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PAUL KLEE for the fifth class - the practical

After analyzing the works of Swiss artist, we pass to the practice of

• make a sketch of the garden of their home , seen from above or in front and, with these items available,
• create a design that will is raising, but with attention to the balance of available forms of , the reduction of objects (trees, house, walkways, etc.). to stick figures and geometric , the economy in the choice of what to keep and what to discard.
• What appears on the sheet is no longer considered a lawn, a house, but the trees rectangles, circles, shapes and areas .

The second phase practice provides

• the staining, to ac que rel the , being careful to use colors the second teo ria (contrasts between hot and cold or between light and dark balance in the drawing) and the second sim bo them ism (value and meaning with which to load the color), following the instructions that Paul Klee gave in his writings on art teaching.
  
  

HERE ARE SOME DRAWINGS BY PRODUCT CLASS 5 ^

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PAUL KLEE FOR THE FIFTH CLASS-theoretical
The workshop for the fifth class is divided into two parts, one theoretical and one practical, and centered on the artist Paul Klee .
The theoretical part is itself divided into two parts. The first involves the submission of life and of ' work of Paul Klee, with a generous selection of images proposals chronologically, Drawings of , paintings and watercolors to support the story.
are then selected some recurring themes in the work of the painter on the landscapes painted during his travels in Tunisia and Egypt
and those representing city, bound by the same formal treatment :

• use of squaring Cubist
• division of the painting in ago sce and STRI sce ,
• use of color so sim bo them co (in connection with the music) or on the application of the theory with between 'm of co the re (hot / cold, light / dark);
• with its description of the works in terms of form and content.

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A PATH FOR FIRST CLASS

^ 6 lesson

The art workshop begins by reading a story: "The child found that the co the re " . The text speaks of a gray world where a kid gets bored and decides to leave the house to look for something that gives him joy. Meet three characters (a fish, a fox, a bird) that give rise to the three main colors (blue , red, yellow ) and mixed with each other, all other . The world turns and happiness contaminates everything, making the child happy.

WANT TO READ THE COMPLETE TEXT OF THE STORY? CLICK ON THE TITLE

"The child who found the colors"

liked the story?

Well, now let's get to work!

The first activities we can do is to paint, directly with the color without first drawing with a pencil, a circle , or a square , red, yellow a and a blue and, subsequently, combinations, two by two, of these three colors to create secondary colors:

orange (red + yellow )

green ( yellow + blue )

purple (blue + red )

The second task is to make a drawing played by history, which contains a boy (or girl), a bird, a fish a fox, the ' and elements of the rainbow landscape (trees, mountains, house, sea, clouds, etc.). and colors using only three colors: red, yellow and blue , mixing them to create all the others.

Black and white only serve to lighten or darken the colors.

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5 th lesson

Today I propose an activity performed in the classical if II.

The lesson began with the reading of a de "Travels Giac" of Elve Fortis de Hieronimys, that to Iridia , the city of colors is a world inhabited by a ar co ba the no and six ca but the on you , each a different color (red , yellow, orange , green, blue , purple) are the creators of the colors of all things.

AND NOW ... Get to work!

1) The first year is always the same, table with color studies : primary colors, pairs of primary and the secondary damage.

2) The second laboratory work of art is the creation of a drawing with a chameleon (first in pencil)

the center of the paper, to be painted with a of six colors,

surrounded by all things , natural that have the same color (paintings, this directly with the brush).

Complete the drawing with a bottom of branches, bushes, leaves, flowers, painted with contrasting colors than those chosen for the chameleon and objects.

Here are some beautiful chameleons made by children of the Second

GAIA, MARCO, JR, JADE, LIGHT

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Composing with color means

1) Choose combinations. A color purchases several visual features (more or less brilliant, bright, saturated, gradient) if approached in different colors: for example, one green change appearance if approached the red or blue.

2) Establish the relationship between the amount of different colors used . Warm colors and light are more visible than the cold and dark: to keep a balance then you should approach a small area of \u200b\u200byellow or orange or red to an area larger than green or blue or purple.

3) Take into account the laws of contrasts . Wanting to get the maximum visual contrast between their approach must be pure colors (ie, not mixed with others), with dark or light colors, with warm or cool colors or complementary colors.

AND NOW ...

paint still life

MATERIAL:

procuriamoci some containers of different sizes on a table and disponiamoli

take the pencil, rubber

the paints: red, blue, yellow, white, black

learn to copy objects from the real

If you are a teacher put still life in the middle of the classroom and students around

identify the correct proportions helping holding the pencil at one end, holding his arm and pointing with his thumb on the pencil-finder, the size to be written on paper.

On the left, in order, we can see the pencil drawings of

LUCREZIA , RIMAU , DAVID

paint the objects with warm colors background painted with cool colors or color fred of background painted in warm colors.

