Thursday, May 26, 2011
Wednesday, May 25, 2011
Thursday, May 19, 2011
It is very possible that if you asked my students right now what they thought about this project, they'd say they hated it, that it was "boring", and that it was too hard for them.
Thursday, May 12, 2011
Agonizing I tell ya!
I've developed a great 12-question DRAWING TEST which I use at the beginning of the year as a skills-readiness test, and at the end of the year to compare, contrast, and show growth.
I had these grid papers (11"x14"--legal size paper/vellum) printed, though I've used plain folded papers, too. In each of the spaces, the students will draw one of the following:
Box 1: Draw me something BLUE
Box 2: Draw me an OLD shoe
Box3: Draw a picture of your Mom or Dad
Box 4: Draw me someone who is really MAD
Box 5: Draw me a picture of a road with no end
Box 6: Draw me a picture of your best friend
Box 7: Draw me a frog on a log
Box 8: Draw me a FUZZY dog
Box 9: Draw me something you can't reach
Box 10: Draw me a day at the beach
Box 11: Draw me a window with a VIEW
Box 12: Draw me a picture of YOU!
Because we have 55-minutes, I allow 3-4 minutes per drawing, adding as MUCH detail as possible in that time frame. They may go back and add to a previous "answer" if they have extra time.
What does this teach the kids? Well, for one, they don't realize they are being tested. Secondly, it shows me how students can use pencil to visualize or conceptualize concepts like texture, perspective, emotion, proportion, form, etc. For example, in box 8 I ask them to draw a FUZZY dog. They need to manipulate their pencil to show the fuzz. If they simply draw a dog, their answer is wrong.
I should also add that I only allow pencil on this "test"....so with question #1 (draw me something blue) their answer could be anything from a sad person to a blue crayon. This test emphasizes the importance of imagination, too.
This is a great wrap-up lesson for the year, especially in second and third grade (where I typically see the most artistic growth in my students) or a great filler-lesson if you're like me and some of your classes are on different schedules here at the end of the year.
Do you use drawing tests to assess your students? Do they love them or hate them? Do you use them to determine grades or growth? I'm curious to know since I feel this is an area I am lacking in my classroom---I tend to focus on DBAE art minus the "assessment" because I feel all students should feel accomplished and proud of their work. Testing usually makes them resent coming to art...except when I do sneaky tests like this!
Wednesday, May 11, 2011
Tuesday, May 10, 2011
The "eyes" on the feathers are layered paper circles and we also used black crayon to trace inside each of the feathers since the fringe kind of got lost in the painting process.
Lastly, we mounted on black paper and used silver Sharpies to make a framed border. These were so fun to make and are very striking in "real life"!
Tuesday, May 3, 2011
I then gave each of them a 6x9" paper to create a shade of their original color (adding black) to make the "cone". This took an entire day.
On day two, we talked again about VALUE and MONOCHROMATIC COLORS. I taught them how to assemble their stacked ice cream cones on sheets of 6x24" black paper. Their "value" scale had to go from darkest (cone) to lightest (top scoop). They were welcome to add a cherry to the top, as well as hole-punched "sprinkles".
This was a great way to teach the students about tint and shade as well as value scales! (And you can imagine the moaning and groaning afterward about hunger pangs!)