Welcome to art class 2014-15 !

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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

The 2014 YAMATE ART EXHIBITION

The annual Yamate Art Exhibition has begun!

The exhibition runs from Friday February 14 to Monday February 24 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 24.

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 86 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!

4th Graders complete & present their Ainu creations

After much preparation, planning, and hard work — in all their classes — the fourth graders finally completed their study of the Ainu, the indigenous people of Japan. In art class, the culmination of their efforts was the completion of their Ainu-inspired garments: large fabrics displaying abstract, symmetrical designs and patterns, using motifs based on some of those used by the Ainu in their traditional clothing and others created individually by the students themselves. Though some of the designs resemble thorns and swirls (“ayus” and “morew” in Ainu) like in a plant or vine, the students learned that the images are not representational and do not symbolize anything or have a particular message. Rather, they were interested to learn that the placement of the patterns they created (near the openings of their clothes) is intended to keep evil gods or spirits from gaining access to the Ainu’s bodies.

The students worked hard in practicing, planning, and developing their projects, beginning with sketching and drawing in their sketchbooks. Some patterns were created from colored cloth (which they traced, cut, and glued); others were drawn and colored with pastels and/or fabric paint. Some students used rulers in order to achieve perfect symmetry. Once completed, the students displayed their garments to their parents and classmates during their performance and sharing in the auditorium.

A short video clip of one of the Ainu dances, in which their garments were worn:

Grade 4 artists create their personal Ainu garments

The Grade 4 students began the year discussing and creating patterns, noting that patterns are things (shapes, pictures, lines, motifs) that repeat in a regular manner. These activities were a warm-up toward creating the art project of their first unit: a study of Ainu culture. The unit’s central idea is that people continue to migrate for many reasons. The students have been studying the Ainu’s clothing design as a method of developing designs of their own to use to create wearable garments during their presentation for their parents. Our concept focus in art class is ‘change’: how the study of another culture’s artwork can affect and alter one’s own ideas and art.

The students designs are inspired by the actual garments worn by the Ainu people of northern Japan. Students have been looking at patterns — both those of their own creation and also that of M.C. Escher, a Dutch artist who was inspired in his cross-European travels to Southern (Moorish) Spain — and they are basing their designs on the various motifs used in Ainu culture and are also adding an original motif of each student’s own design. The students noted similarities in all the Ainu clothing: patterns which are symmetrical and abstract, and which always occur at the openings of the garments (ask your favorite Grade 4 student to explain why!!).

The children are using their sketchbooks to plan their ideas and are now beginning to construct the garments. They have been working hard on turning their plans for individual, Ainu-inspired garments into reality. Based on their sketchbook designs, the students have been using paper stencils to make colored cloth motifs, which are then glued onto variously-colored muslin cloth (white, brown, black, grey, or dark blue) to bring their own designs to life. It has not been easy to translate small, colored pencil designs on paper to large, cloth patterns, but the students have persevered and hope to have their garments ready for their November 12th presentation — during which they will wear their garments during a performance celebrating the learning about the Ainu they have been doing thus far this year.

Typhoon 18 & Art

Hi boys & girls,

Because of the typhoon, some of you (1S, KB, 3L, 5B, 4N, plus the Young Artists Group ESA students) will be missing your art class today. I’m certainly sorry about that!

If you’re interested in doing some art today, check the Online Art Resources up at the top of this page — let me know which ones you like or don’t like.

Stay inside and safe today, but don’t forget to look out the window too and see how the environment around you — the sky, trees, land, plants — looks different during a big storm such as this. And listen to the sounds! Did you ever try to draw a sound? An artist named Arthur Dove tried to paint sounds! Look at his painting below and try to guess what sound this is (you can write a comment below if you have an answer):

This artwork may be protected by copyright. It is posted on the site in accordance with fair use principles.

See you soon,

Mr. Reed

First week of Art Class in 2013-14

The beginning week of school is behind us, and most of the ES students have come to the art studio for the first time. Kindergarten and Grade 1 will have their first class starting in Week 2, although some of the kindergarten students were kind enough to come upstairs to meet Mr. Reed and to see their new art studio.

Grades 2 – 5 enjoyed the incredible picture book ‘Chalk’ (see it in the YIS Library!) and then each had a warm-up art activity to get their brains and eyes and hands ready for the upcoming Unit 1 projects. Grade 2 worked with plasticine (playdough) in anticipation of their ‘Where We Are In Place And Time’ clay portrait project. Grade 3 were challenged to create paper sculptures as they prepare for their ‘Who We Are’ 3-D sculptural project. Grade 4 played with abstract designs in creating patterns as they look forward to their ‘Where We Are In Place And Time’ wearable fabric project. And Grade 5 drew two self-portraits (one with a mirror and one without) in preparation for their ‘Sharing The Planet’ project on conflict resolution.

You can see some of the children at work here over the past several days:

Drawing during vacation?!?!

I know that some students love drawing. Some of you love drawing after school, over the weekends, and on vacations. If you plan to do some drawing during the summer and want to practice your observational drawing (meaning that you want to learn to draw real things more realistically), then watch the following two videos.

