Fish prints swimming in a glittery sea.

Fish prints swimming in a glittery sea. [ILLUSTRATION OMITTED] Fish prints swimming in a mixed-media sea of tempera tempera(tĕm`pərə), painting method in which finely ground pigment is mixed with a solidifying base such as albumen, fig sap, or thin glue. paint, glitterpaint, 3-D glues and shimmering shim��mer?intr.v. shim��mered, shim��mer��ing, shim��mers1. To shine with a subdued flickering light. See Synonyms at flash.2. jewels ... many exciting steps for mysecond- and third-grade art students! We began with a reading of Mister Seahorse, by Eric Carle(Philomel phil��o��mel?n.A nightingale.[Alteration (influenced by French philom��le) of Middle English phylomene, from Medieval Latin philom ; 2004). The students were introduced to some unusual seacreatures and saw how they blended into their surroundings forprotection. The first step was to draw a fish and answer the question:What is a relief print? We looked at examples of relief prints by Japanese artistKatsushika Hokusai Katsushika Hokusai:see Hokusai. , Pablo Picasso and others. They created their printsby cutting into a block of wood with sharp metal tools. A relief printis made when ink is rolled onto a raised surface and then pressed ontopaper to create a copy of that design. We found that we could create araised surface using pieces of thin foam board Foam board is a type of display board made primarily with foam. It generally consists of a foam core in between two sheets of thin, rigid paper; and is characterized by its light weight, and the ease with which it is scored. . The students began by drawing a fish on a 6" x 9" pieceof manila paper. They then taped their drawings to a piece of foamboard. With a pencil, the children pressed down on the outline of thefish and on all the details, in order to transfer the drawing. The paperwas then removed and the fish cut out. I then cut, from cardboard boxes,a cardboard piece to fit their fish. They spread glue onto the back ofthe fish, glued it to the cardboard, and let it dry for printing day. [ILLUSTRATIONS OMITTED] Printing day is very exciting. The students work in groups of threeto five at six tables. Each table has three or four metal printingplates and rollers. I am at my desk with tubes of different colors ofink, including primary and secondary colors and black and white. Therules relate to sharing (all students need equal time with the printingplates), color mixing (in the beginning we try to keep analogous colorstogether), and organization (each print must be placed on the dryingrack before starting another). [ILLUSTRATION OMITTED] Each group of students uses only the metal plates at their table.After each student does a print, he or she will probably need to come upto my desk for more ink. Consequently, students need to know (or theysoon find out) how one color affects another. Blue added to green willmake blue-green. White added to magenta will make pink. A tiny bit ofblack added to blue will make dark blue. Purple added to yellow willchange both colors into something somewhat different and definitely lessintense. [ILLUSTRATIONS OMITTED] Students can print more than one time on a sheet of paper, althoughthey should try to print on at least three different papers during thesession. Twenty or so different colors of 9" x 12" sulfite sulfite/sul��fite/ (sul��fit) any salt of sulfurous acid. sul��fiten.A salt or ester of sulfurous acid. paper are lined up on the counters. (Let's not forget contrast. Anorange fish will pop out against a blue background. Will you be able tosee a red fish printed on red paper?) Lots of things to remember, butvery exciting to watch, as the "printers" race around theroom, from their tables to my desk, back to the paper supply, to thedrying rack, to their friends across the room shouting, "Wow, lookat this one." By the next class, our prints have dried and we are ready to signand number them. The students learn that every time an artist does aseries of prints, it is called an edition. In order to number them, wedrew on our math skills--each print is a fraction of the total number ofprints the artist has pulled. The first print is labeled A.P., whichstands for artist's proof. After students choose one print to becut out, we begin working on our seascapes Seascapes is an RT�� Radio 1 programme broadcast on Fridays at 8.30 pm. and presented by Tom MacSweeney. It is intended to cover all subjects of maritime interest, from leisure to commercial shipping, as well as fishing and the environment. . The children are able to refer to drawings, posters and photographsof fish, seaweed, seashells and various underwater creatures. They drawwith a black crayon crayon,any drawing material available in stick form. The term includes charcoal, conte crayon, chalk, pastel, grease crayon, litho crayon, and children's wax colors. on 12" x 18" white paper and then go overall their lines with a paintbrush (graphics, tool) Paintbrush - A Microsoft Windows tool for creating bitmap graphics. and black tempera paint. In order to create the illusion of depth, objects in the distanceare drawn smaller. I tell them not to leave a space for their printedfish to be attached. The printed fish can overlap any of the other fish,because it will be swimming in front of them. Everything is then painted with tempera colors with the exceptionof the background. For this we used glitter paint, which comes in manycolors and is transparent. Most students chose blue for the water, andused the other colors as glazes painted over the tempera colors. Afterthe paintings dried, they were embellished with 3-D glues, wiggly eyesfor the fish and jewels (most likely from pirate's treasure chests)on the sand or floating in the sea. The last step was to attach the fish with a pop-up glue dot or two.Finally finished, my students had drawn, cut, glued, printed, paintedand added collage materials on their way to creating very beautiful andvery successful mixed-media seascapes. MATERIALS * 6" x 9" manila drawing paper * Scratch-Art[R] foam board * Scissors * Glue * Heavy cardboard * Printing inks * Metal printing plates and rollers * 9" x 12" printing paper * 12" x 18" heavyweight drawing paper * Tempera paints, glitter paints and brushes * 3-D glues in different colors * Wiggly eyes, acrylic jewels, pop-up glue dots LEARNING OBJECTIVES Elementary students will ... * learn that a relief print is a kind of artwork. * learn to use the correct terms for pulling and numbering anedition of prints, and for designating a print as an artist'sproof. * learn that an artwork that shows a scene of the sea or ocean iscalled a seascape. * create an illusion of space on a two-dimensional surface bydrawing objects in the distance smaller, and by overlapping shapes. * use and be aware of the different qualities of opaque andtransparent paints. * experiment with analogous and complementary colors, as well aswith tints and shades “Tint” redirects here. For other uses, see tint (disambiguation) In color theory, a tint is the mixture of a color with white (also called a pastel color) , and a shade is the mixture of a color with black. , in the process of mixing colors on metal printingplates. VOCABULARY Analogous colors Artist's proof (A.P.) Complementary colors Edition Opaque Relief print Seascape Shades Tints Transparent RESOURCES * Carle, Eric. Mister Seahorse, Philomel, 2004. * Reproductions of woodcuts by Albrecht DOrer, Katsushika Hokusai,Pablo Picasso and others. * Visuals of fish and seascapes: reproductions of drawings,paintings and photos * Color wheel Ellen McNally is a K-5 art teacher for the Monticello CentralSchools in Monticello, New York Monticello is a village located in the Town of Thompson in Sullivan County, New York. The population was 6,512 at the 2000 census. It is the county seat of Sullivan CountyGR6. .