Observational Drawing & Artist Studies

Drawing realistically can be a frustrating and challenging task for PYP students. However, observational drawing can be an engaging, fun and useful skill to use and learn from if approached correctly in the classroom.

This unit of inquiry is designed for Grade 2 students but could be easily adapted to fit any grade level. The unit focuses on observational drawing skills, composition, color theory, investigating different drawing materials, and discussing contemporary artists and their work for inspiration. The transdisciplinary theme is under How We Organize Ourselves with the central idea "investigation leads to possibilities."  

At the beginning of the unit we started tuning in by discussing what drawing is and as a class how we felt about it. Many students shared that they thought drawing "the right way" was very hard. In order for all students to feel successful and be accepting of the fact that everyone is at different levels in the artistic process, we watched this beautifully done video called Austin's Butterfly. 

The Grade 2 students really related wonderfully to this video. I paused the clip after each of Austin's draft drawings and the students discussed what could be done better in order to keep trying and "get it right". After numerous discussions during and after the video, the students agreed that they were all capable of improving their drawing skills. As a class it was agreed that they should stay positive and open minded, provide each other with constructive feedback, and keep trying even if they made mistakes. I really emphasized that mistakes are okay, part of the learning process, and that even though they are attempting to capture real life observations, their drawings did not have to be perfect. Perfection was not our goal, only improvement and practicing new skills! 

After a lesson of discussion and simple practice drawings, the students started investigating the first focus artist for this unit. Together we watched a short video clip about Georgia O'Keeffe and talked about her famous flower paintings. The students observed that the flowers filled the page and were bright and colorful.

We then began discussing color theory and how colors can impact an artwork. The students learned about complementary and analogous color groupings, filling out the sheet below as a reference for their sketchbooks. 

They then chose a flower from a stack of photographs that they found interesting and began doing practice drawings. The students focused on the outside lines and shapes they could see within their flower, avoiding small and complicated details. The students were encouraged to sketch their flowers large and go off the page.

After practicing color theory and flower drawings in their sketchbooks, Grade 2 students were ready to start their final paintings on large pieces of paper. The students drew their flower first and painted their drawing in by blending analogous colors. They chose the complementary color of their flower to paint the background. Aren't these beautiful!

 *Another version of these beautiful flower paintings can be found on Paint Brush Rocket, which is what inspired the first part of this unit.

 

Once their flower paintings were complete, Grade 2 students began investigating artworks by contemporary artist Anna Valdez through discussions and See, Think, Wonder activities. Together we focused on composition and how to set up a still life using the rule of thirds. 

Grade 2 students then chose 2-4 objects in the art room to set up their very own still life to draw from. Again they were encouraged to draw large and focus on what they observe. When their objects were complete they added a fun background of their choice, inspired by Valdez's constant use of bright patterns within her work. The students used water color pencils and ink pens to complete these amazing still life drawings.

Throughout this unit the students gained creative confidence and remained resilient while experimenting with different drawing materials and improving their observational skills. They loved learning about inspiring artists and realized the many possibilities that observational drawing has to offer. The students are very proud of their final work! 

Abstract Clay Tiles

This unit was one of my favorite units to teach this year! Grade 2 students investigated abstract art, artists, color, texture, and shape to express an emotion of their choice. Here is was what we inquired into during art classes...

Transdisciplinary Theme: How We Express Ourselves 
Central Idea: Expression can be abstract.  
Lines of Inquiry & Key Concepts: Artists choose certain colors, shapes, and textures to portray different emotions and feelings. (Connection) Audiences have their own point of view and make different connections to colors, shapes, and textures. (Perspective) Artists reflect on their technique and self-management skills to determine when artworks are the best they can be. (Reflection) 
Focus Artists: Wassily Kandinsky and Frank Stella

The students were introduced to this unit through a provocation discussion regarding the difference between Abstract and Realistic art. A range of artworks, examples, and photographs were set up at different tables and students discussed the similarities and differences between the art pieces. This was a great way to get students comparing and contrasting and also to assess students' prior knowledge. At the end of the discussion the students were able to describe the difference between realism and abstraction.

In the next lesson, the students were exposed to a variety of music and painted abstractly using lines, colors, and shapes according to how the music made them feel.

 The students then learned about the Russian artist Wassily Kandinsky and his love of music and art. They enjoyed watching this short video to learn more about his life as an artist and musician. We also read the book "The Noisy Paint Box" by Barb Rosenstock for further inspiration.

The following week, the students explored and discussed art works by contemporary artist Frank Stella. They enjoyed comparing Kandinsky and Stella's work, and used these artists ideas to start organizing their thoughts on how certain lines, shapes, and colors make them feel.

The students then started designing in their sketchbooks an idea for a final clay piece. They focused on an emotion of their choice and the lines, colors, shapes and textures that could reflect that feeling.

Once their ideas were planned, we began creating with clay! The student's created two versions of their abstract clay tile. One was taken home and one was used as a permanent mural installed within the school. Creating two tiles was a great way for reflection and peer feedback throughout the creative process. The students were very impressed and proud of their beautiful abstract work!

Relocation Collages

This collage unit was linked to Grade 2 students homeroom UOI under the theme of Where We Are In Place and Time. The students were investigating personal migrations or relocations based on the reasons why people migrate and the challenges, benefits, and feelings those types of reasons may cause.

In art classes, Grade 2 students learned about the artist Jacob Lawrence and his Great Migration Series. We discussed the artist's use of color and shape and how those choices can create a specific mood or feeling. The students then used their personal migration story to develop a design for a future art work while planning out their shapes and colors. Teaching at an international school where students come from many different countries lead to some interesting student discussions involving their personal journeys!

 

After the students had planned out their design from their story, they created their own painted paper through a variety of mark making techniques to use for these beautiful final collages.

 

Movement Unit

My second graders started this unit by inquiring into movement and body shapes within art. They began by comparing and contrasting different artists and how movement is portrayed in a variety of ways and styles. Our focus was on Keith Haring and we discussed the simple contour lines and shapes within his work. The students then set off in their sketchbooks drawing poses of their choice, practicing different lines and shapes to show their chosen movements. Before we started sketching, we viewed this short animated clip of Haring's work. It definitely inspired some new poses as well as dance moves!  

 

After the initial practice sketches, the students were split up into small groups of 3 or 4 students. As a group, they needed to design a body shape in a moving pose of their choice. They also needed to decide on colors and details that would influence the feeling of their final piece. Once students had practiced and designed in their sketchbooks, they recreated their plans on a larger scale and the real fun could begin! 

One person from each group was traced on large paper in the pose their group had chosen. They worked together to add their colors, lines, shapes, and designs.   

When all their work was finished each group presented their final piece to the class describing their final title and artistic choices within the piece. During critique we also discussed our accomplishments as well as any challenges we faced while working as a group. The students loved talking about each other's final work and had a lot of questions for one another. They were very proud of what they had accomplished together! 

Pinch Pot Turtles

As an introduction to clay this year with my Grade 2 class, we began by discussing pinch pots and clay vocabulary as a stand alone unit. I demonstrated for the students how to create a pinch pot by rolling the clay into a ball and pressing my thumb in the middle. I found this great visual on Pinterest and had it posted in my classroom for reference while the students were creating their pots.

I then showed the students how to slip and score in order to securely attach clay pieces to their finished pinch pot and our beautiful turtles were born! I absolutely love these!