This short instructional video reviews the basic steps to drawing realistically from observation (this mean: by looking closely at the thing you’re trying to draw):
1. FIRST, DRAW THE SIMPLE SHAPES AND LINES
2. THEN, REFINE YOUR SHAPES AND LINES
3. FINALLY, ADD DETAILS LAST
*And always draw very LIGHTLY at first, so you can erase those lines easily later on.

The second video is a bit longer, reviews the same ideas, but goes into a bit more depth:

The key thing is to look closely at the different types of lines and shapes you see on the thing you’re drawing.
Remember: lines can be STRAIGHT, CURVED, BENT, ZIG-ZAG, CURLY, WAVY, THIN, THICK, SHORT, LONG, DOTTED, DASHED, and more.
Remember: shapes can be CIRCLES, OVALS, SQUARES, RECTANGLES, TRIANGLES, OBLONG, THIN, WIDE, ORGANIC, GEOMETRIC, DIAMONDS, PENTAGONS, HEXAGONS, OCTAGONS, STARS, and more.

Don’t forget to have your eraser by your side. Erasing is important! It means that you’ve noticed something about your drawing that you can do better! So just erase your first effort and try again.

“If you are not making mistakes, you’re not taking enough risks.” – Debbie Millman, artist & designer

 

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Young Artists Group ESA propose a new mural for Y.I.S.

After finishing their first mural (check it out here), the ten young artists who participate in the Young Artists Group ESA began preparing for their next visual adventure, another effort to increase the on-campus art here at YIS.  The chosen space is the wall at the bottom of the outdoor stairway leading from the ES level up to the main building and library.

It should be noted that there has been an existing mural on the wall which was made some years back by YIS students (a number of whom are still here at school!). The existing artwork had some simple colors — early green and brown with a light blue sky above — painted on the concrete wall, as well as many colorful ceramic sculptures adhered to the wall to evoke a landscape.

The young artists decided to incorporate these clay sculptures into their new landscape idea, and so the ceramic pieces have been left intact. But what was needed was to start fresh with a so-called clean slate (or at least, a white concrete wall). And so part of our Session 3 ESA time was spend painting the wall with a permanent white paint, being careful not to cover the existing sculptures. The other part of our ESA time together was spent addressing the big challenge before us: What new image will we paint on the wall?

Realizing that the wall is part of our entire school and is for the enjoyment of the entire school community (students, teachers, parents, staff, and our visitors) the young artists had many discussions about what would be appropriate to represent. We focused the mural as a landscape with Japan as a theme, including incorporating a traditional Japanese pattern, and then — after much brainstorming and back and forth — finally voted for the five most important ideas to represent in the mural: Mt. Fuji, sakura, shinkansen, ocean waves, and cats & kittens.

The artists split themselves into two groups, and each produced a proposed illustration of what the mural might look like. Each group then created their own presentation, rehearsed it, and filmed it. The presentations and illustrations have been submitted to our director, Mr. MacDonald, along with all the principals and head administrators, and we are now awaiting their feedback.

You will have to wait until next year to see the outcome and watch the mural develop. In the meantime, above are some pictures of the young artists at work along with each group’s proposed illustration and their video presentations (see above).

4th Graders realize that Math + Imagination = Art

The fourth graders have been combining some new art skills (sketching, planning, cutting, gluing, building, constructing) with some new math skills (geometry, three-dimensional forms) — then adding a bit of their own imaginations — to create some very original sculptures.

After being challenged to create five basic 3-D forms (cube, pyramid, cone, cylinder, and sphere) using only paper, scissors, pencil, tape, and glue (from a hot glue gun) during the first day of this unit, the students then were asked to think of what new sculpture — what object, person, animal, fictional character, etc — they would love to make for themselves.  After brainstorming, sketching ideas, drawing their proposed sculpture, and making a detailed plan of how to go about constructing it (complete with each type of three-dimensional form labeled), each student began building with paper, cardboard, found materials, and some random things found around the art studio.  The requirements for the students were to use a minimum of three different types of forms in one’s sculpture and that the sculpture could be a maximum of 30 centimeters in any direction.  Once the “skeleton” was constructed, students covered it with a “skin” of paper macho, and then finally painted the finished artwork to their satisfaction.

See the student artists busy at work below!

4th Graders complete their fictional campaign posters

The 4th graders have completed their fictional campaign posters — using assumed identities of a favorite character or animal or creature — focused on the centail idea that “the media can influence thinking and behavior.”

Focusing on a favorite movie, book, or comic character or on a real person or a pet, each student assumed a new identity and determined: What would I campaign for at this school — what would I want to change — to make my experience better at Y.I.S.? Having created sketches and plans for campaign posters (using images and text) to communicate their ideas to others and following a basic approach to design known as C.U.B. (Contrast, Unity, Balance), the students developed their projects. The visual arts aim is to have the students understand and know how to employ these three design principles so as to help to make for the effective visual presentation of their ideas.

Here are the results, the campaign posters created by these young graphic designers: