Grades 1-5 Art

Category: PYP Concept: Reflection (Page 1 of 2)

First to Fourth Grade: Skill Builders, Printmaking & Reflection/Evaluation

A choice based system most certainly does not mean full time free choice. Of course there must be room for specific skill building and learning of new techniques, which students can then apply to their choice based art later.

Since the start of the new year, Grades 1-4 have been involved in some ‘have to’ lessons (otherwise known as Skill Builders), through the introduction of our Printmaking Station. Emphasis has been placed on organisation of workspace, the actual process of various printmaking techniques, and self evaluation and reflection. Printmaking techniques have been planned to allow progression throughout the grade levels.

First Grade: Fingerprinting, Sponge Dot Printing (after observation and critique of pointillism and work of George Seurat), and Printmaking with Found Objects

Second Grade: Styrofoam Prints with washable markers

Third Grade: Styrofoam Prints with washable markers, and basic reduction print with ink (single color/layer)

Fourth Grade: Mono prints, and reduction prints with ink – two colors/layers

Students are encouraged to keep ALL pieces, no matter how ‘bad’ they may turn out. Bad prints are good! Not only will students be able to demonstrate the progression of their skill, they can also use these to discuss their evaluation of the quality of the print, reflect on problems which may be occuring and seek solutions to these, or strategies for improvement.

Ongoing reflection and evaluation should take place through self talk and discussions with peers and the teacher. Thus students are becoming increasingly familiar with discussing their process, inclusive of art specific vocabulary.

Due to lack of time, students are not required to write or record reflections/evaluations on Seesaw daily. Simply uploading a photo of stages of the work, at the end of the lesson is enough to gain a habit of documenting.

In a few weeks students will complete a ‘W.O.W’ piece of art (as a reminder please click on the following link)

First, Second, Fourth and Fifth Grade: W.O.W 

which was posted on 21st November 2019. This will require a more indepth, written or spoken reflection on Seesaw.

Speak to your child about his/her printmaking experience. We hope they can freely discuss their process inclusive of art vocabulary such as ‘found objects, printing plate, printing ink, brayer, sponge, styrofoam…’ according to grade level.

Please enjoy some photos below taken during Printmaking Classes, Grades 1-4.

All Grades: Wonderful Original Works of Art: Happy New Year!

Welcome back to school and Happy New Year! We hope you had an enjoyable and restful holiday. For those who have not been able to visit school, and view our very large exhibition, both in the ES Lobby, and also upstairs, outside the Art Studio, we have a Youtube Video, which shares much of it. Just before the break, some classes had the opportunity to view all, and document their favorites on Seesaw.

For any new families, welcome! And please see below the video, the notice which was sent out in our ES Newsletter in December, which reviews the first semester of our Choice Based Art Program. Enjoy!

This Semester ES Art Students have been introduced to a different approach to art education. Choice Based Art and Teaching for Artistic Behaviours (TAB) places the student at the centre of everything, allowing for greater agency and personalised learning. Through a choice based approach, and continuing to apply the mantra “You are the artist, and this is your studio”, we believe all students will be more invested, engaged and inspired, as this will appeal even more so, to their natural curiosity and personal interests. Through allowing choice, and providing more of a ‘workshop’ environment, students can work at their own pace, and with increased independence, whilst still meeting curricular objectives. 
 
Throughout the year, we shall focus on the understanding, or Central Idea, that ‘Artists practise a series of behaviours, which lead them through a process, resulting in an art work which conveys personal meaning to them’. We will continue to ask ourselves “What do artists do?” and “Where do ideas come from?”
This semester, students have focused on developing their sense of ownership over their artistic experience and environment by practising exploration of materials and tools, organisation of workspace, and the generation of ideas.  Students are entirely responsible for thoughtfully planning for, and selecting materials and tools in order to initiate exploration/experimentation, observational and/or imaginative work. Emphasis is also placed on the documentation of achievements, via Seesaw. All pieces are kept, as they provide opportunity for reflection, and are valuable evidence of process.
 
