A quick reminder!

SIXTH GRADERS!  YOUR NAME TAG HOMEWORK ASSIGNMENT IS DUE

TOMORROW!

DON'T FORGET!

HOMEWORK - NAME TAG

Welcome back 6th graders!  It is good to have you in the art room for this final term of the 09-10 school year.

Your first homework assignment is to complete a name tag.  It should be done artistically.  You are welcome to research fun fonts on your own computer for ideas, or you can get even more creative by using your own interests to draw and shape the letters. 

Remember, the main purpose of a name tag is for others to easily read your name, so it that is your main goal with this assignment as well!

THIS HOMEWORK ASSIGNMENT WILL BE DUE FRIDAY, MARCH 26!

Points will be awarded as follows;

5 pts. for turning it in on time
3 pts. for neatness and ease of reading
2 pts. for creativity
10 pts, total
+5 pts. extra credit for doing both sides
15 pts. possible

An intro to the Principles of Design

Our final 'project' for fourth grade this year was an introduction to the Principles of Design.

First I should mention that the students already know the Elements of Design. Those are the basic building blocks of art. The Elements of Design are:

Shape, Line, Color, Texture, Value, Space, and Form.

Just knowing what the elements are is not going to guarantee a successful artwork. That is where the principles come in...

The Principles of Design are the rules for using these elements well.

The Principles of Design are:

Balance, Proportion, Unity, Variety, Pattern/Rhythm, Movement, and Focal Point.

Over the next couple of years (in 5th and 6th grade) the students will learn more about these principles and how to manipulate them to make their artwork look more amazing than ever before!

Because this was just an introduction, this assignment was not graded.

I have had lots of fun with my fourth grade classes this year and I look forward to more adventures with them next year!

Kindergarten - Week 10

This is our final week of art lessons for the Kindergarten classes! I want to thank the Kindergarteners for their sweet and friendly ways. I look forward to seeing all of them much more next year in the first grade classes!

This week we talked about how to draw things in relative sizes. That means drawing big things, medium things, small things, and tiny things. Often at this age, children will draw things in sizes that represent how important it is to the child. For instance, family drawings often show the artist (the child) as the biggest. The mother is usually the next in size, and the rest of the family gets even smaller.

Look for a drawing to come home that has items in the correct relative sizes. An elephant that is much bigger than the mouse. That sort of thing!

Collographic printing

This week in third grade art, the students built cut out animals and glued them onto a backing board. Students then painted the board with tempera paints. While the paint was still wet, a colorful paper was laid over the image and rubbed in place. When the colorful paper was peeled off, a print of the animal was created.

This form of printing is called collographic printing.

The students had loads of fun blending and mixing harmonious colors for a varied effect in the printing process. Each student was allowed to make 3 prints (unless they ran out of class time). Some prints turn out better than others, so we will choose our favorite prints next week.

The coolest part is that the printing board gets to go home, too, and makes an excellent artwork of its very own!

Kindergarten - Week 9

There is no photo to go with this post, because I don't want to ruin the surprise.

This week the kindergarten classes were working on a special surprise for a special loved one in their lives.  The project included tracing, cutting, and gluing.

A word (or many) about cutting:

I can easily see a huge gap in cutting ability between kindergarteners who are allowed to play with scissors at home, and those who are not.  I understand the concerns at home over kindergarten 'haircuts', or even the safety of the upholstery when a 5-6 year old is wielding scissors.  However, PLEASE let them practice cutting appropriate things at home!  A child who cannot cut along the line is at a major disadvantage at school, where many fun projects in every classroom require it.  I see the looks of envy when they see their more practiced friends' projects.  I see the frustration and the tears when they compare the successful cutting jobs with their own sorry attempts.  For some children, this is the first moment they decide that 'I can't do art' or 'I'm no good at it', when in reality, they simply need more exposure to catch up to the boys and girls who have had lots of opportunities to use scissors at home.

Clay projects are done!

Here are the clay (now stone ware) projects after the final firing in the kiln! They are now ready to come home.

You will notice that now the glaze looks all shiny and the colors are MUCH different than they were before.

A glaze firing is set at the temperature recommended for the type of glaze you are using. The glazes used in the elementary classroom are called 'low fire' glazes and are non-toxic. These were fired at a Cone 06, or at about 2,000* F. That level of heat is enough to melt the silica (sand) in the glaze and change it into glass. The glass surface (and rating on the glazes) makes these projects food safe, so, yes, you can let the family eat out of it!

