Grades 1-5 Art

Category: PYP Related Concept: Creativity (Page 1 of 2)

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: 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!

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

Grades 1,2,4 and 5 have started work on their W.O.W artwork. AAS Artists will tell you, that W.O.W, stands for Wonderful Original Work of Art.

After weeks of practising studio navigation, setting up their work space, exploration of various media, ways to research and generate ideas, artists are ready to demonstrate what they know and can do, by creating a final piece which they would feel proud to display in a public space. 

The criteria for the W.O.W piece, is as follows:

  • I have thought about it for a while and made a plan
  • I spent at least three lessons on it
  • I have fixed, improved, perfected it
  • It looks ready to hang on the wall
  • It might have been frustrating to create but I stuck with it!
  • I have shown it to others for feedback
  • It has enough personal meaning for me to write about it in an artist statement
  • It came from my heart
  • I found satisfaction and interest in creating it
  • It happened through experimentation in the studio

The above criteria is expected to be fully met by Grades 4 and 5, and lower grades are specifically working on the ability to engage and persist with an idea, and work to refine a piece, to a point of completion, over a number of lessons.

We have three full lessons before the December break, so the timing is perfect. A wide variety of artworks are emerging as students make choices about subject matter, format, and art form. (Current options are painting, drawing, and collage only)

Watch this space!

 

Second Grade: How We Express Ourselves: Letting Go…. for creativity to flow (Part 3)

Continued from previous post…

As a means of allowing for greater levels of personal creativity this year, I have, in the last couple of weeks pushed myself to ‘let go’ at the ‘creativity’ stage of our unit. The temptation is there to insist that students apply their knowledge of human figure proportions with accuracy. However this year, with a stronger focus on personal exploration and creativity, students have been encouraged, to bring their wire figures to life, as they like, and with fewer restrictions, selecting from a variety of additional materials to create a mixed media piece. Imaginations have been stretched, and the art room has been buzzing with excitement and 100% creative engagement.

The first completed art works are emerging and it is great to see such diversity in skill, knowledge, and most of all, awesome ideas! (Photos below)

Please look out for student end year reflections on Seesaw throughout next week, as students attend their last art class for the school year. Please comment when you can, as hearing from you is highly motivating and rewarding for students. Some photos here of the first completed works emerging.

 

 

 

 

 

 

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: 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!

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

 

First Grade: Collaboration, Composition, Creative and Procedural Thinking

Congratulations to Class 1AO, who presented beautifully, during assembly last week, explaining one aspect of the PYP learner profile ‘balanced’. With this, students spoke of the variety of art forms they have engaged in this year. Drawing, painting, printmaking, paper collage and ceramic work.

Believe it or not, First Grade has only two art lessons left to come, this school year! The First Grade Art blog posted 14 May described the content of our most recent investigations into the style of Eric Carle Illustrations. Students are currently completing this work, as they finalise their own imaginative paper collage creation with use of their own painted papers. A gallery of these to come in the next two weeks.

For now, a quick catch up on two learning engagements: Matisse Paper Collage, and Ceramic pinch pot art works.

Matisse Paper Collage

Content: Composition & Aesthetics

Knowledge: Matisse and Art Vocabulary

Skills: Cutting & Pasting

Impacts/Learner Profile: Social Intelligence, Knowledgeable, Caring, Thinker

Students worked in groups of six, and then individually. Having gained some knowledge of the artist, his resilience, and the nature of his paper cut out works, students worked together to create a huge paper collage, specifically considering aesthetics. Vocabulary was revised or introduced, as students cut and pasted papers. Composition and collaboration was a key factor. Students were required to consider aesthetics very carefully. Selecting, and arranging papers with any of the following design elements:

  • Variety: in color, texture, patten, shape, line
  • Color: contrasting and dark versus light
  • Balance: In overall placement of color, line, shape, pattern, texture
  • Movement and repetition: through use of line or shape
  • Shape: Geometric versus Organic
  • Contrast: Large versus small, Rough (texture) versus smooth

One of the greatest challenges for this age group was the ‘sharing’ of the work and to respect the contribution and personal space (within the work) of all group members. Nearly all students rose to the challenge of acceptance, regards ‘our work’ over ‘my work’. Of course along with this were the skills of cutting and pasting. As the collaborative work came to a close, students gracefully accepted that the large work would be cut, to allow all a piece each. With this, independent work on a single section, followed. This allowed individuals to further demonstrate their own growing understanding of composition, with purposeful application of some art and design elements/principles. This resulted in some successful and aesthetically pleasing results. (Post re ceramic work, follows this gallery. Enjoy!

Ceramic Work

Content: Clay Media and Ceramics

Knowledge: The process of ceramic production from idea generation, to firing

Skills: Safe and proper use of tools and materials, inclusive of shape formation, joining and glazing

Impacts/Learner Profile: Thinking Skills (Creative and Procedural Thinking), Thinker

Students have engaged in creative thinking, by generating several ideas for a ‘pinch pot animal’. Procedural thinking and use of art vocabulary has been a requirement as they work through techniques and skills in creating form with the medium of clay, and in particular the safe and proper use of tools and materials, while joining pieces, using a method, described to students as ‘The Four S’s’: Score, Squish, Slip, Smooth. Students have understood that the clay needs to be fired, both before, and after glazing. This year, we used an underglaze which results in a matt finish. Perhaps not as aesthetically pleasing as a glossy glaze would have been. Students are currently very excited and patiently waiting to see the competed fired work from the kiln.

Second Grade: Tuning In to ‘Representing the Human Form’

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

Welcome back Second Grade! We are now in the second week of our last art rotation, and this means classes (depending on their scheduled day) have attended only 2-3 lessons so far. However, as SLC’s will happen this week, herewith a quick update!

Second Grade continue with the Transdisciplinary Theme of How We Express Ourselves, and the line of inquiry “Artists use creativity in many different ways to express ideas and feelings”. To date, students have experienced the art forms of painting, ceramics and now, we are focusing on wire sculpting.

This unit flows nicely from our Portrait unit in January, in that we continue to observe how artists express the human form. Already, this week, students have begun to make connections with previous knowledge about facial proportions, as we begin 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. 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 looks. The end product of this unit will be a wire sculpture, which students have created by following procedure, creative thinking, the development of skills, reflection, evaluation and refining work accordingly. 

With only a couple of lessons to date, there is not too much to share with you at this moment. However, please enjoy this video, and the photos below, which may provide a glimpse into this week’s work.

Guidance for Student `Led Conference will be posted soon.

 

 

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