October 19

Grade 6: Identity and Self-Portraiture

Unit 1 has come to an end in Grade 6M. The Grade 6M students have been working with the MYP unit statement-of-inquiry: “The process of artistic creation can lead to self-discovery.”

photo by A.Reed, instructor – CC BY-NC-ND

These young artists were introduced to how artists from Asia, Europe, and Africa traditionally represented people in artwork and why; have begun to learn how to critique, compare, and contrast artworks; have acquired new art-specific vocabulary; have wondered if their own representations of themselves truly express their identity, experiences, and feelings, and have become more independent, critically-thinking students. Their Unit 1 studies have focused on the Arts Criteria of Knowing & Understanding, Developing Skills, Thinking Creatively, and Responding as well as on the MYP Approaches to Learning skills of Communication, Self-Management/Organization, and Creative Thinking.

The students created two self-portrait drawings: one during the first week of school and then a long-labored final drawing after weeks of work through October: realistic, three-dimensional, shaded, highlighted self-portrait pencil drawings. In the interim, the students were encouraged — through persistence, trial-and-error, peer-feedback, and self-reliance — to think, create, and solve problems for creating true-to-life portraits in pencil by observing proportions, light & shadow, values, and gradation.

photo by A.Reed, instructor – CC BY-NC-ND

After creating their drawings, the students wrote a detailed Reflection of their artwork, of themselves, and of their experience during this first unit of study. Students described their new skills & knowledge, noted instances where they could improve their work upon reflection on their learning, and explained what kind of ‘learner’ they have discovered themselves to be.

Have a look at the self-portraits created by each Grade 6M student below:

In November, the students move on to Unit 2: abstract printmaking, with a focus on the concept of Change, on innovation, and on the use of influences and symbols in art.

photo by A.Reed, instructor – CC BY-NC-ND

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October 8

Update from Grade 6 Art Class 2016-17

Hello to Grade 6M students and parents from Mr. Reed, Grade 6 art teacher.

At this point in October, we’ve nearly completed the first unit of the semester. The students have thus far acquainted themselves with Middle School art class, welcomed our new classmates, and are nearing the end of our portraiture unit and the development of their self-portrait pencil drawings, complete with shadows, highlights, and three-dimensionality.

After the Expeditions (Camp) week and the Fall Break, the 6M art students will begin Unit 2, a study of the concepts of Change & Symbolism in art: relief printmaking, the creation of abstract patterns, the communication of ideas, and the variety of influences that artists utilize in the development of artwork.

I look forward to meeting with you at the upcoming Parent-Student-Teacher Conferences on November 21 & 24. Please do feel free to email me or to drop into my classroom — room E-203, 2nd floor, K-1 building — at anytime to ask questions (or simply to say HELLO).

Best regards,

Aaron Reed

reeda@yis.ac.jp

AReed profile pic

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June 7

Grade 6 Printmaking: Cultural Influences, Personal Interests, Technology New & Old

Unit 2 has come to an end in Grade 6. The Grade 6 students have been learning about printmaking while working with the MYP unit statement-of-inquiry: “Art evolves due to cultural influences, the use of technology, creative thinking, and personal interests.”

photo © by A.Reed

photo © by A.Reed

These young designers have learned a variety of things about printing, including the beauty of Japanese printmaking, specifically about ukiyo-e art, and the process of traditional relief printmaking. They have also continued to learn how to critique their own and others’ artworks; have combined personal interests with cultural influences to develop an original motif; have utilized creative thinking in order to solve problems; have acquired new art-specific vocabulary; and have become increasingly independent students.

photo © by A.Reed

photo © by A.Reed

Their Unit 2 studies have focused on the Arts Criteria of Knowing & Understanding, Developing Skills, Thinking Creatively, and Responding as well as on the MYP Approaches to Learning skills of collaboration, self-management, and creative thinking. Here are some more images of the students at work:

The students created 9 prints, each from a hand-carved plate. The students developed an original, abstract motif which when printed created a polychromatic, interlocking pattern. The students were challenged but — through persistence, trial-and-error, peer-feedback, and self-reliance — succeeded in creating their artwork using a mixture of very new and very old technology.

photo © by A.Reed

photo © by A.Reed

After creating their prints, the students wrote a detailed Reflection & Critique of their artwork: 1. evaluating their working process and artwork, 2. explaining their creative thinking, 3. explaining their cultural influences and personal interests as seen in the motif, and 4. evaluating their artwork’s elements and principles. These critiques can be accessed on the students’ blogs, found on The Learning Hub Student Blogs page.

What do you think of the work they have done and the art they have created? (Please write a comment below if you wish). The students have now moved on to their final unit, about Expressive Portraiture, which they will finish next week — the final week of the year!

