January Art Blog 2018

Transitional Kindergarten: Zigzag Doll

ZIGZAG by Robert D. San Souci, a story about a doll maker who created Zigzag and placed him on the shelf for the night. After the doll maker left, Zigzag got pushed off the shelf by the other dolls. Zigzag ultimately ended up outside in the trash bin and had to climb his way out. The book does have a happy ending, as three mice found him a nice home with a happy little girl, and his zigzagged mouth turned into a happy smile.

The beginning of the story reveals that ZIGZAG was made from scraps of fabrics. TK students created their own dolls. Students picked out fabrics, used fabric scissors for cutting, and glued their fabrics where they wanted. Some dolls ended up with four legs, tails, and hats, and hair hanging off the edges, but that’s what makes these dolls so special! They make you smile!

Kindergarten: Joan Miró Dream Paintings

The unique style of surrealist painter, sculptor and ceramist Joan Miró (1893-1983) is characterized by the use of organic forms and flattened picture planes with sharp black lines.

In a similar fashion, students reviewed lines and geometric shapes and experimented with how these strict boundaries could be counterbalanced with the softness of color and more organic images. In his works, Miró often repeated surrealistic icons, objects and shapes such as: crescent moon, stars, figures with graphic patters, ladders, etc. Students were encouraged to include some of Miró's iconic objects or shapes in their own works, as well as adding imagery from their own dreams.

We think you’ll agree these whimsical dream paintings are a delightful and expressive interpretation of Miró's surreal and ebullient style!

1stGRADE: Hundertwasser Spirals and Façade

First grade students were introduced to the painter and architect Friedensreich Regentag Dunkelbunt Hundertwasser (1928 – 2000). He was an Austrian-born New Zealand artist and architect who worked also in the field of environmental protection. His real name being Stowasser, his pseudonym Hundertwasser (by which he is known worldwide) comes from sto in Slavic languages, meaning "hundred".

He stood out as an opponent of "a straight line" and any standardization, expressing this concept in the field of building design. His best known work is considered the Hundertwasserhaus in Vienna, Austria which has become a notable place of interest in the Austrian capital characterized by imaginative vitality and uniqueness.

He was fascinated by spirals, and called straight lines "godless and immoral" and "something cowardly drawn with a rule, without thought or feeling". He called his theory of art "transautomatism", focusing on the experience of the viewer rather than the artist. This was encapsulated by his design of a new flag for New Zealand, which incorporated the image of the Koru a spiral shape based on the image of a new unfurling silver fern frond and symbolizing new life, growth, strength and peace according to the Māori people.

First grade students played with the element of the spiral and color and painted a "kunterbut" (German English translation multi-colored) background. Students were guided to deconstruct a tissue box and design a facade of a building. Inspired by Hundertwasser students experimented to alter the straight lines and angles of the tissue box into whimsical, innovative buildings. The spiral paintings served as a vibrant background for the magical buildings.

2ndGRADE: Owl Moon/ Light & Shadow Study

Second grade students read the picture book Owl Moon written by Jane Yolen, illustrated by John Schoenherr. Inspired by the book, and by the this month's "super blue blood moon" students created a mixed media winter landscape using a dry medium (soft pastels), and a wet medium (tempera paint). Students used their fingers to blend cool shades of soft pastel for the night sky. With a sponge texture technique students applied the tempera paint onto moon, and snow areas.The trees were crated with a printing technique on a separate paper, later cut out and pasted onto the background

Students were introduced to the basic art concept of light and shadow. Students carefully looked at the illustrations in the book and pointed out shadows. Students noticed that the moon (light source) illuminates the trees (subject) and the trees (subject) cast shadows onto the surface of snow. The location of the moon (light source) determines the location and the directions of the shadows. To complete these eye catching, beautiful pieces students added a silhouette of an owl.

3rd GRADE: Constellation Illustrations

The constellation of the Little Bear also known by its Latin name Ursa Minor contains an easily recognizable group of seven stars in the USS called the Little Dipper. Third grade students were introduced to the most common constellations seen in the northern and southern sky.

Students were introduced to the basic artistic background how astronomers and artists have illustrated constellations in the past and in the present and how artists from different countries and cultures have associated the grouping of stars with a variety of images and creatures. Using the ipad app “star walk” students were able to view constellations in the sky in an interactive way.

Students were asked to chose a constellation they felt drawn to and excited about. Using white sketch pencils students carefully mapped out the exact number of stars in the constellation and sketched the mythological figure and/or creature around them. For finishing touches gold start stickers were put in place.

4th GRADE: Bacich Community Art Fence

Fourth grade students launched our school wide Project Based Learning (PBL) project. PBL is an instructional approach which deliberately emphasizes engagement, invites curiosity, and values student voice and choice; In short, it's learning by doing. In late February and March our younger grade levels will follow the same process to work on their assigned grade level portion of this collaborative project.

Integrating visual arts and connecting the subject areas of math, science, reading, writing, and technology with this project will ensure meaningful learning experiences for our students. The emphasis on students applying what they have learned aligns with the expectations of the Common Core Standards and the Next Generation Science Standards. The culmination of our all-school PBL will be a Bacich Community Art Fence along Sir Francis Drake Boulevard.

Our driving question for this school wide project is:
"What is our environment and how do we impact it?"

While brainstorming and contemplating this question students are encouraged to take the lead on solving real world problems that matter to them. For example pollution, habitat conservation and restoration.

Each grade level is examining a meaningful element of the project and putting their questions and investigations into action. The following focus areas are included in our studies:

Kindergarten: Weather/Butterflies
First Grade: Marsh/Birds
Second Grade: Watershed/Trout
Third Grade: Marin County - regions, community, resources, economy
Fourth Grade: California - diversity, history, geography, growth

Students will be introduced to the term and concept of upcycling. Upcycling is the practice of creating a product/project from waste or unwanted items, or adapting an existing product in some way to add value. The purpose of upcycling is reducing waste and improving the efficiency of resources used.

Our school wide art fence project is to promote recycling and reuse of materials emphasizing creativity and innovation. This is an opportunity for students and our school community to collect lids, tops and bottle caps. The goal is to raise public awareness regarding keeping plastic lids out of our waterways.

The Bacich Community Art Fence project process outline and timeline:

Students will sketch elements and forms based on their grade level focus areas (Jan.)
Students will learn how to use a grid to enlarge sketch into a template drawing (Jan.)
Students will trace tag board template onto plywood (Jan/Feb.)
Student will use coping saws to cut out forms, objects, animals, landmarks, etc. (Jan/Feb.)
Student will sand rough edges of plywood (Feb.)
Student will prime wood (Feb.)
Students will paint wood in either realistic or artistic coloring schema (Feb.)
Students will use collected lids, tops, and bottle caps to embellish, decorate and accent their art pieces (Feb/March)
Pieces will be assembled on chain-link fence along Sir Francis Drake Boulevard (May/June)