ANNOUNCEMENT: WE ARE IN THE ART COTTAGE! Life couldn't get any better.
A QUICK UPDATE FOR EACH GRADE:
First grade continues to work on fine-motor processes like gluing and cutting, as well as observational skills.
Example: Can you identify all the part of a raven and cut it out of paper?
Second grade continues to work on their ordinary to extraordinary routines. Sometimes, daily routines can get so mundane; we wake up, we eat breakfast, brush our teeth, and go to school. In this project, students show their creativity and personality by imagining how they could turn those ordinary events into something extraordinary.
Third graders have been completing a cross-curricular math/art project - cultural arrays! An array is an arrangement of related objects and are often used in elementary math to teach the times tables. Students were shown images of architecture from around the world, asked to choose a country, and then instructed to create an architectural piece that represents their specific countries. Each 2D building contains an array that can be used to practice multiplication. These arrays could be represented as windows or adornments on the buildings.
Fourth graders are working their TAILS off on self-portraits. But the self-portrait isn't just about the details of a face, it is also about representing the personality and characteristics of the model. Spilling out of students' heads are magazine cut-outs of some of the things that make them feel joy, anger, sadness, disgust, and fear (yes, in honor of Inside Out - great movie!). We are nearly done!
Man, the fifth graders are the unlucky ones! We are often having to skip their precious time due to other school activities. Regardless, they are doing an awesome job designing hypothetical logos. They have been introduced to the many stages of design, including researching, drafting, collaborating, refining and are ready for the final step - painting their logos onto wood blocks! No pictures to show yet. :)
Both 6th grade and Visual Arts are working on their student-directed design projects. Students were asked to design something that fell into these five categories:
1. Designing to make sense of/understand information
2. Changing a thing or a space
3. Designing a completely new product
4. Creating an experiment that can be retested/redesigned
The first steps of this project involved noticing a problem in our world/community. For example, one STA student has three young siblings, which makes trips to the grocery store really difficult for her mother. She proposed to design car seats that can strap neatly onto grocery carts in an attempt to keep the whole family together and also not have to deal the the horrible grocery cart car. Students will be sketching different sketches and then making a final project, which could be anything from a prototype to an infographic.
GLOBAL/CULTURAL ARTS: Students in this class are currently working on an assignment where they research and introduce an african artist, and then create a piece of work in his or her style. Students have been made aware of the difference between replication and creating something in a style. They are as follows: | |