Bicycle Shop
Wendy Bruce
Level: Fifth grade
Length: Two or three 45 minute classes
Purpose: The purpose of this lesson
is to continue to develop students’ observational drawing
skills. The use of the elements of shape, line and
color will be Emphasized. Students will also be
introduced to a NYC artist working with the same
subject matter.
Skills: creating an artwork based on observation,
drawing, using shapes and color to create balance and
using lines to lead the eye through a design
Resources/Supplies: white 12 x 18 paper, food coloring in light colors, markers, black
AP non-toxic permanent markers of different sizes
Preparation: gather bicycle parts that can be alternately placed on different student
tables; NYC bicycle artist, Taliah Lempert, website on Averkey; a racing bicycle on
display in the room, Greg Curnoe, Mariposa 10 Speed (slide).
Visual Arts Benchmarks:
VA.A.1.1.1 The student will use and organize tow-dimensional media, techniques,
tools, and processes to produce works of art that are derived from personal experience,
observation, or imagination.
VA.A.1.1.3 The student will know the effects and functions of using various
organizational elements and principles of design when creating works of art.
VA.B.1.2.1 The student will understand that subject matter used to create unique works
of art can come from personal experience, observation, imagination and themes.
VA.B.1.2.4 The student will use the elements of art and the principles of design with
sufficient manipulative skills, confidence, and sensitivity when communicating ideas.
VA.D.1.2.1 The student will develop and justify criteria for the evaluation of visual
works of art using appropriate vocabulary.
VA.E.1.2.2 The student will know the types of tasks performed by various artists and
some of the required training.
Procedure:
Day One
1. Create some excitement by showing my brother’s stunt bicycle that he raced when
he was their age. Tell the story of how our garage looked like the floor of a
bicycle repair shop.
2. Show student examples of bicycle compositions. Ask them to think about what
might be the best part of the bicycle to start with as we begin our drawings. The
wheels are the largest, so maybe we should begin with them. Demonstrate how to
use a safety compass to draw circles. Students could practice on the back of their
papers.
3. Students arrange one or two wheels, rims, and tires on the page. Several extra
wheels can be placed near students’ tables so they can easily locate details.
4. Next, ask students how the bars might be placed on the page. Pass out rulers.
Bars should be placed in areas of the composition that are empty. They could go
over or under the tires.
5. Using additional parts from the parts box, students draw by closely observing the
parts. Pay attention to size relationships. Tools that could be found in the
bicycle shop could also be placed on the tables for students to draw.
6. At this point, our compositions are somewhat disorganized. How can we use the
brake cable or a chain to visually connect some of our pieces? Have pieces of
chain available for children to look at.
7. Explain procedure for clean up. Ask students to write on the back of their papers
their choice of background tint. (I tint the backgrounds with food coloring at this
point so that students do not have to take the time to color these areas—this saves
instructional time and other marker colors can be layered over the tinting.)
8. Review: variety of sizes of shapes to create interest and balance; how lines can
lead the eye through a design; this could be accomplished by examining a
painting by Greg Curnoe, Mariposa 10 Speed (slide).
Day Two
1. Introduce Taliah Lempert using her internet site on the Averkey.
2. Show her slide show on the Averkey. Discuss the many variations on the theme
of the bicycle. Discuss her training and how she is able to sell her work. Talk
about her work habits.
3. Review last week’s lesson (variety of sizes of shapes to create interest and
balance; how lines can lead the eye through a design).
4. Students add bolts, screws, etc. to create a pattern in their work. Discuss why!
5. Pause students to more closely examine Taliah’s use of color. Notice how she is
able to balance compositions through use of color.
6. Students color with markers. To add unity to the piece, black markers of various
widths could be used to trace parts of the composition.
7. Explain clean up procedure.
8. Review variety of sizes of shapes to create interest and balance; how lines can
lead the eye through a design, and how unity can be created in a composition (use
of one color throughout in this case) Make this fun by having them temporarily
tape their work to the chalkboard. Take turns telling how their peers successfully
did this in their work. The display helps everyone’s work look more impressive
because of the number of works together. Compliment their progress. Build a
community of learners and achievers.
Assessment:
Final product
Summaries as described in #8 above.
If Day 3 is required, the closure could include a self-evaluation of what they did best
and what they learned on the back of their papers.