ART
GOALS & OBJECTIVES:
The learner will:
5.1.1 Identify how technology has
affected arts forms.
5.2.1 Explore a technique by practicing
it, researching it, and basing its artistic merit in
the work of an artist.
5.2.3 Use one or more arts forms to
promote a product or personal idea or view.
INSTRUCTIONAL AIDS:
slide show of portraits
step charts
finished examples
requirement chart
PROCEDURES:
Prior to first class:
The digital photos are best taken a couple of weeks BEFORE the
project starts, generally I take them into Adobe PhotoDeluxe ®,
convert them to grayscale, resize to 7x10, and delete the
background so that it it white. Next, I print them out,
take them and enlarge to 11x 17 on the copier. This saves an
enormous amount of class time.
Week one:
Introduce students to basic concept of project. Discuss
the theme of the PTA Reflections project and have students let
the idea percolate.
Next, discuss hair texture and line design.
Bring a student forward and show how hair can be duplicated by
using what I cal the “clump technique”. That is find a
hair which starts at the crown and follow it till it ends,
repeat several just like it .
Find where another hair starts, not necessarily by the crown and
repeat the same procedure. Remember, you are actually
drawing on top of the grayscale copy. Generally student
should do a few in pencil, get checked and if it appears “they
get it” then move on to black sharpie marker.
Week
two:
When the hair is complete, outline all other lines, clothing,
designs on clothing, ears, etc.
The next step involves creating the background.
Brainstorm ideas which relate to the PTA theme.
A preliminary sketch is required.
Explain to students that the sketch may be realistic or may be a
composition of objects that symbolically represent their idea
Some students will be able to draw a sketch immediately, others
may need to do research on the internet.
Demo how to use the internet to find pictures only
Week three:
Begin to draw background sketch, students may use the light
boxes if they wish.
Outline with black sharpies.
Demo on how to use the watercolors to make a wash to paint the
hair
Enumerate the variety of media available for the rest of the
composition.
Discuss the concept of color and the design principle emphasis
Continue to add color in any media desired...the only required
media is watercolor for hair, however the student could do the
entire picture in watercolor if desired.
Week Four:
Finish adding color
EVALUATION
Teacher evaluation:
On The Project Were Students Able To:
- complete a linear representation of their hair in black marker
- add color to their composition in a manner that added emphasis
to their idea
- add color in a neat manner
- create a background that related to their theme
- draw their background at a developmentally appropriate level
In Discussions Were Students Able To:
- participate in the brainstorming sessions
- able to define the concept of emphasis
- explain how to create the texture of hair
- relate how to use watercolor to create a wash
Alternate
Approach: - suggested by Linda Woods:
It would also be SO cool to have them hold
up a pencil, pen, or brush as you photograph them and get their
hands into it as if drawing the background. You could have them
draw a family pet, a collage of things about their life,
etc...or a fantasy....a dream.... Have students use the
photocopy only as a guide.
From Judy: And what about
wearing hats? (Back of the Head Portrait meets "Red Hat
Show" -. Have an assortment of hats or students bring in
hats. They background could also tell a story about their hat.
The first time I saw a lesson like this
was in the 1980's - pre-technology days. I got the idea
from Linda Lehman (art teacher at Bath Elementary). Half the
class turned around while the other half did the drawing. Once
the first set of drawings were done - students switched. When I
did it with 4th graders at a Catholic school - we were able to
get both drawings done in pencil in one class period. For an
added twist - my student designed the back of the shirts - Camp
shirts were all the rage at the time. It was an easy stretch for
my students since they all were wearing uniform oxford shirts.
The camp shirts had to tell something about the person (a place
they visited/vacation spot - or wanted to visit - or an
interest). We kept the portraits all in black and white line and
colored the shirts with watercolors and markers. Colored pencils
would be a nice alternative.
See
Middle School Drawings:
Woody
Duncan - Rosedale Middle School - Kansas
http://kancrn.kckps.k12.ks.us/rosedale/backofheads.html Submitted
by Andy DiConti La
Canada High School "Head of Hair"
  
Students were given digital pictures of
the backs of their heads. The lesson emphasized the texture of
the hair that had to be created by a nib (pen) that was dipped
in India ink. (Andy borrowed this lesson from a fellow art
educator, Woody Duncan.) They added our own touch by including a
watercolor wash over the pen and ink.
Objectives:
- Pen and Ink hatching technique to
create the hair texture.
- Watercolor washes over the pen and ink,
graded, wet-in-wet and/or flat.
For this year....Using a twig, a bottle of
India ink and watercolor washes, Andy's students were focusing
on the textural quality of their head of hair.
Submitted by Justin Kramer - Oil
Pastels
 |
Justin came across this
lesson "Hair
Today" by Sandra Campbell at UIC Spiral
Education. He modified the lesson to use oil pastel and
lead pencil instead of the scratch board. The students
had the back of their heads photographed and developed
their drawings using these as a reference image.
Students then developed a background for them to be
looking at. For the most part students selected
landscapes. Students enjoyed this lesson and it was
successful to reinforce observational drawing and avoid
using symbols systems, i.e. concentrating on the strands
of hair, their length and direction. Students were
instructed to select a colour scheme that communicates
and informs the environment that they drew them selves
in.
Resource: "Hair
Today" by Sandra Campbell - University
Illinois at Chicago Spiral Art Education |
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