Chalk Drawings
![Picture](/uploads/1/0/5/7/10572725/8000712.jpg?261)
Grade Level: 4-5th
Theme Concepts:
Students will explore ideas of graffiti, outside art work, light source and shadows as well as team work. Introducing the concept that some forms of art are not meant to last for a long time.
Aesthetics, Art Criticism, Art History:
Discuss chalk art, positive graffiti and how shadows are created
Introduce Keith Haring, Basquiat
-Give examples of Haring’s subway drawings, Basquiat’s graffiti
Discuss light sources and shadows
Art Production Concepts:
Tracing shadows and body parts for life like and larger than life size
Create images without detailed faces doing activities the students like to do out of school
Working together to create larger chalk drawings
Working with mistakes/incorporating them into artwork since you cannot erase chalk
Writing about the image they drew and why they chose it
Teaching Strategies:
Introduction graffiti, outside temporary art works, light source and shadows
Class Discussion
Examples- powerpoint
Demonstration outside
Review rules for being outside- everyone must listen if not going back inside (going outside is a privilege), stay in designated area, share chalk
Group work
Creative & Critical Abilities, Behaviors, and Skills student will enhance:
Creativity
Corporation and collaboration
Self expression
Cultural influence and inspiration
Creation
Using different materials as “canvas”, instead of paper using the outdoors
NJCCCS (Standards & Indicators) (one visual arts & one non-arts):
1.1.5.D.1 (Visual Arts) Identify elements of art and principles of design that are evident in everyday life.
W.4.1 English Language Arts Standard Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Materials:
Powerpoint handout
Sidewalk chalk
Journal to write about their drawing
Artmaking Steps:
1) Discuss the concept of graffiti, outside temporary art works, light source and shadows
2) Pass out handout for references outside and chalk
3) Have students line up and go over outside rules before allowing students to venture off to work on drawings
4) After 20-25 minutes, clean up, collect chalk, go back inside
5) Have students settle down, and write in journals about their artwork, what the image looked liked and what it is about
6) Have several students share
Aesthetics Steps/Questions:
1) Why was team work important in this activity?
2) How did the sun’s position change the length of someone’s shadow directly in the sun compared to someone’s shadow that was just touching the light source of the sun?
3) Did you like just outlining figures or would you have liked to put more detail in them? Why?
Theme Concepts:
Students will explore ideas of graffiti, outside art work, light source and shadows as well as team work. Introducing the concept that some forms of art are not meant to last for a long time.
Aesthetics, Art Criticism, Art History:
Discuss chalk art, positive graffiti and how shadows are created
Introduce Keith Haring, Basquiat
-Give examples of Haring’s subway drawings, Basquiat’s graffiti
Discuss light sources and shadows
Art Production Concepts:
Tracing shadows and body parts for life like and larger than life size
Create images without detailed faces doing activities the students like to do out of school
Working together to create larger chalk drawings
Working with mistakes/incorporating them into artwork since you cannot erase chalk
Writing about the image they drew and why they chose it
Teaching Strategies:
Introduction graffiti, outside temporary art works, light source and shadows
Class Discussion
Examples- powerpoint
Demonstration outside
Review rules for being outside- everyone must listen if not going back inside (going outside is a privilege), stay in designated area, share chalk
Group work
Creative & Critical Abilities, Behaviors, and Skills student will enhance:
Creativity
Corporation and collaboration
Self expression
Cultural influence and inspiration
Creation
Using different materials as “canvas”, instead of paper using the outdoors
NJCCCS (Standards & Indicators) (one visual arts & one non-arts):
1.1.5.D.1 (Visual Arts) Identify elements of art and principles of design that are evident in everyday life.
W.4.1 English Language Arts Standard Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
Materials:
Powerpoint handout
Sidewalk chalk
Journal to write about their drawing
Artmaking Steps:
1) Discuss the concept of graffiti, outside temporary art works, light source and shadows
2) Pass out handout for references outside and chalk
3) Have students line up and go over outside rules before allowing students to venture off to work on drawings
4) After 20-25 minutes, clean up, collect chalk, go back inside
5) Have students settle down, and write in journals about their artwork, what the image looked liked and what it is about
6) Have several students share
Aesthetics Steps/Questions:
1) Why was team work important in this activity?
2) How did the sun’s position change the length of someone’s shadow directly in the sun compared to someone’s shadow that was just touching the light source of the sun?
3) Did you like just outlining figures or would you have liked to put more detail in them? Why?