My Choice of Art

 "Art is not what you see but what you make others see."

- Edgar Degas

Art is an expression of our thoughts, emotions, intuitions, and desires, but it is even more personal than that: it’s about sharing the way we experience the world, which for many is an extension of personality. It is the communication of intimate concepts that cannot be faithfully portrayed by words alone. And because words alone are not enough, we must find some other vehicle to carry our intent. But the content that we instill on or in our chosen media is not in itself the art. Art is to be found in how the media is used, the way in which the content is expressed.

Here are the Best Art Activities for Kids in the classroom

          1. P a i n t i n g

A WORD ABOUT PAINTING.

• Realism comes from long practice in drawing.
• Painting is about something entirely different.
• A painter's chief concern is what happens with his paint. Colors, blends, lights and darks, large areas of color, small areas of color, clean color, transparent color, harmony, brush strokes, textures, mood -- these are part of what he is experimenting with. If it looks realistic, fine. If it doesn't, he is not bothered so long as his design and effect are pleasing.
• In children paintings, many naive effects reach qualities the adult painter is struggling for. Learn to find these: it's a fascinating game.

POINTERS ABOUT PAINTING.

• Tempera pigments are not pure and do not mix into clear clean blends.
• Tempera should be thickness of light cream.
• Using the side of the brush to paint along a line works better than using the brush point.
• Brushes should not be held like a pencil but should be grasped at least an inch back of the metal ferrule.
• Brush drawing is bolder and freer than pencil drawing, and much to be preferred.
• Filling in pencil drawing is coloring, not painting.
• Serious painters often spread on color and draw over it, without concern for fitting the color and drawing exactly.
• Wet paper (on both sides) gives beautiful effects if not overloaded with paint.
• Children, K-2, should not have more than 3 colors at a time.

P R O C E D U R E   F O R   P A I N T I N G

Get set for painting activities at the beginning of the year, and the actual activity will be simple.

Do this: Have olds newspapers on hand.

     Cut down cardboard cartons.(Campbell's soup size) to 3" high.

     Cut tops from milk cartons to hold paint.

     Place 6 milk cartons in foil-lined cardboard box-tray.

     Collect large cans from cafeteria to hold water.

     If individual water containers are needed, cut tops off plastic milk bottles.

Before the painting activity

Do this: Fill milk cartons with 4 to 6 separate colors 1/2" to 1" deep.

     Set paint cartons in cardboard tray and cover with plastic wrap.

     Wet a batch of paper towels and wring slightly.

To begin

Do this: Cover tables with newspaper (2 pupils)

     Give out paper and Bruges (2 pupils)

     Set water and paints on tables (Teacher)

     Give each child a damp paper towel for keeping hands clean.

To clean up

Do this: Pupils clean brushes in water can and lay them on table.

     Teacher collects paint tray and discards all milk cartons the as nearly empty.

     1 pupil collects brushes.

     1 pupil at each empties water cans at sink.

     Each pupil removes newspaper from table and folds them compactly, leaving painting on table.

     1 pupil passes the waste basket to collect newspaper.

     Paintings not dry can be spread temporarily on floor or counters. If someone will donate an old hair dryer, the drying can be speeder up.

  2. M  o  s  a  i  c

Mosaics are made by fixing small pieces of various materials side-by-side to form a design or figure. Many examples of this technique can be found in art history. The design should be kept simple, especially in primary grades. Natural forms provide good ideas for mosaic design. Mosaics can be produced by individuals, groups, or classes.

M O S A I C S  U S I N G  P A P E R  B A S E S  K-2

Preplanning

Objectives

     To create a mosaic using paper pieces

     To experiment with different qualities of papers

Materials

     Bits of colored paper of any kind), seeds, eggshells, beads, grass, leaves. etc.. in small containers according to color or object: scissors, envelopes,  paste, rubber cement, or quick-drying glue: paper or hard cardboard for mounting.

Preparation

     If possible, show examples of mosaics and discuss. Put all materials on table or convenient place. Allow children to file past table to collect what they need and put mosaic pieces in envelopes.

Motivate

Procedure 

     Make sketch of simple design to be used. Transfer to background paper. If paper is used for mosaic pieces, cut or tear into square or irregular shapes about 12"x12".  Mosaic materials are pasted down, working from outline of design. Leave tiny gaps between pieces. Pieces may be set in curves parallel to outline of design. Encourage variety of colors in forms -- Example: 2 shades of green in grass.

Variation

     Use scraps of contact paper for mosaic pieces.

     Use gummed tape -- cut into mosaic pieces and crayon or paint. 

     Use cloth, wood, cardboard. et,, for base.

     Use paper circles from hold puncher. Plan sketch in color (crayons). 

     Transfer to large cardboard or posterboard. With brush or fingers apply glue or paste to small area. Apply circles with fingers or tips of pencils. Overlap top cardboard from showing through. Shellac may be applied to completed work.

Evaluate

   

3.  C  r  a  y  o  n

Characteristics: 

• Dark wax crayons can easily be drawn over lighter areas. Dark colors are opaque.
•  Lighter colors laid on a dark area appear to mix with it.
•  Paper: Rough paper surface will not be filled as thickly. 
• Smooth colors can be rubbed and mixed with fingers or a rag. 
• Wax crayons are soluble in turpentine, tandrotine and benzine.
•  Heavy waxed areas can be blurred with a brush dipped in turpentine.

C R A Y O N S -- O B J E C T I V E S

to experiment with different qualities of crayons 

to experiment with color to learn 

to combine crayons with other media

Preplanning 

Objectives

     to use repeat designs 

     to overlap for depth

 Materials 

     cardboard, (old file folders, crayons, scissors, paper, (newsprint_ Manila)

 Preparation 

     Each child will need file folder, scissors, crayons and paper.

Procedure 

     Sketch a simple object (tree, animal, flower, building, etc.) with crayon on cardboard file folder. Cut out. Child can cut into sheet from edge and tape slash together afterward. This gives a positive and a negative stencil. Use either or both. 

 

     Place stencil on a flat surface. Cover with paper. Rub with crayon held on flat side. Move object and rub again. Place a second or third object over the ones already there. Let them overlap. Stagger placement by moving up or down on paper.

Variation

     The stencil may be placed on top of the paper and heavily chalked around outline. Turn using fingers, rub chalk on to paper with strokes perpendicular to edge. 

Evaluate 

    Does the composition have a feeling of depth? Have objects been overlapped staggered?