Art students begin their first units of inquiry

The elementary students are a few weeks into their art classes now, working on their first unit projects. Students are learning — little by little — about themselves as creators, about how to communicate, to take risks, to reflect on their work, and about how to be independent, responsible art students.


Kindergarten  –  We’ve started by looking at how personal journeys show the way that people change and can lead to new opportunities. These young artists have observed and discussed a variety of other artists’ self-portraits, have drawn their own self-portraits from observation, have experimented with watercolor paints as they developed their drawing, and explored different lines, shapes, and colors in creating 3-D crowns. At the same time, the students are becoming familiar with the elementary school art studio, learning what and where our materials and tools are, and practicing being responsible, cooperative classmates in storing their artwork properly and cleaning up their workspaces.

Grade 1  –  Families and family history are our focus at the moment. The young students are practicing how to draw people realistically, both by observation — using mirrors — and with a step-by-step drawing process, from simple shapes and lines to more complex details. We will soon be reflecting on our own family histories. Later, each young artist will create a large family portrait as a way to communicate his or her unique family history.

Grade 2 – These young artists are focusing on how people can be enriched by their own cultures and the cultures they connect with throughout their lives. In art class, they have been practicing various modeling techniques with playdough in creating realistic human heads — using their hands and a variety of tools. Soon, the students will focus on a particular person in each of their lives, someone with whom each student celebrates a certain, significant cultural event. And the students will then create original sculptures of these people using clay and colored glazes.

Grade 3 – Three-dimensional sculpture is the current focus for these students, along with the overarching notion that exploring and creating collaboratively helps individuals understand themselves and each other better. Thus far the young artists have made several practice sculptures, experimenting with different methods of manipulating paper. Now they are beginning to work collaboratively in small groups to create large sculptures, in a variety of media, which reveal something about themselves and their interests, individual strengths, and desires.

Grade 4 – As the Grade 4 students are currently learning about organisms, in art class they are beginning to see how the natural world can be a rich source for imaginative artistic creation. We have looked at several artists who use nature as inspiration for imaginative, fantastical imagery. The students are now practicing drawing nature from observation and will soon attempt to transform these realistic sketches into imaginative pictures of whatever fantasies their minds create — all with a focus on the connections between the world outside us and the world we create inside our minds.

Grade 5 – In their homeroom classes, these students have been focusing on the idea of conflict and how conflict affects lives. In art class, we have been looking at, discussing, and practicing how to create self-portraits. The students are also learning that portraits can be either realistic or abstract, that faces need not look ‘perfect’ to represent someone or their feelings or personality. Soon the students will reflect on a situation of conflict in their own lives and attempt to communicate it through a self-portrait, and they will have elements in their portraits which are both realistic and abstract.

Welcome to Art Class 2015-16

AReed profile pic

Hello students and parents,

It’s Mr. Reed here, getting ready to begin learning and working and creating with the Kindergarten and Grade 1, 2, 3, 4, & 5 students in Art Class!

I wish you a warm welcome back to school for those of you who are returning, and for those of you new to Y.I.S. and/or to Japan, I hope you are finding your way around well (please don’t hesitate to ask questions).

We’re soon to begin our ES art classes, to reacquaint ourselves with one another, to welcome our new classmates, and to dive right into our first art projects. As you know, the ES art classes follow the Primary Years Program (PYP) and are well integrated into the work the children are doing across their various classes and subjects. It’s an exciting place to learn and grow and push new boundaries.

I look forward to meeting you at the upcoming Back To School Night on Wednesday, September 9. Please do feel free to drop into my classroom — room E-203, upper floor, K-1 building — at anytime to ask questions or simply to say ‘hello’.

Best to you all in 2015-16,

Aaron Reed

Grade 1 Reflects on Personal Histories in Family Portraits

In their homeroom classes the 1st graders studied how one’s family history provides insight into one’s own personal identity, and in art class the students drew and then painted their self-/family-portraits. For this “Where We Are In Place And Time” unit, each student developed the background of his/her picture by adding imagery from the memory of family events or from knowledge of his/her family’s history. In the foreground of each student’s picture is their own self-portrait, drawn from observation.

See the students at work, below, shortly before the completion of these family portraits. Moms and dads even came one day (during Action Portfolio Week) to observe and help out!

