Peaceable Kingdom Drawing
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Submitted by: Jeannette Smith Anthos (Submitted Feb. 2003) |
Objectives:
The Student Will (TSW) learn about artist Edward Hicks. TSW look at paintings of "The Peaceable Kingdom" and create their own Peaceable Kingdoms. TSW compare the work of two artists. TSW learn how to layer with color pencils (or whatever drawing material you select. Crayon resist might also be nice)
Materials (what you need)
8" x 8" (20 x 20 cm) Drawing Paper
Drawing Pencils
Black Sharpie Fine Point Markers
Colored Pencils
See more images from Jeannette's lesson.
Procedure (what you do)
1. Look at different "Peaceable Kingdoms" by Edward Hicks. Describe what is seen. Discuss what feelings the picture gives. Brainstorm about what kinds of animals the students could draw.
2. Create a border around picture
3. Draw a pattern within border
4. draw various animals using pencil
5. Trace entire picture with Black Sharpie
6. Start coloring using colored pencils--emphasize layering of colors, discuss various colors seen in sky, etc.
7. color a pattern around border, emphasizing the use of "natural" colors--colors found in nature
Discussion Questions
What do you see? How does it make you feel? Why do you think he painted this? How does this work by Edward Hicks compare to that of Henri Rousseau? Which artist's work do you like better and why?
Resources
Prints and transparencies of Edward Hicks
Prints of jungle paintings by Henri Rousseau
Follow-up activities
A quick entry in their art portfolio (they bring to art class each week) about their "Peaceable Kingdom Experience" . How did it make them feel/ Did they like drawing like this? Basically a brief reflection on what they had created. Write some comparisons between Edward Hicks and Henri Rousseau.
Content area vocabulary
Elements: color, space
Principles: balance, rhythm
Perspective: Overlapping, scale
Art History: Edward Hicks, Henri Rousseau
Curriculum standards
1-C (PK - 4) Students use different media, techniques, and processes to communicate ideas, experiences, and stories
2-C (PK - 4) Students use visual structures and functions of art to communicate ideas
3-B (PK - 4) Students select and use subject matter, symbols, and ideas to communicate meaning
5-B (PK - 4) Students describe how people's experiences influence the development of specific artworks
Evaluation
Did students successfully show perspective space by using overlapping and scale?
Did students effectively use the elements and principles of design to create a strong composition of plants and animals? Does the composition show unity?
Did students gain and understanding of the work of Edward Hicks and Henri Rousseau?
