CREATING SPACE

GOALS
How is space created in an image? This activity breaks space down in 3 ways: what’s furthest away (background), what’s a little bit closer (middle ground) and what’s right in front of us (foreground). By creating imagery on three layers, participants will learn how various sizes of images on different layers work together to create space, or depth, in a picture.

MATERIALS
Cardboard, construction paper,

PROCESS
(1) This first step of this activity is to make a work board – this is the tool that holds the layers of space together. To make a work board, layer two transparency sheets on top of a similarly sized cardboard cutout. Secure these layers together by wrapping one end of the bundle with strong clear tape.

(2) This activity can be abstract (shapes and lines) or realistic (trees in park). Participants may take a few minutes to decide (and draw if they like) what image they would like to create. Fold over the top 2 transparencies and start with the background (the cardboard). Participants may create any background they like, however, will need to completely cover this layer. Participants may cover their layers in different ways. I encourage my students to cut out images (from a newspaper or ones they’ve drawn) and glue them on. However, because we’re working on cardboard and transparency, designs may also be drawn on with window or dry erase markers. Participants should also keep in mind that objects far away often appear smaller.

(3) Once the background is complete, fold over the closest transparency layer – this is your middle ground. Participants may add any image they like to this layer – what is a little bit closer to the viewer?. If a participant is creating a realistic picture, s/he will need to keep in mind that this object would appear slightly larger than any objects in the background.

(4) Once this layer is complete, fold over the top layer – this is your foreground. Participants may add any details they like to this top layer. It may be helpful for participants to reflect internally or by looking around at the size of objects close and far away from them. When they compare the difference – what do they see? For example, though a pile of exercise books may be smaller than a door, if the books are next to the viewer, do they really look that small? Could they appear as wide os the door?

Adding images to the foreground is the last step. With all layers down, a complete picture will appear. Participants may title their pieces and share explanations of what they added to each layer, and why, with the rest of the group/class.

FUTHUR APPLICATION: Image Composition with Technology
COLOUR KITE

GOALS
Participants will be introduced to, or strengthen their understanding of, how colour creates mood. Through discussion, reflection and the making of a model kite, participants will explore analogous and cool vs. warm colours.

MATERIALS
Straw, Tape, Scissors

PROCESS
(1) KITE FRAME: A model kite frame is simple to make and models the assembly of a traditional dart kite. Students with steady hands may make these themselves. Firstly, lay two straws in a cross formation and secure their position with clear tape (a hot glue gun may also be used). At each straw end, make a small cut with a pair of scissors that splits the straw ends in two. These cuts will hold your string. Next, take a very long piece of string and place one end in between one of straw cuts (the cut should hold the string tightly. If your cut is too wide, you may need to cut it off and try again). Repeat this action as you wrap the string around the kite frame between all straw cuts – it’s best to make two full laps around the kite (going though each straw cut twice). Knot the ends of the string together at the last straw cut.

(2) TISSUE PAPER PAINTING: Colours of tissue paper will be painted on to the kite base. The kite base can be made by placing the kite frame on top of a double sheet of white tissue paper. Loosely trace around the kite frame (leaving space for flaps along each edge) with a pencil and cut the tracing out. The tracing may then be placed on top of the kite frame where it’s flaps may wrap around the sting and be secured with school glue.

(3) You are now ready to paint! Using your various colours of tissue paper, and with the aid of a colour wheel if you like, you may ask students what they think of when they look at each colour. “These are warm colours – red, orange and yellow. What do you think of when you see these colours? If I shift along the colour wheel and take away the red, but add green, do you think of the same things or feel the same way? Why?” A discussion may form around colour concluding that various groupings of colour can influence mood. This activity can work with any grouping of colour your like, though I mainly use it to model analogous colours – specifically, groupings of 3 colours that are next to each other on the colour wheel.
Painting the tissue paper onto the kite follows the same action as traditional painting. Instead of paint, you will use a mixture of glue and water (about half and half). Rip and lay strips of tissue paper onto the kite and, keeping the brush wet, paint down each strip with the glue/water mixture. This process is con tuned until the kite surface is completely covered.

FUTHUR APPLICATION: About Kites, History and Science
Before my students and I speak about colour, I explain why we are doing this activity on a model kite and of the roles kites played in history.