Saturday, February 15, 2020
So we start with an oval. Draw a line of symmetry and find the center of that line. We make the line go from one side of the face to the other. The eyes (contrary to popular belief) are in the middle of your head. We divide the horizontal line into fifths with 4 dots and then create a slight arch for an eyelid between the 1st and 2nd dot and the 3rd and 4th dot. The iris of the eye is a perfect circle but you can rarely see the whole thing at once, so I tuck it under the eyelid by making almost a U shape. The pupil is centered on the iris.
The lower half the the line of symmetry is divided in half again. The bottom of the nose is drawn 1/4th of the way from the bottom of the face. It is as wide as one eye, which is also the size of the space between the eye, so use that for a guideline. Of course people have wider and more narrow, longer and shorter noses, but we are just learning the average as a starting point.
The lower 4th of the line of symmetry is divided in half again so that the mouth is 1/8th of the way up from the bottom of the line. It is about 2 eyes wide, so it would go from the center of one eye to the center of the other eye. The ears are drawn from the the eye height down to the nose position on the side of the head. It's so funny that people who have looked at millions of faces over the days and years of their lives don't realize that your ears line up with your eyes. And some of them wear glasses.
After my students drawn their faces in pencil or wiki sticks, they paint their back ground color. Then they find or make stencils that they can use to spray paint pattern onto the background. We talk about figure-ground relationships and how important it is to activate the background if you want to add interest.
Everything is painted on the figure and then black paint lines are added to most of the drawings. This flattens the people into almost cartoon characters, but it also covers up all the rough edges and makes it look clean and finished. Plus it is easier for my low vision students to see each others work from a few feet away.
Tuesday, February 4, 2020
|I felt at home in Big Bird's nest|
Our puppetry lesson is part of a month long unit about the tie between visual and performing arts. The costume (hat) design project came before, and set design is is coming after. I love it all!
Differentiation (buzz word in education) is a key to puppet making, because it lends itself to a huge range of interests as well as a huge range of ability levels. We had students who did elaborate hand puppets, complete with costume and students who made simple hand puppets from two pieces of fleece and sticky foam shapes to make a face.
|Simple rod puppets allow one hand to move the arms, while the other turns the head|
Some students made rod puppets from painted foam balls and inserted wooden dowels. Other students made more challenging dowel puppets with sculpted paper mache heads.
One student made a very simple marionette frog with a foam ball body attached to two strings to help it move. Other students made more complicated marionettes such as a long legged, long necked bird, or a unicorn with four moving legs.
|Finger puppets made by and for the very young from felt and glue|
My youngest students made felt finger puppets with characters that ranged from a pig to an alien. I have a student with an obsession with caterpillars made very simple puppets from a single piece of thick, fuzzy yarn, google eyes, foam nose, and pipe cleaner antennae. Two pieces of wire or pipe cleaner twisted around the body brought the bug to life, causing it to inch along or dance.
|caterpillar puppets made from very thick and furry yarn|
|Students handle an Asian shadow puppet|
We learned even more about Jim Henson with exhibits dedicated to Sesame Street, The Muppets, Fraggle Rock, The Dark Crystal, and Labyrinth. Students played on a TV set, and handled materials in the workshop.
I have a student who wants to design puppets for a career. I promised her that if she faced her fear of flying to Kentucky last fall to attend the exhibit and awards ceremony, to which she was invited, that I would find a way to take her to the Center for Puppetry Arts. This trip was my keeping a promise, but it was also a huge gift to every student who came to experience a world class collection and learn about this art form.
The lesson included writing components as students began, even before their first sketch, developing a character with a name and attributes. They wrote questions to ask our tour guide for out tour. One student nudged me as his question was being answered before he even asked. They wrote scripts, each with a beginning, middle, and end. And they wrote about the field trip, so although students are making art, they are also learning social studies, language arts, and just adding joy to life. Watching students perform around our classroom table, with their silly voices made the lesson all worthwhile, for me.