Grades 1-5 Art

Category: Impacts: Thinking Skills (Page 1 of 2)

Fifth Grade Felt Making

Note: You Tube Videos with sound, may be more accessible via laptop or PC.

After their hard work with their PYP Exhibition, students are now involved in a less intense creative activity during the last art rotation of Elementary School. Students are loving the opportunity to try their hand at Felt Making. Still, it is necessary to follow through the same creative process, of developing skills, generating ideas, and seeking feedback, before embarking on the creation of a final work. This blog post shall remain brief, as I allow the video to demonstrate the procedures taking place. Enjoy!

Fourth Grade: Composition & Photography

As we enjoy our last few lessons of the year, Fourth Grade have been taking advantage of the gorgeous weather by working on some photography in the courtyard. Addressing the Central Idea ‘Artists use personal experiences to represent time, place (and culture) that connects an audience’ and focusing on a Line of Inquiry involving the connection between personal experience and creating art, students have selected themes, to create a ‘photographic collection’ of their own (presented as a slideshow in Seesaw). Themes such as texture, color, pattern, emphasis (overall knowledge/ understanding of composition) and the concept of perspective have been taken into consideration. With this, students have had great fun, using their iPads to edit photos. Exploring and discovering possibilities, they have cropped, adjusted color, light/dark, saturation, and so on. Please enjoy this gallery of work from our amazing Fourth Grade Photographers.

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: Knowledgeable Learners and Reflection

(Note: Videos/Slide Shows, Audio, and Gallery may be more accessible via PC or Laptop)

In recent weeks Second Grade Learners have been thinking about the importance of owning some scientific and mathematical knowledge in order to create a self portrait, and their ability to reflect upon their learning. Using iPads, they have closely observed their own facial characteristics, in addition to looking at a number of images to help them with shape of hair, and placement of eyes, nose, mouth.  When viewing your child’s work on Seesaw, be sure to ask him/her about the steps he/she took to create it: specifically the diversity of hair shape within their class, and the measuring of facial proportions. Students have also worked on mixing a variety of colors to create a skin tone to match themselves, inclusive of surprising colors such as green, blue, red, purple.

Seesaw Posts: Reflection helps learners develop their ability to articulate their process, with increasing use of art vocabulary. Learners have worked together to identify a range of challenges met, and a variety of strategies to overcome them. This should be included in their speaking/writing. Students are learning that Seesaw posts are not only a means for final presentation. It is also a means of documenting learning throughout. It took much courage for some students to upload un-finished work (“… but I don’t want my Mom to see it like this”). These students should be praised for taking this risk and noting that the work is not finished, and articulating their ‘next steps’ for the work. Well done to those students for finding the courage.

Please find below, two examples of Seesaw Posts, a YouTube Video/Slide Show of student work and a Second Grade Portrait Gallery. Enjoy!

Izabel’s Self Portrait and Reflection


Bella’s Self Portrait and Reflection


Second Grade Portrait Gallery

Fourth Grade: How We Express Ourselves

(Note; The Youtube video in this post may be more accessible via laptop or PC)

Fourth Grade artists have been working through a six week unit in art which is integrated with their classroom’s Unit of Inquiry. This means that the students focus on the same Central Idea, as they have in class, but through the lens of an artist. The art form, this semester has been painting. Students have applied critical, creative and procedural thinking (Learner Profile Thinker) to investigate and apply rules of composition which are specifically incorporated to draw attention of the viewer, and influence thinking/communicate an idea: Specifically in this case, to create a feeling or emotion through use subject matter, and art elements/principles of emphasis and color.

A large focus of this unit is the importance of gathering feedback for the purpose of reflection/evaluation and identification of ‘next steps’.  Students have shared ideas and gathered feedback as a means to continue to self evaluate their effectiveness as a communicator through art. In the new year, at Student Led Conferences, we will have an ‘Exhibition of Moods’ in the South Cafeteria where all student work is shown. Here, the students would like to invite the school community to guess the mood/feeling of their work. The results of this will help them to evaluate their effectiveness as a communicator. It was fun to see students trying to remain true to their ‘secret’ during Parent Conferences last week. The secret being the mood/feeling they are working on communicating. For those of you who already know, please help to keep the secret!

