​No year is complete without a bit of life-drawing. I begin this unit by going over different types of gesture drawing. Though this example has been done with a high school group, I have done a similar lesson with students in my summer program, ages 7 to 16. Students fold their papers to make 4 sections, and draw on both the front and back. I have models pose for just 2 and 3 minutes to keep things moving. I demonstrate each technique briefly and students draw from their point of view. I encourage them to consider proportions and fill the page available as bet they can.
 
As for models, props make a great motivator. I have rubber swords, capes, crowns, spyglasses, and more that I collect from flea markets. Those who volunteer for a few drawings get the same credit as those who draw. After a few giggles, they get the point. It helps to tell the model to not look at other students.

​For two days we do gesture drawing, with their final longer drawing of a neighbor drawing them as well. (Students drawing students drawing) We work lightly on our gesture drawings and draw the final figures on top.
 
The fashion portion is based on the packet I have made available for download. It includes some gesture drawing samples as well.  In it we discuss the idea that there should be a central theme to the work to include the art principle of unity. The designs can be unified by a color, pattern, or idea. The only theme I do not allow is "Stuff I Like." When students complete their writing, I go around the room and ask them to share one theme and ask other students to write down anything they feel might work for themselves as well. Some common themes students often pick are specific colors, seasons, sport themes, and music.
 
We do a simple sketch for 3 looks before going onto final paper. They need to weed down to one theme they like best and pick inspirational swatches or sample for their final project. Work is organized by folding the paper, in half and half again to create four vertical sections. Final project must be to scale though they can choose a 10 heads model or 8. It becomes obvious quite quickly who has drawn some fashion ideas on their own and have an aptitude for it. I always say that by the end of Art 1, everyone will find something they do well. Some will surprise themselves with their skills!

​Fractals are a special set of geometrical patterns that repeat infinitely at any scale. The Sierpinski Tetrahedron, born from the Sierpinski Triangle is an example of this. A short video that explains fractals including the example can be found HERE.

I have done this project with every grade level from third and up. It is broken into different steps that can be done by the same students or you can divide the work between several groups for a larger cross content unit. Though usually my lessons incorporate a lot of personal expression, this is more of an exploration of form, units, modules, and geometry that does not take a lot of time. It's also an opportunity for you to potentially partner with someone in your math, science, or engineering classes. From start to finish, this project took one week of class. Though this lesson used full acrylic rods, (16 inches long) they can be cut easily with a scratch from a hacksaw blade and a little pressure on the opposite side from the scratch. When cut to four inch lengths, students can create smaller, individual crystals. Cutting doubles the length of time to complete projects. (Those directions at the end of this post) 

For materials I used “Nasco Construction Tubes” (item #C06178), pipe cleaners, paper for placemat to protect the table, and 527 glue. Hot glue can work with older kids who work fast, but the glue dries so quickly it can create a lot of wasted material. Elmer’s and other glues do not work well on this plastic--I’ve tried.

As for an art history tie-in, I think the work of Richard Lippold fits quite nicely. His work is very linear and reminds me of crystals.

Day 2 and 3: Creating Triangular Pyramids or Tetrahedrons.

Cover tables with paper and be sure room is well ventilated. I open a window and put a fan in my doorway. If students get in the habit of capping their glue, the odor is better controlled. If you can work outside, all the better. The acrylic straws are held together with the pipe cleaner “Xs” and 527 glue. Glue should be applied to the surface of the pipe cleaner or squeezed 1/8 of an inch into the straw. Both methods work well. I have students work on top of paper to catch drips, and sop up any drips with pipe cleaners. I demonstrate how to build one pyramid by making a figure “8” with straws (like two triangles touching), and then an extra straw joins the top and bottom of the figure. I put a diagram on my board as well to remind students of the pattern to follow.

Day 4: Joining pyramids to make medium pyramids.

Take three pyramids and put them together to make a triangular base. Twist the single free pipe cleaners on each corner together to secure them tightly. There will be room for one more pyramid to create a top to the larger pyramid. A total of four small pyramids, make a medium pyramid. We did this to all our small pyramids and stacked them around the perimeter of the room. If you have a secure space outside you can use, they can be stored there as well.

Day 5: Installation.

In the same way medium pyramids were made yesterday, even larger ones are made in the same way. Take three medium pyramids and put them together to make a triangular base. Twist the single free pipe cleaners on each corner together to secure them tightly. There will be room for one more medium pyramid to create a top to the larger pyramid. This can be done one more time to make jumbo pyramids, and brings us to the limits of what the structure can reasonably hold. These should only be moved by the large joining corners, or the stress can snap the joints or straws. Have some glue ready should any corners pop to do an on-the-spot repairs.

