Third Grade – Design element: Emphasis

Believe it or not, colored markers are rarely used during art class. The majority of children will own a set of markers at home, and have access to them in their regular classroom.  In art, we want to provide students access to media which they may otherwise not experience. Hence the last few weeks of Printmaking. However, in relation to our Pop Art discussions, markers have been the way to go, and met with equal enthusiasm. Students have observed some work of Roy Lichtenstein, originally inspired by popular comic books of the 1950’s and 60’s. With the design element of ’emphasis’ in mind, students are currently creating their own ‘sound words’ with thoughtful use of positioning, layering, line, and pattern. Color selections are being chosen according to the prints previously created, as the two pieces shall eventually be creatively combined.




First Grade – Developing skills, and thoughtful application of color

Having created symmetrical line drawings with black colored glue (much control necessary!) students have been making use of the color wheel by applying block tempera paint. Students have chosen to select color to create visual symmetry, whether it be multi colored, or in specifically applying analogous colors. With the thrill of paint, a blissful voluntary silence has fallen upon the art room, along with some relaxation spa music, which helps students to focus. Some have taken to moments of mindfulness and meditation. Students will soon transfer these drawing/painting skills to a final art work of the year, inspired by the work of artist Georgia O’Keefe.


Fourth Grade – Perspective and Enlarging

Nobody expected to be working on Math in Art this week! Fourth Grade students quickly accepted and engaged in the challenge of creating their own view finder, which will help them zoom in on a specific area of their previous work. Rulers, lines, numbers, and accuracy in measuring was all part of the course, and to be honest, some of us needed more than one attempt! All have now successfully created a view finder of their own, and started to ‘grid up’ on a large 40 cm x 40cm paper, which is to become a new artistic venture in the weeks to come, and their final ‘Studio Work’ of the year. Students will be working on enlarging, square by square. To follow, will be fun use of the color wheel to apply knowledge of color theory through the medium of oil pastel or block tempera paint.

Grade 5 – Media exploration/experimentation

This sure is proving to be a long investigation! Nonetheless, with the many steps of the learning journey and variety of experiences, throughout, students remain engaged and motivated. From the initial investigation, generation and planning of ideas, to the development of skills in creating a relief form in the medium of ModRoc. Fifth Grade students are now working independently and at their own rate, with goals to reach and deadlines to meet. A few students have already started their media exploration and experimentation before applying paint to their work. They are aiming for various painting techniques with use of sponge or brush, working to include tints and shades, and in particular the design principle of contrast. Students are required to demonstrate good technical skill in painting and the incorporation of contrast through color, texture or pattern.

Grade 4: Step by step – Perspective

Question: From where do artists find inspiration?

Perspective is always going to be a key, or related concept where art is concerned. Should your art form possess a simple decorative function, or indeed intend to communicate our deepest thoughts and emotions, art will always be a personal observation and interpretation of our world.

Inspired by our Outdoor Learning Specialists, Fourth Grade students have been working through a series of exercises to help them seek observations and interpretations that are not immediately obvious to the eye. Most recently, students have focused on the identification of negative space, and it’s important relationship with the positive. As part of their day’s activities, our Outdoor Learning Specialists initiated this investigation by making the personal connection between the lifelines on the palm of our hands, and the shapes/lines found in the forest trees. This encouraged students to look up, and begin to recognise the relationships between line, shape and space from this new perspective.

As the definition of perspective was introduced in class, and the identification of negative versus positive space, students were exposed to some all time popular optical illusions where the use of positive/negative space is a key factor.

The exposure to optical illusions was intended as a short introduction. However, students were far too excited by these images, to allow only five minutes! Those who’d seen them before, relished the opportunity to help others see the two images, dependent on how one chooses to view them.

From here, students have practised some basic exercises. Students are aware that little personal creativity is involved at this stage of the Creative Process. We are simply developing skills. We are using our knowledge and understanding, to developing our powers of observation, particularly in the identification of negative/positive space.

This week, students continue with basic exercises in observing space and shape. There has been great excitement in the classroom today as students are truly beginning to see in a new light. While identifying the shapes of space within a regular household plant, there have been exclamations of wonder, as students discovered the marks created on the back side of their paper and the entirely new perspective.

With the observation of new shapes through negative space, came new, personal interpretations. “I can see a whale!” “I can see an iguana!” “I can see two wolves howling at the moon!”… And herewith… begins our road to creativity.

First Grade Pinch Pot Animals

First Grade Pinch Pots are complete! Please find a selection exhibited in the glass cabinet near to the ES Office. Students will be able to bring their work home in a few weeks.

Grade 5 – Exhibition Curators

27 April 2017

Fifth Grade students took a two week break from their regular artwork to concentrate on the presentation of their PYP Exhibition. The art element focused on visual the presentation of their exhibit. Students were asked to consider the roles of a ‘curator’, and with a creative flair. Students explored options to draw the attention of their audience, and ensure good communication. In planning and creating the exhibition for viewing, students have carefully considered their use of space, the positioning and alignment of titles, questions, information. They were advised to mount work, with use of a paper cutter, ensuring clean lines and balanced spacing or a sense of movement if appropriate. They considered color combinations, related to the theme of their exhibition, or by use of their knowledge of color theory. Students were encouraged to create aesthetically (and a choice of thematically) appropriate titles, headings, visuals, and were provided the freedom of the art room facility and materials to create any decorative or additional ‘visuals’ to support the concept of their presentation.


Grade 3 – Printmaking

Third Grade students have completed a second lesson in printmaking. For many, this is an entirely new experience. For others, it has been a long time! Therefore, students have been practising the basics of creating a print with a styrofoam plate. Emphasis has been placed not on the design itself, but the need for good organisation of the workspace, understanding of procedure, and the importance of on-going reflection and evaluation, including the use of art specific vocabulary. After initial excitement, trial and error, students have learned to slow down and take greater care with the engraving of a styrofoam plate, the correct amount of printing ink required, and to reflect on ‘What am I hoping to achieve?, What is working? What is not? What do I need to change in order to improve?’ Having gained some experience, and learning from mistakes, some students chose to start again. With this, conversations have included the importance of keeping ‘failures’ rather than throwing them away. After all, all are evidence of media exploration, investigation, and progress.

Grade 3 – Intro to Pop Art

6 April 2017 – Pop Art

Students are currently working on a new unit which focuses on the movement ‘Pop Art’. (Video – Pop Art) In particular students will be introduced to the work of Andy Warhol and Roy Lichtenstein in the 1960’s. There will be a focus on two art forms – drawing and printmaking. In the past two weeks, students have been working on ‘Daily drawing time’ in their homerooms, paying particular attention to line through contour drawing. It is hoped that students will form this habit no matter where they are, at home, school or on holiday. As Andy Warhol used regular consumer products as the subject of his art, we too, have been working on drawing popular and almost irresistible cola, chocolates and potato chips/crisps! These drawings will act as inspiration for an abstract work in printmaking.

Tate Gallery: Roy Lichtenstein

Tate Gallery: Andy Warhol