On Friday, some Fourth Grade students will present at assembly to explain their learning journey to their Fifth and Fourth Grade audience. The video below has been created for the assembly. Below, also a small gallery of some art works by Fourth Grade artists (please note that some still need further work).



First Grade: Who We Are & 3 Way Conferences

As First Grade attend art only once a week, it takes time to follow through the inquiry cycle. Our artist’s are almost finished and ready to start something new.

In the past few weeks students have become more focused in their printmaking skills (Develop Skills). Exploring new tools, patterns and textures, inclusive of layering, they have been working to create prints with improved quality. Discussion has focused on ‘what makes a good print?’ ‘What are we looking for?’ ‘What is working, and what is not?’ and ‘What do I need to do, to improve it?’ Applying less paint, moving the tools slowly, and not pressing so hard, are some solutions discovered.

Having completed their printmaking skills, we returned to the Key Concept of ‘Function’ and the function of pattern/motif design from a variety of cultures. With their knowledge of motif patterns, students have been asked to use their creativity to create one of their own, with a specific item to be ‘decorated’ in mind (a fan, a fabric, a plate). Students have been asked to plan carefully (Generate Ideas/Plan), considering the tools they wish to use, the colors they will apply, and the style of motif (nature, organic or geometric shapes/patterns), and apply to a newly created print (Create).


To finalise, students present their work on Seesaw and to parents. If it is convenient for you to visit the art room during 3 way conferences, students can show their Process Journal and discuss the various stages of investigation, challenges met with printmaking skills, idea generation, their ability to follow their plan, or choices/reasons to change it, and engage in an overall reflection and evaluation with parents. If there is no time for you to visit the art room, a photo will be available in their classroom, of their work, or of them working, which can act as a springboard for discussion.





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!

Fifth Grade: Final Gallery and farewell to Mrs Godfrey and all Fifth Grade Students

Above: Mrs Godfrey’s first felt work!  Her love of our host country shines through her work. Mrs Godfrey, we will miss you here at AAS next school year, and as you will still be living nearby, we hope you will continue to visit. Thanks for joining in, with us during our last few art lessons. Your passion for fibre and fabric arts is inspiring.

Examples of the Creative Process: Below are some photos of three stages of the design cycle, from idea generation, to final work. Thank you Katerina for sharing this fine example.  These are clear indicators of a student who ready for Middle School!

And finally, as promised, a gallery of a number of student felt works. Well done Fifth Grade. All of you are ready. See you next year and good luck in Middle School !




Fourth Grade: Reflect, Evaluate, Present

Polina explains the process she has been through, in planning and gathering feedback.

Fourth Grade finally found time this week to see the peer and parent feedback on the ‘mood paintings’. Yes, that was a long time ago. None-the-less, students were very excited to open the envelopes containing the guesses of various viewers. This has enabled students to evaluate their success rate as a communicator through art. With evaluation, always comes reflection. Students were asked to speak or write about this on Seesaw. They should have addressed their response to the feedback, by explaining ‘what worked’ and ‘what did not work’, seeking and thinking of solutions to any challenges met. Only one or two students found that no one guessed correctly. This was a valuable lesson in having them ask why. What was it about the subject matter, or use of color that may have made the audience believe something different? No matter if the feedback was correct or not, the important part of this process, at this stage, is the self evaluation and reflection.

The photo above shows the students original final plan and original feedback, before she made the decision to go ahead with the painting. Here also, is the final work, and the final feedback notes, as she begins the process of evaluation/reflection. Students in the photo below, are working together, to upload their thoughts to Seesaw.

Suhyun discusses the changes she would make to her approach, given the feedback she has now received.

“This is my final draft. My mood was lonely. Most of the people voted was peaceful. Few people said it is lonely. Some people didn’t guess it well at all. I think people voted for peaceful because of the colors I have used. If I could draw this picture again, I would color the sea in more darker blue to show she is lonely.”

Please note: Due to some internet issues this week, many students were unable to upload their reflection/evaluation to Seesaw. Reflection/Evaluation could be a good discussion point with parents, when the work comes home (next week).

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