Sea Anemone Gel Pen Drawing

In this lesson students explore line, shape and repetition to create a gel plate drawing inspired by the shapes and colours of sea anemones. Students explore the colours, shapes, lines and patterns which they can see in coral reefs and sea anemones. Students focus on the circular shapes and create small circles surrounded by larger circles. They repeat these lines and circular patterns using different coloured gel pens until their page is full of drawings.

Lesson 1

Students explore coral reefs and sea creatures such as sea anemones. Discuss the shapes, lines, patterns and colours which students can see in these creatures. Students focus on some of the simple shapes and lines within their chosen sea creatures.

Students draw these shapes on cartridge paper using gel pens. Students repeat these shapes and continue to draw them larger and larger such as the round shapes seen in sea anemones. Students continue to draw these patterns across their page, stopping and starting at different points. Students can change colours and mix colours while they draw.

Students can also experiment with composition and space by drawing shapes behind other shapes to create a sense of depth. Students continue this process using smaller and larger shapes in different colours to fill their page.

Reflection:

How would you describe the shapes in your work?
How would you describe the lines in your work?
What inspired your shapes and lines, and what do they represent?
How have you created pattern in your work?
What did you enjoy during the process of creating your work?
What do you like about your finished work and why?

Extension:

Students can experiment with different materials to create their patterns, such as using crayons, markers, or pastels to create their shapes.
Students can explore different shapes and patterns inspired by other sea creatures instead of focusing on one or similar repeating shapes.
Students can create their drawings on different papers and cut out their patterns to create a collage.

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