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December 16

Grade 6: Identity and Self-Portraiture

Unit 1 has come to an end in Grade 6. The Grade 6 students have been working with the MYP unit statement-of-inquiry: “The process of artistic creation can lead to self-discovery.”

photo by A.Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

These young artists have learned how artists from the East and the West traditionally represented people in artwork and why; have begun to learn how to critique, compare, and contrast artworks; have acquired new art-specific vocabulary; and have become more independent, critically-thinking students. Their Unit 1 studies have focused on the Arts Criteria of Knowing & Understanding, Developing Skills, Thinking Creatively, and Responding as well as on the MYP Approaches to Learning skills of Communication, Self-Management (Organization), and Creative Thinking.

The students created two self-portrait drawings: one during the first week of school and then a long-labored final drawing after weeks of work through December: realistic, three-dimensional, shaded, highlighted self-portrait pencil drawings. In the interim, the students were encouraged — through persistence, trial-and-error, peer-feedback, and self-reliance — to think, create, and solve problems for creating true-to-life portraits in pencil by observing proportions, light & shadow, values, and gradation.

photo by A.Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

Look at the two self-portraits created by each Grade 6 student below: do you feel that they have improved their understanding of and their skills in observational drawing?

After creating their drawings, the students wrote a detailed Reflection of their artwork, of themselves, and of their experience during this first unit of study. Students described their new skills & knowledge, noted instances where they thought independently and overcame difficulties, explained how their self-portrait drawings do — or do not — reflect their true identities, and addressed a particular ATL (Approach To Learning) skill that they do well or wish to improve.

photo by A.Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

At the very end of our unit, the students wrote a final response about the Unit 1 Statement of Inquiry: “The process of artistic creation can lead to self-discovery.” The students were asked to explain what they had discovered or learned about themselves over the course of this 15-week unit. In January, we look forward to beginning Unit 2.

What do you think of the work they have done and the art they have created? (Please write a comment below if you wish).

Category: Gr 6 | LEAVE A COMMENT
August 20

Grade 6: Welcome to Middle School Art!

AReed profile pic

Hello Grade 6 students and parents,

It’s Mr. Reed here, getting ready to begin learning and working and creating 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 first art classes of the year: to acquaint ourselves with Middle School art class, to welcome our new classmates, and to dive right into our first art projects. As you may know, the MS art classes follow the Middle Years Program (MYP) and are well integrated into the work the students are doing across their various classes and subjects.

I look forward to meeting you at the upcoming Back To School Night on Wednesday, September 16. Please do feel free to drop into my classroom — room E-203, 2nd floor, K-1 building — at anytime to ask questions or simply to say ‘hello’.

Best to you all in 2015-16,

Aaron Reed

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June 10

Grade 6 Artists Create Expressive Portrait Paintings

The Grade 6 students have completed portrait paintings in MYP Unit 3 for Visual Art. The goal was to create an expressive portrait of a familiar person — oneself, a friend, or a family member — by using pictorial elements in the painting (color, facial expression, clothing, pose, setting, objects, direction of gaze) which act as symbols to communicate something specific about the subject, as determined by each Grade 6 artist (an emotion or feeling, his/her culture, an experience or event in his/her life, or some other idea about that person). Students were also required to choose and research a particular artist, style, or art movement and to use it as an influence upon their artwork.

Here are the Grade 6 artists at work:

The statement of inquiry which guided the students was “Artists express ideas, emotions, culture, and experiences through visual means.” With a focus on the concepts of Communication and Expression and on the global context of Personal & Cultural Expression, the students addressed not only the arts objectives of knowing & understanding, developing skills, thinking creatively, and responding but also on the transdisciplinary skills of self-management, reflection, and critical thinking.

Additionally, the students grappled with these inquiry questions: What different types of portraiture are there? What are their functions? How are symbols and icons used to communicate and express ideas, emotions, culture, or experiences? Is the meaning or function of a portrait determined by the artist or by the audience?