Here are drawings respectively

GIORGIA , IVAN , ANNALISA , Siry

Some practical advice

1) Always start from the lightest color and move on to the darker
2) You can create different shades of every color and tone intermediate between a lighter shade, and a darker than the painting to give an effect of volume and plasticity

3) Do not leave blank spaces on the sheet

4) not use the black, if not to darken the colors

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I CO LO RI OF CAL AND I CO LO RI OF FRED Lesson 3 ^

from perceptual point of view, the colors are divided into two broad categories:
- warm colors : entire range from yellow to red , including red-purple fading to the
- cool colors : from green to ' blue to violet .
This division is based on psychological feelings that each color stimulates our minds, or attempt to assimilate the colors to feelings, or because, in nature, things are hot in warm colors (the fire and the sun) while things cool or cold have cool colors (water, ice, grass).
The contrast between colors hot and cold colors is always striking and born by the approach of two colors. long as we use red and green, the first and the second is hot cold, but if we close a blue and purple (which are both cold), in contrast with the blue violet is warmer.

Here's how Nicolas and Marta of III were used respectively

the table of colors and cold

the table of warm colors

do you like them too?

now already know the material you need.

Get a pencil and ruler

Draw a line to divide in half the drawing pad

Get the paints: red, yellow, white, black

On the left side of the paper, paint many red squares, yellow, orange, pink, brown

Now take the paints: blue, yellow, red, white

On the right side of the paper, paint many blue squares, blue, green, purple

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I CO LO RI COM PLE MEN TA RI 2 ^ lesson

To better study the colors using the color circle that helps you find complementary colors, that is, those colors that have the property of being very conflicting , to increase further with each other because they have no part in common.
Complementary colors are: Yellow
and PURPLE
GREEN and RED
BLUE and ORANGE
Looking good, we realize that, for example, purple consists of red and blue, so, with the yellow, we have all three primary colors. In the other pairs is the same.

White and black are achromatic colors. working with pigments (ie, with tempera or pastels or colored pencils) the black and white can be mixed among themselves and with other colors . Each color combined with white clears, mixed with black will darken. when mixing the white with black between them you get the gray . All these new colors that can not be named because they can be thousands, are gradations or shades .

AND NOW IT IS UP TO YOU

Making the board of complementary colors is very simple

The equipment required is the same as lesson 1

Put the paper vertically

then directly with a brush, paint two squares side by side: one yellow and a purple , beside a red and a green ; under a blue and orange one .

in the remaining area of \u200b\u200bthe sheet can be combined the contrasting colors, as did IVAN of cl. III

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I the C O L O R E - 1 ^ lesson

If we look around us we see that all things have a color contrary, we recognize objects not only because of their shape, but also through the colors. The colors are not a feature of the objects but the light that strikes them. So color is light .
If we pass a ray of light bia nec, the sun, through a glass prism , breaks down, making visible the colors, the same 's ar co ba the no. This is because the different colors have different wavelengths and passing through the prism of glass are diverted in a different way, so we can see them separated.
the same thing happens in the rainbow instead of a prism with the raindrops.
The rainbow colors are: Red Orange Yellow Green Violet Blue .

I COLORS PRIMARY AND SECONDARY

The yellow, the red el ' blue are co the re first but re . From their combination, two by two, we get the co the re if with by re , which are orange , the green the violet.
A further combination of a primary and a secondary color gives rise to tertiary colors. And so on.

AND NOW .... MANI IN PASTA!

MATERIALS TO BE USED:

A drawing pad n.4

Time: yellow, red, blue

A brush flat blade of medium thickness

A glass of water

of paper towels

Some small jars or plastic plates to put tempera

A sheet of newspaper to put under the drawing pad to avoid soiling the table

Let's get started!

We have the sheet vertically

With pencil and ruler draw 3 of 3 square inches on the top side of the paper. DONE? GOOD

now we do a lot of attention because of cans tempera ready do not need the addition of water.

take the color yellow and pour into a jar, dip the brush into the color and painted the first square.

We wash the brush and dry with the towel

We follow the same procedure with the red square for the second and blue for the third

Now, with the brushes (no first use a pencil), we realize table of c or the or r the primary and secondary.

With yellow draw and then color a square in the previous, next, leaving a 'space and color of a red .

In a pot put the yellow with a little 'red of , mix and we get the' orange. With this color painting, the third square.

Now we take the red and blue to paint a 'remaining row of squares. Mix the two colors and get the purple

Finally we take the yellow and blue for the last row of squares, and mix them we get the green

Here is the table of c or l or r the created by primary and secondary GIACOMO of cl. III

If you are little and you can not even use the ruler you can download the card with the square ready to

"TEACHING THE CARDS ON LINE"