This semester, I knew I wanted to incorporate zentangling again. I ended up getting really sick and had to leave part of this project with a sub. Surprisingly, zentangles are pretty easy to leave with a sub---yay! But I did not have a chance to let them try out pen and ink. Boo.
Here is what I had posted on the board:
- Today students will be drawing pumpkins! I set up a pumpkin still life by the red bulletin board, you can point it out if students need help visualizing how to draw pumpkins. (Early finishers could also sit at the white table and create a contour line drawing of the still life. I put felt tip markers and white paper on the white table just in case…..)
- On a piece of white paper, students may choose a composition 2 or 3 pumpkins overlapping. You can demonstrate this on the board or point out my example. One of our vocabulary words is OVERLAP, so you might explain that it means that one object is in front of another object so that it is partially covering the one that is behind.
- After drawing the pumpkins, students should add contour lines that start at the pumpkin’s stem and follow the curve of the surface of the pumpkins. Students can draw the pumpkins with pencil, and then trace in sharpie. If they mess up, make them use the back to retry, before giving them a new paper.
- After drawing the outline, students can begin ZENTANGLING in each section of the surface of the pumpkin using SHARPIES. Students can use skinny sharpies for this step. A zentangle is a design made up of structured patterns. I have a packet for each student to look at for ideas and a couple of books with tons of zentangle ideas. If their designs are too simple, they can go in and add more CONTRAST or VARIETY to make them look more interesting. Students should work quietly, zen implies a quiet focus and should be calming and relaxing. (6th graders should not wander the room to talk to friends. I do let them get a pencil, ruler or a sharpie if they need those items, but they shouldn’t be at another table for no reason).
- Make sure names are on their papers. Remind them not to use sharpie on the back for their names because this will show through to the front and mess up their drawing.
- *Next time* we will color the background and attach to a frame. Students will also have a little more time to finish zentangling the pumpkins if they don’t finish today. 6th graders will probably do better with this because we did zentangling last year. I don’t want them to color the pumpkin, the plan is to leave it black and white, and only color the background so if you allow them to get out crayons/markers if they finish early, make sure they don’t color the pumpkin. I want to explain how to use secondary colors on the background.
- Paper is 8X11 if you need to cut more.
- Early finishers may either zentangle a bookmark or draw the still life at the white table.
I also stressed the importance of adding CONTRAST. I encouraged them to at least make a couple of their patterns BOLD like a checkerboard.
After zentangling, they were to color the background with SECONDARY colors. They could use a monochoromatic color scheme or a pattern, but I took all of the reds, pinks, yellows, grays, browns and etc. out of the crayon basket. Its amazing how beautiful the secondary colors are! I told them that I would keep yellow green, golden rod, red violet, and red orange in there to give them a variety of 'purples' 'oranges' and 'greens'. They also had to plan out what color they would use to 'matt' their artwork and they had to select a different shade of green, purple, and orange for their frames. They painted a design on the frame with black at a special painting station.
If students finished early, I had them work at a drawing station. I set up a STILL LIFE of pumpkins and gourds. Once again, I did not let them draw with pencil first, and I was really happy with the results!