Grades 1-5 Art

Category: Impacts: Global Mindedness (Page 1 of 2)

Third Grade: How We Express Ourselves (Transdisciplinary Unit)

“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!

Third Grade: Artists Observe

For the past three lessons, Third Grade students have been involved in investigations to kick start the Transdisciplinary Unit ‘How We Express Ourselves‘, which involves connecting with the same Central Idea, currently, or soon to be, the focus of their Classroom Unit of Inquiry: “Through examining the arts, people can gain insights into culture“. In art, we follow the Line of Inquiry “Art is representation of time, place and culture, and understanding symbolism helps us gain a sense of the artist’s perspective

Both in class and in the art studio, emphasis is placed on the concepts of Perspective, Communication and Connection, and the ‘Approach to Learning‘: Research.

The past three lessons could be seen as ‘small tasters’ of culture through art. Students have been exposed to a variety of art, by which an interpretation of symbols, can inform us of the location of the artist, climate, environment, values and beliefs. They have been ‘Responding‘ to art works through discussion of what we already know, personal interpretation, artist and viewer’s perspective.

Students have been exposed to Cave art, Australian Aboriginal Dot Painting, Huichol Yarn Painting, Ancient Egyptian Wall Painting, and Maori Design. For now, we simply observe. Which elements of art and principles of design are found in these works? Where do we find repetition, and of what? What could this mean, or communicate about the life of these artists? These are simply questions for now, as AAS artists investigate/research, through observation. AAS artists have had choices in the media they work with, and to focus on the style of art which interests them most. Whilst working, they have watched music and dance videos, and located the art on a world map.

In the new year, students will choose a culture of personal interest, to research in their classroom. They will be allowed to use the art studio to plan and create art of their choice, to support their classroom Unit of Inquiry. For those who do not choose to use the art studio to directly connect with their class work, there will be more of a guided inquiry into symbolism in art.

 

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)

 

 

 

 

All Grades: Eco Fair Art Opportunity

Eco Fair Art Opportunity

Looking for a fun and meaningful, art activity during the holidays?

All ES Artists are invited to create an artwork for our ECO FAIR art exhibit. All works will be shown.

Theme; Wildlife Animals, Birds or Insects

Create a 2D or 3D artwork of your favorite Wildlife.

2D artworks should be no bigger than an A3 paper.

Choose any art form you like! Painting, Drawing, Printmaking, Junk Modelling, Sculpture, Photography.

  • Bring your finished work to the Hall of Flags on Thursday 18 April
  • Pin it on the boards available on the day
  • Place 3D art works on the table
  • Be sure that your name and class can be seen on the work.

Thank you for bringing joy, celebration and color to our Eco Fair, through art!

 

 

Third Grade: Student Led Conferences Thursday 29 March 2019

Third Grade Students should invite their parents to the art room, to discuss their most recent learning journey and their understanding of the Line of Inquiry “Understanding symbolism in art helps us to gain a sense of the artist’s perspective’. Students will have choices of learning experiences to share, including an invitation to interpret art works through use of symbols, and to demonstrate skills in dot painting (parents are invited to join in). Valuable discussions include reflection regards the joy and challenges met, during the process of dot painting, and strategies to overcome these.

Guiding questions/discussion points will be provided for parents to assist students, should they need help with conversation starters.

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.

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.

 

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.

 

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