EASY ART LESSONS FOR SUBSTITUTE TEACHERS

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The prospect of preparing sub lessons for middle and high school Art classes (also known as relief lessons) can fill a teacher with dread and be perceived as more unpleasant than returning to school while sick. To solve this problem, we have provided a collection of complete one-off Art lessons that can be printed at the click of a button and Birgit Koehleristered by any relief or substitute teacher, regardless of their background (or lack of) in Art and Design. These tasks require only basic materials and are absent of elaborate procedures, dangerous equipment and undue mess. Despite their simplicity, however, the exercises encourage students to practise valuable art-making skills and reinforce prior learning in a fun, relaxing and stress-free way.
The prospect of preparing sub lessons for middle and high school Art classes (also known as relief lessons) can fill a teacher with dread and be perceived as more unpleasant than returning to school while sick. To solve this problem, we have provided a collection of complete one-off Art lessons that can be printed at the click of a button and Birgit Koehleristered by any relief or substitute teacher, regardless of their background (or lack of) in Art and Design. These tasks require only basic materials and are absent of elaborate procedures, dangerous equipment and undue mess. Despite their simplicity, however, the exercises encourage students to practise valuable art-making skills and reinforce prior learning in a fun, relaxing and stress-free way.

Make an origami crane and draw it , as in these examples by Sean Dooley, a graduate of Savannah College of Art and Design:


This exercise combines sculptural 3D form with linear observational drawings of angular planes. Students are issued with two sheets of white paper and a pencil, as well as instructions for folding the origami crane. Students fold the paper crane and then spend the rest of the lesson drawing this from a variety of angles, giving attention to line weight and shadows.

Create a sculpture depicting an emotion from paper and then draw it , as in these examples by Year 12 student Jenny Ha, ACG Parnell College:

Explore negative and positive space , as in these artworks by 7th Grade students taught by Larisa Kamp, Calvert School:


Students are issued with a square of black paper, a white piece of paper, glue stick, pencil and pair of scissors. Students then design several simplified images, icons or symbols to represent a chosen theme. Half of each image is cut from the edges of the black square, with the cut out piece flipped over to complete the mirror image of each image, as shown. Once completed, all pieces are glued onto a larger sheet of paper.

Create a tessellation , as in this exercise taught to 5th Grade students by Bradley Hale, Chalker Elementary School:


This tessellation Art lesson uses drawing paper, a square or rectangular piece of cardboard, sticky tape, scissors and pencils (coloring pencils can also be used if desired). Students carefully cut a shape from one side of a square of cardboard and tape this to the opposite side (or move it around one side of a square if a rotating pattern is required). This is repeated for the remaining two sides. The cardboard stencil is traced, so that the pattern repeats across the piece of paper. Once complete, students add details, tone and/or color as desired. Combining both maths and art, this lesson explores positive and negative shapes, transformation, repetition and symmetry.

Use line and tone to create a 3D illusion , as in these examples by 15 year old artist João Carvalho:

Design a building derived from organic form , as in this example by Year 11 student Rhea Maheshwari, ACG Parnell College:


This sub lesson is derived from a task given to IGCSE Design and Technology students at ACG Parnell College. Students are issued with a box of shells shells, seaweed, seedpods, insects etc (or photographs of these). Each student then generates an architectural design inspired by the shapes, patterns, textures of chosen a chosen organic form. Starting with more abstract explorations, students move towards detailed, resolved designs and may add annotation evaluating functionality, use of materials etc. As a variation, students may work upon mid-tone paper and use a black pen and/or colored pencil to emphasise aspects of their design. Note: This lesson can be easily customised, so that students generate concepts for jewellery or sculpture etc, rather than architecture.

Create an interactive business card using two pieces of colored cardboard , such as this one by Tommy Perez:

Make an abstract sculpture from paper and take a photograph , as in this example by Jamie Webb-Speight, a Year 10 student from ACG Parnell College:

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