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Mexican inspired eclipse abstract: 3rd Grade

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Learning Goal: Students will use the element of color to create contrast in a cultural artwork.

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Procedures/Activities:

 

Week 1 – Review with the students what they know of an eclipse.  Share the learning goal with the students.  Explain to the students that they will be creating an artwork for Hispanic Heritage Month.  Define vocabulary.  Explain to students that they will be combining a Hispanic style artwork with a Florida event.  Talk about the art sample.  Tell students that they will be combining several elements of art in this project, and today we will focus on line and shape.  When students go to their tables, share with them a power point of some Mexican style eclipse art.  Show students on the doc camera how to fold their paper in half, trace their circle, create their profile moon or divide in half.  Students will then add features to both sides of the face.  Show students different styles they can try.  Then show students different types of lines they can use for the rays/beams of their sun and moon.  In between the rays/beams, they can choose a shape to add to each side.  Remind students that they are creating contrast.  When students are finished, they will go over all of their lines with a sharpie.  Ticket out the door, tell a friend how you created contrast in your artwork.

 

Week 2 – Review with students the learning goal.  Explain to students that today they will be focusing on creating contrast with warm and cool colors.  Show students the color wheel and identify where the warm and cool colors are on the color wheel.  When students get to their table, they will finish with sharpie on all their lines, then they will use cool colors on the moon side, and warm colors on the sun side.  For today, they will only use markers on their faces, and the shapes around the faces.  The markers will be divided into two baskets, a warm one and a cool one.  Ticket out the door.  Identify whether a color is warm or cool.

 

Week 3 – Review with students the learning goal.  Explain to students that last week they used markers on their artwork to show contrast between warm and cool.   Today they will color in their background using crayons.  This time the colors will not be separated.  They will have to decide if a color is warm or cool before they use it.  Put a color wheel on the doc camera to help those that need it.  Students will complete their artwork using good craftsmanship.   Fast finishers can make a color wheel to put in their portfolio.  Ticket out the door, identify whether a color is warm or cool.