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 3’s collaborative creativity & sculptures

After completing their Explorer Unit play productions earlier in the year the Grade 3 students at long last returned to their group “self-portrait” sculpture projects.

The central idea of this unit is that collaboration can lead to new learning, unforeseen creativity, and better understanding of one’s own strengths and weaknesses. At the outset of this project, each team of three students had to practice the various aspects of this sculpture’s process — ideating, drawing, painting, building, measuring — and then divide up the tasks according to each’s strengths.  Over time, the students have learned from one another and, for the most part, have all contributed in many ways to the development of their projects.

Their challenge has been to transform their letters into objects which display their imagination and represent their interests and personalities.  In the end, Grade 3’s three-dimensional letters have been combined — and all hung from the ceiling in the upstairs K-1 building hallway — to create a phrase focused on the central idea of their first unit (WHO WE ARE IN GRADE 3) and to be visually reflective of those images, ideas, thoughts, fantasies, and passions particular to these 3rd graders. Throughout the unit, the students have learned to identify stages of their own and others’ creative process.

Come view the finished artwork both from the vantage point of the basketball court, looking up to the 2nd floor of the K-1 building, and from a much closer viewpoint upstairs in the hallway where the sculptures hang.

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 3 plans, constructs, and creates a performance

Grade 3 students (and their teachers) have been collaborating intensively for several weeks with a focus on the central idea that performance engages an audience and invites a response.

Having brainstormed ideas for their drama performances — by pondering the questions: “What do you need to plan a performance?” and “Visually, what best communicates your story to the audience?” — the students worked in small groups and as a whole class to discuss, plan, and build the primary props, set pieces, and backdrop imagery for their plays. The ideas and the execution of their plans were theirs alone, as they took complete responsibility for their artwork and their performances, as well as for planning how to get their materials to the auditorium for the day of the play.

Two plays — one by 3L and another by 3M — were presented in December before the Winter Break, to great acclaim and applause. Congratulations, Grade 3 artists and designers, on your excellent collaborative work, on your risk-taking in creating objects you had never made before, and on your reflective and open-minded approach to your planning and your construction!

Grade 3 jumps into sculpture and their own passions

The Grade 3 students have embarked upon their first unit “Who We Are” and are addressing the central idea “exploring different learning styles helps individuals understand each other better”. In art class we also look at the related idea that “collaboration can lead to new learning, unforeseen creativity, and better understanding of one’s own strengths and weaknesses.”

Before beginning their first project — collaborative sculptures — the students learned a variety of paper manipulation skills (folding, curling, fringing, looping, and spiraling) and created unique sculptures by combining their different creations together. Students had the opportunity to approach these exercises in different ways: listening, observing, exploring, trial-and-error, and peer-coaching.

Grade 3 practice sculptures (1) by Aaron Reed

Grade 3 practice sculptures (2) by Aaron Reed

Next they spent some time in art class identifying their own strengths and weaknesses as individuals in the areas of drawing, painting, building, measuring, and ideating (thinking up ideas), as well as discussing how they can teach and learn from one another to improve in certain of these areas. Next, each child identified three  — or four — personal passions.

Student list (1) by Aaron Reed  Student list (2) by Aaron Reed

Student list (3) by Aaron Reed

Now they are working in small groups — of their own choosing — to create large sculptures which are essentially self-portraits (although they won’t actually be creating their own faces). These artworks are 3-dimensional paper constructions which describe and reflect the personalities and interests of these Grade 3 students, as decided by each group working collaboratively and based on each child’s passions and interests. The challenge for each group is to determine: How do we communicate ourselves visually through our sculptures?

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 3 students complete their environmentally-aware comic strips

The Grade 3 students recently completed their comic strips which follow along with their unit on recycling, reusing, and waste — the central idea of which is that the choices people make as they buy and consume things can lead to the creation of waste. Each student’s personalized comic strip reflects some aspect of their understanding or belief about the effects of consumption, recycling, littering, or creating waste.

The students wrote and sketched as methods of brainstorming ideas, developed simple story lines, created rough sketches in pencil, and have now completed their final versions in pencil, ink, and colored pencil. The students are primarily focused on line, color, and balance in the development of their comic strip creations — aiming to make their images and words clear so that their audience understands their intent.

In this unit, these young artists used appropriate terminology to discuss artwork, and they created artwork for a specific audience. Here are some photos of the finished comic strips and the students in action:

Grade 3’s learning styles and 3D letter sculptures

After completing their Explorer Unit play productions earlier in the year the Grade 3 students at long last returned to their group sculpture projects, each based on a letter of the alphabet.  At the outset of this project, each team of three students had to practice the various aspects of this sculpture’s process — ideating, drawing, painting, building, measuring — and then divide up the tasks according to each’s strengths.  Over time, the students have learned from one another and, for the most part, have all contributed in many ways to the development of their projects.

Their challenge has been to transform their letters into objects which display their imagination and represent their interests.  In the end, Grade 3’s three-dimensional letters have been combined — and all hung from the ceiling in the upstairs K-1 building hallway — to create a phrase focused on the central idea of their first unit (WHO WE ARE IN GRADE 3) and visually reflective of those images, ideas, thoughts, fantasies, and passions particular to these 3rd graders. Throughout the unit, the overarching learning outcome has been for students to identify the stages of their own and others’ creative process.