Students need to make sure not to move the styrofoam when doing this step, or it makes the print blurry. Then they press the colored styrofoam face down onto the dampened paper.They roll a brayer over the entire backside of the Styrofoam with one hand, while holding down another area of the styrofoam with another hand, to transfer the marker. I explain to kids and demo to not over wet the paper, but also to make sure it’s damp enough to make the marker transfer. They do this by wetting a sheet of 9×12″ 80# drawing paper paper with a spray bottle ( I use recycled cleaner spray bottles that I rinse out really good before using) and wipe with a damp sponge to help spread the water evenly into the paper. I explain they make 3 instead of just 1 because the first one might not come out clear, and that it takes a bit of trial and error. On days 4-5, students create at least (3) prints of their drawing. The background can be coloring in with shapes, blocks of color, patters… any way they want as long as the entire styrofoam sheet is colored in, leaving no white showing. (For example, red and green for the background, and blue and orange for their creature). They color the background with one set of complementary colors, then their creature with a second set of complementary colors. Students choose 2 sets of complementary colors. I tell them to make sure their markers are “juicy”, and if they are drying out to find another one. They also learned that they make an image POP and stand out to the viewer when used next to one another. On day 3, students then color in their styrofoam sheet using complementary colors with marker. They learned that complementary colors are opposite each other on the color wheel and consist of 1 primary color and 1 secondary color (red & green, blue & orange, and purple & yellow). Once complete, drawings are then taken off the styrofoam and students trace over all their lines a second time, to ensure a deep enough impression of their drawing. They do this by taping their drawing along only the top of the styrofoam (with a small piece of masking tape, so it flips up and “opens” and “closes”), then trace over all their lines using a dull pencil while pressing firmly into the styrofoam (using a sharpened pencil can poke holes or tear the styrofoam easier). On day 2, students then transfer their drawing onto a 9×12″ styrofoam sheet. This part can be a bit tricky to understand, so I refer to rubber stamps and stamp pads to help them get why they need to draw letters and numbers backwards, and show them by stamping on a scrap paper. I also explain, if they include any letters or numbers that they need to be drawn backwards in order for the image to be printed the correct way. They then enlarge their favorite sketch onto a sheet of 8.5 x11” printer paper making sure to draw their creature big on the paper. Students then practice drawing and planning at least (3) different ideas for their own made up creature in their sketchbooks. I have a YouTube tutorial on this lesson - just click on “Art Instruction Videos” under the drop down menu to view! Complementary Creature Printsįor this fun printmaking lesson, on day 1, students listen to the story Where the Wild Things Are by artist/writer Maurice Sendak for inspiration. The final touch was adding a small amount of polyester batting to the mug for steam!! They drew the handles by drawing the letter C on the back of the painted 3” x 4.5” papers, cut the C shape out and glued into place. Then they glued the flaps down to their background papers as they curved their mug paper creating a three-dimensional mug. They also painted a small piece of tag (3” x 4.5”) for their mug’s handle.ĭay 4– Students assembled their pieces together! They first flipped the mug paper over and folded back the ends, creating 2 flaps. On a smaller sheet (9” x 4.5” ) of heavy weight tagboard, they created patterns and designs for their mug and traced with oil pastels.ĭay 2– students finished coloring with oil pastelsĭay 3– students painted their 2 papers with watercolors, creating an oil pastel resist. They then either traced over their lines or colored in shapes with oil pastels. A line was created to divide the patterns and create a wall and a table. on how we created these beauties!!ĭay 1 Students drew 2 different patterns on 9×12” heavy weight tagboard in pencil. This lesson incorporates 5 of the 7 Elements of Art- (line, shape, color, texture, and form), as well as perspective, and one of the Principles of Art “variety”! These photos/lessons are not posted in any particular order regarding the flow of my curriculum. Please Note: All images seen below are of my students artwork only. The “What Should I Draw?” Jar list of ideas!.
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