Teddy bear still lifes.

Teddy bear still lifes. Studying still lifes can be tedious for first-graders. Fruit,flowers and musical instruments .are not especially exciting. But toyscan be very interesting for a 6-year-old. I therefore developed thisstill-life unit for my young students. To get things started, I showed prints of famous still-lifeartists--Paul Cezanne, Henri Fantin-Latour Henri Fantin-Latour (January 14, 1836 - August 25, 1904) was a French painter and lithographer.Born Henri Jean Th��odore Fantin-Latour in Grenoble, Rh?ne-Alpes, France, he studied at the ��cole des Beaux-Arts in Paris. and William Michael Harnett,and explained that the subject matter consisted of objects that onecould set on a table--objects that were not alive. I had actual teddy bears in a grouping in front of the class, inall sizes and shapes, and displayed art prints depicting teddy bears(book jackets from the school library). I showed the technique ofdrawing a teddy bear teddy bearcuddly commodity named after President Theodore Roosevelt. [Am. Hist.: Frank, 46]See : Cuteness sitting on a table in two poses--facing forward andfacing sideways. Facial features Facial FeaturesSee also anatomy; beards; body, human; eyes.gnathismthe condition of having an upper jaw that protrudes beyond the plane of the face. — gnathic, adj. were emphasized as well as toes, furand bow ties. I also displayed a basketball, a beach ball and a baseball. Ishowed the children how to depict de��pict?tr.v. de��pict��ed, de��pict��ing, de��picts1. To represent in a picture or sculpture.2. To represent in words; describe. See Synonyms at represent. each one's correct size byselecting the correct plastic circle to trace around. Then Idemonstrated how to add lines in order to make each ball look authentic. The assignment was for students to draw at least three objects, oneof which had to be a bear and the rest could be balls. They could drawmore if they wished. The objects had to be large and take up the entirespace of the paper. Students were instructed how to overlap shapes and add a tableline. At least one overlapping shape had to appear in their drawings. Students outlined their finished drawing with thin black markers.They could use colored pencils, markers and crayons to color their stilllifes. I showed them how to press hard with their colored pencils andcrayons to create contrast. Colored pencils and crayons worked best forthe bears so the facial features and toes would show up better. A number of teddy bear still lifes appeared in the annualfirst-grade art show. Each student was able to pick the piece of art heor she most favored. The still lifes created a great response from thestudents, parents and other faculty. OBJECTIVES Students will ... * learn the term "still life." * become familiar with the artist Paul Cezanne and other still-life artists. * draw at least three objects for their own still fifes. * learn how to overlap. * learn how to draw a table line. * learn coloring and drawing skills. MATERIALS * Drawing paper * Pencils, erasers and pencil sharpeners * Rulers * Circles and lids for tracing * Black markers * Colored pencils, markers and crayons * Various teddy bears and balls * Prints or visuals of still-life drawings and paintings Sally Mannlein teaches art at Louis Wiener Elementary School elementary school:see school. in LasVegas Las Vegas(läs vā`gəs), city (1990 pop. 258,295), seat of Clark co., S Nev.; inc. 1911. It is the largest city in Nevada and the center of one of the fastest-growing urban areas in the United States. , Nevada.