Art: Distance Learning
I am posting this here, in order to avoid the need to post it on daily slides every week. Thank you.
The 20 minute time allocated for art is the minimum requirement. As this is little time, please know that any art activity started on the first lesson of the week, can carry over to the last one. Students may use two art times to work on one piece. In fact I would encourage this. The nature of our art program means that students are free to work at their own rate – some will use all the allocated time on one piece of work. Some will do several things in one week.
They should upload to Seesaw on the second art lesson of the week.
The majority of our AAS students really do love art and will want to spend more time. If this is your child, I recommend that you save art to be the last activity for the day, so that they may spend as much time as they like (with your permission of course) on being creative.
Thank you for your attention,
Examples of First Grade Rainbow Art
A quick thank you for the support you are providing students with Distance Learning. A very large number of artists have been actively engaged. This is great to see. Let the motivation continue! Grades 1,2,3 have submitted some wonderful Rainbow art this week, demonstrating a great variety of creativity and approaches to the idea of bringing light and love to our community through their art. This idea has been inspired by a current trend in the UK and some parts of the USA where children are posting Rainbows in their windows. See here for news article. Grades 4 and 5 will be asked to contribute next week (Deadline will be Friday 10 April), after they have completed their transdisciplinary work (Unit of Inquiry related Art). We hope to put these together, to form one large community artwork (or slide show) for our end year ‘virtual’ closing ceremony. Therefore, good clear photos, with no text boxes are encouraged for this work. Stay home, stay safe, and keep on being creative!
Yesterday’s post stated that students will have 40 minutes x 2 a week, allocated to art. My apologies. This was an error.
Grades 1-5 are allocated 20 minutes x 2 a week. Therefore they are expected to spend a total of 40 minutes per week on art.
Students are of course welcomed to spend as much time as they like on their art. The 40 minutes is the minimum requirement. However, they should be helped to manage their time, ensuring they spend the correct amount of time on other subjects too.
Many thanks for your understanding.
On Tuesday 17 March, students will bring home their art portfolio. This is the collection of art pieces they have created this school year. Please know this is a working document which they will need for their Distance Learning. Therefore, they should store it safely upon arriving home, and await instructions for the work next week.
From 23rd March, Students will receive activites for art twice a week. Activites are designed for 40 minutes each time. Students may want to, and can, spend more time on their art. However they should of course manage their time with other subjects. Please see here, to know which days they are expected to work on art. The information will come via their classroom teacher. Every time they work on their art, students should document their progress on Seesaw.
As mentioned above, please keep the portfolio in an accessible place. Some of the distance learning will probably involve working on, photographing, or reflecting upon the work in the folder. It is therefore, very important to keep until 1 May, as it is important to your child’s art program.
Preparing at home for Distance Learning Art
Thank you for your support in these times. Feel free to email me with any questions on Helen.Arnold@aas.ru
This Cycle, Grades 2-4 have begun thinking about a new W.O.W piece. It was quite amusing yesterday as Second Grade entered the room and saw the above slide on the Smart Board, and one student exclaimed “WOW! Wait…. but we already did a WOW piece!” Yes, and it is time to start another, and another and another, until we reach Grade 12 and beyond! As students become increasingly familiar with this, and thinking/behaving like artists, they will work at different rates, and make this move, more independently.
Now that we are in our second semester of our choice based program it is great to see students increasingly independent in their understanding of our essential questions “What do artists do?” and “Where do ideas come from?” During the first semester, the focus was very much on self management of the environment (our studio) and time. Organisation has been the key. In order to simply allow them to gain confidence, those who wanted, were allowed to copy from images. This semester we are focusing more on the word ‘original’ in ‘wonderful original work of art – WOW’. Some may still feel the need, and this is ok – however students now encounter questions of “where is the creativity?” , “What are YOU bringing to this work?” and/or “Why/How is this important to you?” as a means of making that closer, personal connection to their art.
As the year has progressed, planning documents have grown, as students now have access to four stations, ie. Art Forms: Drawing, Painting, Collage and Printmaking. Students are encouraged to think about which is their favourite art form – one which they feel most passionate about, and incorporate this, into their ‘WOW’ piece. Fourth grades are taking things a step further by considering combining two art forms, or two skills, which they will later be expected to discuss in their artist’s statement.
A choice based system most certainly does not mean full time free choice. Of course there must be room for specific skill building and learning of new techniques, which students can then apply to their choice based art later.
Since the start of the new year, Grades 1-4 have been involved in some ‘have to’ lessons (otherwise known as Skill Builders), through the introduction of our Printmaking Station. Emphasis has been placed on organisation of workspace, the actual process of various printmaking techniques, and self evaluation and reflection. Printmaking techniques have been planned to allow progression throughout the grade levels.
First Grade: Fingerprinting, Sponge Dot Printing (after observation and critique of pointillism and work of George Seurat), and Printmaking with Found Objects
Second Grade: Styrofoam Prints with washable markers
Third Grade: Styrofoam Prints with washable markers, and basic reduction print with ink (single color/layer)
Fourth Grade: Mono prints, and reduction prints with ink – two colors/layers
Students are encouraged to keep ALL pieces, no matter how ‘bad’ they may turn out. Bad prints are good! Not only will students be able to demonstrate the progression of their skill, they can also use these to discuss their evaluation of the quality of the print, reflect on problems which may be occuring and seek solutions to these, or strategies for improvement.
