Today during first grade, we read Colors by Philip Yenawine – The Museum of Modern Art, listened to music and PAINTED! What would be better than that?
“The world is full of colors.”
OF CLAY !
white clay – drying
white clay – dry
red clay – drying
red clay – fired!
During the month of January children in first, second and third grades have been exploring the possibilities and limitations of clay focusing on using our hands as tools. We will continue to practice basic techniques for shaping balls, rolling coils, pinching pots and pressing slabs. Also, we are learning how to properly use and care for a variety of clay tools.
Week 1: Explore:
Pinch, pat, pull apart, roll, and squish the clay together.
Using your hands, change the shape of the clay to show your idea.
Pass the “pick up” test.
Week 2 – Practice:
Draw different kinds of lines with a clay drawing tool.
Stamp designs with plaster and clay stamps.
Cut out shapes with metal shape cutters.
Explore textures with wooden tools.
Design a clay heart using the techniques above.
Pass the pick up test.
Week 3 – Assemble – parts to whole:
Envision an idea for a clay snowman, snowcat, bear or other animal.
Practice the “scratch and attach” technique. (Scratch, scratch, wet, attach.)
Starting with balls and coils, model the body parts.
Assemble the parts together using “scratch and attach.”
Notice how parts put together make a whole object.
Pass the pick up test.
To be continued!!!
Artist Rogan Brown
“We live in a world dominated by science,” Brown says. “Art needs to work hard to keep up or use the language and imagery of science for its own ends.”
Artist Rogan Brown’s paper sculptures are many times larger than the organisms that inspire them. Magic Circle Variation 5 is approximately 39 inches wide by 39 inches tall in its entirety. Brown has created multiple versions of Magic Circle, the shape of which alludes to a petri dish and a microscope lens.
Courtesy of Rogan Brown roganbrown.com
Is This Snowy Wonderland or The World Inside a Petri Dish?
By Meredith Rizzo
Do you remember cutting paper snowflakes in school? Artist Rogan Brown has elevated that simple seasonal art form and taken it to science class.
These large-scale paper sculptures may evoke snow, but actually trade on the forms of bacteria and other organisms. The patterns may feel familiar, but also a bit alien.
Click HERE to read the full, fascinating story from NPR.
NPR / PUBLIC HEALTH Is This Snowy Wonderland Or The World Inside A Petri Dish? By Meredith Rizzo December 25, 20155:26 AM ET
Stack and balance.
Put together in a new way.
Do this 3 times.
Stretch your thinking.
Express your best idea.
Glue together with wood glue.
This short Thanksgiving week in art, children shared their artistic talents. They drew, colored and designed “Kindness Cards” for people who go to the Weinberg Housing and Resource Center seeking food and shelter. These two basic human needs are studied in third grade.
The children worked in a purposeful, heartfelt manner. When asked about how someone might feel receiving a handmade “Kindness Card,” children said, “cared for,” “like they are not all alone,” and “loved.”
Happy Thanksgiving to All!
Grades 1, 2 and 3
During a week of independent choices, children expressed new ideas by revisiting art tools and materials used during the past 11 weeks of school.
Grades 1, 2, and 3
. . . at some familiar things in the art room.
Where would you find these?
Match the words to the pictures.
art map book nook child size sink clay tools construction paper denim aprons flat files flowers geometric shape templates idea books lava light light box Ms. H.’s clay bear name tags paintbrushes pattern blocks Prismacolors recycled sun rocking chair rocks tempera paint tools and materials baskets unit blocks watercolors
“Art is literacy of the heart.”
– Elliot Eisner
1. The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.
2. The arts teach children that problems can have more than one solution
and that questions can have more than one answer.
3. The arts celebrate multiple perspectives.
One of their large lessons is that there are many ways to see and interpret the world.
4. The arts teach children that in complex forms of problem solving
purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
5. The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
6. The arts teach students that small differences can have large effects.
The arts traffic in subtleties.
7. The arts teach students to think through and within a material.
All art forms employ some means through which images become real.
8. The arts help children learn to say what cannot be said.
When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
9. The arts enable us to have experience we can have from no other source
and through such experience to discover the range and variety of what we are capable of feeling.
10. The arts’ position in the school curriculum symbolizes to the young
what adults believe is important.
Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
During art, we looked at many different kinds of lines and patterns in the book Only One You / Nadie Como Tu by Linda Kranz before exploring the technique of RESIST with oil pastels and paint.
Then, we drew lines, shapes and patterns with oil pastels on watercolor paper. Straight lines, curvy, zig-zag, loopy, dotted, dashed…
For the RESIST technique to be successful, our challenge was to discover:
How hard or soft do you have to push when you are drawing with oil pastels?
How thick or thin do the lines have to be?
When brushing paint on top of the drawings, how thick or thin does the paint have to be?
Which color combinations stand out the most?
Grades 1, 2, 3
The next art class our prints were dry. We envisioned new possibilities to complete them using drawing materials.
How would you add on or transform some of your prints?
We tested colored markers, drawing pencils, black drawing pens and Prismacolor pencils.
Which work well on black ink? Which drawing materials do you prefer? Why?
Grades 1, 2, 3
Art is a language. Artists show their thoughts, feelings and ideas in many different ways.
This artwork shows a technique called PRINTING.
There are many printmaking techniques to discover and we hope to explore several more this year.
We learned how to use and care for the following tools and materials:
Then, we playfully explored ways to make marks, lines and shapes with 2″ cardboard squares dipped in black printing ink.
We read What Do You Do With an Idea? Written by Kobi Yamada and illustrated by Mae Besom.
Then, with the art tools and materials shown above, children envisioned and expressed their ideas in many different ways.
“What do ideas become? Big things, brave things, smart things, silly things, good things. Things like stories, artwork, journeys, inventions, communities, products and cures. Everything you see around you was once an idea.”
This was first posted on gloworm in October 2012 and still holds true!
One of the purposes for the blog is to communicate with the Park School community about what’s happening in art in grades 1, 2 & 3. What we teach in art and why are centered around the “Studio Habits of Mind.”
To learn and grow as artists we encourage children to explore a wide variety of art tools and materials and to practice basic skills. Investigations in two and three-dimensional art media invite children to express their thoughts, feelings and ideas in new ways.
The 8 Studio Habits of Mind*
1. Observe – Look beyond the ordinary. Notice things that otherwise might not be seen.
2. Develop Craft – Learn how to use art tools and materials. Understand techniques. Care for tools, materials and the art room.
3. Envision – Picture mentally. Imagine possible next steps.
4. Express – Create works that convey an idea, a feeling, or a personal meaning.
5. Stretch and Explore – Reach beyond the familiar and explore playfully. Embrace opportunities to learn from mistakes and accidents.
6. Engage and Persist – Solve problems of personal importance. Develop focus and follow through on an idea.
7. Reflect – Question, think and talk with others about one’s work and working process. Evaluate one’s own work and working process.
8. Understand Art in the World – Learn about art history and current practice. Interact as an artist with other student artists.
*Adapted from Studio Thinking: The Real Benefits of Visual Arts Education, Lois Hetland, Ellen Winner, Shirley Veenema, Kimberly M. Sheridan, David N. Perkins, Teachers College Press, 2007.
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