Third Grade: Sharing the Planet 2

Continued from the previous Third Grade blog post.

Reflection and evaluation is an important part of the process where students can verbalise their procedures, challenges and strategies to overcome them. All students constantly reflected throughout, and used feedback to make decisions on their next steps. At the end of the unit, students were required to upload a spoken or written reflection to Seesaw, including information regarding the connection they made to the original central idea.

David’s (3CK) reflection, part way through his process, identifies procedures and ways in which his group researched, and he has used Seesaw tools to demonstrate they way in which they broke down the shapes to form their hammerhead shark. David’s reflection can be found here.

Dayun (3IC) incorporates all that was required to be included in her reflection.

“This is my 3D paper & paste art work of a cat. I worked on this project by myself. It is finished and it was actually really fun to make this. I wished that I made the ears more smaller because I think they are too big. I made this by scrunching up the newspaper, and taped it with masking tape to keep the shape. After I made the cat I ripped magazine paper and glued it on with special glue. It was hard when I couldn’t find the right colors but some of the teachers helped me to find it. This connects to the unit on Sharing the Planet because we used recycled newspaper and magazine”. (Dayun, Seesaw Reflection 30 April 2019)

Students were also asked to carefully consider the composition of the final photo of their work, inclusive of background colors, emphasis and good use of space.

This was a successful unit. Students made clear connections to the key concept and learning taking place in their home room class. The very tactile nature of the construction/paper & paste art form, and opportunity to work with friends, led to high levels of motivation. I have been quite astounded by the quality of the art work. Much of the work is very well formed with (mostly) reasonably lifelike proportions. Truly amazing! The work can be found in the ES Lobby area for one more week before being returned to students. Please see our gallery below. We also have a display mounted on the wall, which explains the inquiry/creative cycle. This will remain on show throughout the summer.

Please enjoy the gallery below.

 

 

 

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.

 

 

 

 

 

Fifth Grade: PYP Exhibition 2019

Transdisciplinary Theme: How We Express Ourselves, PYP Key Concept: Perspective

Central Idea: Collaborative Inquiry is a journey which empowers students to demonstrate life-long skills and dispositions which lead to action.

Line of Inquiry: Artists work together use creativity to raise awareness of matters that are important to them.

CONGRATULATIONS to Fifth Grade students as they reach the final stages of their exhibition work. The PYPX Art Station has been buzzing with collaborative artistic activity as many have chosen various art forms to help express ideas and findings. We look forward to hearing about your learning journey and future action steps on matters which have become important to you.

Feel free to take a selfie at our Yayoi Kusama work. Good luck with your presentation! (More photos of students at work to be posted on Seesaw)

 

 

 

 

Second Grade: How We Express Ourselves & Learner Profile Knowledgeable (Part 2)

Images borrowed from: http://kaenith.tumblr.com

Art class may have been mistaken for aerobics, as students could be seen lifting their foot to their forearm, or stretching hands to the floor, in a quest to discover new mathematical and scientific facts about human body proportions. New and prior knowledge has been applied as they are encouraged to regularly evaluate the proportions within their work. When the work comes home, it may be interesting for parents to ask their child of any knowledge he/she has, about measurements within the body. It was first necessary to be able to follow procedural instructions to recreate a ‘stick figure’ in wire. This in itself was not easy. As they built on their work,  the wire armature has been referred to as ‘the skeleton’ and plasticine referred to as the ‘skin and muscles’.

 

 

 

 

Second Grade: HWEO Representing the Human Form (Part 1)

(Videos with sound in this post may be easier to view from a laptop or PC)

Second Grade have continued with the Transdisciplinary Theme of How We Express Ourselves, and addressed the question “How do artists see and represent, the human form?”  and the line of inquiry “Artists draw upon mathematical and scientific knowledge when creating artworks”. From the PYP Learner Profile, we have been focusing on being ‘Knowledgeable’.

To date, students have experienced the art forms of painting, ceramics and now, we are focusing on wire sculpting and mixed media.

This unit flows nicely from our Portrait unit in January. Students have made connections with previous knowledge about facial proportions, as we began to consider proportions of the entire body. Using simple stick figures, students have studied line, proportion and movement through observation of (some very keen) volunteer models (photos below and additional ones posted on Seesaw). They have worked on noting how the body bends through various joints – what is possible and what is not. And with this considered how ‘action moves’ in various sports and dance, can be observed.

The video below demonstrates the ‘Tuning In’ and ‘Investigation’ stages of this unit (first two weeks)

 

Second Grade: Student Led Conferences 28 March 2019

Second Grade Students should invite parents to the art room to show a photograph of their self portrait and explain/demonstrate their understanding of the line of inquiry “artists use scientific and mathematical knowledge when creating artworks’. Conversations may also focus on the steps required to create their portrait, and specifically the challenges met, and strategies for improvement. Hundertwasser artworks will also be available as discussion points, and some clay provided in order for students to demonstrate skills specifically in clay attachment – the Four S’s – Slip, score, squish, smooth.

Guiding questions/discussion points will be provided for parents to assist students in conversation initiation, though it is the choice of the student, regards which aspect of his/her learning he/she will share.

We look forward to seeing you Thursday.

 

Fourth Grade: Student Led Conferences 28 March 2019

Fourth Grade students are expected to bring parents to Room 3002 (next to the art room) to view the Fourth Grade ‘Exhibition of Moods’. Feedback, reflection and evaluation was an essential part of this unit, and students need your opinion on their work and that of their peers. Students have worked hard to generate ideas, and apply their knowledge and understanding of the use of subject matter and color to express a feeling.  Hopefully, still a BIG SECRET, students would like you to guess the mood of their own painting and also of their classmates work. This is a very exciting moment for students. Please join in the fun, and contribute to our feedback session. The results of this activity will help students self evaluate their effectiveness as a communicator through art.

