STUDENT ARTWORKS - STAGE 1 Year 1 GEOGRAPHY CONTENT - Place: Mexico ARTWORK: Eagle (head)
My Year 2 class worked really well and we finished the dahlia artwork early. It left us with 3 art lessons, so I decided to have a go at the eagle artwork just to see what the students would do.
After the first lesson, their artworks were disastrous but I came up with an idea to try and correct them.
Students had to draw around the eyes and beak and were given the choice to select other lines that they thought were important to making the eagle head look better.
I think they did a pretty good job. We added the feathers with metallic pencil but this created a big problem as they kept breaking.
I spent most of the lesson sharpening pencils, so we shifted to using colouring in pencils which were actually a great improvement. The feathers they drew could be seen much more clearly. I drew three different shaped feathers on the whiteboard so students could use them as a guide.
Here are a few of them......
PROCEDURE:
1. Students were given a piece of A4 black card stock ( black paper would work just as well).
2. Students were then given a Resource image, showing the head/face of an eagle. Discussion was had about the use of light and dark tones and how the artist used them to make the artwork.
3. With a white charcoal pencil, students had to draw/copy the resource image onto their black card stock.
*Some students could handle this draw/copying quite easily, others really struggled. I decided to start their drawing off for them, by drawing the beak onto their black card. The size of the beak then gave the student an idea on the size of other objects they had to draw. It enabled to start to understand proportion.
4. Once the eagle's head was drawn, students had to then copy the same tones in the resource image onto their own drawing.
*Here I gave a demonstration on how to create tone by "pressing hard" and "pressing light" with the charcoal pencil.
5. When that was done, students had a choice of one colour posca pen/paint marker. They then had to draw in the "important lines" which I demonstrated for them. This was the step that saved their artworks as it brought some definition back into the image. we could now see the eye, and the beak.
6. The next step was to draw on lots and lots of feathers using metallic pencils which then swapped to colouring in pencils.
7. With a black marker, students then traced along next to the posca pen lines to create even definition of the eyes and beak.
8. As a final step, I used a white posca pen to draw one eye and add more lines if the artwork needed it. The student drew on the other eye. They loved doing this as it brought their artwork to life.
After the first lesson, their artworks were disastrous but I came up with an idea to try and correct them.
Students had to draw around the eyes and beak and were given the choice to select other lines that they thought were important to making the eagle head look better.
I think they did a pretty good job. We added the feathers with metallic pencil but this created a big problem as they kept breaking.
I spent most of the lesson sharpening pencils, so we shifted to using colouring in pencils which were actually a great improvement. The feathers they drew could be seen much more clearly. I drew three different shaped feathers on the whiteboard so students could use them as a guide.
Here are a few of them......
Resource Image
PROCEDURE:
1. Students were given a piece of A4 black card stock ( black paper would work just as well).
2. Students were then given a Resource image, showing the head/face of an eagle. Discussion was had about the use of light and dark tones and how the artist used them to make the artwork.
3. With a white charcoal pencil, students had to draw/copy the resource image onto their black card stock.
*Some students could handle this draw/copying quite easily, others really struggled. I decided to start their drawing off for them, by drawing the beak onto their black card. The size of the beak then gave the student an idea on the size of other objects they had to draw. It enabled to start to understand proportion.
4. Once the eagle's head was drawn, students had to then copy the same tones in the resource image onto their own drawing.
*Here I gave a demonstration on how to create tone by "pressing hard" and "pressing light" with the charcoal pencil.
5. When that was done, students had a choice of one colour posca pen/paint marker. They then had to draw in the "important lines" which I demonstrated for them. This was the step that saved their artworks as it brought some definition back into the image. we could now see the eye, and the beak.
6. The next step was to draw on lots and lots of feathers using metallic pencils which then swapped to colouring in pencils.
7. With a black marker, students then traced along next to the posca pen lines to create even definition of the eyes and beak.
8. As a final step, I used a white posca pen to draw one eye and add more lines if the artwork needed it. The student drew on the other eye. They loved doing this as it brought their artwork to life.
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