SchoolArts - April 2008

Objectives

Students will:

• learn about how lines outline shapes.

• be introduced to geometric and free-form shapes.

• be able to name the geometric shapes of circle, square, triangle, and rectangle.

• identify simple subjects and share ideas expressed in artworks.

• develop opinions about their own and other’s artwork.

• create an original artwork using geometric and free-form shapes with appropriate media.

Materials

• 9 x 12" ( 23 x 30 cm) white construction paper

• various colors of tissue paper

• diluted glue

• paintbrushes

• black tempera

Kayla, grade three.

ing the background took two forty-five-minute class periods.

Changes of

MIND

Kay Adamson

Paul Klee’s Caprice in February was on display in my artroom for use with a third-grade class. Without any prompting, my kindergartners became very interested in the color of his background. We started discussing how Klee might have created this use of color and many suggestions were made. After a lively discussion on the various ways he may have created this, I decided to take advantage of their enthusiasm. We had already stud-

ied line, color, and shape and this project was a great way of reviewing those elements.

Creating a Background

First, I showed students how to use
watered-down glue (applied with
paintbrushes)
to attach torn
blocks of over-
lapping multi-
colored tissue
paper to fill a
sheet of 9 x 12"

construction paper. Overlapping the tissue paper produced many happy sounds when students discovered the new colors they created. Creat-

Adding a Figure

During the third class period, we revisited Caprice in February, this time concentrating on Klee’s depiction of the figure. Many interesting words were used to describe the distortion and mixed-up feelings that are created in the artwork. We discussed things like how the nose is as large as one of his legs (which produced many giggles). I then explained how the word caprice means “a change of mind.” That inspired the kindergartners for the next step, creating a self-portrait with paintbrush-drawn lines. Black tempera paint was used and each students had the freedom to create his or her portrait in a “confused” state. This eliminated many fears of drawing the perfect person. The kindergartners were very happy with their work, which we displayed in the halls of the school.