Nutcracker

Title of Lesson:  Nutcracker

Grade: 6th Grade ONLY!

Reason for Lesson:  In the spirit of the season, the students each created a Nutcracker. This lesson is about lines, measurement and proportion.  

Class Time: 1 1/2 to 2 hours

Prep for Lesson: Do some research on the history of the Nutcracker. Pre-cut 12 x 18 paper in half, lengthwise. 

Materials:  6 x 18 paper, ruler, pencil, eraser, black sharpie, oil pastels and scissors. Nutcrackers to display in class.

Instructions to Lead Lesson: 

Discuss the history of the Nutcracker.  See link provided for history of the Nutcracker http://www.magicofnutcrackers.com/Nutcrackers/HistoryofNutcrackers.htm

Discuss the shape of the nutcracker.  It's distinct lines, vertical and horizontal. 

Start by folding the 6x18 paper in half.

Fold the first 1/2 to the middle. Do this on each side.

Fold each end to the first fold. Do this on both sides.

Fold paper in half,  lengthwise. 

This creates our 'invisible' lines/proportions to create our Nutcracker.  

Have the students create the 'structure' of the Nutcracker using their pencil and ruler (see below). 

The 1st top portion will be the HAT

(Discuss and look at different types of hats for Nutcrackers)

Second portion/space down will be the FACE

(Look at different features of the face: eyes, nose (block), eyebrows, mustache (draw parenthesis to get started), mouth (block style, square, rectangle, etc) )

First larger section will be the BODY

(determine width of body and width of arms)

Below the body (second larger section and smaller section) will be the LEGS

The bottom will be the STAND with the DATE

After the Students have created the 'structure' of their Nutcracker have them add the details.  Buttons/tassels on the coat, decor to the hat, beard, hair, buckle, year on the stand, decor to the boots, etc. 

Have a display of Nutcrackers in the class room for the students to look at for ideas. 

Instruct the students to use a ruler, pencil and eraser to create the Nutcracker. 

When they are happy with their design they will use a sharpie to trace over the pencil lines. 

Using OIL PASTELS, color in the Nutcracker. 

Using Scissors cut out the Nutcracker.

Have the students mount the Nutcracker and sign their autograph!

A Folk Art Fall

A Folk Art Fall

Reason for Lesson:  To show the students how common shapes can be used to create real life scenes.  Additionally, how using a variety of patterned paper in a collage technique can add texture to the piece.  This lesson introduces two of the Principles of Art:  Pattern and Texture.  Through the use of differing patterns we can create the “feel” of an object, whether smooth, rough, soft, etc.  This texture may be actual or implied.

Class Time:  1 and ½  hours

Materials:  8 ½ x 11 white construction paper, pencils, oil pastels, variety of patterned scrapbook paper and glue.

Prep Time:  15 minutes to gather supplies (kids can use on pencils and glue sticks from classroom)

Preparation prior to Lesson:  Familiarize yourself with Karla Gerard, a living artist with little biographical information online.  Photos of her work have been printed and are available in the Volunteer office.  Understand the principles of Pattern and texture as it relates to this artwork.  

Instructions to Lead Lesson:  Use living artist, Karla Gerard, as the inspiration.  We learn that Karla Gerard is a Folk Artist currently living in Maine.  She is a Folk artist who uses acrylics and oil pastels to create her pieces.  Warner Brothers Studios has purchased one of her paintings that will be hung in Superman's childhood home in the upcoming movie, Superman:  Man of Steel.  

Introduce the concept of using basic shapes to create real life subject matter; circles and ovals for trees, rectangles and squares for houses, etc. Use the pictures of Karla's artwork as your examples of these elements.  Introduce two of the Principles of Art: Pattern and Texture. Pattern is the repetition of design and Texture is defined as "the surface quality or "feel" of an object, its smoothness, roughness, softness etc. Textures may be actual or implied." The kids will be using different patterns (repetition of circles, triangles, lines, etc) to create the "feel" of an object, in this instance they will be using the patterned scrapbook paper to accomplish this. In this art lesson it is more of an implied texture of the trees, ground and sky.  

For time considerations have the kids choose a portion of one of the examples of artwork to recreate and maybe draw it on a larger scale. And by using the scrapbook paper, either torn or cut, to be applied as the houses, trees, bushes, etc.  They will begin by drawing with a pencil to create the background. Using common shapes to achieve their design and details. Once complete they can glue on their collage   pieces and use the oil pastels to add color to their artwork. 

Credit:  Karla Gerard

Spooky and Sparkly - Lines of Nan-ga Ink Painting seen in the works of Tanomura Chikuden

Spooky and Sparkly - Lines of Nan-ga Ink Painting seen in the works of Tanomura Chikuden

Tanomura Chikuden was a great Japanese painter of the Edo period. He is known for his depictions of nature.  

Early in life Tanomura planned to become a Confucian scholar, but he was also interested in painting, which he first studied under a local artist.  Later he went to Edo (now Tokyo), where he became a pupil of the bunjin-ga painter, Tani Buncho. The bunjin-ga (“literati painting”) style, also called Nan-ga, had originated in southern China and had a scholarly and literary base. He came to develop his own style, using gentle strokes and frequently achieving a somewhat melancholic effect. He painted mainly flowers, birds, and landscapes.  

