Crayon Resist Landscapes

Crayon resist landscape.

Summary:

Kids will create a landscape on drawing paper, using crayons and tempera paint.

Background

Making an art form using processes and techniques influenced by those of different artists can help one to better understand how to create a landscape.

Incorporating one’s own personalized designs and marks provides the opportunity for individual expression.

Learning about the roles of the artists and crafts people in the context of a process helps one to better understand the contribution of artists to a landscape.

Artmaking Processes and Techniques:

wax resist (crayons and tempera)

Art Elements/Principles of Design:

color, shape, form, space, and balance

Objectives:

As a result of this unit, students will:

Artmaking

  • Create a landscape on 12×18″ drawing paper, using crayons and tempera paint. Foreground, middle ground, background, and the horizon line must be drawn in with crayon and then tempera will be added to create the resist method.

Historical/Cultural

  • Describe how different artists depict landscapes in various styles at various times.

Criticism

  • Identify and describe the foreground, middle ground, and background in reproductions and in their own landscapes.

Aesthetics

  • Decide if every landscape needs to be depicted realistically to be an artwork.

Participation:

Students should demonstrate a willingness to learn about landscapes by positively contributing to the discussion at least once during the lesson.

Vocabulary:

Artmaking

  • Background is the area of the picture that is behind most of the objects in the picture.
  • Foreground is the area of a picture that appears to be the closest to the viewer.
  • Horizon line is the imaginary line that divides the sky and the ground.
  • Middleground is the area of the picture that is farther away from the foreground and closer to the background. (Between the back and fore)

Historical/Cultural

  • Landscape is an expanse of natural scenery that can be seen from a single viewpoint. A picture representing such scenery.

Motivation:

examples, reproductions, books

Student Prerequisite:

painting experience

Instructional Methods:

  • Teacher demonstration.
  • Hands-On student involvement.
  • Group discussion.
  • Individual involvement.

What You Need:

  • crayons
  • 12″x18″ paper
  • tempera paint
  • brushes

What You Do:

HISTORY/CRITICISM

Procedure (Teacher Directed)

  1. Set Induction “How are these landscapes different from one another?”
  2. Show examples from various artists (Cézanne, Monet, O’Keeffe, Renoir, etc) and have students identify the foreground, middle ground, and background.
  3. Do artists have an individual style that makes them unique?

ARTMAKING

Procedure (Teacher Directed):

  1. Explain that their drawing must include a horizon line, foreground, middle ground, and background.
  2. Demonstrate the crayon wax resist by drawing the composition, and adding in paint to an area.
  3. Crayons must be used first and paint next! Outline the drawing with crayon and fill it in with tempera.
  4. Go over color mixing to produce tones and secondary colors.

(Guided Practice) Students will:

  1. Trace a drawing space using 9×15″ tag board, in order to create a border.
  2. Design a pattern on the border (optional).
  3. Add a horizon line first.
  4. Use crayon to outline their foreground, middle ground, and background.

(Teacher Directed)

  1. Use a different color of paint for each layer (foreground, middle ground, background) in the landscape.

(Independent Practice) Students will:

  1. Use tempera to add in large areas of color to their outlined drawing.

AESTHETICS

(Teacher Directed): Students will ….

  1. Does a landscape need to look realistic to be considered art?

(Closure)

  1. How did we create space in our landscape?
  2. What were some artists that we discussed today?
  3. How did you display foreground, middle ground, and background?

References:

Craven, W. (1994). American Art: History and Culture. Boston: McGraw-Hill.

Hobbs, J. and R. Salome. (1995). The Visual Experience Worcester, MA: Davis Publications.

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