It’s been a while since my post on my Slam Dunk lesson 1 (Click to see the First Hand Observation Lesson).
Here’s the part 2 and 3! After doing the first hand observation of the Basketball with Charcoal sticks, the next step was an Action Packed Art Attack!
I set up my Paint area with Ikea’s Shower curtains using those mini nail hooks to hold them up. Then laid the floor with my old curtains and plastic sheet. Then mah-jong sized papers were fixed down with masking tapes for the job!
I used old tissue cardboard boxes as my paint palettes for easy disposal. The were limited to 3 colours for each paint and print job.
Painting on a sphere is a new experience for the kids. They had to hold onto the ball and twirl it slowly to cover the whole surface. This gives them a very tangible experience of what a sphere with volume ‘feels’ like. One handles a ball very differently from a box or a flat item.
The rolling and bouncing ball had been wonderfully captured, leaving traces of it’s colourful prints on the paper! They discovered that rolling the ball leaves a trail of patterns while bouncing creates a round print. Handprints were understandably included as well. 🙂
J was the last boy playing. He couldn’t resist bouncing the ball off the wall! I was very glad that it was not a problem since the shower curtain protected the wall from stains. I had to just remind him to play within the space provided.
In this lesson, the kids were exposed to the concept of capturing ‘movements’ through the comic’s illustrations. After their lesson on bouncing paint prints, this helps reinforce the idea of different kinds of movement involves speed and force. I flipped to the relevant pages and started asking,
- ‘How do you know that the ball in this drawing is moving?’
Blank Look. Me: ‘ what do you see over here?’ (I point to the lines and effects drawn of the ball)
J: ‘Oh! I know Lines!!’
2. ‘Good observation! What kind of lines?’
A and J: ‘ Straight lines, circles and balls!’
Me: ‘Yes! the way these wavy, straight, curved lines and circles drawn give us a clue on the movement of the ball.’
Boys: ‘ The above has many circle lines. Below has the black black thing and many many lines.’
Me: ‘ Yes, the above circle lines tells you that the ball was thrown from the right side and is looping downwards. The below picture tells you that it was downward shot.’
4. ‘ Which movement is stronger? Why do you say so?’
Boys: ‘ The below is stronger because it is very fast! Above not so fast, like a slow throw.’
Me: ‘ How do you know it is faster?’
Boys: ‘ Because of the lines- the below has many many lines and it’s like zheee zhhee zhazha!’
I laughed at their expression and pointed out that the black part is a shaded area to emphasize the forceful speed.
Basically, the conversation brings them to a realisation that lines can depict powerfully just by the thinness and thickness, the thin lines gives you a slower, lighter and probably slower movement while the bolder lines portrays a strong and heavy, probably faster movement.
From here, I taught them how to use the compass to draw a perfect circle to represent the ‘basketball’. A short introduction of radius and diameter were briefed and the circle was cut out. They attempt to draw their ball’s own movement.
J was not pleased with his first attempt. He redid a second piece on the left. A was pleased with his own first attempt and stopped there (the top right hand corner). E had copied A’s version and we were all satisfied. They drew with pencils first then outlined with black markers.
Up went these 3 works and up went the basketball! : ) They are very pleased with their works and had been talking about them while having their meals.
We’ll be studying an artist’s work for the next lesson and do some descriptive writing from what they see.
Do join me next time and if your friends are keen, please share with them too. : )
Click HERE to view the next session on SD series: Wacky Artist!
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