This art lesson took about ( 3) 40 minute art classes to complete. Students learned about foreground, middle ground and background and how it creates a sense of space in artwork.
Read more below students artwork to find out how they were created!
DAY 1 – Creating the birch trees
After introducing foreground, middle ground and background to students, showing them multiple student artwork examples from previous years, and demonstrating the steps for day 1 of the lesson, students got to work creating their birch trees. We used 12 x 18″ medium weight tagboard for the paper.
Students drew 1 large tree in the foreground (area closest to the viewer- with objects drawn LARGEST along the bottom of the paper to show this) going all the way to the top of their paper.
Then drew a land line in the middle ground –(area in artwork that is placed in the middle of the paper or canvas, with objects drawn a bit smaller in this area, to show it is a bit further away from the viewer.) I demonstrated to make sure that they jumped over the tree as they drew the middle ground! Then proceeded to draw 2 slightly thinner trees from the middle ground up to the top of their paper.
Then they drew another hill / land line to show grass and trees growing in the background. This line was drawn near the top of the paper to show objects that are the furthest away from the viewer. Objects along this area are drawn the smallest to show they are the furthest things away in the artwork.
Once these areas were drawn with largest to smallest birch trees, going from the bottom of their paper to the top, students used a small piece of recycled currugated cardboard dipped into black paint to create the birch tree bark.
After creating the black lines for the birch bark in each tree, we created 1-2 branches for each tree by tilting the cardboard diagonally along the edges of our trees, and dragged the cardboard downward.
DAY 2 – Creating grass, flowers and painting the landscape
Students drew grass blades within their landscape using 2 different shades of green crayons and yellow. They pressed HARD as they drew the lines– It’s important to press hard not lightly here because the crayon bits would be painted over in the next step (creating a “crayon wax resist” technique with watercolors).
I showed kids how to hold all 3 crayons in one hand, drawing vertical and diagonal lines for the grass. (Doing this makes it easier and faster!) Some students held all 3 ok, and some preferred holding 2 then drawing the rest with the 3rd crayon after.
Then they drew a variety of flowers using crayons within each grassy section.
Once complete with grass and flowers, students painted the grass and sky with slightly watered down liquid watercolors! Creating a crayon wax resist.
DAY 3- ADDING THE WOODLAND ANIMALS TO THE LANDSCAPE!
Students referred to a variety of “step-by-step” how to draw animals that I had created and stapled together into packets to draw at least 1 animal to add to their landscapes.
Foxes, squirrels, owls, skunks, bunny’s, racoons, deer, and wild horses (which could OF COURSE be made into unicorns!) were in the packet.
Students chose 1-2 animals to draw, and used their observational drawing skills to draw them, color in with colored pencils, cut them out and glue onto their beautiful landscapes!
And there you have it!! Beautiful work everybody!!
