Keith Haring: "Graffiti Art"

I wrote "graffiti art" in quotation marks because Keith Haring's artwork is considered graffiti art, but in reality, aerosol artists were already wreaking havoc on subway trains and walls in NYC before Haring was ever called a graffiti artist.

But you can still put Haring in that category because the art he created was, in essence, the same thing those young vandals were doing on the walls in the middle of the night. While riding the subway, Haring noticed the billboards that were in the process of being changed were left with a black, matte board. That was when he began creating transitory rhythmic, line drawings on them, in white chalk. Sometimes creating as many as 40 a day!

I thought this would be a fun project to do in markers, to give the students another chance to work with the colorful markers.

• Hand out 9 X 12 drawing paper or poster board.
• Have a discussion about family and friend relationships. Haring devoted much of his time to public works that carried social messages. We decided to work on a family/friends theme.
• Each students lightly sketched their drawing, making sure to use Haring's iconic heart shape.
• Encourage each student to use a variety of colors and to fully color in their design, outlining in black for the colors punch through.

The artwork above was created by my son, who is in the fourth grade.

Edvard Munch: The Scream

Edvard Munch's painting is one of those very recognizable works, akin to Van Gogh's A Starry Night and Grant Wood's American Gothic. Everyone knows "The Scream". So what I did was bring the image to class and we had a roundtable discussion about how Munch's work of art made us feel. Munch was an Expressionist, and his purpose was to express a certain feeling, an emotion to the viewer. So I asked the students how it made them feel. It was unanimous, no one wanted this painting hanging in their bedrooms--they said it wasn't scary, but it made them uncomfortable.

That said, I think Munch made his point. "The Scream" makes you feel something, even if you don't know exactly what that is--it's still an unpleasant feeling. So our goal for the project was to create their own "Scream". This is one of those projects where the emphasis is on the idea behind the artwork, as opposed to technique.

• Hand out 9 X 12 sheet of drawing paper or Bristol board.
• Let students lighting sketch their design. We began by creating a horizon line, then there was a short lesson on perspective before students drew their bridge. I gave the students liberty as to how their main figure should look.
• I love oil pastels because they are so versatile. Students can use them in a similar way as crayons, they can also apply some pressure and blend so gives it a painted effect.
• After the students colored in their backgrounds, I had them outline in black, to give the colors a chance to pop.

The artwork above was created by a third grader.

Joan Miró : Assemblage

Joan Miró is one of my all-time favorite artists. Wait. I say every artist is my all-time fave, don't I? LOL But this abstract artist from Spain really is. I love his carefree, child-like style, his colors. They just make you feel good looking at it. I've long wanted to interpret Miró 's abstract style, and this project was alot of fun. I incorporated an assemblage technique, just to give the students something tactile to work with.

• Make sure to bring some of Miró's artwork to show to the students, so they can get a better idea of Miró and his abstract style. This is such an important step in teaching modern art. Its hard to understand and/or visualize the concepts so being able to look at each artist's work is imperative.
• Hand out 9 X 12 sheets of watercolor paper and make sure each student has a palette with 2-3 different watercolors.
• It's important that the student use a large watercolor brush, to give the background an appearance of washed color, as Miró did.
• Encourage them to blend their watercolors nicely because this is the first layer that we will be creating our assemblage on.
• Once they are finished painting, bring out the trusty hairdryer so the projects can be done within the hour. No one likes to watch paint dry!
• Once it is dry, encourage students to draw abstract shapes with oil pastels. They can also cut interesting shapes out of scrapbooking paper.
• Once students have laid out their abstract design, they can add their final touch, which really brings a graphic punch to the project.
• Black yarn! Of course, students could have used a black oil pastel or a black Sharpie, but I though using a spool of black yarn would be fun!
• Each student created designs with a bottle of elmer's glue (just supervise them carefully or they will get glue happy and create a mess!), then carefully placed their black yarn on top of it, snipping off the end with a pair of scissors.

The artwork above was created was a third grader.