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!

3rd Grade creates play props

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 for a few short weeks to discuss, plan, and build the primary (most important) props 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.

The plays were presented in December before the Winter Break, to great acclaim and applause. Congratulations, third graders, 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.

Some images of the students at work here… with more to come!

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.

3rd Grade completes their play props, sets, and costumes

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 for several weeks to discuss, plan, and build the most important props, costumes, and set designs. The ideas and the execution of their plans were theirs alone, as they took complete responsibility for their artwork and their performances.

The plays were presented in December before the Winter Break, to great acclaim and applause. Congratulations, third graders, 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.