Second Grade Art Projects Second Grade Art Projects Blue Dog

Delight Note: All images seen beneath are of my students artwork just. These photos/lessons are not posted in any detail gild regarding the catamenia of my curriculum.

Abstruse Self-Portrait Paintings

This fun self-portrait lesson combines art exploration inabstract art andcolour theory.

It is DEFINITELY one of my favorite lessons for 2nd grade!!

On the kickoff 24-hour interval of the lesson, I showed students my example paintings too equally merely the abstract drawings before the paint was practical. I asked students what they thoughtabstract artwork might be while looking at my examples. They noticed that the drawings were basically lines and shapes! We discussed how abstruse art focuses mainly onlines, shapes, and colors and didn't prove a "motion-picture show" of anything (a person, a dog, a tree etc.) I then showed them a slideshow of artwork by various abstract painters (Wassily Kandinsky, Paul Klee, Joan Miro, Jackson Pollock and William de Cooning) and talked a trivial bit about their background.

Then I demonstrated on how they could depict an abstract cartoon using different lines and shapes using rulers, diverse circle tracers as well as past mitt.

They started in pencil on 12×18″ tagboard and then went over all the lines with crayons existence sure to press super hard equally they traced over their lines (later we would do a crayon wax-resist). They then filled out a short questionaire with 10 or then questions asking about their favorite things and things about themselves. If they didn't answer them all, that was okay- I suggested to respond their favorites first, then at least answer half dozen.

In the next grade, they painted their drawings using liquid watercolors creating acrayon wax-resist. I gave students just red, blue and yellow paint, which allowed a review onprimary colors! Nosotros also reviewedsecondary colors andwarm and cool colors as I demonstrated mixing colors, which was a nifty reminder on color theory!!

While students worked, I took each students photo (which I later on printed as a high-contrast black & white photo on printer paper).

In the following art class, students glued their black and whiteself-portrait onto their painting likewise every bit their printed sentences that were cutting into strips. (I typed out their answers and cut each question/answer into strips with a paper cutter).

I know this lesson includes quite a bit of additional prep from me for all their photos and text, but I couldn't resist doing information technology! The watercolors really popular confronting the black and white photo- besides every bit the strips of text! Plus, I but love this take on a self-portrait projection. Kids actually enjoyed the abstract component and of course loved getting their photos taken as well!

I hope yous enjoy these awesome abstract cocky-portraits as much as I do!!

Cheers Bridgette from http://guerzonmills.com for the idea! (I plant via Pinterest)

Learning Goals:

– Acquire what abstract art is and can identify abstract art

-Larn about abstract artists and their artwork (Paul Klee, Kandinsky, William de Kooning, Jackson Pollock)

-Review and tin can identify primary, secondary and warm and absurd colors

Birch Tree Landscapes

This lesson is another one of my favorites for second grade!

The objective of this lesson was to create amural painting, while students are introduced to, and gain an understanding of,foreground, center ground, and background within artwork. 2nd graders looked at the artwork of Bev Doolittle for inspiration.

Students applied their previous noesis with creatingperspective and infinite in their artwork from the "Monet inspired Span" lesson for this birch tree mural lesson. Objects in the foreground appear to be larger and lower on the folio. Objects in the background are smaller and higher on the page.

On the get-go day of the lesson, students drew hills and copse on paper. Some trees in the foreground, a few in the middle ground and some in the background. Students then used the side of a piece of corrugated paper-thin dipped into a trivial scrap of black liquid tempera paint, to create the black lines within their birch trees.

Paintings were and then left to dry out until the next week.

On the 2d day of the lesson, they drew grass blades and flowers using crayon in the foreground (pressing difficult!), and painted the land and sky with watercolors, creating acrayon wax-resist.

For days iii and four, studentsobserved pictures of animals for reference, (I had packets of various photocopied pictures of animals for each child to detect, every bit well every bit uncomplicated pace-by-step, how to describe animal packets that I made earlier) and drew them on separate modest pieces of 80# drawing newspaper.  They then carefully cut them out and glued them onto their finished paintings to inhabit their wonderful birch tree landscapes!

The results are beautiful and I think students did such an incredible task!

