In our first unit of inquiry, the Kindergarten students have been looking at the concept of Change and how personal journeys show the way that people change and can lead to new opportunities. We are looking at how our artwork changes and grows over time, from ELC last year, to Kindergarten this year, and on to Grade 1 next year.
In the artistic journey that these young artists have begun, they have
drawn & painted their own self-portraits from observation
observed and discussed different artists’ self-portraits
experimented with a variety of lines, shapes, colors, tools, materials, and processes in creating personal 3-D crowns
begun making choices about artworks based on personal preferences and interests.
We aim to enjoy experiencing artworks, to show curiosity and ask questions about them, and to realize that our artwork has meaning.
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 artwork properly and cleaning up our workspaces.
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 7th. 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’.
The annual YIS Elementary School Art Exhibition has begun!
DATE & TIME: Saturday February 12 – Sunday February 21, 9:30-17:00 daily.
VENUE: Bluff No.111, adjacent to the fountain across the main street from Yokohama International School, is a Western-style house & cafe with a dedicated room for the exhibition of our students’ artwork.
This exhibition is part of the Yokohama Yamate Art Festival and includes the artwork of students from several schools in the Yamate area, each exhibiting at a different venue. All are welcome to visit our young artists’ exhibition and to view the energy, efforts, and two- & three-dimensional creativity of the 93 Kindergarten through Grade 5 artists whose artworks are on display.
In the homeroom classes the Grade 5 students inquired into the central idea that “finding peaceful solutions to conflict leads to a better quality of human life” 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 communicate each person’s experience with or feelings about this theme. Our main lens through which we viewed conflict and each person’s approach to the artwork was the concept of PERSPECTIVE.
These young artists initially identified a personal situation of conflict and used this event as a catalyst for their art project. They have spent time reflecting on their perspective on these conflicts, learning different approaches to drawing realistic facial features, and exploring and practicing geometric and organic abstraction in paint. They have now finished putting their new learning together in creating their final self-portraits — attempting to convey their ideas both in a realistic and in an abstract manner. These self-portraits are each made up of:
foreground: a pencil and ink image of themselves — drawn from life using a mirror, showing a facial expression indicating the feelings aroused by this situation of conflict, delineated with traditional ink pens, nibs, and ink.
background: an abstract painting — either geometric, organic, or both — utilizing specific colors as symbols of the student’s feelings about this situation of conflict
Soon after completion, the students evaluated their ideas and the execution of their work by responding to these questions:
How does my abstract painting communicate my perspective about conflict?
What feeing or message is my facial expression meant to convey?
What was new or unusual about the process of creating this self-portrait?
The finished self-portraits and written reflections are now on display upstairs in the Kirin Building. Please come see the students’ amazing work and efforts.
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.