Grade 3’s collaborative creativity & self-portrait sculptures

Photo © A. Reed 2015

Photo © A. Reed 2015

With a brief interruption to design and create props, scenery, and costumes for their Unit 3 plays, the Grade 3 students have finally finished their Unit 1 sculptures which — as the students now realize — spell out WHO WE ARE IN GRADE 3 when strung together, as seen above hanging in the windows. At the beginning of our unit, there was much discussion about what these letters would spell!

Photo © A. Reed 2015

Photo © A. Reed 2015


Photo © A. Reed 2015

Photo © A. Reed 2015

The central idea of this visual art unit is that collaboration can lead to learning, creativity, and an understanding of one’s own strengths and weaknesses. At the outset of this inquiry, each team of two or three students practiced the various aspects of this sculpture’s process (ideating, drawing, painting, building, measuring) and then assessed their own strengths and weaknesses on each one. Students also reflected on their own interests, desires, and favorite activities and made notes in their sketchbooks accordingly for later use.

Photo © A. Reed 2015

Photo © A. Reed 2015

Over the course of the unit, the students taught and learned from one another and all contributed in different ways to the development of the unique projects. The collaborative aspects of the project — making decisions, solving problems, and working/teaching/learning together — was quite challenging for some, but most teams came to appreciate the advantage of a collaborative effort. And throughout the unit, the students also practiced learning to identify stages of their own and others’ creative process.

VIEW THE STUDENTS AT WORK — AND THEIR FINISHED ARTWORKS — HERE:

Teams were assigned a letter of the alphabet to construct in three dimensions (using paper, rulers, scissors, tape, and papier-mâché). Each team then was challenged to transform the 3-D letter into an imaginative, sculptural self-portrait by showing their interests and personalities in, on, and around the sculpture (via drawing, painting, sculpting or collaging). Grade 3’s three-dimensional letters are now exhibited together (in the windows of the upstairs K-1 building hallway), visual, three-dimensional representations of the images, ideas, thoughts, fantasies, and passions particular to these 3rd grade students.

Photo © A. Reed 2015

Photo © A. Reed 2015

Come view the finished artwork both from the vantage point of the basketball court, looking up to the 2nd floor display, and from a much closer viewpoint upstairs in the hallway where the sculptures hang — where you can also read each student’s written reflection about their work (about how “the sculpture is a reflection of me” and why “collaboration is important”).

Photo © A. Reed 2015

Photo © A. Reed 2015

Grade 5’s journey into Aesthetics

The Grade 5 students spent nearly 2 months focusing on AESTHETICS and the central idea that aesthetic expression can be influenced by a culture’s history and values.

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

Looking at how traditions are related across genres and over time and at how local traditions are similar and different to one’s home culture, the students focused initially on Japan. Concepts such as “wabi-sabi” (beauty in imperfection, hidden beauty) and “ma” (space, such as the space in between sounds) were focal points, as were various Japanese arts which students were able to explore and research according to their interests.

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

In art class, the unit began and ended with each student defining the word “beauty” for him/herself. In the intervening weeks, students engaged in a variety of activities:

  • Two engaging visits from the artists Shoichi & Colleen Sakurai, who (1) introduced the students to the concept of “wabi sabi” and kicked-off their Wabi Sabi Project — creating wearable art from found and discarded materials — and (2) returned to witness the students’ Wabi Sabi Fashion Show several weeks later.
  • Experimented with specific Media, Tools, and Processes in art class, to be used in the creation of their Wabi Sabi Art.
  • Explored an interactive PowerPoint experience (“Japanese Arts & Aesthetic Exploration”) to pursue the traditional Japanese arts they wanted to learn more about: calligraphy, ceramics, flower arranging/ikebana, tea ceremony, architecture, dolls, paper folding/origami, painting, gardens, sculpture, printmaking/ukiyo-e.
  • An Art+Music collaboration: students connected the experience of listening to music (various woodwinds, Japanese/non-Japanese) to the act of visual creation (painting, sculpture). The art was created in art class, then discussed and critiqued in music class with their koto teacher (see more about the Japanese koto here).
  • A visit from some Grade 9 art students, who presented their own research and learning about ‘aesthetics’, ‘wabi-sabi’, Shoichi Sakurai, and Japanese arts. These students also presented their art research workbooks so as to display their working process to the Grade 5 students.
  • The creation of ceramic vessels: after exploring some Japanese “living national treasures” (see this online resource for traditional clay artwork), the students created their own clay vessels based on the various forms and designs/colors found in these traditional Japanese ceramics. The idea was for the students to become part of a historical tradition, using an ancient, natural, local material — clay — to create a basic object which has a long tradition in Japan (ceramic vessels, like teacups, bowls, vases).
  • And all-day visit to Sankeien Gardens field trip, as the culminating event of the unit. This visit included a presentation and exhibition by the photographer Everett Kennedy Brown, the opportunity to use photography to capture elements of beauty through the eyes and lens of the students, and the creation of a haiku poem using the surrounding environment as an influence.
Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

This arts-driven unit of study was a new unit on which nearly all the Grade 5 teachers (homeroom, arts, and Japanese) collaborated. It has been a very enlightening and engaging experience for students and teachers alike. With both students and teachers having provided one another with constructive feedback, we look forward to developing the unit in more depth next year.

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

Image licensed under a CC Attr-NonComm-NoDerivs 3.0 Unported License by Aaron Reed

5th Graders communicate ideas about peace & conflict

Earlier in their homeroom classes, the 5th graders addressed the central idea that “conflict affects lives” by looking at how each student manages situations of conflict and interpersonal problems. And so in art class, we were taking this opportunity to create self-portraits that express each person’s understanding or belief about this theme.

