Now working in small groups to create sculptures of letters of the alphabet, 3rd Graders are thinking about how to create their sculptures so as to represent themselves both as individuals and as “3rd graders”. They work together, aware of each others’ particular strengths (drawing, painting, building, ideating, measuring, etc) as they share tasks. As they finish constructing the letters with stiff paper, tape, and scissors, they move on to the next step: enveloping their structures with paper and glue (“papier maché”). In the end, all the 3rd graders’ letters will be combined to create a phrase focused on the central idea of their first unit and visually reflective of those images, ideas, thoughts, fantasies, and passions particular to 3rd grade.
Here is the instructional video the students watched in order to reinforce the paper mache (“papier maché”) process.
The 4th Graders have been focusing on the Ainu culture — as part of their Migration unit which is focused on the central idea that people continue to migrate for many reasons — and are preparing for a music and dance presentation in October. In art class, the students have been looking at both patterns (specifically the unique tessellations of M. C. Escher) and at how artists are influenced by the art of other cultures (as Escher was in his travels to formerly-Moorish southern Spain). In discussing and examining the motifs and designs of Ainu clothing, the 4th graders are now creating their own personal garment designs based on existing Ainu motifs and colors as well as on designs of their own creation.
As the kindergarteners pursue their year-long unit with Ms. Tasha and Ms. Zoe — the idea that personal journeys show the way that people can change and lead to new opportunities — they are busy in art class representing themselves visually in three stages of their lives: as a baby, as a kindergartener, and as a grown-up. The students are drawing, coloring, and cutting out three head-to-toe self-portraits, depicting themselves (face, clothes, favorites toys and/or other special objects) in these different times of their lives: past, present, and future, using both their knowledge of themselves, their memories, and their imagination and future dreams.
Here are some images of the children at work on their pictures — which will later be joined to create sculptures. We also see the children at work on paintings which will form the cylindrical base of the sculptures. We’re focused on learning to use the materials and tools the proper way, including cleaning up the studio after ourselves.
The 3rd graders have been focusing on sculpture, specifically on the manipulation of (2-dimensional) sheets of paper to create 3-dimensional forms: by folding, curling, fringing, looping, and spiraling. Now, they are working in small groups — balanced according to their self-assessed strengths (drawing, painting, building, measuring, ideating) — to create sculptures of letters of the alphabet. Students will have to determine how to create their sculptures so as to represent themselves both as individuals and as “3rd graders”. In the end, their sculptures will be combined to create a phrase focused on the central idea of their first unit.
Here are the 3rd graders at work on their introductory project and on their new and current project:
The accompanying instructional videos detail the skills and processes which the 3rd graders have been practicing and using in art class; they may be watched at home by students who want further practice.
The 4th graders — as a lead-in to looking at the textile patterns created by the Ainu culture — have been looking at the artwork of the Dutch artist, M.C. Escher, who had traveled to Andalucia as a young man and was greatly impressed and influenced by the Islamic art he viewed in the architecture of La Mezquita, the grand and elaborate mosque (and later church) in Cordoba*, Spain. Escher’s artwork was forever changed by the experience of visiting this new land and culture. The students have begun to create their own tessellations (connected/jigsawed patterns of shapes which can repeat & extend in all directions) which they will then illustrate in color in their own unique manner.
*Note: the city is erroneously identified by Mr. Reed as “Granada” in the video clip!
Here are the 4th graders at work on their current project:
This instructional video is used by the students to reinforce the process being learned in art class.
The 5th graders — following along the lines of their current unit (the central idea that scientific discoveries have evolved over time and shape the future) — have learned about the significant events and technological inventions of the late 19th century which had many consequences for the art world. Art was never the same after the Impressionist painters responded to the scientific and cultural changes of their day, and the 5th graders shared these circumstances with one another verbally before then beginning to create their own (soon-to-be-personalized) Impressionist landscapes. The following clip is what the students watched and worked from in art class as they began to understand how artists look at a scene and transcribe it onto paper or canvas.
Here the 5th graders are working on two introductory assignments:
Students may use this instructional video at home as a method of practicing the skills they are learning during art class.
The 2nd graders — in conjunction with their unit on Culture (the idea that people can be enriched by their own cultures and the cultures they connect with throughout their lives) — are focusing in art class on cultural celebrations which are important to each of them and on the important people with whom they celebrate. Each student has chosen a single person — a family member or close friend — to create a sculpture of. The following clip is the instructional video which the students watched in order to get them started in turning a lump of playdough (to be done later in clay) into a 3-dimensional representation of their chosen subject.
Here, the students have transitioned from oil clay (practice playdough) to actual clay (from the earth) as they begin sculpting their chosen portraits.
Students may use the following instructional video at home as a method of practicing the skills they are learning during art class.