LUSCIOUS LANDSCAPES – Art in the Style of Ted Harrison

Students use Crayola Washable Glue and Twistables crayons to create landscapes in the style of Canadian artist Ted Harrison.

Required Time

120 Minutes

Grade Level

Grade 2 to Grade 8

Subject

Language Arts
Science
Social Studies
Visual Arts

Vocabulary

background colour foreground horizontal line

Materials

Construction Paper – 22.9 cm x 30.5 cm (9” X 12”) Crayola Washable Glue

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Steps

LUSCIOUS LANDSCAPES – Art in the Style of Ted Harrison - Step One

Step One

  1. Use Crayola Erasable Coloured Pencils to sketch your ideas on paper.
  2. Decide if you want to include tiny, whimsical figures just like Ted Harrison does.
  3. Experiment with different colour combinations until you are satisfied.
LUSCIOUS LANDSCAPES – Art in the Style of Ted Harrison - Step Two

Step Two

  1. Use your sketch as a guide and draw the outline of your picture with Crayola Washable Glue.
  2. Allow the picture to dry overnight.
LUSCIOUS LANDSCAPES – Art in the Style of Ted Harrison - Step Three

Step Three

  1. Use thick layers of Crayola Twistables crayons to colour in the spaces between the glue lines.
  2. Mix colours to get unusual hues. 
LUSCIOUS LANDSCAPES – Art in the Style of Ted Harrison - Step Four

Step Four

  1. Polish the finished picture by lightly rubbing it with your fingers or a soft tissue.

Learning Goals

Students will be able to:

  1. Identify characteristics of Ted Harrison's style;
  2. Draw a landscape that expresses their own ideas in the style of Ted Harrison; 
  3. Draw with glue to create line and texture;
  4. Demonstrate technical accomplishment and creativity; and
  5. Support their ideas with evidence found in the works.

Extensions

  1. Have students research the life and career of artist Ted Harrison, or another contemporary artist of interest, then organize their research into an electronic format to share with classmates.
  2. Have students study landscape photographs from their home village, town, or city. Ask them to select one or two photographs and attempt to see the pictures through the lens of artist Ted Harrison. Encourage them to make a painting of one of these scenes using colour and line to communicate the beauty of the area, and to give the finished painting a title.
  3. Have students draw on black construction paper with the glue to create dark lines. Then ask them to use Crayola Construction Paper Crayons to colour the picture.
  4. Have students research the geography of a location that is much different than where they live, and then create a new landscape based on their studies. For example,
    - How would you create a scene on the moon?
    - In the middle of an ocean?
    - On another planet?
  5. Challenge students to pose questions and find answers by experimenting with the placement of colours. For example,
    What happens when you place complementary colors next to each other?

Prepare

  1. Gather images of Ted Harrison's work. 
    Ted Harrison Art
    Books: Children of the Yukon, A Northern Alphabet, A Brush Full of Colour, O Canada
  2. Prepare a spot to place glue drawings while they dry.

Introduction

  1. Display several Harrison paintings alongside each other.
  2. Ask students to look at the works closely for a minute.
  3. Share first impressions of the paintings.
  4. Harrison said his work belongs to 'the school of cheery'. Ask students to explain what he meant by that by referring to the paintings.
  5. Ask students to find what is unique about all the paintings.
    - How are they the same?
  6. List the characteristics that make a 'Harrison'. 
    - bold, wavy lines
    - bright, cheerful colours
    - imaginative use of colour 
    - simplified figures without features
    - wide, sweeping skies
  7. Introduce the challenge.

Activities

The Challenge

  1. Identify characteristics of Ted Harrison's style.
  2. Draw a landscape that expresses your own ideas in the style of Ted Harrison.
  3. Draw with glue to create line and texture.
  4. Demonstrate technical accomplishment and creativity.
  5. Support your ideas with evidence found in the works.

The Process

  1. Have students observe their home communities.
    What landforms are found where you live? Rolling hills? Sand dunes on a beach? Mountains?
  2. Discuss with students how they can use colour and line to communicate the beauty of their area much like Harrison does when he paints Canadian scenes. Harrison takes the idea of a place and then creates the scene from his imagination. He changes the colours, and paints only happy subjects. How will they do the same?
  3. Have students select a scene to re-create.
  4. Encourage students to experiment with composition and colour as they plan their drawing. Once they are satisfied with their plan have them begin to draw with glue.
  5. Observe students as they work. From time to time ask them to stop and view their work from a bit of a distance so they can see it with 'fresh eyes'.
  6. Before children begin to colour their pictures review the characteristics of Harrison's work and emphasize his use of colour. 
  7. Encourage children to apply a thick coat of crayon.
  8. Provide individual assistance and encouragement.

Sharing

  1. Display the completed drawings for a group discussion. Remind students of the challenge.
  2. Ask students to:
    - Look closely at the drawings.
    - Choose one that interests you for some reason.
    - Share thoughts about the work.
  3. During the discussion include references to:
    - line – how it has been used to create rhythm and movement
    - colour – how colour has been used imaginatively
    - style – how it is similar to Ted Harrison's style

Assessment

  1. Observe students as they work  – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
  2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience.
  3. Use a checklist to track progress. (Download – HARRISON_tracking.pdf)
  4. Have students use the self-assessment form to evaluate their work. (Download – HARRISON_self-assessment.pdf)