See the results here for yourself, including the students’ self-critiques as written and posted to their individual blogs (LINK HERE to Grade 6 blogs):

CLASS 6A

CLASS 6B

CLASS 6C

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April 28

Grade 6 Designers Create Patterned Prints

Unit 2 has come to an end in Grade 6. The Grade 6 students have been learning about printmaking while working with the MYP unit statement-of-inquiry: “Art evolves due to cultural influences, the use of technology, creative thinking, and personal interests.”

photo by A. Reed, instructor – CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

These young designers have learned a variety of things about printing: the significance of Gutenberg’s moveable type printing press; the beauty of Japanese ukiyo-e art; and the process of traditional relief printmaking. They have also continued to learn how to critique their own and others’ artworks; have combined personal interests with cultural influences to develop an original motif; have utilized creative thinking in order to solve problems; have acquired new art-specific vocabulary; and have become increasingly independent students.

photo by A. Reed, instructor – CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

Their Unit 2 studies have focused on the Arts Criteria of Knowing & Understanding, Developing Skills, Thinking Creatively, and Responding as well as on the MYP Approaches to Learning skills of collaboration, self-management, and creative thinking. Here are some more images of the students at work:

The students created 9 prints, each from a hand-carved plate. The students — acting as designers and working for a “client” — developed an original, abstract motif which when printed created a polychromatic, interlocking pattern for the imagined client’s imagined product. The students were challenged but — through persistence, trial-and-error, peer-feedback, and self-reliance — succeeded in creating their artwork using a mixture of very new and very old technology.

photo by A. Reed, instructor – CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

After creating their prints, the students wrote a detailed Reflection & Critique of their artwork: 1. explaining their goals and their creative process, 2. evaluating their own strengths and weaknesses, 3. explaining the specific cultural influences and personal interests in their motif, and 4. providing advice to future Grade 6 students based on their important learnings. These critiques can be accessed on the students’ blogs, found on The Learning Hub Student Blogs page.

What do you think of the work they have done and the art they have created? (Please write a comment below if you wish). The students have now moved on to their final unit, about Expressive Portraiture.

December 18

Grade 6 students’ self-portraits from Unit 1

Unit 1 has come to an end in Grade 6. The Grade 6 students have been working with the MYP unit statement-of-inquiry: “The process of artistic creation can lead to self-discovery.”

photo by A. Reed, instructor - CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

 

These young artists have learned how artists from the East and the West traditionally represented people in artwork and why; have begun to learn how to critique, compare, and contrast artworks; have acquired new art-specific vocabulary; and have become more independent, critically-thinking students.

Their Unit 1 studies have focused on the Arts Criteria of Knowing & Understanding, Developing Skills, Thinking Creatively, and Responding as well as on the MYP Approaches to Learning skills of Communication, Self-Management (Organization), and Creative Thinking.

The students created two self-portrait drawings: one during the first week of school and then a long-labored final drawing after weeks of work through December, realistic, three-dimensional, shaded, highlighted self-portrait pencil drawings. In the interim, the students were encouraged — through persistence, trial-and-error, peer-feedback, and self-reliance — to think, create, and solve problems for creating true-to-life portraits in pencil by observing proportions, light & shadow, values, and gradation.

photo by A. Reed, instructor - CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

 

Look at the two self-portraits created by each Grade 6 student below: do you feel that they have improved their understanding of and skills in observational drawing?

——————————————————————————————-

6A

6B

6C

——————————————————————————————-

After creating their drawings, the students wrote a detailed Reflection & Critique of their artwork, of themselves, and of their experience during this first unit of study, concluding by answering the final prompt: “Explain what you have discovered about yourself during this unit.”  In January, we look forward to beginning Unit 2.

photo by A.Reed, instructor - CC BY-NC-ND

photo by A. Reed, instructor – CC BY-NC-ND

photo by A.Reed, instructor - CC BY-NC-ND

photo by A.Reed, instructor – CC BY-NC-ND

What do you think of the work they have done and the art they have created? (Please write a comment below if you wish).

November 7

Grade 6 art: identity and observation

The Grade 6 students have been working diligently on Unit 1, “Look At Me”. In this unit, students are focused on portraiture in art history, self-portraiture through observational drawing, and their own identities. They are beginning to realize that the process of artistic creation can lead to self-discovery.

After looking at the different types of traditional portraiture made in the East (Asia) and the West (Europe), students began to look at themselves — literally and figuratively — and to practice how to depict their own visages. Currently, each student in the three Grade 6 classes has begun his/her final individual project: a self-portrait, drawn in pencil, with appropriate values, shadows, and highlights so as to make the face appear three-dimensional.

The project requires students to be open-minded, risk-taking, and reflective, to learn to be persistent and learn from mistakes, and to think about how they wish to present themselves — their outer selves anyway — to the world.

Later, the final drawings will be exhibited in the stairway gallery in the main building as well as on this blog. Stay tuned for these masterpieces!

 

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October 17

Grade 6 video: How to tone a paper with pencil

After much intense work and practice of drawing facial features in three-dimensions — with highlights and shadows — some Grade 6 students have begun their Unit 1 final self-portrait. They are initially drawing by toning their paper to a medium gray value.

This video provides instructions and suggestions about how to tone a paper to a such a value with a pencil, blending stump, and tissue.

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