Created in response to a range of stimuli (photos, storybooks, conversations, sharing of personal experiences), students made personal connections to their artworks as they developed. The task proved challenging as the students had to determine how to represent, visually, what they envision in their minds and what they can discuss verbally.

See the students’ completed artwork below. Each student used his/her portrait as a talking point during the recent Student-Led Conferences to discuss his/her personal family history.

The 2015 YAMATE ART EXHIBITION

The annual Yamate Art Exhibition has begun!

The exhibition runs from Saturday February 14 to Monday February 23 at Bluff No. 115-3, The British House — link here — across the street from Y.I.S. (横浜市中区山手町115-3) from 9:30-17:00 daily, 9:30-12:00 on Feb 23.

This art show is part of the Yokohama Yamate Art Festival and includes the artwork of students from several schools in the Yamate area, each exhibited at a different residence on The Bluff.

There are 114 elementary school artists in this year’s show, so do come visit the Y.I.S. student gallery and see the energy, efforts, and two- & three-dimensional creativity of our Kindergarten through Grade 5 students!

 

Grade 1’s living creature sculptures NOW ON DISPLAY!

In their homeroom classes, the Grade 1 students are studies the rights and responsibilities of people and living things — looking at how people have an impact on the environment. And the students finished their large 3-dimensional sculptures of each student’s favorite creature — using pencils, paper, paint, staples, foam, toothpicks, buttons, pipe cleaners and various other media — in art class. Over these weeks the young Grade 1 artists have been learning to express their opinions about art and to engage with and to enjoy a variety of visual art experiences.

Now that all the sculptures are complete and the students have had a chance to reflect upon their work, the 1st grade hallway has been turned into our imaginary natural environment, filled with these “treasures”: animals, fish, bird, and insects. The students hope you will come visit their 3D art exhibition soon!

Grade 1 students create environmental treasures

In their homeroom classes, the Grade 1 students are studying the rights and responsibilities of people and living things — looking at how people have an impact on the environment. With Ms. Zoe and Ms. Saito the students are discussing and considering our natural environment as well as the impact of the choices people make on that environment. And so in art class we have learned about sculpting and drawing living things (animals, insects, fish, birds, and so on) so as to transform to our downstairs hallway outside their Grade 1 classrooms. The students began by drawing various living creatures from observation (photographs) and of late have been constructing large, three-dimensional paper sculptures of their favorite living creatures. It is these sculptures — these treasures — which will fill the hallway.

The following video shows the process the 1st graders — and all ES students — use to become proficient at drawing what they see.  Limited to 10 minutes, the video is a basic overview and does not cover all the finer points of observational drawing. Students can use this video to practice drawing at home.

how to draw what you see from YIS Academics on Vimeo.

We’ve also read the book The Butterfly’s Treasure (by Schim Schimmel), observing the realistic illustrations and following the old monarch butterfly’s journey around the world as he discovers a particular treasure that exists here on earth. The students have had a variety of reactions to what the butterfly saw on his flight to different parts of the earth. We also had an opportunity to look at photographs of various living things and of the environments that they live in. The students thus had the chance to observe and comment on how human beings can affect the natural environment and why they do so.

The Butterfly’s Treasure storybook cover by this blogger Aaron Reed – you are free to copy, distribute, transmit, and adapt the work

Currently, the students are in the process of finishing their large 3-dimensional sculptures of each student’s favorite creature — using pencils, paper, paint, staples, foam, toothpicks, buttons, pipe cleaners and various other media. Over these weeks the young Grade 1 artists have been learning to express their opinions about art and to engage with and to enjoy a variety of visual art experiences.

Once all the sculptures are complete and the students have had a chance to reflect upon their work, we will turn the 1st grade hallway into our imaginary natural environment, filled with “treasures”: animals, fish, bird, and insects. The students hope you will come visit.

Students begin their first art units of 2014-15

The elementary students are a few weeks into their art classes now and beginning their first unit projects. Students are learning — little by little — about themselves as creators, about how to communicate and take risks and reflect on their work, and about how to be independent, responsible art students.

Kindergarten  –  We’ve started by looking at how personal journeys show the way that people change and can lead to new opportunities. These young artists have observed and discussed a variety of other artists’ self-portraits, then drawn their own self-portraits from observation (black ink on paper) and also experimented with watercolor paints as they developed their faces in whichever manner they chose. At the same time, the students are becoming familiar with the elementary school art studio, learning what and where our materials and tools are and practicing being responsible, cooperative classmates in storing their artwork properly and cleaning up their workspaces.

