Lost Sock Creations

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Thursday, February 28, 2013

Symmetrical Reflection Resist

This assignment is one that is tried and true for my with my 6th graders.
I call it Symmetrical Reflection Resist. 
1. Fold a heavy weight white paper in half to create a water line. 
2. Students prepare a design of something floating on the water or something by the water.
Note: the water should not be in the plan, just what is above the water (sky, land, landscape)
This design can be on the beach, by the river, or by a pond. 
3. Draw the design on the top half of the paper, letting the bottom of the design to sit on the fold line.
4. Out line design in sharpie.

5. While paper is folded, hold design side at window or tracing table and trace the design onto the reverse side lightly with a pencil. This will be the water reflection.
6. Open paper. 
7. Using non-washable crayons, color parts of design on the original sharpie drawing. 
8. After coloring each section at top original side, use the same color crayon to draw hard strong horizontal lines on the same image on the reverse "water reflection"side.Leave some spaces inbetween the lines so that paper shows through. YOu will also have to do this for any part of the reflection that was white on the original design (or it will turn blue instead of white on the next step).

9. Use blue watercolor on the bottom half of the painting directly on top of crayon. The wax will resist the watercolor and leave the reflection as desired. 
YOU ARE DONE WHEN DRY! yeahhhhh!
Above three steps are art of Tabitha Seaton- Art Director



















Alternative Computer Lab Lesson

Design a picture in paint, copy image, reverse horizontally, connect to bottom, then draw blue and white horizontal lines on the bottom half to look like water ripples.
 
Also, visit here for a more advanced lesson on reflection resists...
better for a high school lesson...
http://tabithaannthelostsock.blogspot.com/2013/01/water-reflection-crayon-resist.html

Visual Perspective ATC (art trading cards)

Teacher Example One (above) and Two  (below)

I love to wrap up the school year with this lesson, reviewing a lot of things I previously taught them throughout the year in one small project. 
I take the Visual perspective technique (Optical Perspective) and write them out on a worksheet with definitions of each technique.
1. overlapping 2. size 3. value 4. position 5. horizon line 6. detail 7. linear
I explain that they have to use each work in a ATC and show it through a picture. I remind them that the picture has to actually show changes based on perspective (near and far). 
For example, on the size card, they cannot draw a dinosour and a mouse standing side by side. 
That does show differences in size, but not specifically anything about perspective. 
THis is a hard concept for them. 
Things have to change in based on the place they are at in space, not just because.
These are the student examples form past years put into collector card sleeves.














Atmospheric Perspective


This famous "Blue Hills" picture that is on almost every computer picture folder.
This is perfect for showing to explain how atmospheric perspective works. 
As space recedes, value usually decreaces. 
This can be more prominent in foggy, snowy, or rainy weather.

Gravity Falls uses a lot of atmospheric perspective tricks to make the scenery appear to be full of space...


I show "The Brave Little Toaster" before I begin my cartooning unit with my studetns, 
it has multiple images using this technique as well, including the opening credits.
This is one of my examples for teaching the lesson on how to achieve Atmospheric Perspective. 
I have the students pencil draw a landscape having the different layers of depth 
(front, middle, back, and also sky).
They then have to choose 1 color only, monochromatic, to use on the entire picture. 
Using a fine colored Sharpie, they trace the front layer in that chosen color and adding details to the front layer only. 
Using an ultra fine colrored Sharpie, they then trace the second later in the same color with less or no detail. 
The back later will stay in pencil only.
Then students use watercolor pencils to add the value variety. 
Shade the sky in lightly with the color chosen, the 3rd layer slightly darker, 2nd later slightly darker, and the front  first later the darkest. After shading with the watercolor pencil, they use a wet brush to go over each later individually. The final step is to use a regular colored pencil to add in some shading onto the front layer only to achieve depth, space, and detail in the front. 

STUDENT EXAMPLES BELOW
7th and 8th grade











This assignment can be done as well on the Microsoft Paint as an alternative. 
I have done this as a follow up after they were done with the one in the art lab.