December 2015 Art Blog

TK: Winter Landscape with Bluebird

With this winter landscape art project Transitional Kindergarten students explored texture painting for the bark and branches of birch trees. Students practiced scissor cutting, as well as gluing skills. Students created the blue bird out of one circle, cut in half, four and eight parts.  Using colored pencils, students added details to their personalized birds. 

The Bluebirds are sometimes confused with other blue birds, but they can be distinguished without difficulty. The western bluebird has a blue (male) or gray (female) throat, the eastern bluebird has an orange throat, and the mountain bluebird lacks orange color anywhere on its body. It has a stocky build, and a thin straight beak with a fairly short tail.

Its posture consists of perching upright on wire fences and high branches. The western bluebird pounces on the ground when looking for food, such as worms and berries. It also flies to catch aerial prey, like insects, when available. The western bluebird consumes water from nearby streams and commonly used bird baths. 

Kindergarten: Winter Scene inspired by Grandma Moses:

It has been feeling like winter all around our campus, and our Kindergarten students have been working on their Winter Landscape paintings. 

Students were introduced to the life and works of the American Folk artist Grandma Moses. Anna Mary Robertson Moses (1860-1961), known by her nickname Grandma Moses. Having begun painting in earnest at age of 78, she is often cited as an example of an individual successfully beginning a career in the arts at an advanced age. Her works have been shown and sold in the United States and abroad and have been marketed on greeting cards and other merchandise. 

Students used different kinds of art tools, such as brayers sponges and paint brushes to paint their winter landscapes. Following Grandma Moses’ style combined with basic sketching, drawing and coloring skills, students created their own interpretations of familiar and cherished family traditions that are celebrated during the winter months.

1^ST GRADE: Polar Bear Portraits:

To start this lesson we did a read aloud of the book: White Bear, Ice Bear by Janne Ryder. We also researched some polar bear facts, and found out that polar bears have black skin, and a group of polar bears is called a celebration! 

Using white chalk on black construction paper students sketched a polar bear portrait. Students used the sides of white chalk to rub a round shape for the head and a body.  Two smaller circles made the ears. Students used their fingers to gently blend the chalk to remove any harsh lines that may have been created.  Black oil pastels were used to create the facial features and the inner ears.  Students rubbed a little bit with the black pastel under the head to create a bit of a shadow. Then they cut our the whole polar bear shape. With a tear and paste technique students created a background with icebergs. The final display turned out to be adorable. A celebration of polar bears!

2^ND GRADE: Owl Moon/ Light and Shadow Study

Second grade students read the picture book Owl Moon written by Jane Yolen, illustrated by John Schoenherr. 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 on the surface of snow. The location of the moon (light source) determines the location and the directions of the shadows. 

Students started their Owl Moon study with a light pencil sketch on 140 b watercolor paper. Students were also introduced to the art concept of space. To create a sense of space in their Owl Moon composition, students sketched a horizon line, tree trunks and branches; overlapping and changing in size from large trees in the foreground to smaller trees towards the horizon line (background). Students used masking tape to mask out the areas of the trees. Fine brushes and cool hues of liquid watercolor were applied to color the sky around the full moon and over the trees. Once the sky was dry students carefully removed the masking tape to reveal their trees. Students painted shadows and texture on the trees, and the three-dimensional, spacial, composition came to live. To complete these eye catching, beautiful piece students added a silhouette of an owl. 

3rd GRADE: Constellation Illustrations

The constellation of the Great Bear-also known by its Latin name Ursa Major contains an easily recognizable group of seven stars called the Big Dipper. In their science class, third grade students were introduced to the most common constellations seen in the northern sky.  During art class students were introduced to the basic artistic background of how artists have illustrated constellations in the past and in the present. 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 their constellations and sketch the mythological figures and creatures around them. For finishing touches gold start stickers were put in place. 

Students used high quality prisma-colored pencils to render their fantastic illustrations in a cross-hatching technique. Prisma-colored pencils are soft lead pencils superior for smooth color lay down, blending, and shading. Hatching is an artistic technique used to create tonal or shading effects by drawing closely spaced parallel lines. When lines are placed at an angle to on another, it is called cross-hatching. 
 

4th GRADE: Tree Wire Sculpture: 

The fourth grade students were introduced to the basics of sculptures. They learned the difference between abstract and representational sculptures and what the difference is between two-versus three-dimensional art. Students were directed to use 10 strands of aluminum wire to bend and twist a representational sculpture of a tree. Thinner steel wire, aluminum wire, colored twisty wire, beads and buttons were added for volume and color accents. The fourth grade artists created amazing tree sculptures with unique characteristics.  

Along with this sculpture unit fourth grade students were introduced to the concept of"Visual Literacy". "How artists can convey meaning, a message, idea." In a class discussion students were responding to two different titles for the same piece of artwork. Students shared great connections and insides about how a title of an art piece can change a viewers perception or opinion.  Students practiced critical thinking in developing a fitting title for their tree sculptures. They revised their titles and came up with thought-provoking, clever titles to support their message or meaning of their tree sculptures. Students analyzed a classmate's tree sculpture and predicted and inferred what the message/idea/story might be the artist is communicating. 

October 2015 Art Blog

Kindergarten: Leaf Prints

This project was an introduction to watercolor and printing. Students were taught the wet-on-wet watercolor technique - using a water wash on the paper, on which a color is applied while the paper is still wet.  

The myriad patterns and textures found on fall leaves, which were collected around campus were transferred by placing wet leaves onto a yellow underpainting. Students painted on top of the leaves with a variety of colors. Leaves must stay on background until completely dry! The result - soft backgrounds contrasted with beautiful textured patterns from nature!

To create a frame for the leaf prints, students experiment printing with different tools such as corks, forks, tubes, etc. to print a pattern. 

1^ST GRADE:

Color Theory: Fall Colors/Leaf Composition

First grade students were introduced to their first color theory lesson. We read the wonderful book titled “Mouse Paint” by Ellen Stoll Walsh and learned about primary colors. Students used the primary colors to mix beautiful fall colors and painted an entire large background with colors you might see looking at fall leaves. 

During the second part of this painting unit, students were introduced to the concept of how artists compose/arrange and plan their paintings. By overlapping and cropping leaves, students created interesting, dynamic compositions of fall leaves, outlined with black paint on their previously painted backgrounds. 

2nd GRADE: Color Theory, Color Wheel

Second grade students were introduced to the basics of color theory. Students were fascinated by the connection of art and science and how all the colors in the color wheel can be mixed by using just the three primary colors. Students had the opportunity to mix their very own color wheels using only red, yellow and blue.

Warm/Cool Color Sun/Moon Study

Second grade students continued their studies with color theory working with the two color schemes warm and cool. Students sketched imaginary, circular sun/moon compositions and used a color marker/water wash technique to carefully color in the sun/moon compositions with warm/cool color combinations. 

3^RD GRADE: Chinese Brush Paintings

Third grade students have been studying the amazing art of Chinese Brush Painting. Students were introduced to the Chinese prodigy artist Yani, who became famous with her whimsical depictions of monkeys, as well as other traditional Chinese plants and animals when she was only 4 years old.  

After a lot of practice, how to use a Chinese brush and ink correctly, students worked with their subject of choice. The final paintings were painted on rice paper and each student created a “seal/chop” to print onto their finished piece. 

4^TH GRADE: 

Nature Installations inspired by Andy Goldsworthy

Fourth grade students were introduced to the Scottish artist Andy Goldsworthy. He is known for his collaboration with nature.  Using snow, ice, twigs, leaves and stones, he creates one-of-a-kind sculptures.  As is the case with most of his works, the materials Goldsworthy uses to create his artistic pieces eventually return to their natural state, leaving no trace of the artistic piece.

Students were paired up and directed to collaborate to arrange, shape or in some way temporarily alter nature to create a fragile “masterpiece” of design in our school backyard. The students’ sculptures were photographed.  To showcase and record their works students created a poster depicting photographs, sketches, a written artist statement, and decorations. 

We are excited to share that 17 of our 4th grade Keith Haring inspired posters were published in FastForward 3rd Edition November 2015, center fold, p14,15. 

