5th Grade Art
"Swimmy People" is what we started calling these in the art room. We began them as our first project of the year. We were fresh from summer vacation and still very much with summer on our minds. These were a Mixed Media collaboration. We began pencil sketching figures in "swimming positions." When we were happy with our sketches, we got a large sheet of 12x18 construction paper and drew our figures MUCH bigger. Colored pencil was our next medium. Shading and value were added to our figures using colored pencil. We began to really enjoy how these were starting to look.
At our next art session, 5th graders got to take white cray-pas and create a very interesting effect surrounding their 'Swimmy People." We created a wobbly grid with many thick layers of white cray-pa. Why?
Because when painted over with watercolors, a pool-like quality is created. A sense of movement it achieved. Audible "ooooooo's and ahhhhhh's' were heard in the art room when the watercolor wash was applied. The result was gorgeous.
At our next art session, 5th graders got to take white cray-pas and create a very interesting effect surrounding their 'Swimmy People." We created a wobbly grid with many thick layers of white cray-pa. Why?
Because when painted over with watercolors, a pool-like quality is created. A sense of movement it achieved. Audible "ooooooo's and ahhhhhh's' were heard in the art room when the watercolor wash was applied. The result was gorgeous.
Vocabulary for "Swimmy People": resist mixed media shading value movement
Color theory is an important part of the Art Curriculum. It is something we revisit through the grade levels. In 5th grade we reviewed the color groups: Primary, Secondary, and Tertiary. We also discussed Complimentary and Analogous colors. Using our knowledge of Color Theory, it was time to put all of our knowledge to good practice.
We sketched some drawings of symbols that could represent an important aspect of our lives. A paint brush, cat, iPod, football, and heart were some great examples that were generated in the Art Room. We took our chosen idea and drew it onto a piece of card-stock that we cut out to form a stencil or "tracer."
Next art session was spent tracing our image onto watercolor paper 12 times. Why 12? 3 primary + 3 seconyary + 6 tertiary = 12
Using watercolor paints, we began to put our color theory knowledge to practice, filling in our traced images with color. Our final step was to cut out the painted images and assemble them into our own color wheels. Outstanding art was created!
Color Theory Primary Secondary Tertiary Complimentary Analogous Stencil Assemblage
We sketched some drawings of symbols that could represent an important aspect of our lives. A paint brush, cat, iPod, football, and heart were some great examples that were generated in the Art Room. We took our chosen idea and drew it onto a piece of card-stock that we cut out to form a stencil or "tracer."
Next art session was spent tracing our image onto watercolor paper 12 times. Why 12? 3 primary + 3 seconyary + 6 tertiary = 12
Using watercolor paints, we began to put our color theory knowledge to practice, filling in our traced images with color. Our final step was to cut out the painted images and assemble them into our own color wheels. Outstanding art was created!
Color Theory Primary Secondary Tertiary Complimentary Analogous Stencil Assemblage
Explorer portraits
5th graders study about the European Explorers in Social Studies. Learning about the men themselves, the ships they sailed, and the countries they came from is always a fascinating part of the 5th grade curriculum. In art, we talk about portraiture, and why people from long ago considered it such an honor to have their portrait painted. We study the clothing styles of these men, look at the patterns and textures in their cloth and try to incorporate those elements into our designs. We also touch on hairstyles and facial hair styles of this time, all which were a very important element of this time-frame.
"Only when we are brave enough to explore the darkness will we discover the power of the light" -Brene Brown
5th graders work diligently on these highly detailed portraits. We begin with a pencil drawing of images of our explorers. Once we have a pencil image drawn out, we switch to Sharpie to highlight our drawings. We used both fine point and ultra fine point to make our artwork look realistic.
We use both brushes and sponges to make our paintings look multi-layered and bold.
Vocabulary words:
portrait symmetry realism
watercolor contrast sketch detail
We use both brushes and sponges to make our paintings look multi-layered and bold.
Vocabulary words:
portrait symmetry realism
watercolor contrast sketch detail
Haunted Houses
5th graders learned about CONTRAST in the art-room. By placing Black haunted houses onto a Neon backdrop, we created a dramatic look. CONTRASTING the dark house against the neon background went a step further when we used silver Sharpies to add details to our creations. We even ended the project using our iPads and the Explain Everything app to add even more digital details, then write paragraphs describing the spooky features of our houses.
Vocabulary:
contrast architecture 2-dimensional exaggeration
Vocabulary:
contrast architecture 2-dimensional exaggeration