Kinder - Stamping with elements of nature

Seashells, leaves, feathers were some of the materials kinder used to stamp with tempera and create these colorful and abstract compositions.

2nd Grade Healthy Habits - Fruit Sculptures

Using air-dry modeling clay, 2nd graders created 3d pieces of fruits and vegetables painted with acrylics, these were the results:

Grade 1 - Senses

For this unit, students are identifying the senses and the first assignment was painting eyes with watercolors. It was amazing to see how they recognize the eye parts and interpret them in their pieces with their own personal and artistic style.

Shapes and connections

Starting the year with shapes, patterns and connections. Kinder is starting with geometric projects that are all about observation and recognition of basic forms.
These are some patterns that they created in groups as collaborative pieces with crayons.

Filming for the music videos

The fourth grade students have been creating sculptural work to film in their stop motion videos.  They have the limitation of only having four colors of clay, but many of them have been able to mix these to create more possibilities.  They have been working on communicating through this medium, which entails new challenges for them such as sizes, details, permanence, and weight.  What works on paper does not necessarily work with clay.

 

When it comes to communicating through photography, though we have been studying it for a while, animation is different, and perspective becomes everything.

Composition in video is not the same as composition in photography, and for students to learn more about this language we have collaborated with Mr. Leonte, who has been teaching and reviewing it with students in drama class.  

Students use "backdrops" to hide unwanted distractions in their videos, such as art room tables, lines on the floor, their classmates, etc.

Space is tight, and students work closely together: sharing spaces and materials, giving feedback, and simply appreciating each other's creative ideas.

As a group, we talk about what constructive criticism is, and how feedback should be given and received in the art room.  During the artistic process, it is important to stop and evaluate our work before it is "finished".  We look at each other's videos and give suggestions, compliments, and questions; this helps artists reflect and always keep growing.

Weaving!

Weaving is a fantastic skill to teach third graders not only for their fine motor skills development but also as a way to problem-solve and develop their spatial skills. 

Students experimented with short pieces of yarn and string before being taught how to weave:

Some students had not made these kinds of crafts before, and some did have some prior knowledge.

To get a better feel of their understanding, we had a class discussion with 3A Commit and made lots of connections.

We also did a See Think Wonder routine using realia: real weavings I have, made by artisans in Guatemala and Mexico.  And we learned some related words.

Students were taught basics of how to weave, and given some freedom to problem-solve on their own. 

Some students were very quick to catch on and start experimenting with colors and textures.

 We talked about how to join different yarns.  Some students were creative and came up with their own ways, and some chose to learn about knots and other techniques which I taught them, shown below.

    

We worked with different kinds of yarns and strings, students really enjoyed working with yarns that had special textures and colors.

Intro to the Guerrilla Girls

Throughout the past few weeks, students have been given 45 minutes of studio time to finish painting their masks, and the other 45 minutes of class for inquiry into the Guerrilla Girls, a feminist group who makes artwork to raise awareness of the discrimination against female artists.

Numbers speak louder than words.
The Guerrilla Girls artwork is powerful because it is based on facts, not opinions.  The Guerrilla Girls are famous for going into museums and just counting artwork.  Another way of getting information is through researching databases and also through the use of moles.

The 6th graders thought of problems that they felt strongly about and came up with questions they could answer through research or by counting.
This unit is especially relevant at a time of "alternative facts" and pervasive inequality and oppression worldwide.




we want to know...

how many women astronauts have been in space

How many boys had hang out with girls in recess in 6th grade at the Metropolitan School of Panama?

had any art work of the Guerrilla girls's art work get into any museum

how many 5th and 6th grade girls play soccer at recess

do artists never paint black skin- angels instead of always white ones?

How much time does 6B boys and girls, take to do their mask?