These sculptures are quite impressive, but will not withstand the elements for very long. In general they last a few weeks, but I take them down when they start to break or they just look sad and invite vandalism. Though we created a Sierpinski Tetrahedron, pyramids can be arranged in many different ways. In years past I have created stellated dodecahedrons which are also impressive. If you had more time, you might want to have students experiment with small models, and vote on which one to make as a larger scale sculpture.

Cutting directions are shown below as well as some small individual samples done by students in the past.

Be sure to promote your work with your administration, and community. The connections to geometry, engineering, and even physics are certainly an example of STEM/STEAM education!

For more STEAM/STEM resources, please visit HERE.

This simple question often is hard to answer in just one sentence, so I came up with a list, and a poster. What would you add? 

Ideas can come from anywhere, as I have said in THIS POST.

This idea was spurred on by the video above. I liked a few things about the technique:

1. It relates to tessellations (Geometry)
2. It relates to art careers (Illustration & Design)
3. It's simple enough to use for all levels of students.
4. It can be done in any 2D media (Drawing, Painting, Collage, etc.)

I decided to use the technique to showcase crosshatching. It lends itself to that naturally because we will use a photocopier which can only handle black and white images.

We had a long discussion of the crosshatching technique, how it is used to print money, and create the illusion of shadow and form. We did a couple of practice worksheets before working on a final drawing. 

StudentArtGuide.com has an awesome one you can download HERE. 

When they understood crosshatching, we then came up with 4 sketches that would self-expressive and crosshatched to show at least 3 layers of shade.

1. Graffiti or bubble style name
2. An animal they felt represented their personality
3. An object they felt was important
4. Free choice

When sketches were checked, I shared the video above with them so they would see where we were going with it. I cut good drawing paper (about 70lb thickness) into 8.5 x 11 in. pages. I found copy paper would work, but was too thin and would easily wrinkle. 

Students drew and crosshatched one or two of their images on the sheet before cutting. They made sure the images did not touch the edge of their paper as the video says. We did the images in pencil first, re-traced with sharpie markers, crosshatched, then erased all the original pencil out. 

I did a safety demo to show my older students how to use a paper guillotine, but those who were nervous about it could ask me to cut their paper for them. Though the video says it must be cut in half, it works as long as all the cuts are straight up and down. I told students to follow the grid of the paper cutter and not worry too much about exactness of cutting along the perfect center. 

They took the papers and completed designs, overlapping seams but again avoiding edges. I encouraged students to fill their design, that it was okay to do more than their 4 sketched ideas. They could add things they felt made their design better as they worked even if it was not from their original sketch. 

We used clear tape to join papers back together along the entire seam. This was VERY helpful because we could put the originals into the copy machine feeder and it did not jam.

I ordered 6 copies of each image, though students only needed four. I assumed a few might make a mistake, so back-up copies were available. (It turned out that about 6 students of 100 did need the extra copies)

Though you could certainly use Elmer's glue, glue stick, or double sided tape to secure images, I happen to have a large supply of spray glue. Students brought me their copies, one at a time, while I stood in the hallway and sprayed into a trash can to collect over-spray. They carefully walked them back and attached them to 18x24 in. paper starting with a corner. Papers were lined up exactly side by side. This leaves a tiny gap that needs to be filled in with sharpie marker again.

Those who finished early were told to make a second image as a collage from my bin of magazines. This way they did not need to draw, but just collect and glue. It kept them busy, and I'll post those images later too.

I think they look fantastic as black and white images, but we will be adding color to them. The nice thing about coloring in with colored pencil is that the shading is now essentially done. Color pencils are not opaque, so the back lines do show boldly against the color. I think water colors will work well too, but I'd glue images down to a heavier paper if possible.

When coloring I told my students I'd like to see evidence of some changing hues by overlapping and changing color saturations. "Show off your coloring skills! It is the 3rd quarter after all, so show off a bit of what you have learned." This was added to my rubric along with showing 1, 2, and 3 layers of crosshatching, and a bonus for stippling within the work.

I think this approach is a nice alternative printing lesson that does not use linoleum cutting tools and printing inks. The students too seemed to enjoy the process. I will try this lesson with my younger students in the summer and see how they do. I assume this may be fine for my youngest students though they would need assistance with both cutting and taping depending on the age.

...And now with color.