Learning Goals:

-Students utilize previous knowledge on how to create perspective in their artwork

-Acquire about the creative person Bev Doolittle and her artwork

-Develope an understanding of foreground, middle basis and groundwork within artwork

-Demonstrate an agreement on how to create a crayon wax-resist painting

-Enhance cartoon skills through ascertainment

3D H2o LILIES Inspired by Claude Monet!

I Dearest these flowers!!!  I also retrieve this may exist my new favorite art lesson to teach!

2nd Graders did such a fabulous job creating them– SO proud of their work!!

Step-by-step directions with photos below! AND a YouTube tutorial on the lesson is available under my "Fine art Instruction Videos" page.

I also take a FREE downloadable tracing template for the petals! Learn more beneath!!

The fine art brandish (almost complete! Waiting on some other ii classes to finish then will add the residuum!!)

To view a Yous Tube Tutorial Video on this lesson click Hither!

This lesson incorporates focusing on 5 of the 7 elements of art! – ( line, shape, colour, form, texture) and is inspired by artist Claude Monet and his water Lilies.

This lesson took (4) forty minute art classes.

TO VIEW A YOU TUBE TUTORIAL VIDEO ON THIS LESSON CLICK HERE!

ON DAY 1 students learned almost Claude Monet and looked at a slideshow of some of his paintings- Especially (of grade ) his water lilies!

Students then painted a canvas of 10×10" heavy weight tagboard with turquoise liquid watercolors, adding salt while wet!! This becomes the h2o background, and the table salt, (in one case dry), volition make it expect like lite is reflecting off of the h2o.

The blueish paper is fix aside to dry.

And then, students painted an entire sheet of 12×18" heavyweight tagboard either fuchsia or orange using liquid watercolors.

Kids had a choice of two colors to keep clean up unproblematic—(did I mention I don't have a sink or access to water inside my fine art room at 1 school, and teach off a cart at another???)

ON DAY 2 -Create the lily pad

To create the lily pad, students glue various shades of greenish and yellowish and low-cal blueish tissue paper (pre-cutting into squares) using watered down white schoolhouse mucilage (or watered down modernistic podge)  on an 80# 10×x" piece of cartoon newspaper.

I pre-draw the circles for the lily pads with sharpie to salvage fourth dimension.

I use watered downwardly glue (just a smidge of water per glue container) to thin it out to arrive more easily spreadable. Kids apply it with a regular tempera paint castor.

Students applied a thin layer of watered downwards glue, then a piece of tissue, then another sparse layer of watered downward mucilage to make the tissue smooth and flat. Students repeated this procedure until the entire circle was filled, overlapping tissue a little every bit they glued.

Allow dry out

ON DAY 3 – Attach lily pad to blue h2o background, then cut out petals.

Students cutting out their green lily pad and then cut out a triangle from their lily pad

Then they glued their lily pad onto their blue paper with a gum stick (using lots of gum) and pressed for 5 seconds to make sure it was apartment and glued on securely.

Then after setting aside, students cut out their flower petals.

(Prior to class, I traced 6 large, 6 medium, and vi small petals using tracers I created, on anybody's pink or orangish painted sheets, to relieve art making time).

Equally kids cut EACH petal out, they wrote their names on the backs of each one with a pencil, then put it in a nix lock baggie, with their name on the baggie in sharpie, and was set aside for the following art course.

Students thought it wasn't necessary to have them write their names on the backs of their petals since the zip lock bags would take their name, but I just wanted to be actress cautious in example petals were misplaced/mixed up with someone else'south or fell on the floor…. Which did happen a few times–  And so I'm glad I had them do that extra step!

These baggies were then fix aside in a box for afterwards. Each class had it's own box.

ON Solar day 4:Gather the flower!

Students finish cutting out petals (if needed) then glue down all the large petals starting time, then medium, then small.

I prove students under the document camera,  how to stack the fish "tail" of each petal (we talked about how the shape of the petals looked like fish)  right on top of each other like when making a sandwich –stacking the next rectangular  fish tail over the previous 1 each time.

I used "Aleene's" quick dry (and other types of Aleene's tacky glue) to adhere the petals. Information technology's important to utilize quick drying glue that is stronger than regular school mucilage in order to back up the weight of the petals and it helps them pop up.

Another bonus—The glue dries clear!

I bought packs of 5 for $5 at A.C.Moore, (as well sold at Michael's). Each student had their ain glue bottle.

