Lost Sock Creations

Lost Sock Creations
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Thursday, March 28, 2013

Monochromatic Atmoshperic Perspective Digital Art

Dallana, 7th grade

THE ASSIGNMENT
Before we begin, I explain these things to the students.
I talk about what Monochromatic Color is referring to Tints and Shades.
I go over how perspective in art shows how things appear to be smaller, less detailed, and occasionally lighter as the go further back towards the horizon line.
I talk about how they do not really do this, it just appears that way to the viewer. 
If I walk away from you into the sunset, I do not really shrink, lose detail, or get lighter. 
Our eyes just make it appear so. 
Then we march to the computer lab and we open Microsoft Paint.
I go over quite a few hints to help them get started.
I explain how the magnifying glass can help them add small detail more successfully, how to create new colors and get to the tints and shades of them, and how to avoid paint spilling out of open shapes. I stress saving their work continually after each step to avoid erase work while reminding them that "Edit/Undo" can only be done minimally.
Despite this constant reminder... some still had a hard time. 

Hope you have wonderful results!
Please share any that you do. I would love to see them.

Haley, 7th grade


Ashton, 7th grade

Brianne, 7th grade

Cederick, 8th grade
Mrs. Seaton

Step by Step
1. Draw in three or more layers to your landscape.
There should be a foreground, midground, and background.
(sky does not count as 3rd layer)
2. Choose only 1 color you like on the paintbox 
3. Use that one color (MonoChromatic) to create your picture. You will used different tints and shades of this 1 color to make the atmosphere appear to go back and fade in the distance. 
4. Fill in each layer getting lighter as the land recedes.
5. Go to first layer to put in more detail (grass texture, tree bark, leaves, etc). 
Use darker shades or black to add in the details. Do not let this later get lighter by adding in lighter details. 
It should stay darker than the middle layer.

Step 1 and 5


Steps 1, 4, and 5.


to see more student examples...
go to
http://classroom.mineolaisd.net/default.aspx?Mrs.+Tabitha+Seaton%2FMonoChromatic+Landscape




Wednesday, March 6, 2013

Sketch Artist in the classroom, helping to catch LEPRECHAUNS!

Almost every year, this mischievous creature finds it's way around our school and helps himself to our valuables.  This year I think we are lots of luck to catch him thanks to the 6th grade artist that stepped up to attempt to illustrate the urgent article last week. 
Thank you for having a good ARTtitude and really using your talent and care to help catch this little guy in his tracks!
Your gold is waiting for you in the Middle School Office...
Enjoy your rewards. 

Alex 6th grade

Jerrie Lee 6th grade


Josh C. 6th grade

Rainbow Glass Still life.

I was inspired by something I saw. 
It was overlapping glass bottles of various colors with the light shining through.
The places they overlapped created an array of new colors!
It was FANTASTICAL!
SO, of course, I went out to create a lesson.

I found these images to add to a powerpoint to show the students
since I do not own a wide variety of colored glass to display for them in the room. 

When the students arrive in the room, I have them all get one piece of computer paper, a pencil,  and a scissor. 
They fold the paper in half,  and draw a line from top to bottom starting and ending at the line of symmetry. 
Then they cut along the line and open to reveal a unique form that resembles a bottle. Then they write their names on them.
If they are successful, they can use it as a pattern for the project or allow others students in class to use it as well. We use these symmetrical patterns created by the students to trace onto a 12 by 18 inch paper.
They need at least 5 bottles and that overlap. 
The bottles that are in the back should be slightly higher on the paper to look like they are further on surface.

Then they use watercolor pencils around the forms and may slightly add shading going further inward if desired. 

Next, they use a wet brush to paint each bottle one at a time. It will be more successful if they start with the lighter colors first (yellows first then blues and purples last). 

I was experimenting after photographing, and opened the above image up in Microsoft Paint and inverted colors. I liked the way it turned out, I decided to do a hard copy for example with a different medium.
(See below) 



Here I repeated the first steps, but used construction paper crayons instead of watercolor pencils. 
I also added some white crayon with contour lines to add a light glare. 
I really like both ideas...

Can't wait to try it with the students after Spring Break!
I will post results... 
Adriana

Alexis

Ashton

Brianne

Cederick

Cheyenne

 Drason

Emma B. 




Haley

Ian 

Indy R. 


Juanita

Lanie

Lily H. 

SHanna

Tanner




Tuesday, March 5, 2013

Glue Shoe, multi-media contour line


This lesson is jam packed with teaching the elements of art!
It teaches about contour line, cool and warm colors, color blending, value, and uses a unique technique of drawing with glue!
I have the students take their shoe off, draw it large on the 12 by 18 inch paper, draw lines to divide up background space, outline all lines with glue, and wait to dry. 
The next day, they choose whether they want a cool shoe or a hot shoe. 
Using only cool or warm colors, they have to create a range of value and blend with colored pencils in each area of the shoe and back ground. 
I think it turns out really nice and vibrant...