Grade 1  –  Living creatures (animals, fish, birds, insects, and the like) are our focus at the moment. The young students are practicing how to draw living things realistically, both by observation — using photographs of the creatures — and with a step-by-step drawing process — from simple shapes and lines to more complex details. We will soon be discussing how people have an impact on the environment and will look at how the places where living things exist can be affected by the actions of humans. Later, the young artists will create large sculptures of their chosen creatures as a way to communicate their feelings about these issues.

Grade 2 – These young artists are focusing on how people can be enriched by their own cultures and the cultures they connect with throughout their lives. In art class, they have been practicing various modeling techniques with play dough in creating realistic human heads — using their hands and a variety of tools. Soon, the students will focus on a particular person in each of their lives, someone with whom each student celebrates a certain, significant cultural event. And the students will later create original sculptures of these people using clay and colored glazes.

Grade 3 – Three-dimensional sculpture is the current focus for these students, along with the overarching notion that exploring different learning styles helps individuals understand each other better. Thus far the young artists have made 7 practice sculptures, experimenting with different methods of manipulating paper. Soon they will be working collaboratively in small groups to create large sculptures, in a variety of media, which reveal something about themselves and their interests, individual strengths, and desires.

Grade 4 – Currently focused on the idea that organisms rely on one another, these students are also beginning to realize how the natural world is a rich source for imaginative artistic creation. We have looked at many artists and their artworks who use nature as inspiration for imagery. These young artists are now practicing drawing nature from observation and are also attempting to transform these realistic sketches into very imaginative pictures of whatever fantasies their minds create. Soon the students will create a final version of these nature-inspired drawings of fantasy.

Grade 5 – In their homeroom classes, the students have been focusing on the idea of conflict and how conflict affects lives. In art class at the moment, we have been looking at, discussing, and practicing how to create self-portraits. The students are also learning that portraits can be either realistic or abstract, that faces need not look “perfect” to represent someone or their feelings or personality. Soon the students will reflect on a situation of conflict in their own lives and attempt to communicate it through a self-portrait, and they will have elements in their portraits which are both realistic and abstract.

Welcome to art class 2014-15 !

AReed profile pic

Hello students and parents,

It’s Mr. Reed here, getting ready to begin learning and working and playing with the K-5 students in Art Class!

I wish you a warm welcome back to school for those of you who are returning, and for those of you new to Y.I.S. and/or to Japan, I hope you are finding your way around well (please don’t hesitate to ask questions).

We’re soon to begin our ES art classes, to reacquaint ourselves with one another, to welcome our new classmates, and to dive right into our first art projects. As you know, the ES art classes follow the Primary Years Program (PYP) and are well integrated into the work the children are doing across their various classes and subjects. It’s an exciting place to learn and grow and push new boundaries.

I look forward to meeting you at the upcoming Back To School Night on Wednesday, September 10. Please do feel free to drop into my classroom — room E-203, upper floor, K-1 building — at anytime to ask questions or simply to say ‘hello’.

Best to you all in 2014-15,

Aaron Reed

Grade 1 explores Life Cycles in three dimensions

In their homeroom classes the Grade 1 students focused on the central idea that all living things go through a process of change. The students studied a variety of living things, and then each child chose a particular one to focus on for his or her art project. After some discussion and review of a ‘life cycle’ in art class and then practicing drawing the chosen creature (either butterfly, turtle, or bird), the students began to think about how they could communicate the concept of a life cycle — not only visually but also in three dimensions.

In this unit the students created artwork in response to a variety of stimuli, and they identified, planned, and made specific choices of materials, tools, and processes. Below, see the students at work on their sculptures and dioramas and see some of their finished projects.

The children worked diligently to create multiple sculptures from plasticine so as to represent the beginning, middle, and end of their creatures’ life cycles. Once their sculptures were completed — after being pushed to develop further their modeling and painting skills — the students then constructed three-dimensional dioramas from paper, pencil, pastels, markers (and words/labels), creating environments for their artwork in which to present their new knowledge and skills. With the sculptures installed in the dioramas, the students were ready to present their projects to the other students, to teachers, and to parents at their Friday assembly performance.