Surrealistic Perspective Landscapes

Students developed skills in 1 and 2 point perspective and then learned about the Surrealism Art Movement. We analyzed the work of Rene Magritte, Salvador Dali, Tetsuya Ishida, and Alex Gross. We talked about the meaning of surrealism and how these artists used this technique to express an idea. Students used problem solving and critical thinking skills to create an artwork within my guidelines. The requirements were to have one building in two point perspective, demonstrate knowledge of surrealism in artwork, and express a meaning or idea.

Each student created such a unique piece and really connected to the meaning of their work. I had the students either tell me about their meaning through video recording or writing. The results of their passion in their work and why they chose the different ways to express showed this project was a success


Skill Building for Self Portraits

Before diving into self-portraits, 6th-grade students had mini-lessons that allowed experimentation and development of skills. Students first learned about the 1/2 way rule when drawing a proportional portrait. Next, students developed skills drawing individual features of the face (eyes, ears, noses, and mouths) for the next two days. Students would then layer a variety of watercolor techniques over the drawings to experiment with ways to create expression through color. These small mini-lessons built confidence in the individual for our more extensive project.


Self Portraits

6th Grade Students created self portraits using value with line and expressive watercolor techniques. Students began by tracing the outline of a black and white photos of themselves and then added value using line variation. Students were encouraged to not use pencil for the line making and take the risk with sharpie. Students then used a variety of watercolor techniques to bring the portrait to life.


Coil Sculptures

Students learned hand building techniques in ceramics by creating coil built sculptures. After reviewing art with coil techniques, students drew a sketch of their idea. Next, students acquired slab and coil instruction and modified their plan. Students then began to create their designs in clay. Students learned to modify their concept after working in clay by using problem-solving throughout the process.



Students developed skills of understanding landscapes by tracing photos and identifying background, middle ground, and foreground. Students then rolled paint onto paper and canvas to create layers. Students utilized oil pastels to create extra details and define the landscape.