Grades 1-5 Art

Category: Art Element: Shape

Third Grade: Sharing the Planet 1

(Note: You Tube Videos with Sound may be more accessible via laptop or PC)

During Third Grade’s last art rotation of the year, students worked on an Interdisciplinary Unit ‘Sharing the Planet’ with the Central Idea: The consumption of Earth’s resources impacts the environment and requires innovative solutions for sustainability, and with the Key Concept of Responsibility and the Related `Concept of Causation. In Art, our Line of Inquiry was: Interpreting and analysing art enables people to understand artist intent and composition’.

Students tuned in to the notion of creating meaningful art with recycled materials through viewing and discussing the content of the following video.

They also made close studies from images of art created with recycled materials, through drawing and making observations of ways in which artists used materials to create new forms.

(Images borrowed from www.illuzone.net)

The original plan was for students to have the opportunity to be creative with recycled junk materials. Thank you to the families who collected various junk for this work. However, not enough was collected for an entire grade level (we have saved it for future years!). Our unit therefore, changed direction, regarding the final outcome.

Keeping in mind, that we wanted to use recycled materials as best possible, and find ways to create art with limited materials, we moved towards observing the work of a Japanese artist known on Twitter as Setsu and the art form known as chigiri-e, or torn paper collage.

(images borrowed from SBS Australia)

As a preliminary exercise students practised seeing magazine images for their color only, and creating some torn paper collage of their own.

Thinking about our precious planet and the beautiful creatures upon/within it, students moved on to thinking about their favorite animals as a subject for their final work. Having already considered the art element of color, they were now to focus on shape and form. Using images found on the internet students observed basic shapes/forms within the body of a creature of their choice. With newsprint paper and masking tape only, they worked in groups to create and join various forms.

Here a video of artists in action. Some chose to work independently, others collaboratively.

More to follow in next blog post.

 

 

 

 

 

Fourth Grade: Who We Are and Mask Making

(This post contains a link to a Student Seesaw Post and a Youtube Video. In order to listen to/watch the post, it may be better to view from a PC or Laptop)

For the second time this year, Fourth Grade are involved in a Transdisciplinary Unit. This means that in art we are addressing the same theme and concept, which they have previously, in class. The PYP Unit of Inquiry was, and is in Art now, ‘Who We Are’. The PYP Transdisciplinary Theme of ‘Who We Are’ addresses questions about culture, beliefs and values. Following on from their home classroom UOI, students are continuing to develop an understanding of the Central Idea: Beliefs and Values contribute to identity and an understanding of diversity, with the key concept of Perspective (What are the points of view? Different ways of looking, interpretation and understanding).

In art class, we are approaching our own Line of Inquiry: People of all cultures use creativity to tell stories about their beliefs and values. 

Tuning in to a Mask Making Unit

(Image borrowed from mapio.net)

There is nothing better than a primary source to spur curiosity and generate questions. Students have tuned into the central idea, concepts and line of inquiry by observing two masks originating from the island of Bali, Indonesia, and using a secondary source (Youtube) to gain a sense of the masks in action, and the sounds of Gamelan and environment surrounding them. With much excitement, many questions arose, around who they are, where they are from, what are they for, how were they made? Students have been exposed to the story of Barong and Rangda at a very basic level (as to some they may appear frightening!), concluding that they portray the Hindu belief/value in balance. With the knowledge that one character is good, and one evil, students practiced their Thinking Skills by observing and describing the visual characteristics of the mask, paying close attention to the craftsmanship, and point of view as an artist: “how did the artist use the elements of art and principles of design to express the character of these mythical characters?” In addition to this, they have been exposed to images of masks from a variety of other cultures for critique and analysis. Selecting one by choice, students should have uploaded their thoughts to Seesaw. Please click on the link below for examples by Emily 4MA and Laura 4BE.

Ivan 4MS Analysis of Indonesian Mask Rangda

Laura 4BE Analysis of Venetian Mask

The Creative Process – Developing Skills & Create

Usually, we would spend time, planning for a mask of our own (designing), and one which may express our own values/beliefs. However, as this was a focus of our last unit (many lessons were spent generating ideas for a painting) this trimester we have skipped directly to developing skills and creating, as we do need the extra time for ‘making’. So, this time, students are diving in! This is  spontaneous creativity! Most have ideas in their minds, but have not been required to share this yet (Reflection/Evaluation to come later). During this part of the process, students are developing skills by changing the shape and building on a basic form by use of cut out cardboard pieces, and the creation of 2D and 3D shapes, to add to the original form using a variety of attachment techniques (This is not easy). Good organisational skills have also been the key to success.

Having created a strong foundation, they have been learning to use paper and paste to form one piece. Again, very challenging for many, and a lot of  fun, for all. The focus so far, has been on the art elements of shape and form. Watch this space for the introduction of color.

 

Second Grade: Developing Skills, Procedures, and making Personal Connections

This completed group painting can be found on the large bulletin board outside the ES Office.  Second Grade have been following through the design (inquiry cycle), and it therefore should be noted, that this work is not specifically the ‘grand finale’ but simply an exercise which has resulted in something beautiful! Please see the previous posts as a reminder of how this work has been inspired by an investigation into the work of the artist Hundertwasser and his ‘Lollipop Trees’, and the skills/knowledge practised during this ‘Tuning in/Finding Out, and Skills Development’ time.

During the last couple of weeks, continuing to consider the Central Idea “Artists use their creativity in many different ways to express feelings and ideas”, and more specifically, the Line of Inquiry ‘Artistic inspiration and creativity are connected to personal experiences’, students have switched to a new medium: clay. As Hundertwasser may have imagined known environments in creative ways, students were asked to connect to personal experience of a place they know, or a combination of places they know, to envision and create something new. Visual prompts included our very own school and playground.

It was a proud moment to hear and see, many students clearly building upon knowledge and skills gained in their last semester of First Grade, as they remembered vocabulary and were able to apply the ‘Four S’s’ (Score, Slip, Squish, Smooth’) method of attaching clay in a secure manner. Always reinforcing the Elements of Art, interesting shape in particular has been a focus, and thoughtful use of space, as they worked on a clay tile relief. With the absence of color, students have been learning to fill space with texture, and tried to contrast their application of texture when applying to foreground and background (photos of added texture to come) Students have continued to gain an understanding of the sensitivity of clay, and have been responsible for the airtight packaging of it, to maintain it’s moisture in between lessons. Photos of the works, complete with applied texture, will be posted soon. For now, an insight into Penguin Artists at work as they create, with personal experiences in mind.

 

 

First Grade: Finished Product, Eric Carle Painted Paper Collages

Please see previous posts to understand how we arrived here! Our final product; Painted Paper Collage Gallery

 

Second Grade: Next Steps & Ceramics

Our next step with the HWEO Unit, is to make connections with personal experiences, and add some creativity into the fold. Students are now working on remembering their observations of Hundertwasser’s work, thinking about an environment they know, and at the same time, using imagination, to envision a personal expression in the medium of clay. Students have been generating ideas, and observed a demonstration in creating a ceramic relief tile. They are building on joining techniques learned in First Grade (the Four S’s – score, slip, squish, smooth) to add interesting shapes/lines to a clay slab. This is an extremely challenging task for Second Grade and some of the greatest challenges emerge from developing skills in organisation and time management. We enjoy challenge! All Second Grade classes will be involved in ceramic work, over the course of the next week or two and more photos will be posted as the work develops.

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