Screamin' for ice cream.

Screamin' for ice cream. [ILLUSTRATIONS OMITTED] Since I only get to see my fourth-graders once a week, I try tocombine as many things as I can. In this case, a little art history, alittle drawing, a little painting and a lot of fun! After a very brief introduction to Pop art and just a couple ofexamples, I tell my students that their theme for this project is icecream. We know that everyone loves ice cream in some form. Together, wedo some brainstorming and talk about flavors, toppings, cones,containers and various dessert options using this frozen treat. The room was buzzing with anticipation and ideas. This was one timewhen everyone had ideas and was excited to get started. I handed out 12" x 18" sheets of watercolor paper and wetalked about filling the space. Sometimes it is difficult to draw solarge, but, along with some nudging, telling students that none of thescoops of ice cream could be smaller than their fist really seemed tohelp. It was easy to say, "Wouldn't you want a bigger scoopthan that?" Of course the answer was "Yes!" and thescoops were immediately drawn larger. After a light pencil sketch of the giant dessert was on the paper,the students traced over all of the lines with thick, black permanentmarkers. We added a table line and some background that was realistic ormade up of patterns, and those lines were also traced with the marker.This entire drawing portion only took the class about 20 minutes! I wasdelighted with their enthusiasm. With the drawing out of the way, we had a short review ofwatercolors, painting techniques, color mixing and use of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed.See also: Color schemes.We were now ready to add the color! Students could hardly wait to start! Some tried to stay realisticand others chose to go over the top! Many used the wet on wet techniqueand were delighted to find out that the colors ran together, just likemelting ice cream! What could be better? Within a short period of time, the paintings were finished.Everyone was thrilled with the outcome and the display was simplymouth-watering! LEARNING OBJECTIVES Upper-elementary students will ... * draw an oversized o��ver��size?n.1. A size that is larger than usual.2. An oversize article or object.adj. o��ver��size also o��ver��sizedLarger in size than usual or necessary. contour drawing of an ice cream dessert. * design a background. * outline all lines with thick black permanent marker A permanent marker is a type of marker pen that is used to create permanent writing on an object. Generally the liquid is water resistant, contains the toxic chemical xylene or toluene, and is capable of writing on a variety of surfaces from paper to metal to stone. . * render with watercolor. * have a brief introduction to the Pop art movement. MATERIALS * 12" x 18" (or larger) watercolor paper * Pencils * Black permanent markers * Watercolors Shirley Laird teaches art at St. Paul's This article refers to the Canadian electoral district, for other uses see Saint Paul (disambiguation), Cathedral of Saint Paul, St. Paul's Church St. Episcopal Day Schoolin Kansas City Kansas City,two adjacent cities of the same name, one (1990 pop. 149,767), seat of Wyandotte co., NE Kansas (inc. 1859), the other (1990 pop. 435,146), Clay, Jackson, and Platte counties, NW Mo. (inc. 1850). , Mo.