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Instructional Objective:
Curricular Integration:
Young children often
respond well to themes and projects that are based upon their lives;
pets are a thematic unit that is popular with many primary teachers.
This project incorporates the pet theme while also introducing the
students to a famous artist. Utilizing literature as an introduction
to this project draws the students into the world of Pablo Picasso
through a medium that they enjoy and respond to as well as appropriate
for a variety of learning styles.
Materials and
Equipment:
12”X18” white drawing paper
12”X18” colored construction paper
12”X18” black construction paper
permanent markers
oil pastels
brightly colored cake tempera
9.5”X6.25” oval tracing patterns
Resource Materials:
Picasso and the Girl
with a Ponytail by Laurence Anholt
Variety of books and prints of Picasso’s work
Dynasty/FM Brush - Eye
of the Tiger Brushes:
Oval: #4, #6
Flats: #10, #12
Project Requirements:
- This project
allows the student to explore the elements and principles of design
while being introduced to Pablo Picasso’s work.
- Multi media
approach.
- Develop a pet
design where one half is slightly different than the other in
design, pattern, and color, exaggerating some of the characteristics
of the pet much like Picasso did in his portraits.
- Color awareness
discussion.
Project Introduction:
- Read aloud
Picasso and the Girl with a Ponytail by Laurence Anholt.
Reading Laurence Anholt’s book conveys the artist in a way that
children can fully understand and begin to appreciate Picasso’s
personality and artistic style. Discuss Picasso’s work through the
use of prints and books stressing cubism and his later portrait
pieces.
Art Production:
- The student’s
started this Picasso inspired piece by tracing around the 9.5”X6.25”
oval tracing pattern to achieve a uniform size and shape for our
pet’s faces. We then discussed how one side of the face needed to
be different from the other side and how this could be
accomplished. It was determined that we could use different
patterns, shapes, and placement of body parts such as ears and eyes
to accomplish the goal. It was also decided that we needed to give
our pets the appearance of having longer hair and fur and began by
using an irregular line to give the appearance of hair and fur.
(See the sample) We then drew a zigzag line down through the center
of the face and placed a nose that was different on both sides,
perhaps one side was larger than the other; these choices allow the
children to express themselves creatively within the confines of the
project requirements.
- The two samples
show a long eared dog and a cat however the students could design
their own eyes, ears, noses, and tags if they preferred, my sample
pieces are only a guide to determine if they have the required
elements included in their piece.
- The students
designed the rest of the pet’s facial features while continually
being reminded that each side of the face needed to be slightly
different and to add line and shape patterns to the ears, eyes,
hair, hats, collar, and anywhere else that they thought that a
pattern was necessary. The students were also instructed to add a
tag to their pet.
- As these pieces
were meant to be a bold statement of an imaginary pet we outlined
the entire pet with permanent marker and then began to outline each
section and pattern with brightly colored oil pastels and to color
some of the smaller areas such as the eyes, tongue, and dog tags in
completely with the oil pastels.
- The remainder
of the piece was to be painted with brightly colored cake tempera
making sure that each section was a different color. I only put out
the bright colors that the students were allowed to use which
lessens the urge to use brown or black and muddy up their colors.
This is also the perfect opportunity to do a color lesson.
- Cut out the
completed pets and glue them to an 11”X17” piece of black
construction paper and mount that onto a colored sheet of 12”X18”
piece of construction paper to frame the piece. Add a zigzag line
with oil pastels to the border piece.
Evaluation:
Teacher observation and record keeping.
© Christy
Hartman 2007
www.chartmandesigns.com |
