Congratulations to Class 1AO, who presented beautifully, during assembly last week, explaining one aspect of the PYP learner profile ‘balanced’. With this, students spoke of the variety of art forms they have engaged in this year. Drawing, painting, printmaking, paper collage and ceramic work.
Believe it or not, First Grade has only two art lessons left to come, this school year! The First Grade Art blog posted 14 May described the content of our most recent investigations into the style of Eric Carle Illustrations. Students are currently completing this work, as they finalise their own imaginative paper collage creation with use of their own painted papers. A gallery of these to come in the next two weeks.
For now, a quick catch up on two learning engagements: Matisse Paper Collage, and Ceramic pinch pot art works.
Matisse Paper Collage
Content: Composition & Aesthetics
Knowledge: Matisse and Art Vocabulary
Skills: Cutting & Pasting
Impacts/Learner Profile: Social Intelligence, Knowledgeable, Caring, Thinker
Students worked in groups of six, and then individually. Having gained some knowledge of the artist, his resilience, and the nature of his paper cut out works, students worked together to create a huge paper collage, specifically considering aesthetics. Vocabulary was revised or introduced, as students cut and pasted papers. Composition and collaboration was a key factor. Students were required to consider aesthetics very carefully. Selecting, and arranging papers with any of the following design elements:
- Variety: in color, texture, patten, shape, line
- Color: contrasting and dark versus light
- Balance: In overall placement of color, line, shape, pattern, texture
- Movement and repetition: through use of line or shape
- Shape: Geometric versus Organic
- Contrast: Large versus small, Rough (texture) versus smooth
One of the greatest challenges for this age group was the ‘sharing’ of the work and to respect the contribution and personal space (within the work) of all group members. Nearly all students rose to the challenge of acceptance, regards ‘our work’ over ‘my work’. Of course along with this were the skills of cutting and pasting. As the collaborative work came to a close, students gracefully accepted that the large work would be cut, to allow all a piece each. With this, independent work on a single section, followed. This allowed individuals to further demonstrate their own growing understanding of composition, with purposeful application of some art and design elements/principles. This resulted in some successful and aesthetically pleasing results. (Post re ceramic work, follows this gallery. Enjoy!
Content: Clay Media and Ceramics
Knowledge: The process of ceramic production from idea generation, to firing
Skills: Safe and proper use of tools and materials, inclusive of shape formation, joining and glazing
Impacts/Learner Profile: Thinking Skills (Creative and Procedural Thinking), Thinker
Students have engaged in creative thinking, by generating several ideas for a ‘pinch pot animal’. Procedural thinking and use of art vocabulary has been a requirement as they work through techniques and skills in creating form with the medium of clay, and in particular the safe and proper use of tools and materials, while joining pieces, using a method, described to students as ‘The Four S’s’: Score, Squish, Slip, Smooth. Students have understood that the clay needs to be fired, both before, and after glazing. This year, we used an underglaze which results in a matt finish. Perhaps not as aesthetically pleasing as a glossy glaze would have been. Students are currently very excited and patiently waiting to see the competed fired work from the kiln.