Parenting from A to Z with Phillip Martin
|Line:||Experiment with up to eight varieties of lines|
|Use line to depict facial expressions|
|Shape:||Identify and use different shapes|
|Identify and select unrelated shapes and create new shapes out of them|
|Use shapes to draw the world around them|
|Space:||Understand that positive and negative space is used to enhance aesthetics|
|Realize that overlapping is a way of showing perspective|
|Texture||Appreciate that texture is used to enhance realism|
|Appreciate that texture is used to enhance aesthetics|
|Materials:||25 sheets art paper 18 inches by 6 inches.|
|25 sheets of bond paper|
|25 Fine Tip Black Markers|
|Vocabulary:||Line, Shapes, Positive and Negative Space, Perspective, Texture|
This activity starts off with a bit of measuring. It's amazing how much of a challenge that can be.
Helpful hint: Many of the lines students draw are going to be erased. Urge the students to draw lightly so the erasing will be easier. This is especially important in the middle section when the students draw lines for text. But, it's also important for all the other lettering on the piece. I have students draw lines for the top and bottom of each letter so they are consistent in size.
Another Helpful hint: When you ask the students to measure down six inches from the top of the paper, they need to measure on both sides of the paper.
Top part of the page: Measure down six inches from the top of the paper. Connect the measurements with a line. In this space, the students place their name, the main letter, and adjective. More measuring now. Measure 1/4 an inch down from the top of the paper (on both sides) and also 1/4 an inch above that 6 in line (again on both sides). Connect the measurements with lines. On the line at the top, place a one inch wide ruler (most are one inch wide) and trace the bottom of the ruler. This creates the space where the student's name will go. On the line just above the six inch line, place the ruler and trace the top of the ruler. This will create the space for the adjective.
As for the main letter on the page, I use lettering cutouts and have the students trace them. The letters could be cut outs from lettering cut outs that many school offices have. They could also be letter shapes purchased at a teacher supply store. Of, you could even have the kids make their own letters.
I suggest the students illustrate the letter to show something that interests them. It gives the project that personal touch.
Middle of the page: Measure down six more inches from the line that separates the top section from the middle. Connect the lines. This creates the middle section of the piece. Create lines for the text. Of course, they should all be parallel lines. Measure equally on both sides of the sections. I suggest half in or quarter inch spacing.
Bottom of the page: In this section, have the students illustrate their adjective. I suggest that the students first make a practice sketch on bond paper until they are satisfied with their illustration. Then, they draw it on the final paper.
Outline everthing with black fine tip markers. Allow time for the ink to dry so there will be no smudging while erasing. Then, erase all the pencil marks. Finally, color with colored pencils. Twice. As with all my lessons, when students color with colored pencils, I recommend one direction, coloring lightly, staying in the lines and coloring every color twice with two different shades of the same color.
Copyright 2000, revised 2012 by Phillip Martin All rights reserved.