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6th Grade Picasso Project:
This is the final project of the year for my 6th graders. After completing their anatomically correct self-portraits and working on painstaking accuracy in their artwork, they now get to completely switch gears with this Picasso inspired piece. 6th graders cut up (copies of) their self-portraits in big chunks (1 eye, 1/2 nose/ear, 1/2 mouth and 1/2 hair is optional). The design is all up to them. The only requirement is that it is abstract, which they understand from the Picasso presentation and notes they take at the beginning. First, they glue the pieces down in random areas first, then they roll a die to determine which type of eye, other half of nose and mouth they will draw with pencil. Then they determine the shape of their head and hair and lastly color it all in with fun oil pastel colors, using the knowledge about this medium that they acquired from the Dis de los Muertos Skulls.
This is the final project of the year for my 6th graders. After completing their anatomically correct self-portraits and working on painstaking accuracy in their artwork, they now get to completely switch gears with this Picasso inspired piece. 6th graders cut up (copies of) their self-portraits in big chunks (1 eye, 1/2 nose/ear, 1/2 mouth and 1/2 hair is optional). The design is all up to them. The only requirement is that it is abstract, which they understand from the Picasso presentation and notes they take at the beginning. First, they glue the pieces down in random areas first, then they roll a die to determine which type of eye, other half of nose and mouth they will draw with pencil. Then they determine the shape of their head and hair and lastly color it all in with fun oil pastel colors, using the knowledge about this medium that they acquired from the Dis de los Muertos Skulls.
Accurate Self-Portraits:
6th graders take what they learned from the setup of the Sugar Skull Project and apply it to the more complex drawing of their own faces. They begin on their own, working from step by step instructions of how to set up the lines in their face, the details of their eyes, noses and mouths with correct proportions. Then they are given a demo of how to put it all together correctly, and finally, they complete the final product on their own, using a mirror to correctly draw the details that make them unique!
6th graders take what they learned from the setup of the Sugar Skull Project and apply it to the more complex drawing of their own faces. They begin on their own, working from step by step instructions of how to set up the lines in their face, the details of their eyes, noses and mouths with correct proportions. Then they are given a demo of how to put it all together correctly, and finally, they complete the final product on their own, using a mirror to correctly draw the details that make them unique!
6th grade Dia de los Muertos Sugar Skulls:
(The first two are teacher examples. The rest are from students. The last one was made by a special needs student.)
Students explore the Mexican holiday, its traditions, and meaning behind the celebration, colors, designs and patterns. They learn how to draw the skull step by step, starting with a circle on top of a rectangle, and then how to align the eye sockets, nose hole, and teeth. Lastly they draw in designs and add color using oil pastels. They explore elements of line, pattern, symmetry, radial symmetry, proportion, color, balance, etc.
(The first two are teacher examples. The rest are from students. The last one was made by a special needs student.)
Students explore the Mexican holiday, its traditions, and meaning behind the celebration, colors, designs and patterns. They learn how to draw the skull step by step, starting with a circle on top of a rectangle, and then how to align the eye sockets, nose hole, and teeth. Lastly they draw in designs and add color using oil pastels. They explore elements of line, pattern, symmetry, radial symmetry, proportion, color, balance, etc.
Navajo Weaving project for 6th grade (gifted):
his is everyone's favorite project. The kids get super into it and don't want to stop! We explore the history of the Navajo Tribe and how early weavings were created and dyed and then how they transformed over time because of other cultural influences. We discuss symmetry and patterns (required) and then the color choices are up to them!
Note: These boards are a little larger than what is used for other 6th grade classes and cut with many slits on the ends for more complicated weavings, since I teach a gifted class. Project may be modified down with smaller boards and fewer loom strings wrapped around the board.
his is everyone's favorite project. The kids get super into it and don't want to stop! We explore the history of the Navajo Tribe and how early weavings were created and dyed and then how they transformed over time because of other cultural influences. We discuss symmetry and patterns (required) and then the color choices are up to them!
Note: These boards are a little larger than what is used for other 6th grade classes and cut with many slits on the ends for more complicated weavings, since I teach a gifted class. Project may be modified down with smaller boards and fewer loom strings wrapped around the board.
Album Cover Design and Reflections:
th grade students learn about color and what it represents when relating to music, art, and feelings. They use prior knowledge about line design and typography to create their own design with a made up Artist Name, Album Name, Song Titles, and a Genre. Students are required to use unity, emphasis, line, color, etc. At the end they reflect on their project by writing a paragraph about why they chose their color palette, how their design shows unity with their written portion (album name, artist, songs, genre), and they explain what is being emphasized and how.
th grade students learn about color and what it represents when relating to music, art, and feelings. They use prior knowledge about line design and typography to create their own design with a made up Artist Name, Album Name, Song Titles, and a Genre. Students are required to use unity, emphasis, line, color, etc. At the end they reflect on their project by writing a paragraph about why they chose their color palette, how their design shows unity with their written portion (album name, artist, songs, genre), and they explain what is being emphasized and how.
Typography project:
Warm-up project to start the year (6th grade). Teacher example. Students learn about the definition of typography and how it is used in every day life. Then they choose an object, draw it's outline, and work out how to draw bubble letters to fit into their designated shape so that only the letters remain in the end, making up the object.
Warm-up project to start the year (6th grade). Teacher example. Students learn about the definition of typography and how it is used in every day life. Then they choose an object, draw it's outline, and work out how to draw bubble letters to fit into their designated shape so that only the letters remain in the end, making up the object.