(Since the bottles are small, I re-filled the same modest bottles with a larger sized ane for the post-obit classes).

Students put a dot of mucilage per petal's "fish tail"  (nigh the size of a pea). I have students count to 5 for each petal, while pressing.

After applying glue and pressing the "tail" downwards for v seconds, bend the petal back at its base with one hand, while pressing the "fish tail" downwardly deeply with your other finger. This makes the petal stand up and pop out rather than laying apartment. (Meet photo below— I recall this picture explains information technology better)

Once all petals are fastened, and then add the yellow felt fringe to the flowers center!

Students roll the fringe, starting from one finish —keeping information technology tight every bit they scroll information technology up.

Gum the lesser of the rolled fringe (heavily), with the aforementioned tacky glue.

Put some glue on the eye of the bloom as well.

Adhere fringe roll to heart and hold for 20-thirty  seconds. Don't worry if the fringe is squished – you tin can suit it in one case totally dry (20-thirty minutes afterward).

I had students set the finished flowers in the hallway to dry flat for awhile– and hung afterward at the end of that day!

I could NOT westward-a-i-t! To hang these beauties up!!

LOVE, LOVE, LOVE them!!

CLICK Hither TO Become TO MY TEACHERS PAY TEACHERS PAGE TO DOWNLOAD A Gratuitous TRACING TEMPLATE FOR THE 3 PETALS (LARGE, MEDIUM AND SMALL).

Learning Goals:

Students larn about the life and artwork of Claude Monet

Learn what Impressionism is

Can create and understand what a three-dimensional work of art is

Learn almost the Elements of Fine art and particularly what Grade is

Learn various painting techniques (using salt with watercolor)

SPRINGTIME BUNNIES AND BEAR CUBS

How adorable are these?!? My 2nd graders did such a fantastic job creating them!

This lesson took (3) 40 minute art classes to finish and incorporates the Elements of Art- Line, Shape, Color, Value and Texture! We too used overlapping, contrast and blueprint in our piece of work!  Students could cull between creating a bunny or a acquit cub. Read beneath the photos of student's artwork to run across how they were created!

TEACHERS

FREE DOWNLOADABLE BEAR CUB TEMPLATE ON MY TpT PAGE HERE

TO FIND MY BLOG POST WITH PHOTOS ON HOW KIDS CREATED THESE AND MORE… CLICK HERE AND Re-create AND PASTE  "SPRINGTIME BUNNIES AND Comport CUBS- 2nd Course!" IN THE SEARCH BOX!

DAY 1

Students drew flowers all over their 9×12″ 80# drawing paper using markers and crayons. They were encouraged to describe the flower heads LARGE and describe LOTS!! Especially along the tiptop and sides since afterward on the bunny or bear would exist placed over their painting.

I demonstrated a agglomeration of dissimilar ways to create the flowers kickoff, just students could draw them any style they wanted! I too encouraged them to use bright colors. If they drew flower heads with a circle center, they colored in the circles with crayon, pressing hard. Once their paper was filled they drew greenish stems from each blossom head going all the mode to the bottom, using a green crayon every bit well as a green marker for each ane.

Day ii

Students finished upwardly creating their flower heads and stems if needed (they really took their time with this footstep and loved created intricate flowers!!) then usingbut h2o on a paintbrush, they went over each flower with water.

This turns the marker into almost a watercolor consistency, which kids LOVED!! I showed them how to simply do one flower at a time then rinse their castor before moving onto the next so the colors wouldn't get muddy.

Then students went over all theirstems with water. The crayon part of the stems would remain a solid line since crayons resist water.

Nosotros talked virtually the Chemical element of Fine art "Value" and how the colors of the flowers would get softer and lighter in value once h2o was applied.

The wet flower paintings were left to dry until the following class. Students then either chose a bunny or bear cub template to start drawing lines with sharpie to add TEXTURE!

I downloaded and printed the bunny template from a website for teachers chosen Teachstarter (free template) and then created the behave i myself and fabricated copies for kids.

I demonstrated how to depict straight lines close together in between each section using sharpie. Students could leave the eye area as information technology was, or go over the lashes and create longer lines. We discussed how the lines created fur- similar texture. We also discussed how the black & white vs. the colorful flower background would create Dissimilarity.