Many students were willing to 'gamble' on the outcome of their glazing by painting each successive layer of glaze a different color. Glazes don't blend together in predictable ways like paint would, so you can never really be sure what will happen when you layer the colors like this. However, we ended up with some truly beautiful galaxies of color on many projects, so I think most of the students were really thrilled with the outcomes!

Here is a picture that demonstrates how the glaze changes color in the firing process. In the picture below, the lighter blue of the finished cup on the left is the same glaze as the light, light blue of the unfired plate on the right. That is a mild transformation, though. Our yellow-green glaze transforms from a rust color!

Bisque fire and glazing

The fourth grade projects went through what is known as a BISQUE FIRE. To 'fire' a kiln is to bake the clay at a high enough temperature to result in a change of nature. Nothing really catches fire. In a bisque fire, it changes 'green ware' (dried clay) into 'bisque ware', or clay that has been converted to stone through super heating. This process is done at approximately 1800* F, or to what is called a Cone 04. This is the lowest setting most people use on a kiln.

Once the project is in the bisque ware state, it is time to glaze! Glazes are made from silica (super clean sand) and chemicals. The students painted 3 layers of glaze onto their projects and are now ready for them to go into the kiln again! The colors may look off, but we will see in the next 4th grade post that looks can be deceiving.

4th Grade Clay Projects...

We completed building the clay coil construction projects today and now they are drying in preparation for their first firing in the kiln.

There were no guidelines on what to build, other than the project must be built with coils and use scoring and slip to secure the parts to each other. Smoothing the sides to erase the coils was optional. Many students built vases, cups, and bowls. A few even built plates or baskets.

A KILN is a large and extremely high temperature oven. The clay projects are useless at the moment, because they can be broken very easily, or melted down in water to become mud again. Cooking them at high kiln temperatures is called FIRING the clay. The clay doesn't really catch fire, though. This first firing is called a BISQUE fire. It will transform the 'mud' into 'stone'. That will make the project much more durable. For this bisque transformation, the kiln will reach temperatures around 1800* F.

Next week.... GLAZING!

Kindergarten - Week 8

This week the kindergarten classes learned what the term 3D means. Simply put, 3D=3 Dimensional. The 3 dimensions (in kindergarten-speak) are;

Up and Down
Side to Side
Front to Back

3D objects also have an INSIDE and an OUTSIDE. (However, 2D shapes can also have an inside and an outside)

In art, 3D objects are called FORMS.

The human body is called the HUMAN FORM. The students used clay and straws to build 3D FORMS. They learned that some forms have special names, like a CUBE and a PYRAMID.

You can let your child build 3D forms at home using Playdoh (or salt dough...find the RECIPES link in the right hand column) and toothpicks.

Clay project!

Here are the bisque fired 3rd grade clay pinch pots! This is the first clay project for most of these students and they really had a ball with them! Now that they have been fired once and are no longer quite so fragile, we are painting glazes on them. Tomorrow should be the last day of painting glaze, then they'll go into the kiln for a final firing before students take them home on Thursday. If you were absent for the glaze painting, just come see me at recess to get it done. If your project doesn't make it into the kiln on Wednesday evening with the rest of the class, then I will hold it and send it through a glaze fire with the 4th grade projects next week.

4th GRADE CLAY PROJECT!!!

The long anticipated clay project is here!

This year, the clay technique we are going to focus on is called COIL CONSTRUCTION. Coils are those 'snakes' that are just about the first thing little kids make with their Playdoh. Coils are great for building, because you can stack them on top of each other and create pretty consistent walls with them.

Today I demonstrated the technique for all of the classes.

I also introduced some new vocabulary with this project...

SCORING = cutting into the clay to rough up the places where two clay pieces need to be attached to each other.

SLIP = a 'glue' made from clay and water mixed together. It forms a slimy mud. :) We use slip to cement the pieces to each other.

The projects begin tomorrow and will continue through Thursday.

In order to keep the clay moist over the course of 3 days, we will enclose them in plastic grocery sacks. I will provide the sacks, but it would be nice if you could send one with your student to replace the one he/she was given. That way I will have enough sacks for the 5th and 6th grade clay projects next term. Thank you!

Kindergarten - Week 7

Color Families

In Kindergarten this week, we learned that each color belongs to a color family. For instance, there are many different greens that are all related to each other in the green family. There is forest green, lime green, sea foam green, spring green, olive green, blue-green, emerald green, leaf green, grass green, and toxic waste green! Just to name a few! All of them are exciting and different, but still part of the same family.

After playing some color related games, each student chose a favorite color and built a color family on one side of his/her paper; then he/she drew a picture of his/her own family on the other side of the paper.

Kindergarten - Week 6

This week we talked about what a Landscape is! Then the students used the pastels (chalk) to create super colorful landscapes of their own.

