Slick Scratch

Slick Scratch lesson plan

Try this slick technique to create wild lines and reveal hidden colors! Explore the art of Albrecht Dürer and use lines and shapes to etch your favorite animal.

  • 1.

    Albrecht Dürer is widely known as the greatest artist of the Northern Renaissance largely due to the success of his etchings. Provide students with an opportunity to look carefully at Dürer’s print called "Rhinoceros." How does he use lines in an interesting way to create this drawing? What shapes do you see? Why do some line overlap others?

  • 2.

    The children should wear a smock to protect their clothing the creation of their artwork and cover their work surfaces with recycled newspaper. Students cover a sheet of white paper entirely with large areas of bright colors using Crayola Slick Stix™. Remind students to be sure to color right to the edge of the paper. With a black Slick Stix, conceal the areas of color completely.

  • 3.

    Choose an animal to etch onto your paper. Use Dürer’s "Rhinocerous" for inspiration! What kind of lines can you etch to make your animal more interesting? What shapes will create exciting patterns and textures in your drawing?

  • 4.

    Suggest students use a solid, somewhat pointy object to etch into the black layer on paper and reveal the colors underneath. Try several objects, like a paintbrush handle, toothpick, or even a comb, to create a variety of lines and thicknesses. Fill the drawing with lots of shapes and patterns to expose the bright colors!

Standards

  • LA: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
  • LA: Use information gained from illustrations (e.g.,maps, photographs) and the words in a text to demonstrate understanding of the text (e.g.,where, when, why, and how key events occur).
  • LA: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
  • LA: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
  • MATH: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.
  • SCI: Obtain, evaluate, and communicate information about the types of habitats in which organisms live, and ask questions based on that information.
  • SS: Describe ways in which language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture.
  • SS: Identify and describe ways family, groups, and community influence the individual's daily life and personal choices.
  • SS: Explore factors that contribute to one's personal identity such as interests, capabilities, and perceptions.
  • VA: Use art materials and tools in a safe and responsible manner.
  • VA: Describe how people's experiences influence the development of specific artworks.

Adaptations

  • Possible teacher resource: Albrecht Durer by Ernest Lloyd Raboff
  • Albrecht Durer is one of the first artists known to paint self-portraits. Challenge students to create a self-portrait etching using Crayola Slick Stix as described in this lesson plan.
  • Students investigate other artists known for their self-portraits, such as Vincent Van Gogh or Pablo Picasso. How are the artists' styles similar? Different?
  • Organize student work into a class display of etchings. Have students compose a 1-2 sentence description of the animals they chose to create in the etching. Pose writing along side etchings.