Students chose two of three possible approaches — drawing, painting, collage — to communicating their particular belief or understanding about peace and conflict resolution. The students were also required to use text (words or sentences) in addition to imagery in their picture. Early on, students were instructed in ways of observing themselves in mirrors and depicting their faces by drawing, although the amount and type of drawing in this project is entirely up to each student (some chose to represent themselves realistically, others in an abstract manner, and others as a cartoon).

After completing their artworks, the students reflected on their ideas, their process, and their finished self-portraits, addressing the following prompts:

  • What are you communicating about peace and/or conflict in your drawing?
  • What are your symbols? What do they mean?
  • What did you learn by doing this project?
  • What could you have done better? What would you do differently if you could?

Grade 5 students begin self-portraits

In their homeroom classes, the 5th graders have been addressing the central idea that “there are many ways to create peaceful solutions to conflict” by looking at: personal experiences with conflict and how each student manages situations of conflict and interpersonal problems. And so in art class, we are taking this opportunity to create self-portraits that express either each person’s experience with conflict or a his/her belief about some other conflict in the world.

At the beginning investigation stage, students were instructed in different ways of observing themselves in mirrors and depicting their faces by drawing, with a focus on observing and looking more at the subject (i.e. their faces) than at their paper/drawing.

Students then brainstormed some ideas by writing down thoughts and words and by sketching the images that come to mind when they think about ‘conflict’ and ‘peace’ and ‘solving problems’.

 

As they move to the planning stage, students each decide exactly what his/her goal is, what it is he/she wants to communicate about conflict or peace. Then they begin to consider the composition of their self-portrait: where will the different elements (such as their own face) be places on their paper? Where and what kind of other images, colors, and words be created?

Students will incorporate both drawing (pencil) and collage (magazines primarily) to represent their own faces and to communicate their particular belief or understanding about peace and conflict resolution. And they will have to incorporate some type(s) of symbols — images, colors, facial expression, lines, for example — to help communicate their ideas. The students are also required to use text (words or sentences) in addition to imagery in their picture.

Currently, students are finishing up their plans and beginning to draw, paint, and collage their final version of their self-portraits.

Kindergarten continues exploring new ways to make & color pictures

The students have continued to pursue a central idea in Kindergarten which is that materials can be manipulated to suit a purpose. In art class we have been taking the time to consider the various types of materials that can be used to create artwork — or anything that the children’s minds think up.

Having painted with white paint on black paper, then colored with a variety of dry media (oil pastels, chalk pastels, colored pencils, markers), the students then were offered numerous other materials to add to their pictures. Having already explored materials such as wood, paper, metal, plastic, and cloth & string — and where these things come from — the students used these items as they saw fit to develop an artwork. The main focus was two-fold: one, to develop an awareness of the source of the materials that people use to make art and, two, to explore and understand various methods of combining and attaching different materials together to achieve a personal objective.

Here are the students in action along with their completed artwork:

5th Graders express beliefs via self-portraiture (and graffiti)

In their homeroom classes, the 5th graders have been addressing the central idea that “there are many ways to create peaceful solutions to conflict” by looking at how each student manages situations of conflict and interpersonal problems. And so in art class, we are taking this opportunity to create self-portraits that express each person’s understanding or belief about this theme.

Students are incorporating both drawing (pencil) and collage (magazines primarily) to represent their own faces and to communicate their particular belief or understanding about peace and conflict resolution. The students are also required to use text (words or sentences) in addition to imagery in their picture. Previously, students were instructed in ways of observing themselves in mirrors and depicting their faces by drawing, although the amount and type of drawing in this project is entirely up to each student.

Additionally, as some students have shown an interest in graffiti (see one of the videos we watched below), we have begun a 1×2 meter collaborative graffiti drawing. On a large paper on the wall, students take turns drawing for 5 minutes each with a black marker. The guidelines are: 1. draw locally 2. draw what you know 3. do not deface others’ art 4. no stick figures.

See the students at work here on both the self-portraits and the graffiti drawing:

Graffiti video of artist team “Mulheres Barbadas” (the Bearded Ladies):

MB @ Nova SP – MIS / SP from Mulheres Barbadas on Vimeo.

Kindergarten explores collage: shapes, colors, patterns, and expressions

As the Kindergarteners continue on their ‘personal journey’ this year, they encounter new challenges, media, and processes in art class. In art class, as in the homeroom class, we read picture books together which contain illustrations created using collage. Having done considerable drawing and painting and sculpture in earlier projects, they have recently been creating collages. using simple shapes (square, rectangle, triangle) and colors (red, yellow, blue, orange, green, purple) to create portraits with particular expressions (happy, sad, angry, scary, afraid, bored, etc). Subsequently, each student mounted his/her collaged portrait on larger paper and created a patterned, collaged “frame” for their artwork. We will return to collaged portraits later on. Using very different materials than the first time, we will be noting the similarities and differences as we work.

4th Grade’s first art project

Mr. Geddes and Ms. Nanwani asked me to come to their classrooms to help the students get started on self-portraits — in text and images — intended to help the students get to know one another (and themselves) better at the start of the year.  After tracing one another’s head and neck, students began writing around their own silhouettes whatever personal, descriptive thoughts came to mind.  Then they created — by drawing, painting, and/or collaging — images both within & outside of their ‘heads’ so as to describe both their private & public thoughts, ideas, and likes.