Positive and Negative Leaf Prints

I've purchased enough gelli plates now that I can take them to school and 4 students can print at a time. In October, I had a gelli printing station. Each 2nd and 3rd grade student had a chance. I demonstrated a few techniques and then let student choose and combine how they saw fit. The most popular choice was using the positive and negative space of leaves with first generation and ghost prints.

 I had many texture combs, stamps and found objects available for students to use to create their first print. The students came around the printing table, asked me to squirt the color of acrylic paint they wanted to use, rolled it with a brayer, and pulled the print. They also printed the ghost of the texture/pattern.

The students who wanted to play with the positive and negative space then chose a second paint color, rolled it out, arranged a leaf or several vein side down, and chose one of their printed papers to print on AGAIN. Next, they removed the leaf and printed the ghost. The paper with the leaf ON the plate will have the negative space in the shape of a leaf, which acted as a mask. The ghost will have the positive space showing the texture of the veins. Gelli plates show a lot of detail and texture so this pretty much always turns out cool. Different print combinations- first/first, ghost/ghost, first/ghost, ghost/first yield different results. The students enjoyed exploring and playing with the possibilities.

You can see the lesson plan on the smARTteacher.

 Some students tried different ideas- layering textures or images drawn with cotton swabs.

You can make a homemade gelatin plate for printing, but I've never tried it. I've heard good things about it but buying some plates with Blick gift coupons was a quicker choice for me! I now have gelatin plates in 8x10, 6x6, 5x7, 3x5, and the 8 inch circle. I haven't even had time to try out the circle plate yet, but I'm looking forward to it!

Leaf Abstractions

I picked up this lesson at a KAEA conference workshop 2 years ago (I think led by SRA). I've taught it to 2nd graders the last 2 years- would you have guessed?

I think they did a phenomenal job. Last spring we wanted an art project to pair with an Earth Day book "Gilbert Goes Green" by Diane deGroat before she visited. I suggested this leaf lesson. I photographed the steps of my example to create a handout for the classroom teachers since the project would be created in their home rooms. After I presented an overview to all the 100+ 6th graders shoved into the library, it was handy to have a visual reminder to send with them. The 6th graders did a pretty good job, but I honestly prefer the 2nd graders' projects! Since I wasn't there, I'm just guessing that some of the 6th graders either tried to do too much then rushed through it or just plain over-thought it. Having said that, I think this lesson could be tweaked for any intermediate-secondary grade level.  I actually want to make a large painting using this process.

To begin the lesson, I have the students choose a leaf to observe. (6th graders were responsible for bringing their own and 2nd graders chose a leaf that I brought in.) We talk about the shape, the lines of the veins, the textures, and look for specific details like holes. We talk about what the veins in leaves are for, and if teaching the lesson in the fall, what makes leaves green then what makes them change color. 

These drawings were completed on colored construction paper. 

BEFORE THE STUDENTS START TO DRAW: explain to them that abstracting an image means you are starting with something real but altering it. This means that the drawings do not have to be exact copies of the leaves, the leaves are just a starting point for the lines and shapes.

The first step is to identify the "primary" vein that starts from the stem and carries through the to the top of the leaf. This line is drawn from top to bottom of the paper. The students' first choice can have a big impact on the final composition. They have to choose whether to make the vein centered or off-center, more or less vertical, or at an angle. I usually suggest that they make this first line a little thicker so it's easier to keep track of.

Next, look for the "secondary" veins that, depending on the type of leaf, will start from the base where the stem connects, or start at the primary vein and go out to the sides. It's a good idea to stretch these lines to the sides of the paper to make sure the space is filled. Thirdly, add more veins and negative space- where the edge of the leaf shows. Make sure the veins extend to other lines to form shapes. The last step for drawing is to add other details like cracks, holes, etc., then trace all the pencil lines with a sharpie.

We saved color for the 2nd class period. The students used a mixture of construction paper crayons and regular crayons. I demonstrated pressing hard to outline the shape, then coloring more lightly in the center to create value. I ask the students to think about their color choices (ex: analogous colors might help create harmony) but I don't restrict them other than asking that the same color not be used in shapes that are side by side. It's also a good idea for students to use a new color for the negative space behind the leaf. 

Leaf Abstraction

2nd Grade Rousseau-Inspired Jungle Scenes

Henri Rousseau's jungle paintings were the inspiration for this project.  Shown above is "Surprise" from 1891.  The painting was projected when the students came in the room.  We talked about what they saw and where this scene might take place.  The timing worked out great because 2nd grade was studying habitats at the time.  <--- Happy Accident.  I asked the students where they thought the artist who made the painting might have lived and of course most of them thought probably close to the jungle.  The students were surprised when I told them that Rousseau was a French artist who never actually visited the jungle!  I read that Rousseau used books and even toy animals for reference.

I think there is a lot of green. My hippo looks very weird. I do not want to change it. I like my project a lot.

The first step of the drawing was making a row of leaf rubbings.  After the leaves were done, the students chose one of the jungle animal books I pulled from the library and found a picture for reference.  The animals were supposed to be drawn as though they were behind the leaves to add depth to the artwork.  They drew first with pencil and then added colored pencil.  When students finished, they wrote  artist statements, you can view some of the artwork and read some second grade writing below!

I drew a white cheeked gibinnon. The white cheeked gibinnon was hard to draw.

I drew a tiger. It will be hard to draw. It takes you 1 to 2 minutes. I learned that you can see that tigers live in the jungle. They're wild.

I drew a jungle, an armadillo, a cheetah, and a monkey. I like my picture.

This monkey is named Lilg. The bird is named Milly. Lilg liked bananas and Milly likes bird food. I drew them from a book.

Check out the rest of the artwork in our Artsonia exhibit!