Ongoing reflection and evaluation should take place through self talk and discussions with peers and the teacher. Thus students are becoming increasingly familiar with discussing their process, inclusive of art specific vocabulary.
Due to lack of time, students are not required to write or record reflections/evaluations on Seesaw daily. Simply uploading a photo of stages of the work, at the end of the lesson is enough to gain a habit of documenting.
In a few weeks students will complete a ‘W.O.W’ piece of art (as a reminder please click on the following link)
which was posted on 21st November 2019. This will require a more indepth, written or spoken reflection on Seesaw.
Speak to your child about his/her printmaking experience. We hope they can freely discuss their process inclusive of art vocabulary such as ‘found objects, printing plate, printing ink, brayer, sponge, styrofoam…’ according to grade level.
Please enjoy some photos below taken during Printmaking Classes, Grades 1-4.
We are very excited to announce the arrival of our brand new, art shirts, designed for ES Artists! They are of course supplied to protect student clothes from art materials (as best possible).
However, the design is especially important, as it reinforces the student’s sense of identity, as an artist, and our ongoing mantra “You are the artist, and this is your studio“. We have choices of blue, green, red and yellow. Yes! Color is very important!
All students are expected to wear them over their clothes during art. The majority of students gladly accept this. However there are just one or two who do not want to wear them. Students will be highly encouraged, but not pushed, to wear the art shirts.
Please enjoy these fun photos of the first set of students to wear our very cool art shirts!
“Fish printing is called Gyotaku. In Japan, fishermen used to make a print of the fish they caught to save a memory of that fish. These days, it is an art. If you want to make a fish print, you take an ink roller and then you take a plastic printing plate. You roll the ink on the plate with the ink roller and then take your fish, put it on the ink, and then you stamp on paper. After that you can take a liner or black pen to add small details to the fish.”
By Dima 3CB
“This is Buchae from Korea. It is used for traditional dance in Korea. It is a really famous dance in Korea. I was inspired to create it because it is so beautiful. First I used stiff paper. Then I painted it. I painted white feathers with pink paint and stuck them to the fan. It painted really well. It was challenging to paint the fan because I first painted the roses, and the leaves and then I made the background, so I had to paint the leaves again”.
By Liza 3CK
Third Grade students have been involved in a Transdisciplinary Unit: How We Express Ourselves. This means that both in their classroom Unit of Inquiry, and in art, we address the same Central Idea :Through examining the arts, people can gain insights into culture”, while keeping in mind, the Key and Related Concepts of Perspective, Connection and Communication. In art, we have addressed questions such as “How is art an expression of culture? What is symbolism? How can art communicate personal stories, values and beliefs?”
This unit provides us the perfect opportunity to address both the ‘Creating, and Responding” Standards, from the National Core Art Curriculum Standards. Students are required to speculate about processes an artist uses to create a work of art, determine messages communicated by an image, and interpret art by analysing use of media to create subject matter.
Our most important objective, is that we are able to maintain opportunity for student agency and choice, as a means of ensuring optimal engagement for all.
In art class, the unit was launched before December break. Students were introduced to art works and designs found in Australian Aboriginal Dot Paintings, New Zealand Maori tattoos, wood carvings and jewellery, Mexican Huichol Yarn Paintings and Ancient Egyptian Wall Paintings. As a whole class students analysed and critiqued examples of these, taking note of repeating shapes, patterns and imagery, and sought meaning. What could they tell us about the location of the artists? What do we already know about these locations, or people, or cultures? What could repeating motifs/symbols tell us about what is important to this culture – beliefs, values and lifestyles?
Students discovered these through observational drawing. Provided with many examples, students were offered choices to investigate those which appealed to them most, through a variety of drawing and painting tools.
During this investigational time, students identified the location of the peoples/cultures on the world map, listened to some stories, music, viewed some dance videos, and delved a little deeper into symbolism in Australian Aboriginal Dot Paintings, working on making connections with all of the above.
Our work before December break was a good introduction to how art can address the concepts of perspective, communication and connection. Meanwhile, in their home room class, students were beginning to identify a culture for their own personal study.
In their homeroom class, students learned to research a culture of interest to them. A summative task was set, for students to demonstrate their understanding of the Central Idea, through a presentation, which incorporated an example of one of the arts from the chosen culture. Students were allowed to choose visual, or a performing art (eg music, dance, drama).
Those who made a strong connection to a visual art, were provided up to three art classes to work on their art piece. Additional time was given, for students to use our ‘action station’ (art area outside the art room) at a time agreed with their home room teacher.
With this, students were able to demonstrate their ability to plan an art work, make decisions on materials and tools they need, set up, and be responsible for, their workspace, and independently manage their time.
It was fabulous to see so many Third Graders choosing visual art as their art form and independently taking responsibility for their own learning. We saw the creation of art works from a variety of cultures, in a wide range of media.
Herewith, a small gallery of some finished products, and a video of our awesome artists in action. Enjoy!
Welcome back to school and Happy New Year! We hope you had an enjoyable and restful holiday. For those who have not been able to visit school, and view our very large exhibition, both in the ES Lobby, and also upstairs, outside the Art Studio, we have a Youtube Video, which shares much of it. Just before the break, some classes had the opportunity to view all, and document their favorites on Seesaw.
For any new families, welcome! And please see below the video, the notice which was sent out in our ES Newsletter in December, which reviews the first semester of our Choice Based Art Program. Enjoy!