Family Portraits (3rd)
It can be difficult to draw with third grade pupils. Some are still at the point where they are ready to remove something ... but sadly some come to a crossroads when they suddenly think that if they don't get it right away they won't be able to.
So, I come up with ideas and seeing them unearth them is really fun. We all started mating in my class. I showed my students a short PowerPoint explaining what a family portrait is, then we compared two very different family portraits made by the children (one was a photo I found online and the other was an example of my third ). degrees).
We talked about the background of a portrait of third grade pupils, its making, how family members overlap to create space, how they think about body proportions, etc., but not the portrait found online. All my students agreed that a portrait with all the extra details is definitely a better image.
Before the show started, I told my students that if they already know how to draw people and want to do it their way, WONDERFUL: they can go back to the tables and draw! BUT if they think they can learn new drawing strategies by seeing me, stay tuned. So far this year, my 3 students from all grades have decided to start working on their own (and the truth is, their designs have been wonderful).
I have divided this project into several phases. My students saw me draw something and told me why I was doing it, then they went back to their places and did it themselves. Then when the stairs were finished they went back to the carpet and I knew they were ready to continue. Overall, for most of my students, this project required 4-5 lessons in 45 minutes.
Before my students draw anything, say, "Turn it on until you know it's true!" I asked him to repeat his statement. Like 5 times. It was especially important for them to remember, because we delete a lot of images.
Step 1: Draw a horizon line and follow the leaders of your family members.
I explained to the students that the horizon line in the photo is where the earth meets the sky. So they used a ruler and drew a horizontal line near the center of the pages. So I printed two different sized heads (an oval I cut out from a poster) for the family members to add to their heads on the page. The adults were filmed with a large audience and the children with a small one. I'm not usually a fan of models / viewers ... but if they kept their heads down they would be doomed from the start. People have bigger fights. Use followers.
* This idea came from the wonderfulblog up to smART Class . The inclusion of headers on the page was also discussed. Adult heads should be at the top of the page (above the horizon line) and children's heads at the bottom (but not too low, because drawing a body still takes up space)! We also talked about how to navigate the page (I don't want a child's head to be under an adult's head). If they don't shake their heads, students lose a lot of detail about the person behind them. To help explain this idea, I organized a group of students in front of the class to help them understand why some problematic arrangements might be present.
Step 2: Pull the neck, neck and shoulders.
I drew two lines around the neck for the students, then the two lines with a "V" or a curved line (tied to the shirt collar) around the neck. Then they drew curved lines, at least up to the head, following these lines below. Students who had difficulty drawing these lines with a curve were asked to draw only the correct ones (which will be corrected later).
Step 3: Draw the life lines.
Students find the center of the person's shoulders and the bottom of the page, then draw a horizontal line around the width of the head.
Step 4: T-shirts for everyone.
Before taking this step, I stressed the importance of taking off children's shirts in front of parents from behind. If the students started with the people behind them, they would have to remove more, because the ones in front would cover (overlap) some of their details.
Students draw two lines on the waist and then fold the shoulder line to create an arm.
They also advanced and fired into the hands and arms of their men. We talked about what people get their hands on life. I told him not to force his fingers to pull. If they could - EXCELLENT! But if not, it would be better to get closer to them. Again, there are bigger fights. I swear if I let my kids in, they would try to leave the whole class! It was also important to note that some of the details of the people behind it were hidden.
Step 5: Add the bottom (pants, shorts, dress, shoes).
The students drew a line across the edge of the shirt to create the sides of the pants. If they wanted to make a dress, all they had to do was clean the waist, then stretch the line down and pull the bottom of the dress. When we were in shorts, we talked about the fact that the legs were often smaller than the width of the shorts.
We also talked about people who don't usually spread their feet. The students were asked to take off their shoes as if they were moving forward (towards the audience). Designing shoes like this was a great "WOW" moment for many of my students! ⁇
Step 6: Add face and hair.
In my drawing, I was shown drawing my hair and face, then I sent the children to finish the drawings.
Here are some of the things we talked about:
-Don't forget to add details like eyebrows and ears
- Shoot more realistic eyes that can be seen in the center of a person's head
-How the peaks of the ears generally coincide with the human eye
-How hair can change the top corner of the head
The students here had plenty of room to move around. Eventually, they were tasked with painting their faces as they wished.
Step 7: Describe everything with a sharp pencil.
The students had to look at EVERYTHING with a sharp pencil. "Ms. Nguyen… her eyes too?" - Yes. "What about the hair?" - Yes. - And the horizon? - Yup. ⁇
Once the exploration was done, they erased everything with an eraser to erase the paintings.
This allowed one group to realize that they have lost sight of the dog or have lost their hands.
Step 8: Paint the people with a pencil.
Here I really changed my project compared to previous years. I took pictures of my children or used a marker. But this year I went with a pencil and watercolor as a background. Why? Because pencil and watercolor paints face each other, so if the pencil is compressed enough ... it makes it really hard to paint a random person's face / body.
The proof sheets were distributed to all of my offices before the children could choose to check the color.
I also advised my students to dye all areas of the skin first in order to inadvertently blend colors and prevent colored spots from appearing on the same person's skin.
Step 9: Paint the background with watercolors.
Students are free to paint the background however they want, but most prefer to use green and blue.
Was there a problem with the aspect ratio? Obviously! But I'm in third grade! I think they turned out well! ** All of my students were amazed at how good family portraits are. ⁇