Cultural masks in their current stage of artistic process (not finished) will also be available, in addition to our original Barong and Rangda Masks. Guiding questions/discussion points will be available for students who would like a little help with conversation starters. We look forward to seeing you on Thursday.

Fifth Grade: Artists as Change Makers

(Videos in this post may be easier to view from a laptop or PC)

Transdisciplinary Theme: How We Express Ourselves, PYP Key Concept: Perspective

Central Idea: Collaborative Inquiry is a journey which empowers students to demonstrate life-long skills and dispositions which lead to action.

Line of Inquiry: Artists work together use creativity to raise awareness of matters that are important to them.

Note: Our line of Inquiry strives to place emphasis on three things: Collaboration, Change Makers, Global Issues & Citizenship.

Welcome back! This is going to be a long blog post (student video at end of this post). My aim is to enlighten you, as best possible regards this year’s strong integration of art and the upcoming Grade 5 PYP Exhibition (PYPX). As you may know, during the latter part of this school year, students will be involved in in a personal investigation of their choice. Groups will be organised according to interest and students will involve themselves in a collaborative process of inquiry, and be required to present their learning journey to the whole school community.  This is the culminating learning experience of your child’s elementary school experience and very exciting! Please do not contact home room teachers regards this, at this moment in time. You will be introduced to specific details at the scheduled time, after February break. However, as the Fifth Grade art rotation began last week, and shall continue until Mid-March, art class is currently helping to prepare students to ‘tune in’ to the idea of investigating a PYP transdisciplinary theme, Central Idea, Concept, make specific connections with the UN Sustainable Development Goals, and to develop an understanding that there are a variety of art forms, which they could choose to utilize, later.

Identifying Transdisciplinary Themes, PYP Concepts and UN Sustainable Development Goals

During our first week of art class, through close observation/analysis of various artworks, students had the opportunity to clarify their understanding of the PYP Transdisciplinary Themes and Concepts and the UN Sustainable Development Goals. They have begun to consider how art can be used as a means of raising awareness of such issues.

Students have been exposed to the work or artists who clearly have something to say. Completely open to personal interpretation, students have worked as a whole class, to seek meaning, and identify the Transdisciplinary Theme, PYP Concepts and UN Sustainable Goal in various artworks. So far we have specifically observed the work of Jo Atherton, Yayoi Kusama and Von Wong. 

Exposure to a variety of art making forms

During week two and three, students are being reminded that art comes in a variety of forms, such as painting, drawing, construction, collage, and photography. The intention here is to open their minds to the various media which they could use, if they choose to, as a means of expression during their upcoming personal learning journey. It is already a busy and exciting time, as students have rotated through teacher directed, art stations. All classes are contributing to the same stations. They are reminded to constantly keep in mind, the question “How can I use creativity to express a matter which is important to me?”

PYP Attitudes/Attributes (Learner Profile)

Incorporated into all, is consideration of the PYP Learner Profile. A shared painting can be a challenge and cause great frustration when a partner removes, changes, or transforms an area of a work with which you held a moment of great pride. A strong sense of perseverance, and acceptance is required  and students are being encouraged to be responsible and caring in their approach to all. I am pleased to report, that to date, a large percentage of students are demonstrating high levels of positivity in this regard. In fact, as the week has progressed, excited students have returned to art class before or after school, or during recess, simply to observe the new development that has occured during their time away.

Reflection/Evaluation

Reflection and evaluation comes quite naturally. The art room can be noisy at times,  as students are constantly engaged in talking to each other about what is working and what is not. As we are in the the early stages, some guidance is required in some instances, as they self and peer evaluate. Positive and constructive feedback is encouraged as they make collaborative decisions regards their next steps with the work. At the end of each lesson, a whole class moment of reflection is required, where students discuss challenges met, and any strategies they may be devising to overcome this.

Next Steps

The entire Fifth Grade are working rapidly. It has been amazing to see! For all of us, there are moments or great joy, and moments of disappointment. An artwork can be fabulous one minute, and ruined the next! Tolerance, forgiveness, acceptance, open mindedness, and perseverance are our words of the week! Two weeks of planned work is well under way, and in these early days students are requesting more. Together, we are making decision regards the introduction of new stations. And together, we shall decide, later in the year, and as a result of community feedback, which of our collaborative works we agree to being ‘presentable’ for the exhibition.

Below, I share two videos. Von Wong’s ‘The Last Straw’ and his artwork ‘The Parting of the Plastic Seas’, and a video of Fifth Grade artists at work.

 

Fifth Grade: Discussing Process and using the Language of Art

Volume is needed to hear the recordings in this post.

Following this week’s recent Fifth Grade Post, here are some great examples of a student continuing to record her process, and using art specific language to explain the content of her work. Well done Emma W (5FR). Please click on the following links, and use volume.

Seesaw Post One

Seesaw Post Two

Second Grade: Present

Second Grade are currently on their break from art class, as they enjoy alternative learning experiences. We look forward to welcoming them back in late November. In the meantime, thank you and well done to Katie and Anthony of 2GA who presented in assembly yesterday. Katie and Anthony highlighted our Learner Profile ‘Thinker’ for us, and shared the following video of our Second Grade Creative Thinker’s journey from August to October. If you would like the link, without blurred faces, please feel free to contact me! Enjoy!