In this lesson, students will be exposed to the sun symbol used in Mexican, Native American and primitive culture folk art. The art element of Line will be the focus of the lesson, while the other Elements of Art and Principles of Design will be utilized in the students’ finished sun drawings.

Created by Alisa Ripley, August 2007

The students will communicate ideas about self, family, school, and community using sensory knowledge and life experiences. TEKS §117.14. Fine Arts (4.1)(A)   TEKS §117.17. Fine Arts (5.1)(A)

The students will learn and select appropriate vocabulary to discuss the use of art elements such as color, texture, form, line, space and value, and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity. TEKS §117.14. Fine Arts (4.1)(B)   TEKS §117.17. Fine Arts (5.1)(B)

The students will express ideas through original artworks, using a variety of media and at an appropriate skill level. The students are expected to: integrate a variety of ideas about self, life events, family, and community in original artworks; design original artworks; and invent ways to produce artworks and to explore photographic imagery, using a variety of art media and materials. TEKS §117.14. Fine Arts (4.2)(A)(B)   TEKS §117.17. Fine Arts (5.2)(A)(B)

The students will identify simple main ideas expressed in art and the role of art in American society. TEKS §117.14. Fine Arts (4.3)(A)

The students will make informed judgments about personal artworks and the artworks of others. TEKS §117.14. Fine Arts (4.4)(A)   TEKS §117.17. Fine Arts (5.4)(A)(B)

Technique Discussion:

The students will be drawing with a pencil and then using color to finish their work. The teacher will remember the students about the different types of lines and shapes they can create. When they use color, they should think of a range of colors to represent the sun. Instead of a yellow sun use a variety of values of red, orange and yellow. When using pastels, they should be reminded to use a paper towel to smear the colors, blending a range of values into the sun.

Supplies: 11x14 drawing paper, drawing pencils, erasers, 1” x 12” ruler, colored pencils, oil pastels, paper towels, practice sheets for each student: Draw Eyes, Draw Nose, Draw Mouth, Border Example, Sun Example
Time: One 40 minute class; some students may need extra time depending on details.
Note to Instructor: This project must be preceded by the Elements of Art Line Activity. The students will need to practice before attempting to draw facial details.

Part 1: Border the paper
1. Using rulers measure a 1” border around the paper. This can be achieved by lining a one inch wide ruler up with the edge of the paper, then drawing a line the length of the ruler. Repeat on all sides of the paper. Border Example

Part 2: Practice Sheets
1. Have the students complete the practice sheets in the following order: Nose, Mouth, Eyes.

Part 3: Drawing the Sun Note to Instructor: Refer to Sun Example for instructions on what you need to draw on the board for the students to copy.


1. Have the students draw a 5” diameter circle in the center of the page.
2. The students should draw the facial features of the sun, using their practice sheets as a guideline.
3. Once features are complete demonstrate the sun ray examples, referring to Sun Example. Have the students draw their rays. Encourage the addition of detail patterns in the sun. Note to Instructor: View each student drawing. Some students will fill the page with their sun rays, and others will make them small. Encourage the small ray drawings to have a second, and even third, layer of rays around the face.
4. Have the students outline their pencil drawings with color.
5. Once outlined, the remainder of the sun can be colored with a pencil or pastels. If using pastels, recommend smearing the color and using colored pencils for the details of the face.
6. Color the background with colors not used in the sun.
7. Sign your drawing.

Focus Activity Discussion

Have the students line their drawings up on a table. Allow the students time to view their classmates’ work. Hold up a selected drawing. Begin asking the students to identify the Elements of Art. Switch to another drawing and have the students identify the Principles of Design. Ask the students how these drawing make them feel, what emotions or feelings are conveyed with the colors of the sun, how the facial expressions make them feel, and what these features tell them about the personality of the sun.

Extensions:

Have the students create a sun drawing and then cut out the drawing. On the opposite side, have the students complete another sun drawing with the opposite facial expressions of the first sun – that is, if the student draws a happy sun on the first side, instruct them to draw a sad sun on the second. Use colored pencils to fill in the suns, laminate or cover them with contact paper, and hang them from the ceiling with string or monofilament.

For further reading on the Mexican history of the sun image refer to: http://www.inside-mexico.com/sun.htm
Aztec calendar with a sun representation: http://encarta.msn.com/media_461549283/Aztec_Calendar_Stone.html

 

Discussion/Supplemental Material:

The image of the sun is a common theme in the folk art of primitive cultures. The Native American Indians, the Aztecs, Pre-Columbian and Pre-Hispanic cultures understood that so much of life on Earth depended on the strength of the sun, and so they worshipped the sun’s image and believed in and prayed to the gods of the sun. In these cultures, the sun was associated with spring and agricultural festivals and it became a central focus of their traditions.

Stories and legends about the sun exist in most primitive cultures. The Aztecs believe two gods competed to be the light of the earth by walking into fire. The weaker god, Nanahuatzin, fearlessly walked into the fire, while the other, Tecuciztecatl, hesitated and eventually followed later. Nanahuatzin became the sun and Tecuciztecatl became the moon. The Navajo believe in Tsohanoai, the Sun god. Each day, he crosses the sky, carrying the sun on his back and resting the sun on a peg in his house at night. The Apache believe the sun god helped to create the earth.

How are these stories similar? Since the sun was so important to these cultures, the image of the sun appeared frequently in the artwork of these cultures. Today we can find sun images in drawings, painting, jewelry, clay forms, metal, and much more.

In this activity, the students will create individual drawings of the sun, giving it both a personality and a face. They will learn how other cultures view the sun as more than just a provider of light and warmth.

Lesson Materials:

Draw Eyes practice sheetDraw Nose practice sheet Draw Mouth practice sheet Border example Sun example

Links to Related TIDES Art Activities:

TIDES Color WheelSpanish Alphabet