The Excitement of Paint

Goodrich students have been busy at work creating beautiful artwork, as always. Over the past few weeks, we have worked our way up from drawing media to painting media. As you can see in the images below, most students had a blast using paint over the traditional drawing tools from the beginning of the year. Below you can see the breakdown of what each grade has been working on in the art room...

First grade has been hard at work learning about different line varieties and creating varied line backgrounds with crayon and paint. Then, they drew and painted a face of their choice, like lions, dogs, bears, princesses, best friends, etc. A couple things first grade students focused on were drawing big to fill our entire paper, and controlling their paint. They also practiced their cutting and gluing fine motor skills while cutting out their faces and gluing it on their lined backgrounds.

STEP 1- Varied line background

STEP 2- Face drawing/painting














STEP 3- Cut and glue subject to the background

Second and third grade are learning about horizon lines, perspective, and coloring/painting completely. The closer you look at the paintings below, the more you will appreciate the amount of detail and thought that went into these artworks. Second and third graders were able to show depth and control as they create images with horizon lines (not just grass lines at the very bottom of the paper, but lines that show a full ground with grass behind object, not just underneath them) and depth with overlap, and objects larger in the front and smaller in the back, so it looks like objects are at varying distances. 

Fourth grade is learning about drawing what they see instead of drawing the conventional symbol for that object. A conventional symbol for a face would be a smiley face with a circle head, however if you are actually looking at a face, it is more egg shaped with eyes that have pupils, irises, tear ducts, and eye lids, not just circles or dots. These students are learning to actually look at objects and trying to draw features they actually see, not a preconceived symbol. Students brought in objects from home like stuffed animals, figurines, Legos, shoes, water bottles, fidget spinners, and small trinkets/toys to draw. The drawings below are an example of students drawing a combination of what they see mixed with their imagination in their backgrounds.  

Fifth grade is practicing adding value and shading to their art, meaning they are adding light and dark areas to their art. They started shading and showing cast shadows of simple block forms. They then created their own mini drawing with pencil and water color shading, and they are now working on tempera paint shading fall themed skies. After this practice, students will get to choose their own shading project using the media of their choice: colored pencil, pencil, water color paint, tempera paint, etc..

Shading Practice

Imagination watercolor shading practice

Tempera shading practice

                                

   Sixth grade projects are split into two sections. One class is working on a one point perspective project and the other sixth grade class is working on an Ancient Greek Olympic project to go with their social studies unit. They will switch projects in a couple weeks, after they switch science and social studies units in their home room class.