Students are learning the art standards that address secondary colors (green, purple and orange) and how overlapping can make objects appear behind one another. In class, we also discovered that the empty space behind the objects in our picture is called background. Students have been working with shapes and changing shapes, and creating art from these lessons.
We made grasshoppers as our theme for hopping into the new school year. Inspiration came from the abundance of grasshoppers or locusts that jumped around Boulder this summer. We tied into the classrooms' study on Egypt and "Drew Like an Egyptian". Students drew a life size image of an Egyptian person by tracing each other. We discussed line, pattern, profile, color, and viewpoint. We just learned about contemporary artist George Rodrigue from New Orleans, we read his book, Why is Blue Dog Blue? This was inspiration for our Blue Dog pictures that will be on display soon!
We created Zentangles learning about line and pattern. We studied the artist Vincent Van Gogh, and gained inspiration from his sunflower paintings to create our own. Students learned about color and shading. Our next project looked at art from Africa, Ghana in particular, we read the book Calabash Cat and then created our own Calabash Creatures using line & pattern. Now we are working on a project titled, Kandinsky Concentric Circles. We looked at the art of Wassily Kandinsky, a Russian painter, and art theorist. He is credited with painting the first modern abstract works. We discussed color theory a bit using the color wheel. Students learned and reviewed: primary, secondary, intermediate, complimentary, warm, cool, neutral, and analogous colors. Students used their math skills to divide their paper into 8 squares and then draw concentric circles using a different color scheme for each square.
We created Zentangles learning about line and pattern. After our pet portraits we studied artist Frederic Remington, (October 4, 1861 - December 26, 1909) was an American painter, illustrator, sculptor, and writer who specialized in depictions of the Old American West, specifically concentrating on the last quarter of the 19th century American West and images of cowboys, American Indians, and the U.S. Cavalry. Students created western sunset silhouette scenes of animals using a wet-on-wet watercolor technique for their sunset sky. Students learned about the wire sculpture of Alexander Calder, and started their first 3-D project making animals.
We created Zentangles which are up in the office; they are stellar pieces of work! We studied artist Pablo Picasso and specifically looked at his cubist paintings. Students then created their own cubist portraits of another person real or imaginary. They used warm and cool colors as well as geometric and organic shapes. Next we did a whole class painting project focusing on unity. Each student was given a small piece of a painting (one class did one by Leger the other class by Picasso) to enlarge on paper with watercolor paints. We are now assembling the pieces on large paper and will discuss how working together creates "unity", that each individual has their own style and when brought together brings continuity to the finished painting. We are now beginning our Chinese Scroll paintings. The students have a plethora of background knowledge on China, from their classroom studies; we are building on this to create hand scrolls or hanging scrolls working individually or in a small group.
We created Zentangles, which are up in the office; they are stellar pieces of work! Students used mirrors to draw a contour line drawing of their self-portrait in a three-quarters pose. They transferred their images three times onto white paper to make a triptych. They are using the three primary colors to create three monochromatic (one color) paintings mixing tints (color + white) for highlights and shades (color + black) for shadows. Their goal is to create enough contrast in their painting to not lose their image's details. After the paint is dry, the students will outline the original drawings with black marker. We will mount them on colored paper and students will finish them by writing a reflective border! We will display these in a few weeks.