Certification: 2022
Goals
We can learn to see the world around us as shapes. How can recognizing the simple geometric shapes that we see lead to improved art-making?
My goal is to help students break down complicated images into simple shapes and to see the relationships between the shapes. To encourage students, with little confidence or children with developing motor control. Students were encouraged to use circles, eggs and ovals stencils if they were struggling. Students moved these basic shapes into position on drawing paper and traced around the shapes, to complete the first steps of each drawing.
The goal of my new lessons is for students to not draw the outline, start with the big shapes, add the details (curves etc.), the texture, and then show me the habitat or place that the object was in. I even modified my existing lessons to include students focusing on drawing big to simple geometric shapes.
My goal is to help students break down complicated images into simple shapes and to see the relationships between the shapes. To encourage students, with little confidence or children with developing motor control. Students were encouraged to use circles, eggs and ovals stencils if they were struggling. Students moved these basic shapes into position on drawing paper and traced around the shapes, to complete the first steps of each drawing.
The goal of my new lessons is for students to not draw the outline, start with the big shapes, add the details (curves etc.), the texture, and then show me the habitat or place that the object was in. I even modified my existing lessons to include students focusing on drawing big to simple geometric shapes.
Reflections
I thought that I was stressing to students to use simple geometric shapes as the foundation for their drawings and compositions throughout my teaching career. To my shock and amazement I discovered that many of the students really didn't understand the concept. So, I decided to create several lessons that focused solely on the concept of starting a drawing (making art) using simple geometric shapes you see in the objects, the composition and the world around us. I did this with 3rd and 4th grades.
I created several new lessons that focused heavily on starting a drawing (art-making) with the simple geometric shapes that you see in objects/compositions. I stressed to students that they should always start with big, simple geometric shapes. Work from big simple shapes in order to get size, placement and proportion correct before they start working on the details (embellishment/texture). Students have a tendency to want to just draw the entire outline of an object. As a result they [students] end up with a disproportionate drawing. Some students would also neglect to add the details. It is so interesting to me that they just focus on the outline.
The "Flamingo project” frame of reference was extremely helpful and it is something that I will continue to use in every project going forward. Although I may not use the same “flamingo project” I will create other lessons and switch out the flamingo for another object; I'll do this every year. My hope is that the concept will become rote (second nature) for me as well as my students.
I created several new lessons that focused heavily on starting a drawing (art-making) with the simple geometric shapes that you see in objects/compositions. I stressed to students that they should always start with big, simple geometric shapes. Work from big simple shapes in order to get size, placement and proportion correct before they start working on the details (embellishment/texture). Students have a tendency to want to just draw the entire outline of an object. As a result they [students] end up with a disproportionate drawing. Some students would also neglect to add the details. It is so interesting to me that they just focus on the outline.
The "Flamingo project” frame of reference was extremely helpful and it is something that I will continue to use in every project going forward. Although I may not use the same “flamingo project” I will create other lessons and switch out the flamingo for another object; I'll do this every year. My hope is that the concept will become rote (second nature) for me as well as my students.
Evidence of growth
I have definitely seen a difference in the students’ work for the better. Most of the students are working with large geometric shapes as the foundation of their drawings. As a result the drawing’s size, placement and proportion are mostly “correct” before students start working on the details; this is an improvement from past work. I noticed that I am constantly referencing the "flamingo project" when students are working on new projects. The flamingo project was a new lesson that was solely designed to teach the students how to draw using simple geometric shapes as the foundation of a drawing. Being able to reference a project when working on another project was extremely helpful when students got off track. We would discuss how they could use what they learned in the "flamingo project" in the project they were currently working on.
In addition, I hear students discussing what they are discovering, using this new vocabulary (oblongs, geometric shapes, texture, details), and eager to share and look at each other’s artwork.
In addition, I hear students discussing what they are discovering, using this new vocabulary (oblongs, geometric shapes, texture, details), and eager to share and look at each other’s artwork.
