How To:

LEVEL 4

The aim of this unit was for the students to develop and use a range concepts, skills and ideas to create a thoughtfully planned, produced and presented Dragon Drawing / Watercolour Painting.

Initially we explored and discussed stories and pictorial representations of Dragons throughout history and across cultures. Contemporary ‘technology enhanced’ representations, such as those seen in computer games and ‘Deltoria Quest’ illustrations were also resourced.

Students then participated in a number of exploratory activities. Sound approaches to sketching and idea development were demonstrated and practiced, and students were encouraged to explore, revise and extend ideas.

Throughout our eight week unit we:

Explored, discussed and practiced ‘textures’ evident in an illustration from the picture story book Brock and the Dragon.

Discussed the importance of planning and ‘mapping out’ the drawing. On a photocopied dragon image, students were required to locate and mark ‘the line of motion’ and circles for the head, shoulders and hips. They then placed these main position markers onto another sheet of A4 paper, using them to guide a sketched copy image. Students were encouraged to sketch ‘loosely’ and use lots of lines.

Explored ideas in teacher-prepared booklet showing alternatives for wings, horns, tails, talons etc. Students then drew a variety of dragon poses, focussing on various ‘lines of motion’ and the size, shape and positioning of the head, shoulders and hips. Once a basic dragon shape and pose had been decided, students transferred their ideas to A3 sketch paper. To this students added a pencil border, and some part(s) of the dragon were expected to extend beyond or wrap around this border.

Effective tracing skills were then demonstrated and students transferred their final illustration onto quality watercolour paper. Waterproof markers were then used to define both major lines and details such as scales, feathers, shadows etc.

Next we ‘had a break’ from sketching whilst the students were introduced to Koh-I-Noor Watercolour Discs, (dry watercolour palettes). We explored the 24 assorted colours available and practiced effective techniques to apply the paint and blend colours. (Although a ‘beautiful’ product, I avoided the ‘ultra bright’ colours as I considered them too intense for this project and my ‘inexperienced’ students). This trialling of watercolour effects and techniques provided the students with valuable insights, enabling them to make informed decisions about the ‘preferred look’ of their final product.

Students then began applying watercolour to their illustration, (using an additional smaller piece of the watercolour paper as a ‘test page’ to practice colours, technique etc

Students then made judgements about how they would use the remainder of their page to best present their dragon. Some decided to use a subtle colour wash, some decided to leave the background white and colour outside the border, and some decided to create a detailed setting for their dragon.

Border lines were then realigned, made thicker or trimmed as necessary and, optional additional fine detail added with fine black marker.

To round-off the unit, students recorded their experiences and feeling in a self-evaluation sheet.

The children and I were thrilled with the results and amazed by the quality and ‘variety of character’ portrayed in the final pieces of art.

Copyright 2008 Zart Art & Zart Education Service