an artist answers:)

A couple weeks ago, The 4th graders did a line drawing project that was inspired by the work of James Marshall (aka Dalek). Instead of doing the usual exit slip, I had the kids write a letter to the artist. They needed to use a few of the vocabulary words we were learning about in their letter. I encouraged them to think of a question they would like to ask him and include that in their letter.

When I wrote my post about the project I selected 3 letters to include. I then emailed James the post and he generously took the time to write back to each of the students. Very cool stuff! I then sent his responses to the students' classroom teachers, so they could share them with those students and their classes. 

We have heard back from artists before, but this is the first time individual students have gotten a response from one of them. I look forward to continuing with the letter writing exit slips from time to time, to give students a more personal experience with writing about art.

Below are the letters and James' answers. Thank you, kind sir!

In response to Andre's letter: I have tried to simplify the tools and ideas
to make it easy for people to connect and get involved with the process. Its
important for me in art to show others that art isn't as complicated as they
may think and to encourage everybody to express themselves creatively.
We use house paint tape and paint rollers as the primary tools. We also used
a chalk line to mark our lines before we paint. So we will measure on the
wall and then pop a chalk line from one point to the other and then tape off
that area and paint it. I learned from watching and working with other
artist as I progressed. So in all things being open to learning new ideas
and trying new processes will help strengthen your abilities.. I think it'd
be great if the world had more artist.. So I hope you and many of your
classmates continue to work on art and develop your skills..

In response to Nevaeh's letter : I definitely like to draw for fun and to
explore ideas. Sometimes I will think of something in my mind.. Or see or
hear something that is striking and it makes me want to draw it out and
think of ways to put it together into a painting.

In response to Sofia's letter: I enjoy abstract ideas because they have more
freedom for exploration and interpretation for me. I enjoy ideas of light
and space. Those simple things that strike us in our environment that we
aren't really sure why but they have a profound effect on us. With the mural
in colorado I wanted to capture the idea of the late afternoon sky in
colorado which is full of these pinks and purples. The rays of light
breaking through the clouds and over the tops of the hills. And also to
capture the fading of it from bright to dim as the night sky rises.

drawing like dalek.

This week the 4th graders continued their line unit. I introduced them to the work of James Marshall (aka Dalek), a painter and designer that works in a geometric abstract style. I wanted the kids to see how his work and the work of Sandra Willard shared similarities even though their artwork looks totally different. Working together, we were able to identify that line had similar responsibilities in each body of work- to make shapes, to create patterns, and to create (or help create) a variety of values.

We looked at a few of Dalek's paintings from 2010 and noticed that he used line to create only geometric looking shapes. Afterwards, I shared a brief video about a mural Dalek created in Boulder, Colorado. Students noticed how he created the whole painting by repeating and altering the shape, color, and value of one geometric shape. They LOVED the video:)

(I also love his take on public art, especially since we do legacy murals at Zamo every year. This wets the kids' appetite for what they will do with me next year.)

We started the drawing together by adding a vertical, a horizontal, and a diagonal line to their paper. I reviewed how to hold a ruler. We added a couple more lines together and I reviewed what it means for line to intersect. I then asked students to add 7-10 more lines going in any direction they chose, intersecting other lines or not. They then needed to add line patterns to most of the shapes they made.

All their lines got traced with black sharpies and then they added color patterns to most areas. I emphasized pressing hard and soft to create color value patterns and alternating colors to create patterns.

Once kids finished, their exit slip was to craft a letter to Mr. Marshall that used a minimum of 3 vocabulary words from the lesson word bank in the front of the room. Many kids have been coming in at recess to put the finishing touches on their drawings and those that wrote letters are curious to see if Mr. Marshall responds to their letters:)

A few years ago, I shared Dalek's work with students for the first time. The kids loved his work and their projects then, too:)

Also- This is a great interview with the artist about his process and history.

d is for dalek.

I'm excited that the 4th graders were able to complete this drawing before we went on our turkey day week long break.

James Marshall, who also goes by the name Dalek, creates these incredible abstractions that are a real treat to look at. Eye candy, really. Interesting plays of color, value, and shape. I keep thinking of Frank Lloyd Wright stained glass pieces, but pushed to the limit in terms of the fragmenting of shapes involved.

This was the first project the 4th graders did with me. The abstract nature of Dalek's work allowed me to address a variety of elements in a non-threatening way. The students don't have to be "good at drawing" as some of them like to say. If the student can use a ruler and create a variety of shapes, sizes, and colors in the composition, they have an excellent opportunity to create an image that is visually exciting.

We viewed a number of Dalek's works from his website and discussed his use of contour lines and geometric shapes that varied in size. Students recognized his use of tints of colors to create variety in the decorative space of his paintings. We talked about how Dalek made his tints by adding white paint, but we would do it by pressing softly with our colored pencils and crayons. Dalek uses a broad paletter of colors, but I wanted students to focus on complementary colors (opposites), so that they could make parts of their drawings stand out against one another. We identified these colors in his paintings and in visual aids around the classroom.

I modeled how they could break down the picture plane into smaller and smaller shapes, then let them at it. Once they were done drawing they traced their contours to get them to stand out more. When students were ready to add color we reviewed the complements and I modeled making tints with both the colored pencils and crayons.

The project spanned two meetings with each class. Some students finished earlier than others, so I had a 10' canvas laid out on the floor. Students could then add geometric shapes, trace contour lines, and add complementary colors to the large piece. This will be something students can choose to work on if they finish other projects early throughout the course of the year.