A super simple lesson for all ages. I make these cards throughout the year, there doesn't have to be a special occasions, although you could adapt them for topics, seasons, birthdays, events etc.
I'm going to keep it really simple and share how to make a one tab pop up card, though you can make this with more.
Making the basic pop-up card
1. Get two sheets of A4 paper, fold both in half. Place one to one side for later on.
2. Take the other sheet of paper, hold horizontally at the folded edge, this is really important or it won't work, cut two lines up from the folded edge, just off centre, about an inch apart, then gently push through, lightly taking hold of the fold, till it can go no more, make sure it's folded properly and gently close the card. ( see photo 1, 2 & 3)
3. Cut a little bit off right round the edge of the card, this is so it fits inside your other sheet of folded A4. ( see photo 4)
4. Stick the card with the pop up tab, inside your other sheet of folder A4. Making sure the folds don't overlap, or it won't close properly. A voila - you have the basic pop up card.
( see photo 5 & 6) Now it's time to decorate it.
Pretty much have fun - do whatever you feel like, keep it simple, go for it, decorate the front, inside, whatever you want. ( see photo 7 - 11)
Here are a couple of tips;
1. Make sure you don't make the pop-ip shapes too big or they'll stick outside the card when you close it.
2. Make sure it is the right way round when you decorate the front, sounds like a no brainer, but hey we all make mistakes,
3. When gluing don't glue the white tabs, make sure you glue the shapes to go on the tab, and only the bit that will touch the card, otherwise the card might end up stuck together.
A super simple lesson that can be adapted for
all ages. The main aim of this lesson is to look
at the Visual Elements of line, pattern, shape
and colour. As I go through the demo we
talk about the different areas, with the kids
pretty much giving all the input and
1. With younger classes I tend to use a template, offering the kids a choice of three different birds, I like using a blackbird, robin and an owl. ( see photo 1)
2. We talk about line, shape and pattern, and breaking the outline of the bird into smaller shapes.( see photo 2)
3. Then in each of these shapes we fill in different lines and patterns, for this particular lesson this is all to be done in line, with no colouring in, you'll see why later on
( see photo 3)
4. Once completed, I photo copy the drawing. We put the original to one side and use the photo copied version for the next stage. The reason I do this is that we use watercolour paint for the colour part - and if water and black felt tip pen mix the black starts to go everywhere. You could easily use coloured pencils or pens.
5. Add colour - I let the kids go for it, they can mix and use any colours they want, I suggest they use different colours in each part. When using watercolours I make it more about the how to use the paint. ( see photo 4)
This is a simple way to teach basic 3D drawing and introduce light, mid and dark tone. I get the kids to work from real life objects such as wooden blocks and geometric shapes,the less colourful the better, as sometimes to start with people can find it difficult seeing the difference between mid, light and dark tone. I also tend to start with straight edged shapes rather than spheres, to get the basics. A tip and great support, is to use white objects or light objects as it's much easier to see the tonal difference, you can always expand this for upper years by setting up still life on each table in the classroom with a selection of different white objects to draw and ask the kids to do a tonal drawing of these.
1. I place the object at an angle as it's much easier to draw. Start by drawing one side of the object. What I do is show the kids how the angle of the lines on opposite sides match. ( see the V and the X in photo 1)
2. Draw one of the other sides, again matching up the angles on opposite sides. ( see the X and the N in photo 2)
3. Then draw the final side same as above. ( see the V and the N in photo 3)
Tip - a great guide and support is to use a pencil to check out if the angles of your lines are the same, I love things being super practical and find this a great support
( see photos 4 & 5 )
Bringing in the tone is easy, I would suggest to begin with keep it super simple with only mid, light and dark tone. In terms of pencil I prefer 2B as the lead is softer to work with through HB's will work too, though the variant in tone will be slightly different.
1. To start with I talk about light source, often switching off the overhead lights as these are not great for showing tone, as there is light coming form all angles. What I tend to do is make sure the blinds are open so you have a natural light source coming in from the window, if that's not happening you could always use a torch to shine on the object. You'll get quite dramatic tone with this, but as an example, the kids will be able to see it clearly. You could always bring in a discussion about different types of light.
2. I then talk about light, medium and dark tone and ask the kids where they can see it on the object, making sure to ask children at different sides of the table, as where you are standing will differ in the tone you can see.
3. We talk about how to create different types of tone, the way we can hold our pencils, do we need to press hard to get dark tone, ( p.s the answer is no), we talk about how we can build it up in layers. I let the children share here, doing demo's or show them examples
4. I then bring in talking about our body here, checking in with how we feel, is our body hard and tense when we are working or does it feel gentle. This can be used as a check -in throughout the class.
5. The kids can colour in in any direction they want, I leave it up to them, there is no right or wrong. Sometimes you get really lovely texture with this.
Tip - Every one will slightly differ in terms of how they use light, mid and dark tone, some will be darker, some will be lighter, and that's totally okay. Sometime I use the white of my paper as the lights tone and to other times I shade very light, both is fine ( see photos below).
Gyl works as an art and design teacher with primary school children. Having previously taught art and design at high school, worked at the Venice Bienalle, and as an arts lecturer at further education college. She also enjoys making her own work.