Wild images

Arts & Activities, May, 2005 by Cynthia Cox Farris

Ordinarily, we art teachers tend to look down our noses at fluorescent colors as too flashy to use in most projects. We know from experience that if given the choice, children will use them exclusively, rejecting the regular colors.

Nevertheless, I sometimes put them out at the end of a coloring of painting experience to use as accents. This works well and provides a little surprise. But in this lesson, fluorescent colors were celebrated wholeheartedly! Their lavish use provided just the right amount of excitement for the artists to let go of their inhibitions and look for wild images!

The trick was to combine the fluorescent colors with black and white for contrast, which ensured that each painting would have the "punch" it needed to be effective. The first step, of course, was for the students to work on ideas for images. What would be really wild? In this class, everyone jumped on animal and bird ideas as most appropriate, although the teacher could also steer the children to think of wild sorts of people of aliens. I encouraged the artists to try out ways of designing their images, so that there would be lots of interesting shapes in which to apply color.

As they planned their images, children also imagined ways that their subject could be presented with the addition of black paper in some sort of background idea. Some students thought of cutting fanciful shapes into the black-paper sky or ocean, as if it were swirling. Others would use the black paper as an interesting ground or sky, adding cut-out white paper details. They were free to use the black paper or not, as they dreamed up their ideas.

But first--the image itself! Once the children had their ideas, they sketched them lightly on 18" x 24" white paper. The size, placement and angle of the subject on the paper were important considerations in creating an effective composition.

After these decisions had been made, and the drawing was complete, it was time to paint. The first step was to outline all the important parts with black tempera, using a long-handled, stiff-bristle brush. This was allowed to dry. The next art period, the fluorescent paints arrived on the scene. Now the true nature of the wild images began to emerge as the wonderful, snazzy colors filled the spaces!

Paints and water containers can be shared, and small moist sponges can be used for keeping the brushes from dripping. As the art teacher circulates around the art room, it is helpful to gently stress craftsmanship, and to encourage and praise the young artists as they develop their masterpieces! (Hint: I find that students have better control when they stand behind their chairs to paint. They can also get a better vision of the whole composition as they work.)

In the next art period, when all painting was complete and dry, children could experiment with ways they would like to present their image. Some chose to cut out their painting and glue it to a background of black sky and white cut-out ground, or the reverse. Stars, moons or rockets in the skies were added by some artists, while others preferred to let the image do the talking, keeping the background simple. The students were cautioned not to glue until they were satisfied with their arrangement. Some people cut out several background shapes before they were happy with one. Finally they were all complete, and we could hardly wait for the display to go up! Everyone wanted to share their own special "wild image" with the rest of the school community. Oh, those wild fluorescents--they pack a powerful punch!

LEARNING OBJECTIVES

Students will ...

* exercise their imaginations.

* develop their creativity.

* acquire skills of composition.

* learn to work effectively with paint and cut paper.

* appreciate the special allure of fluorescent colors.

* evaluate and appreciate their creations and those of their classmates.

MATERIALS

* 18" x 24" white and black paper

* Varied sizes of black and white paper for detail work

* Practice paper for working out ideas

* Pencils, erasers

* Scissors, glue

* Long-handled stiff-bristle brushes (1/4- and 1/2-inch wide)

* Water containers

* Small moist sponges

* Fluorescent tempera paints

* Black tempera paint

Now retired, Cynthia Cox Farris was the art teacher at Veterans Park Elementary School in Ridgefield, Conn.