DAYS 2-iii

Students continued drawing lines if needed, then advisedly cutting out their animals and glued onto their flower background! I just LOVE how simple nevertheless beautiful this lesson is! Plus, kids continue to understand how they are applying the elements of art while creating!

Learning Goals:

Students create artwork utilizing the elements of fine art (Line, Shape, Colour, Texture and Value) and tin describe how they used each in their fine art

Students tin define contrast and point out the utilize of contrast in their artwork

Students can create, define, and signal out overlapping in their artwork

Positive/Negative Hands

For this lesson, students learned aboutpositive andnegative infinite in artwork and used their previous noesis (from their sketchbook cover lesson) on warm and absurd colors to create this colorful vibrant painting.

First, students painted a ix×12″ paper using eitherjustwarm colors, butabsurd colors, OR a rainbow (in the rainbow'due south guild) using watercolors.

On the 2d day of the lesson, they traced their mitt on the back of their painting using pencil, so carefully cut out every bit i piece and set it aside.

They took the remaining paper (now showing the negative shape of their hand) and glued down to the left side of a sheet of 12×18″ black construction paper, being sure to line up the edges.

Students then folded the positive cut out of their paw in half and drew a half circle (or other shape) in the center, cut out and glued to the heart.

The remaining mitt with the hole cutting from its centre was so glued to the right side of the black newspaper. Thanks Mr. O (http://mrosartroom.blogspot.com/) for the awesome lesson inspiration!

Learning Goals:

– Students tin create and ascertain positive and negative space within artwork

– Demonstrates a clear understanding of warm and cool colors and shows this in their work

Silly Monster Selfies

Second graders had a blast creating these super adorable silly monsters!

On day one (of 2) for this lesson, students drew a uncomplicated monster head shape with two pointy parts for ears, on their chosen 9×12″ colored structure paper background with pencil. They and then dipped the border of a 2″x4″ slice of thin paper-thin (I used the cardboard that comes with the packaging for styrofoam press plates)  into black pigment and "stamped" brusk black lines along the edge and within their monster to createtexture for fur! These were left to dry until the adjacent class.

On the second day of the lesson, students then cut out their monsters, leaving a piffling colour around the edge and glued onto a 12×12″ slice of black construction paper.

They added big optics with punched out white paper and blackness paper for the pupils too as a oral cavity and fangs!

They learned how to create asymmetrical rima oris by folding a piece of black paper in half and drawing merely half the mouth along the folded edge and cutting out while nonetheless folded.

I Dearest how these came out!!Thank you @mrsallainart (via Instagram) for the inspiration!!!

Learning Goals:

-Students can define and create texture inside their piece of work

-Students can define and create a symmetrical mouth within their monster

Some other time we created the same monsters using the same technique, but added cut paper hearts to brand them "LOVE MONSTERS" for Valentine'due south Day! See Below

I read them the beautiful story, "Dearest Monster" past Rachel Brilliant for inspiration!

Symmetrical Autumn Leaves

For this art lesson, second grade students created enlarged,symmetrical fall leaves with warm colors.

Students first practiced theirobservational drawing creating at least v leaves in their sketchbooks, while looking at a leaf handout.

They and so chose one drawing to enlarge on 12×18″ paper. They folded the paper in one-half and drew simply one-half of their leaf, using contour lines, along just the folded edge. They then advisedly cutting information technology out, to reveal their symmetrical leaf cutting out.

Students then drew the veins of their leaves with crayons and then painted the leafage using warm colors with watercolor paint to create a crayon wax-resist technique.

For a last touch, students glued their dry leaf painting onto either a blueish, light-green or majestic slice of construction paper  revisiting what the warm and cool colors were from the sketchbook cover lesson, in the beginning of the twelvemonth.

Learning Goals:

– Exist able to place warm and cool colors

– Develop observational drawing skills

– Explore and learn well-nigh contour lines

– Sympathise what symmetrical ways and be able to identify and create a symmetrical image

Catching Snowflakes Portraits

Second graders LOVED creating these adorable drawings of people catching snowflakes on their tongues!! They did such a wonderful job, and I beloved how each student put their own unique spin on the final touches!

For this fun 2 day fine art lesson, students offset drew a face up looking upward (nosotros talked about how the shape of the caput with the small bump for the nose pointing up and a large round shape for the face up resembled a pumpkin). Then added an open up mouth, teeth (hither, kids could add spaces between teeth to show the person lost a tooth or teeth!), a letter "m" for the tongue, hair (flying around from the winter wind), scarf, and sweater or jacket.

