for a simple picture.

This is a Ready-Ed Publications' 27 book preview.

Paper Mosaic

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.

Materials • Brenex squares or coloured paper • Glue • Scissors

* See the example on Page 51

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

Step  Cut out a variety of coloured squares,rectangles and geometric shapes.

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.

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.

Extension Activity 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.

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50

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Activity 27: Paper Mosaic (See page 50)

Go to www.readyed.net Activity 28: Crepe Paper Design (See page 52) 51

Great crepe paper balls!

Activity

28 This is a Ready-Ed Publications' book preview.

Crepe Paper Design

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

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. rate!

Demonst

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

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.

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

Tip

* See the example on Page 51

Demonstrate how to cut and roll sections of crepe paper (Steps 3 and 4).

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

Extension Activity 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.

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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.

52

Activity

Turn everyday objects into something completely different!

This is a Ready-Ed 29 Publications' book preview.

Use Your Imagination

Create a few examples of this activity before you commence the lesson.

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

Explain!

Materials • Large art paper • Magazines • Glue • Scissors • Pencil • Black texta

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

Step  Glue the six pictures onto a large piece of art paper leaving plenty of space between each picture.

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

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.

* See the example on Page 54

Extension Activity 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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This is a Ready-Ed Publications' book preview.

Activity 29: Use Your Imagination (See page 53)

Go to www.readyed.net Activity 30: Split Face (See page 55) 54

This activity allows students to practise drawing peoples’ faces.

Activity

This is a Ready-Ed 30 Publications' book preview.

Split Face

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

Tip

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.

Materials

Step  Lightly copy the main features of the face as a mirror image.

• Art paper

• Magazines • Pencil • Glue

Tip

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

Step  When finished darken lines with heavier pencil or black pen. * See the example on Page 54

Extension Activity 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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This is a Ready-Ed Publications' book preview.

Activity 31: Ship on a Stormy Sea (See page 57)

Go to www.readyed.net Activity 32: School Book Covers (See page 58) 56

Activity

This activity is popular with junior to middle primary students.

This is a Ready-Ed 31 Publications' book preview.

Ship on a Stormy Sea

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

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

Materials • Black paper • Coloured paper • Pencil • Glue • Scissors

* See the example on Page 56

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.

Step  Use red paper and draw a simple ship.

Cut out and paste on to the sea.

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.

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.

Extension Activity 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.

Go to www.readyed.net 57

Activity

Creating modern art for book covers!

This is a Ready-Ed Publications' 32 book preview.

School Book Covers

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.

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

Materials • Art paper • Blue, red & yellow paint in squeezable tomato sauce bottles (or similar)

* See the example on Page 56

Tip

Stress importance of squeezing bottle evenly.

Step  Repeat using the other two colours, being careful not to overdo the effect.

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.

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.

Extension Activity 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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58

This is a Ready-Ed Publications' book preview.

Activity 33: Cut Paper Design (See page 60)

Go to www.readyed.net Activity 34: Brushless Painting (See page 61) 59

Activity

Creating modern art for book covers!

This is a Ready-Ed Publications' 33 book preview.

Cut Paper Design

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

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

Materials • Brenex squares or coloured paper • Glue • Scissors • Pencil

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.

Step  Glue the pieces back in the original space with small gaps between each piece (see the example on Page 59).

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

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

* See the example on Page 59

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

Extension Activity 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.

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60

Activity

The background wash determines the mood of the painting.

This is a Ready-Ed 34 Publications' book preview.

Brushless Painting

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 Step  Using a sponge students apply the blue paint, to create a wash effect on the top half of the art paper.

Materials • Art paper • Paint – blue, red, black • Icy-pole sticks • Sponges

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.

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

* 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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61

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Activity 35: 60’s Art (See page 63)

Go to www.readyed.net Activity 36: Overlapping Hands (See page 64) 62

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

Activity

This is a Ready-Ed 35 Publications' book preview.

60’s Art

Materials • Art paper • Crayons • Pencil

On the board draw Step  Students can examples of sixties designs lightly pencil their such as wavy lines, zigdesign on art zags, circles, diagonals paper if they wish. and half-circles. Show Step  Children now how these lines can be make a page full repeated in sections. of designs with crayons.

Discuss!

Discuss contrasting colours; opposite colours; hot and cold colours.

Encourage students to use repeated patterns that interconnect and bright, loud colours that contrast. Students colour in the different sections.

Tip * See the example on Page 62

It is a good idea to have a small piece of paper under your hand as you use crayons, to avoid smudging.

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.

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63

Extend this activity and use hands and feet!

Activity

This is a Ready-Ed Publications' 36 book preview.

Overlapping Hands

Materials • Large art paper or A3 • Crayons • Pencil • Black texta

Step 

Step 

Step 

Students trace around their Go over the pencil lines in hand with a pencil on a black texta. piece of A3 paper.

Make sure fingers are spread apart.

Tip Step 

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

Tip

Use a variety of bright colours in crayon to colour the different sections created by the overlapping effect.

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

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64

This is a good lesson for precise measuring and cutting!

Activity

This is a Ready-Ed 37 Publications' book preview.

Patchwork Quilt

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.

Step  Students trim base piece to measure 24 cm x 24 cm.

Step  Select six different colours.

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

Step  Cut out six squares measuring 4 cm x 4 cm from each colour .

Each student should have 36 squares.

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

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

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

Extension Activity 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.

Go to www.readyed.net 65

This is a Ready-Ed Publications' book preview.

Activity 37: Patchwork Quilt (See page 65)

Go to www.readyed.net Activity 38: Vase of Flowers (See page 67) 66

Activity

Provide quiet, meditative music whilst students are colouring!

This is a Ready-Ed 38 Publications' book preview.

Vase of Flowers

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

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.

Tip

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

If the colouring is done in texta it will put a drain on them but the results look great (see finished example). Emphasize that the picture still looks just as good in coloured pencil.

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. * 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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67

This is a Ready-Ed Publications' book preview.

Go to www.readyed.net 68

Activity

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

This is a Ready-Ed 39 Publications' book preview.

3D Solids

Materials • Art paper / black paper • Textas (highlighters if possible) • Ruler • Pencil

Step  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  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

The different colours gives the design a 3D look.

Step  Cut around the design leaving a small amount of white paper showing.

Step  Paste the design onto black paper.

* 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.

Go to www.readyed.net Later, designs could begin with more complex 2D shapes such as hexagons and octagons.

69

This is a Ready-Ed Publications' book preview.

Activity 39: 3D Solids (See page 69)

Go to www.readyed.net Activity 40: Paper Shapes Design (See page 71) 70

Activity

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

40 Publications' This is a Ready-Ed book preview.

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

Step  Students choose three other colours for the designs.

Step  Draw five different shapes out of one colour and cut these out.

Materials • Black art paper • Small Brenex squares or coloured paper • Glue • Scissors

Step  Trace the shapes onto two other pieces of coloured paper and cut these out.

Students should have three colours ate for each shape. Demonstrate how Demonstr to overlap the three colours to create an interesting design.

Step  Position and glue the five designs on the black background for the best result. * See the example on Page 70

Extension Activity This activity can be attempted a second time but challenge children to try shapes or designs with five or six repeats.

Go to www.readyed.net This effect could also be used in pictures with subjects such as people, a house, tree, clouds, etc.

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