Gigantic Shoe, Charcoal 2

Look what happens when you make a jumbo drawing of your shoe!

SCHOOL: Mountain View Elementary School
TEACHING ARTIST:Martha Worthley
GRADE LEVEL: 5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Creative process and resources introduced

Teacher: Demonstrate observing the shoe and beginning to mark it down on the paper- this is a process of making marks on the paper to place the shoe-it doesn’t look like a drawing. Mark the point where the tip of the shoe should be, mark the point where the heel should be, mark the thickness of the shoe. These marks are called whisper lines. It is like creating a map- so that all the various parts of the shoe are placed within the frame of the paper and in the proper relationship to each other. Connecting the lines will give you the drawing-as in a connect-the-dot picture. This process helps when observing an object and making an image of it that might be 200 percent life size.

Demonstrate drawing the contours of the shoe: looking at how each element touches the other, negative spaces in between shapes. Talk about these negative shapes: the spaces in between what you are trying to draw. Emphasize that by looking at these less recognizable shapes, it sometimes helps you to capture the contour better. Demonstrate shading and capturing highlights on the objects, using your fingers to smudge color, using an eraser to bring highlights back out.

Demonstrate adding details such as rivets for laces on a sneaker, texture on the toe, brand name or logo, stitching.

Think about where this shoe is. Either represent the background you see, add a shadow, or add something from your imagination, but fill the whole page.

Students: Begin drawing. Look at the shoe. Remember to use whisper lines to get the correct scale of the shoe.

Smudge, use lines, draw contours, add details, erase (add) highlights.

Students may complete the background by drawing exactly what they see around the shoe, or by creating an imaginary setting. This is done AFTER the drawing of the shoe is complete. The background could be a simple darker shade of color around the shoes, it could have a shadow, etc.

Assessment (strategies, forms, guidelines, reflection questions)

Have you filled your whole paper?

How do you show different colors (red, blue, etc.) using only the black, white and gray that you can create with charcoal?

Does your shoe have detail?

Have you shown the textures of the shoe?

Oral assessment of the project: Drawings are displayed and each student has the opportunity to comment on their own work and that of their fellow students. They are asked to answer what they liked about their own drawing, what they would do differently next time, and to make a positive comment about another drawing, articulating a specific aspect that they respond to.

Essential Learnings

Arts 1.1.1-identifies and uses line to create texture, identifies and makes color values

Arts 1.2-controls tools and processes to produce detailed imagery in a variety of media

Arts 2.- The student demonstrates thinking skills using artistic processes.

Arts 2.1-applies previously learned arts concepts, vocabulary, skills and techniques through a creative process; Conceptualizes the context or purpose; Develops ideas and techniques

Arts 2.3-applies previously learned arts concepts, vocabulary, skills and techniques through a responding process

Arts 3.-The student communicates through the arts.

Arts 3.1-Uses the arts to express and present ideas and feelings