Once all drawn in pencil, students colored in using oil pastels. Students learned how to clean their oil pastel sticks using a minor piece of newspaper towel or tissue before applying color. (Since multiple colors are all in the same container, the oil pastels can accept other colors on them which tin affect their piece of work, unless wiped away beginning).

For the final step, students added snowflakes (of course!) and could add together one on the person'south natural language equally well, and so outlined the person with a blackness oil pastel to help define edges and make the person stand out.

Thank y'all Aly at Fiddling Yeti (http://artisandesarts.blogspot.com/) for such a cute lesson idea!!

Learning Goals:

-Students learn tips and techniques with oil pastel

-Learn how to draw from a different perspective (person looking upwardly)

WINTER BEARS IN SWEATERS!

CUTENESS OVERLOAD! I ADORE THESE BEARS and dear all the different expressions!

Read more on this lesson below students artwork, and find out how to view my step-by-step drawing directions on how nosotros created these bears!

I beloved all the different expressions!

This lesson took three art classes to consummate (40 minutes each).

second graders followed forth with me as I did a guided drawing for their behave under the certificate camera. We drew our bears on 12×12″ 80# white drawing paper in pencil to start. So added a ton oftexturefor the fur past drawing lots and lots of lines with a fine point sharpie. Second graders colored in the eyes and nose with a thicker sharpie except for the trivial white highlight to create light reflecting off the bears eyes and nose.

Then students used some of their math skills to create theirpatterns in the sweaters!

To practise this, students drew iii curved lines within the area of the sweater, creating 4 stripes. Then referred to a design canvass with a diverseness of patterns labeled by a number. Each student got dice to curlicue, and for each of their striped sections in their sweater, they rolled their dice to effigy out which pattern they'd describe. For the i^st section in their sweater they could create their own from their imagination, or pick one from the pattern sheet. For the 2^nd section in their sweater they rolled the dice and drew the pattern according to the number rolled. For the 3^rd section, they rolled the dice twice and added the ii numbers together to get the pattern, and for the fourth section, they could choose any pattern they wanted from the sheet or create their own!

One time fatigued in pencil, the patterns were traced over in sharpie, and then colored in carefully with markers.

LEARNING GOALS:

Students tin identify and use the elements of art LINE, SHAPE, Colour, and TEXTURE to create their bears

Students tin define and create patterns within artwork

Students understand that artwork can incorporate math concepts and can use their addition skills to create the patterns

TO Detect MY Weblog POST WITH STEP-BY-STEP PHOTOS ON HOW KIDS CREATED THESE BEARS AND More than… CLICK Hither AND COPY AND PASTE  "Winter BEARS IN SWEATERS" IN THE SEARCH BOX!

Snowmen at Night

For this lesson, students listened to the story "Snowmen at Night" by Caralyn Buehner, for inspiration.

During this lesson, students learned nearlyperspective in art. Perspective is the technique used to represent a three-dimensional world (what nosotros see) on a ii-dimensional surface (a piece of paper or canvas) in a manner that looks realistic and accurate, as we see it in nature. Perspective is used to create an illusion of infinite and depth on a apartment surface.

To do this, students drew some snowmen larger, along the bottom of the page to announced closer to the viewer, and some snowmen smaller, nearly the height of the folio to announced farther away from the viewer with snowy hills in betwixt, to create the illusion ofspace anddepth. Students also added trees, houses and other objects within their work.

Second graders besides learned that acontour is a side view of a person, animal etc., (or in this case a snowman!) and drew at least 2 snowmen in profile.

After drawing everything in with pencil on black paper, students colored in their drawings using oil pastels. They had the option to color their snowmen and snow with whatever colors they wanted.

If students chose to color in the snowfall and snowmen the same color, they needed to just exist sure to leave a little infinite effectually their snowmen, or draw a black line to separate and ascertain the snow from objects within the snow.

Learning Goals:

-Students learn what the word perspective means in artwork and how to bear witness that in their work

-Understand why size and placement of objects are of import in order to create perspective in artwork

-Learn about viewpoints and understand what a profile is

"Birds-Eye view" Snowmen Collages

This snowman collage was a fun ane solar day lesson using cut paper, oil pastel, and sharpie. We discussed what a "bird's-heart view" perspective was start so students had the choice of creating a snowman looking up or looking straight ahead.