Nanga "Southern painting", also known as Bunjinga literati painting", was a school of Japanese painting which flourished in the late Edo period among artists who considered themselves literati, or intellectuals.  While each of these artists was, almost by definition, unique and independent, they all shared an admiration  for traditional Chinese culture. Their paintings, usually in monochrome black ink, sometimes with light color, and nearly always depicting Chinese landscapes or similar subjects.

MEDIUM: White Paper and Black Ink

REASON FOR THE LESSON: The element of Art that is explored in this lesson is the different organic paths that lines can take.

PREP TIME: 30 MINUTES

MATERIALS:   white paper, black paper, black ink, straw, q-tips, salt, rhinestones, glue stick, and water.

INSTRUCTIONS TO LEAD LESSON:
1. Read the history of Tanomura Chikuden and the Nan-ga style of painting.

2. Show samples of his work and discuss the feelings that his paintings evoke, colors and objects in his artwork.

3. Each student receives the following supplies: -White paper, black paper Rhinestones, Q-Tips, and a Straw.

4. Ask the children to glue their larger white paper to the black paper

5. Art instructor then puts 3-5 drops of ink on the lower 1/3 center of the white paper
and instructs children to blow through the straw to create the branches for their
tree. Talk about how crooked the lines are.Instruct the children to blow the main branches first and then turn the paper to blow the smaller branches from different angles. 

6. Once they have completed their branches, and working quickly before the ink dries, have them dip a q-tip in water and begin pulling down the ink to create the trunk of the tree and then in the water again to make the hillside. 

TIP: Start working in short fluid strokes from the bulk of the ink to thicken the tree trunk. Once the trunk is complete, use more water on the q-tip to pull the ink to the outside to create the hillside.

7. Next, have the children glue on the rhinestones to the sky and title their artwork.

8. Lastly, have the students bring their art to the teacher and they will dust it with salt
which resembles snow. This should be done over a garbage can and then set aside to dry.

CREDIT:
This lesson and project was created by Tamra Brannon

FACES of the Winter Extravaganza!!!

Title of Lesson:  FACES of the Winter Extravaganza

Grades: 1^st - 6th

Teacher: ALL

Reason for Lesson:  This is an opportunity to teach each student 1^st - 6th grade how to draw facial features…eyes, nose, mouth.  These faces will hang in the gym during the Winter Extravaganza. 

Class Time: 1 – 1.25 hours

Materials:  8 ½ x 11 (paper provided by docents). Students use their own scissors, pencils, erasers, stick glue and coloring pencils.

Instructions to Lead Lesson: 

Explain to students that this lesson will take the place of the traditions squares that we’ve done for the last 5 years at PV.   Encourage the students to do their best work because their ‘art’ will hang in the gym (for all to see) during the Winter Extravaganza.

1^st – 6th: Provide each student with a pre-printed oval shape on 8 1/2 x 11 paper with small dots located as a ‘jump off’ point for the facial features.

Choice of Paper for the FACES (see below)

STEP 1: *IMPORTANT* Have each student write their NAME, GRADE and TEACHER NAME on the back of the face.

STEP 2: Using pencils, take the students step-by-step through drawing *soft eyes,

Pre-printed dots for the location of the eyes and start of the nose and mouth.

Using *soft pencil,  draw the pupils

Then the iris'

Locate four points that are on the same plane as each other.  These are the corner of the eyes.

Draw across the iris then erase the pencil marks that are outside the shape of the eye.  For the lower grades I'd recommend drawing the pupil first. Then make the four dots on the same plane and make the shape of the eye then add the iris.  Reversing these steps will minimize the amount of erasing that is necessary for the younger students.

Add eye lashes

ADD Eyebrows.  Here I showed the students different ways to create an eyebrow.  Theirs should match of course!

NOSE: Add *soft nose by making a U shape at the dot as shown here.

Add small upside down 'c's on each side of the 'U'

From there, finish the nose all the way to the bridge

MOUTH: Using the dot as the starting point make a large 'U' shape for a smile.

Close the top and bottom with a half circle on top and on the bottom.

If you want teeth to show,  draw another line just above the first 'U' shape.

Add the small 'U' shape of the upper lip, erasing any pencil marks.

Add teeth and erase any 'extra' unnecessary lines.

*soft is another way of saying ‘press lightly’ using pencil so that pencil marks can be erased later.

STEP 3: Have the students cut out faces.

Color all the features of the face.  Despite the fact that we give students the option of skin color from the card stock they still want to color the faces.  I would consider this an option but really not necessary.  Have the students focus on the features, adding freckles, glasses, etc.

STEP 4: Templates are provided for cutting out hair. 

Large sheets are provided for girls that would like long hair.  Explain that the templates are for tracing however if they would like to make hair shorter then they can ‘cut’ the paper shorter. It’s important to emphasis the CONSERVATION of paper.  Only use what they need, returning any extra paper to the pile to use again by other classes.

STEP 5: Have the students ‘glue’ their hair to their head then they’re done! Consider using Elmer's glue over a stick glue.  Depending on the glue stick, it may not allow for a strong adhesion. I found, although there is some warping with the Elmer's glue it does go away after it dries. 

STEP 6: If there is enough time then the students can ‘color’ their hair or add curls using a pencil to wrap ends.