VALUE, FORM & TEXTURE
Transcript of VALUE, FORM & TEXTURE
TIME REQUIRED: Two sessions @ 45 minutes
Marbled Greek ColumnsVALUE, FORM & TEXTURE
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !2
WHAT YOU’LL NEED:
9” x 12” white sulphite
paper
Shaving cream
Tray for shaving cream
Liquid watercolors
Paintbrush
Popsicle stick
Pencil
Ruler (optional)
Black permanent
marker
Black chalk pastel
Scissors
Background paper and
glue (optional)
Your students are going to be amazed by the first part of
this project: shaving cream marbling. It made a few more
samples than I needed because I just couldn’t stop the
magical experience of scraping off the shaving cream to
reveal the beautiful marbled paper underneath. After
creating beautiful marbled paper, students will draw and
add shadows to one of the three classic Greek columns.
ABOUT ANCIENT GREEK COLUMNS The Ancient Greeks used columns to hold up their
magnificent and heavy buildings. They needed the columns
for structural support, but they also wanted the columns to
be beautiful, so they created three types of columns:
Doric: simple and clean.
Ionic: curled scrolls on each side.
Corinthian: floral and ornate.
Join 10 year old Ella as she explains the architecture of
Greek columns: click here.
Ionic capital, north porch of the Erechtheion. 421-407 B.C.E., marble, Acropolis, Athens.
Marbled Greek Columns
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !3
Marbling with Shaving cream
STEP ONE: Spray a layer of shaving cream in the bottom of a
metal pan or plastic tray. It doesn’t have to be
smooth. I used white shaving cream from the
dollar store.
STEP TWO: Use a paintbrush to drip liquid watercolor into the
shaving cream. Use one color or multiple colors
for a different effect.
STEP THREE: Use the end of the paintbrush to swirl the surface
of the shaving cream.
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D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !4
Marbling with Shaving creamSTEP FOUR: Gently lay a piece of paper on the surface.
STEP FIVE: smooth it down so all areas are touching the
shaving cream.
STEP SIX: Lift the paper off and set it down on the
table. Use a popsicle stick to scrape off the
shaving cream. Add the scraped off shaving
cream back to the tray. Allow paper to dry.
TIP: Have wet cloths available at each table
for students to wipe their hands on.
Repeat the process as many times as you
want with the same batch of shaving cream.
Add additional paint each time. The
marbled paper will have less white spaces
with each time, but still be beautiful.
Try different color
combinations!
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Once your marbled paper is dry, use the
“Greek Columns” handout on page 7 to
draw a column. Discuss with your students
the similarities and differences they notice
between the three columns.
Use a pencil to sketch your column. You may
want to have a ruler available to draw the
straight edges that you see in the column.
Though the three columns vary in difficulty, I
usually found that students will choose the
project that they anticipate being most
successful at. My guess is that your more
advanced students will naturally gravitate
towards creating the Doric or Corinthian
style column. Let your students know that
whatever column they choose, you expect
them to do their
best work and
take their time
carefully
completing their
column project.
After drawing the
column with pencil,
outline all pencil lines
with a black permanent
marker.
Drawing the column
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !6
Adding shadingUse a black chalk pastel to add SHADING to
the column. Decide which direction the light is
coming from, and shade accordingly.
Use the handout on page 7 to help guide the
shading process. Use one finger to blend all of
the chalk pastel.
You could also try using a different colored
chalk pastel other than black to add shading to
your column. Whether you use black or a
different color, add shading with just one color.
Cut out your column.
As an optional last step, mount your
column onto colored paper with
glue.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !7
Greek Columns H A N D O U T
Doric
Ionic
Corinthian
Ancient Greek & Roman Art
BUNDLE
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !8
CREATING Generate and conceptualize artistic ideas and work — brainstorm approaches for design
problem—set goals and create purposeful and meaningful artwork
Organize and develop artistic ideas and work — explore and invent art-making
techniques-care for materials while art-making—document and describe environments
Refine and complete artistic work—revise artwork in progress through insights gained from
peers and discussion
Presenting/producing Analyze, interpret and select artistic work for presentation— Analyze how past, present
and emerging technologies have impacted preservation and presentations of artwork
Develop and refine artistic work for presentation — Analyze the various considerations for
presenting and protecting work in all settings and forms
Convey meaning through the presentation of artistic work — compare and contrast
purposes of art museums, etc. and the types of personal experiences they provide
Responding Perceive and analyze artistic work- compare responses to artwork after experiencing the
medium analyze messages in visual imagery Interpret intent and meaning in artistic work — interpret art by referring to contextual info
and analyzing relevant subject matter, characteristics and media
Apply criteria to evaluate artistic work— apply one set of criteria to evaluate more than
one work of art
Connecting Synthesize and relate knowledge and personal experiences to make art- create works of
art that reflect community cultural traditions
Relate artistic ideas and works with societal, cultural and historical context to deepen understanding
NATIONAL CORE ARTS STANDARDS-fourth grade
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D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !9
CCSS.ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally.
After introducing the students to Ancient Greek columns and architecture via posters, PowerPoint,
etc., students can be asked to answer questions orally to paraphrase what they have learned about
the style of art. Use of the elements of art and principles of design in the form of a discussion.
CCSS.ELA-Literacy.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
After students finish their art, you can have them fill out the artist statement worksheet (located in
Teacher Aids). This information leads them to reflect on the process of art making while forming an
opinion about their own work based on the processes used, materials used, inspirations, etc.
CCSS.ELA-Literacy.L.4.1 Demonstrate command of the conventions of standard English grammar and usage when writing or
speaking.
You can communicate to students that using conventions of standard English grammar when writing
their answers to the artist statement worksheet should be emphasized. This is a wonderful way to
help students see cross curricular connections between subjects!
Common core standards for Marbled Greek Columns
I CAN STATEMENTS FOR Marbled Greek Columns
• Today I will learn about ANCIENT GREEK COLUMNS, so that I CAN draw one of the styles:
DORIC, IONIC or CORINTHIAN.
• Today I will learn about TEXTURE, so that I CAN make MARBLED PAPER with shaving cream and
watercolor.
• Today I will learn about VALUE & FORM, so that I CAN shade my COLUMN to make it appear to
be 3D.
D E E P S P A C E S P A R K L E & T H E S P A R K L E R S C L U B !10
ASSESSMENT CHECKLIST
Student Name:
Did the student make marbled paper?
Did the student draw one of the three main styles of Ancient Greek columns?
Did the student use shading to create the illusion of form?
Main Ideas from:
MARBLED GREEK COLUMNS