As we work through the transition to a full choice based program, students are beginning to become familiar with the Studio Habits of Mind (http://www.pz.harvard.edu/projects/the-studio-thinking-project) which can be directly linked to the National Core Art Standards, PYP learning outcomes and Learner Profile. These are early days, and the depth of exposure and understanding, is dependent on individuals and Grade level. The Studio Habits of Mind can be found at the foot of this notice.
To end the Semester, students have been busy producing a W.O.W piece of art. Please view our ES bulletin boards which are currently being adorned with Wonderful Original Works of Art. A W.O.W art work is one which students have committed two to three lessons to, one which they have carefully thought through, planned, gathered feedback, perfected and persevered until the end. With such personal investment in these pieces, students are experiencing a sense of pride in their efforts and learning process. Please take time to enjoy our W.O.W Gallery and subscribe to the ES Art Blog in order to follow our journey through Choice Based Art, in the new year.
                                      Studio Habits of Mind & PYP Attributes
Develop Craft: Learning to use tools, materials, artistic conventions, and learning to care for tools, materials and space (PYP Caring and Knowledgeable)
Envision: Learning to picture mentally, what cannot be directly observed, and imagine possible next steps in making a piece (PYP Inquirer)
Express: Learning to create works that convey an idea, a feeling, or a personal meaning (PYP Communicator)
Stretch & Explore: Learning to reach beyond one’s capacities, to explore playfully without a preconceived plan, and to embrace the opportunity to learn from mistakes (PYP Risk Taker)
Observe: Learning to attend to visual contexts more closely than ordinary ‘looking’ requires, and thereby to see things that otherwise might not be seen (PYP Inquirer)
Reflect: Learning to think and talk with others about an aspect of one’s work or working process, and learning to judge one’s own work and working process, and the work of others (PYP Reflective)
Engage & Persist: Learning to embrace problems of relevance within the art world/or of personal importance, to develop focus conducive to working and persevering at tasks (PYP Open Minded)
Understand (Arts) Community: Learning to interact as an artist with other artists (i.e. in classrooms, in local arts organizations, and across the art field)

All Grades, and specifically Fifth Grade: Artist Statements

During their final lesson this semester students have been reflecting on our original questions of “What do artists do?” and “Where do ideas come from?” Using teacher questions as guidance, students have written their Artist Statements to share with their audience, their understanding of art form, subject matter, and identify the origin of their ideas. Herewith, a few excellent examples by Fifth Grade Students. Please do visit our W.O.W Gallery in the ES Lobby Area and around the Art Room Area.

Michael 5BL

Hi, I’m Michael and this is my art piece of a forest and a deer lost in the woods. I got this Idea from a memory in the summer when my cousin and I were riding in the woods on our bikes when we saw a deer. I used pencils paint brushes and acrylic paint on a canvas. the hardest part was drawing the deer because I am not good at drawing animal legs, but I kept going because I knew this was one of the main things in my painting. So I knew I had to draw the deer. I feel really proud of my work and I hope you are too.

Rosalie 5PL

This is my abstract art piece. The art piece represents my love of fall. I used all different kinds of colors to represent the fall. I used acrylic paint on a canvas. I also used the technique of blending because I have all these colors and if I had no blending it would look like random colors on a canvas. the hard part was to know which colors I had to use because my plan disappeared so I had to use different kinds of colors. I did not give up because my best friend Eva said that it was all right and it did not matter. I am really happy with my work because I worked on it for a long time and it turned our really nice.

Laura 5PL

This is a painting with a girl that has water wings flying. I got the idea from one of my favorite TV shows, Steven Universe. When I saw a character that has water wings, it gave me an idea for this painting. To make the water wings, I blended white and blue together. To make the sunset, I used orange and yellow and blended them together. To make the clouds, I patted a paint brush with white paint on the canvas. Finally, to make the birds, I stroked black into their shape. The hardest part was to make the mountains because they turned see through really easily. I ended up putting a lot of black paint onto it. I am really proud of my artwork though.