Students traced 3 different sized circular objects (a paper-thin circle for the base, blank or onetime CD's for the centre, and a small plastic take out loving cup for the head) on a canvass of 12×18″ drawing newspaper. They  drew a bluish line with oil pastels around the border of each circumvolve, then with a circular motion, blended forth the border with their fingertip.

They cut out the circles, then glued them into place largest to smallest on a canvas of 10×10″ colored construction paper. They added brown "sticks" for the arms, a cut triangle for the carrot nose, and a scarf with pieces of colored structure paper. Eyes, mouths and buttons were fatigued using a black sharpie.

Students either placed the carrot forth the bluish edge in order to take the head looking straight ahead, or in the centre to show the snowman looking up towards the heaven.

Learning Goals

-Students learn what birds eye-perspective means and tin bear witness that in their work

Mixed-Media Jellyfish Paintings

On the first day of this lesson, students learned about whatmixed-media is. I explained we'd be using a combination of unlikemediums— tempera paints, chalk pastels and oil pastels to create our pictures. I also demonstrated the difference betwixt chalk pastels and oil pastels on flake paper. Students so created an underwater background painting using liquid tempera paint. They started at the top of the 12×18″ tagboard with blue paint, then layered on white right on height of the blue and blended to create atint of bluish. So after cleaning their brush in water, painted but bluish, and then just regal and then black working their way down their papers. Students were encouraged to alloy where two dissimilar colors met, to create a smooth transition from color to color.

On the second mean solar day of the lesson, students drew jellyfish using whitechalk pastels. I demonstrated a really elementary way to describe them past creating a dome like shape so adding wavy lines (some longer than others) underneath. They could fill in with whatever colors they wanted in one case drawn, and then blended using their fingertips.

Nosotros discussed the difference betweenopaque andtranslucentwhen creating the jellyfish with chalk pastels. Students and then added blackness and dark-green seaweed and some fish withoil pastels.I beloved how the jelly fish look like they're almost glowing!

Thank you Patty (Deep Space Sparkle) for this lesson idea!

Learning Goals:

-Students learn what "medium" ways in art and what "mixed-media" is

-Learn about differences between chalk and oil pastels

-Acquire what a tint is and how to create them

-Learns translucent vs. opaque

MONET INSPIRED Span PAINTINGS

2nd graders created these beautiful paintings inspired by the artistClaude Monet.

On twenty-four hours ane of the lesson, students learned about Monet and watched a dandy video almost his life and artwork narrated by an 8 year old girl. You lot can view it hither.

Students and then drew a span in pencil, and colored in with crayons. They made certain to printing difficult while coloring in and to not exit whatever gaps of white newspaper showing in order to create acrayon-wax resistafter.

Students learned that Monet was a very famous French painter, who was a founder ofFrench Impressionism.They also learned he would often paint"en plein air" (meaning open; in full air -in French), and that he enjoyed painting the same things over and over, but at different times of the solar day. Each time he went outside to pigment it, the light would be different and change the way the colors and shadows looked.

He especially loved painting his water lily pond by his house in Giverny, France. It was very important for him tocapture a sense of light in his piece of work, (forenoon, afternoon, evening light as it roughshod on his subjects).

He achieved this by adding diverse shades of color and white to his paintings.

Students created a sense of light within their work past drawing black lines (like the number 7) within sure areas of the span to create shadows, and white lines (similar the letter L) to create light.

They also added white to the grass and on one edge of their lily pads.

On the final day (mean solar day three) of the lesson, they used awet-on-wet technique and painted their drawings with water, then painted with blue liquid watercolor while still wet. Then they sprinkled salt all over their paintings, which when dry, creates these interesting effects you see here within the paint! It makes it look similar light shimmering on the water!

Students did a fantastic job creating these Monet inspired paintings, don't you think?