This is the easiest way to get young students to color all of the sky to the ground and is a precursor to the first grade horizon line lesson.
Ask the students to draw 3 'bumpy' lines all the way across the paper. Help them decide where the sky should be and what the other areas of the picture could be. Options include mountains, hills, rivers, roads, lake, ocean, and 'grass'. Encourage a variety of color choices or you will end up with blue sky, brown mountain, and green grass.

To parents, if you find this artwork truly beautiful, but incredibly messy, do not despair. Instead, spray it with some aerosol hairspray! The hairspray acts like a glue and will 'fix' the chalk onto the paper, making it MUCH less messy.

Thank you, Mrs. Rigamoto's class!

I came back from lunch on Thursday to find that my classroom door had been 'heart attacked' by Mrs. Rigamoto's a.m. kindergarten class. What a wonderful surprise! It left me with a big grin for the rest of the day! Thank you, boys and girls!

Kindergarten - Week 5

TEXTURES! This is the new art word for the kindergarten students. Texture means how something feels when you touch it. We played texture guessing games, then used texture rubbing plates record textures on paper. For family follow up, give your child a blank paper and a crayon and go on a texture hunt through the house, 'recording' the textures found by rubbing them onto the paper.

Watercolor Sampler

In preparation for our Op art paintings, the fourth grade classes worked through a watercolor sampler, trying out 11 of the most common tips, tricks, and techniques they would need to know in order to be successful. This would be a great time to gift watercolor paints and paper to your budding artist!

4th grade - Op Art project

Now that we have learned what Op art is, we are ready to make an Op art of our own!

This artwork involves so many steps that it will take us at least 2 weeks to complete it!

Each student used a practice paper to plan out two images of the same place showing some major change.  It may be a picture of a playground in the summer, and the same playground in the winter.  Or it could be a tree before and after it was split by lightning!  The goal is to have something in both images that can be recognized as the same thing.  We called this the HARDSCAPE.

Once the plans were complete, the students drew out both pictures on white paper.  We are currently in the process of painting them.  Ask your son/daughter how he/she is doing at keeping up with the class.  I encourage students who start to fall behind to come in at recess and work to catch up with the class.

I have a few students who have moved on to the next phase.  Once the paintings are dry, they are chopped into strips, then rearranged in an alternating pattern on a backing paper.  Once that is completed and dry, the artwork will be accordion folded and glued onto a final backing paper.

When completed, the finished piece should be hard to comprehend when looking at it straight on, but will have two artworks that can be seen separately when it is tilted back and forth.

Kindergarten - Week 4

This week the kindergarten students played with modelling clay. This was an open ended art assignment, again. They were encouraged to try everything from animals to alphabet letters. After one item was built, it was smashed to make the next thing the student could imagine.

The point of this assignment is to give the students time to work on fine motor skills. These are the skills that allow a person to hold a pencil and write, tie shoe laces, and to do other skills that require the fingers to work together on small and coordinated efforts. Every time a small child gets a hold on some clay or other malleable material (such as playdoh), he/she will spend a lot of effort trying to force the fingers to work together to make recognizable objects. This pays of in large dividends when the child finds he/she is able to then hold a pencil and force it to move in very precise ways to write letters.

Op Art

The term OP ART is a shortening of a style of art known as Optical Illusion Art.  The definition of Op Art (according to Art Lex) is;

A twentieth century art movement and style in which artists sought to create an impression of movement on the picture surface by means of optical illusion. It is derived from, and is also known as Optical Art and Perceptual Abstraction. 

 Op art falls into two main categories.  The first is ABSTRACT and the other is PERCEPTUAL.

ABSTRACT OP ART

Abstract means an image that does not look like a real world object or image.  For instance, it does not look like a house, a tree, or a person.  Instead, the image is comprised of shapes, lines, and colors.

Blue-Black

Victor Vasarely (French, born Hungary, 1908-1997) was an abstract Op artist.

Blue/Red

1983

Victor Vasarely

Intake

Bridget Riley (British, 1931-)

 

Cataract


 Bridget Riley

Perceptual Op Art

This refers to art that shows some impossibility in perception.  The most famous artist in this category is Maurits Cornelis Escher (Dutch, 1898-1972).

 

Relativity

This is only one of his many Op art works.  I would encourage you to explore the world of Escher by clicking on this link to  The Official M.C. Escher Web Site.  You can also find the link in one of the lists in the right column.

Notice that you can perceive (see) a seeming impossibility.  People going up and down stairs from different perspectives.  This would be impossible on earth due to the force of gravity.