Aran 5FS

This is a painting of a fish as an island. I got this idea from a photo book . When I saw the photo I thought it was so creative because islands are a place where people and fish live side by side . I used acrylic paint on canvas and a variety of brushes. I used the technique of blending colors . The hard part was making the clouds because it was difficult to make them as I imagined them in my head. I am very happy with this work.

 

 

All Grades: End Semester

We are now in our last six day cycle of 2019. Students (except Third Grade) are busy finishing up their W.O.W (please see previous posts for explanation). As they finish they are presenting their final art work on Seesaw and we soon hope to have an enormous gallery of amazing, individual, personalised art in the hallways of AAS! During the last week, students are recording, or writing their ‘Artist Statement’. The depth of the statement varies according to Grade Level of course. All should be intentionally making use of art vocabulary when speaking or writing about their work.

It has been a successful semester. Students are very excited to come to art! Many students are arriving with preconceived ideas and a plan! Students are increasingly, independently responsible for their workspace, respectful towards each other and their learning environment. Such joy in learning! Please see the informative Youtube video below, which demonstrates a choice based program in full flow.

Parents of Third Grade, please watch this space for an update. They are currently working on a Transdisciplinary Unit the Central Idea “Though examining the arts, people can gain insights into culture”. A Third Grade blog post shall come soon!

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 Student Led Conferences: 28 March 2019

Fifth Grade students should invite parents to visit the art room and the ES Lobby Area to discuss any aspect of their learning journey in art. As they are currently in the throws of their Exhibition work, one important area for discussion could include the child’s reflection, regarding how he/she might ‘use creativity to raise awareness of matters important to them’ (Gr 5 PYPX Line of Inquiry). Discussions around the joys and challenges of collaborative work would also be of great value. The following guiding questions/discussion points have been provided. However, it is entirely up to the child, how he/she chooses to share his/her learning with you. We look forward to seeing you on Thursday.

 

 

Fifth Grade: Reflection, Art Forms & Free Choice!

Having completed their collaborative art stations, the last few lessons involve a final personal reflection and consideration regards most prefered art forms. Students have been required to reflect on at least one art experience in reasonable depth, and post this to Seesaw. They are required to identify the name of the art form, and discuss the process and any challenges they met along the way. Challenges can be in the form of application of knowledge and skills, or the experience of working with others. Seesaw posts should demonstrate the students ability to speak or write about their work, making good use of art vocabulary, and also an explanation of strategies they may have employed to overcome difficulties. As this is a ‘final presentation’ of work, rather than a documented moment, students have also been encouraged to carefully consider visual presentation. ‘Bad photo, Good photo’ discussions incorporate consideration of art elements and principles, such as emphasis, contrast, and use of space.

During the last couple of lessons students have been allowed to further explore the opportunity whichever medium interests them most. They are also encouraged to use computers to research additional art forms, and discover new skills, techniques and possibilities. This final exposure to a wide variety of art forms is helping students tune into their preferred media, as the begin to consider how they might incorporate Visual Art in their upcoming PYP Exhibition.

The gallery below provides examples of some great ‘presentation shots’ (created by students) and students engaging in their personal media exploration choice.

Fifth Grade PYPX: Dear ‘Next Artist’…

Week Two of art rotations is complete and things are gaining momentum. Some artworks are appearing successful, some not. We shall need to gather some community feedback after the February Break. Our first week was exciting and energetic, and most students had the opportunity to explore two or more art forms. In recent days, we have taken a breather. A quick reflection: What is happening here? In some cases random acts of creativity, not necessarily connected to what has gone before.  Is this one big paint festival?! What was our original goal? Students are becoming increasingly aware of the power of individual contribution, for the good of the collective whole and the need for communication with their collaborative peers from other classes. Now, as they leave the room, notes are being eagerly written, for the ‘next artist’, with intention to inform him/her of their thinking, in hope that the next contribution to the work, may be more effective. From this we can see a sense of pride and camaraderie developing. A splendid new development this week! Here below, some ‘Dear next artist…’ letters and some video clips from the last couple of days. Wishing you all a rested holiday.

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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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