Learning goals:

-Students learn about the life and artwork of Claude Monet

-Larn that Impressionism is a style of art

-Learn that Monet was ane of the founders of Impressionism

-Can define and create a crayon wax-resist painting and utilise moisture-on-wet techniques

-Gains an understanding of perspective and space. Learn that objects that are closer to united states are drawn larger and lower on the folio, and objects that are further away are fatigued smaller and college upward on the page

FIELD OF FLOWERS PAINTING

This was a super fun one day painting lesson! Kids used warm colors to create the flowers by making simple circles upon circles, and then used cool colors to create stems for their flowers!

The goal was simple- fill up in the space on the 12 x12″ paper (we used manila tagboard) with lots and lots of flowers and stems and have FUN!

I Honey how simple and colorful these are! They look corking hanging all grouped together in the hallway around springtime with the pop of bright color backside them.  Thank you Painted Paper Art (http://www.paintedpaperart.com/) for sharing this fun painting lesson!

"THINKING OF Summertime" SELF-PORTRAITS

This was a perfect lesson for finishing off the school yr! Thanks Mr. O (http://mrosartroom.blogspot.com/) for this fun lesson!

2nd graders drew the tops of their heads large, along the bottom of their paper, adding just their eyes and eyebrows to their face. They drew a idea chimera, and things that they were going to exercise, or wanted to do over the summer! Once outlined with sharpie, they colored in with crayon, then painted the background with whatever colors they wanted using tempera cakes.

Savour!

Warm / Absurd Hand Design with Patterns (Sketchbook Cover Drawings)

For every course level (1st-5th) I have students create a drawing that gets mounted onto a sketchbook for each educatee to utilise throughout the yr. The sketchbooks stay in my art room in form level/ classroom bins. Each grade has a dissimilar cartoon lesson and creates different artwork from other grades.

To create the actual sketchbooks, studentsfolded a sail of 12×18″ 60# paper in half horizontally, for the cover. Students then staple in 12 sheets of pre-cut eight.5 x11″ newspaper (donated extra long printer paper -8.5 x 14″- Legal size- that I cut to 8.5 ten 11″ alee of time).  * Any left over cut scraps of white paper are then used for other collages/lessons. Then their drawings become glued onto the cover.

Neat for when kids stop early, plus it keeps all (what normally would be) loose practice drawings all in one contained place. Students utilise sketchbooks to free draw in once finished with an fine art lesson (if they finish early), every bit well as to practice drawing/program out their ideas, earlier doing a final version.

Growing up, I had sketchbooks and diary's that I would draw in and I call back it's so fun to be able to look back on something like that. My students will have sketchbooks from 1st-fifth class, a new one every year to exist able to wait dorsum on and see /track their own artistic growth throughout the years! Especially fun when you're older to dig up all your former sketchbooks from your parents keepsake chest and flip through equally an adult!

So for this particular sketchbook cover cartoon lesson, second grade students created a hand cartoon usingwarm and cool colors and patterns .

Students first traced their hand and drew adesign inside their paw. Then they drew a different pattern in the background filling in the entire page.

After outlining with a black sharpie, they colored inside their hand using simplywarm colors, and colored in their background using onlycool colors (or vice versa) with markers.

Sketchbooks are used throughout the year to plan out ideas, practice earlier making a final cartoon, work on an extension of the electric current lesson if finished early, and of course to merely have fun and experiment.

Learning Goals:

– Empathize the purpose of an artist'southward sketchbook

– Demonstrate an understanding of warm and cool colors
– Can place and create patterns in their work

3D Newspaper SCULPTURES INSPIRED BY Creative person CHARLES MCGEE

This lesson took ( 2 ) twoscore minute art classes to create.

Students learned almost the artist Charles McGee and we discussed his artwork. We discussed how nosotros'd be utilizing the elements of art, line, shape, and grade to create our sculptures. So students received a sheet of copy newspaper with 4 lines pre-drawn and photocopied for the class.

Then using a blackness sharpie marking, students drew a different pattern in each section, creating 5 sections.

Twenty-four hour period two

So on twenty-four hour period 2, students cut out each section with scissors.

Students so flipped over each strip, and folded dorsum the ends. They and so glued the flaps with a glue stick and positioned the flaps on a piece of 8×8" white cardstock paper and pressed for 5 seconds. Students could place each strip wherever they wanted creating height by placing the flaps closer together, and so gluing on other sections on elevation of previous ones. They had a lot of fun creating these fun and interesting sculptures!

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Source: http://www.artwithmrsfilmore.com/2nd-grade-art-lessons/

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