September 2015 Art Blog

TK/Kindergarten:   Discovering Lines

Many people claim they cannot be artists because they "can't draw a straight line". Using the strategies of this unit "Discovering Lines" anybody who can hold a pencil can learn to draw. Drawing is basically a matter of close observation, breaking the subject into lines and shapes, and of course lots of practice. 

This unit starts with a teacher/student discussion that anything we wish to draw, simple or complex, can be broken up into the "five line and shape families" (based on "Monart" methodology).  Students learned that they can use lines to create a representational or an abstract piece of art. 

Students practiced drawing a variety of lines and shapes by copying simple and complex line designs. Students learned that each line or shape starts with a dot. To draw objects and challenging designs students learned to "break-down"their subject into lines and shapes. By using a black felt tip marker (non-erasable), students learned to trust their drawing skills and take risks. Throughout this lesson students practiced visual and verbal line, and shape recognition. 

1st GRADE:          Design World, Blueprints

This lesson is part of a spiral course of study that builds on what students have learned previously (Discovering Lines), and it is introducing the 21st century thinking "STEAM" (academic disciplines of science, technology, engineering, arts and mathematics) concepts, and skills. 

Students were given the task of designing an object, gadget, structure, or house. Starting with a pencil sketch in their art journals, students carefully contemplated their designs. "Who is it for?" "Is it functional?" "Is it comfortable?" 

Students experimented and played with the ideas of architecture and design by creating blueprints. Students used recycled cardboard, paper tubes, and cups as printmaking tools. To complete the blueprints students added details, fitting titles and estimated measurements. 

2nd  GRADE:          Abstract Line Art Single Registry Prints

This unit is a continuum of skills and knowledge students acquired during art classes in Kindergarten and First grade. After a discussion on "What is abstract art?" and after reading the book "The Dot" by Peter H. Reynolds, students were directed to create their very own abstract line art piece.  A simple dot was the starting point for a practice sketch where students learned how to use a ruler to draw straight lines to divide their picture plane into sections. Each section was filled in, using the "five line and shape families base on the Monart methodology." Students transferred their sketch onto a styrofoam printing plate. Using a dull pencil students scratched and carved their abstract line designs into the foam. 

Students were introduced to basic printmaking techniques. Students measured out the center point of a 9"X12" color construction paper. The center point of the paper was the single registry point for each of the 4 prints students produced. The repetitive action of the 4 prints lined up to a center point, created a single point perspective, and optical illusion effects. 

3rd  GRADE:          Impressionistic Water Lily Print

Third grade students created moody water lilies as an interpretation of the works of Claude Monet (1840-1926), who was a founder of French Impressionist painting. He was the most consistent and prolific practitioner of the movement’s philosophy of expressing one’s perception of nature, especially as applied to “plein-air”, or outdoor, landscape painting. Monet was very fond of painting nature, using his own garden in Giverny, France, where his famous paintings of water lilies, ponds and bridges were inspired. 

For this project, students learned about Monet’s life, and viewed samples of his work, taking notes and sketching in their art journals, then applying Monet's impressionistic and distinct style to their very own version of water lilies. Students prepared printing plates by carving a Water Lily scene into a piece of scratch foam. Students loved the hands on activity of printmaking creating 4 copies of their images in a variety of colors and color transitions, capturing impressions of different moods. 

4th  GRADE:        Life-Size Posters inspired by Keith Haring

Four grade students were introduced to the works of Pop artist Keith Haring. Haring (1958-1990) was famous in the 1980s for his often large scale art, which was a mixture of graffiti and pop art. He used bright colors and simplistic, cartoon like images, expressing his social, emotional, and political views. 

Student recorded important facts about Haring in their art journals and viewed samples of this work. Focusing on Haring's iconic imagery students analyzed a few samples of his works and used "his clues" (color, symbols, and motion marks) to identify, and guess Haring's message to the viewer. 

Students sketched ideas to express a message or thought in a Keith Haring style. Students presented their ideas in assigned groups and worked on combining their ideas to create one large scale poster.  Each group selected one-two students to act as models for their poster.  Group members directed the models to lay down onto the poster paper in a specific pose and traced around their bodies. Each group carefully selected bright colors to paint their life size posters. Can you guess the students' message/idea/story they are communicating?