November

All classes have been introduced to many works of art done by Vincent van Gogh.  We discussed his style of painting comparing it to Impressionists  Claude Monet and George Seurat who we studied last year, as well as Expressionist  Edward Munch whose most famous work "The Scream" was familiar to most probably because of Halloween (another discussion. :)  We talked about van Gogh being a "Post Impressionist" as his style was similar to the Impressionists, but consisted of heavy lines as well as using a lot of paint.  Although he didn't decide to be an artist until his late twenties he created many paintings.  His inability to sell more than one work of art during his lifetime was surprising to the students, as was the millions his work sold for at auctions in the late 1990's.

K-1
We've been talking about many different types of lines such as horizontal, vertical and even intersecting and perpendicular for first grade as we drew spider webs for halloween.  We also talked about horizon lines, and how using them shows us foreground and backround in our drawings.  Adding to our studying symmetry, we created masks and added details with overlapping paper to create dimension.  Reinforcing folding paper and drawing one image on the fold, and keeping the paper folded while we cut, we had 2 identical images.  I think we're all on board with the fold being on the left now. I showed them how you can make an L with each hand (using your thumb and pointer finger), however one is backwards (hence right hand) the other is the left.  This took some serious listening. :)  We talked about the many shapes you see in art, and how the swirls of color and line van Gogh used in "Starry Night" suggested movement.  We also continued working on blending colors using pastels (both chalk and oil) and created different shades or hues of colors to create the "maize" the Native Americans grew.

2-3
We talked about many different lines used in works of art and how details can convey different perceptions, such as the broken board lines or short vertical lines to create the difference between a house beng made of bricks or wood; or jagged lines to show a broken window pane in a "haunted house."  We did some guided drawing to encourage drawing in proportion.  Second graders are working on a still life piece using glue and pastels to resemble van Goghs "Sunflowers."  Third grade was introduced to watercolor pencils to create some sunflowers of their own.

4-5
I told the students I was giving them a design problem, and I was probably going to frustrate them.   I'm trying to encourage their creativity, as well as encourage them to work on proportion.  I cut apart several egg cartons, and using 2 sections asked them what they saw.  Depending on the way they were cut, we could see owls, raccoons. mice, etc.  Their job is to create an animal, bird, or other life form, real or imaginary, front or side view, but having to incorporate the egg carton as the eye.  The rest of their creation should follow the proportion they used for the eye.  They then need to use paper to show texture and dimension (such as feathers, scales, etc. to complete). 

6
We talked a little about Athens and Athenian pottery.  Adding to our discussion of Ancient Greek Architecture, we talked a little about Mythology and legends, and how the Greeks used it in pottery.  We saw that pottery making has changed very little over time, and some students are quite anxious to take a class in high school using a pottery wheel.  We're using bendable wooden mannequins to draw action figures and incorporating these figures combined with Greek patterns and vases to create a pottery design.

7-8
We've been talking about tessellations. (congruent polygons that fit together like a jigsaw puzzle)  The first ones were created thousands of years ago in Mesopotania, and were simple designs used to decorate floors in castles and mosques.  Tessellation comes from the Latin word tessella meaning tile. A great example is the Alhambra in Spain built in the 1300's.After a trip there in 1920, the graphic artist M.C. Escher was inspired to create  many different tessellations.  We're making 3 different types of tessellations: translation, rotation and reflection.  The difference is the way the pieces are put back together after they're cut.  As we manipulate the pieces to create each design, we're working as a group to see if there are any recognizeable forms in the lines we have drawn.  (kind of similar to looking at the clouds as a child).  The students have enjoyed looking at each others polygons and have come up with some  pretty creative ideas from the shapes we've gotten.  Some students find it easier to see things, and others find it more difficult. It's something they're really enjoying.  Once we have a useable sample, we'll be making grids and creating a piece by repeating their shapes to fill their grids.  Sometimes this project can be very challenging, as it calls for the pieces to fit together exactly.  We're also presenting 1-2 building projects to the class each week.  Since we've missed several classes with Art falling on Monday for Junior High, we're a little behind on presenting.  Some students still have not turned their projects in.

I'm Thankful to have the opportunity to work with all of your wonderful children.  Have a very Happy Thanksgiving!

Sincerely,
Mrs. Clark

September and October

The focus on art is to expand students knowledge in skills, technique, and art history through a variety of art projects and experiences.  Students are exposed to artists of different periods and different cultures and given experiences to apply their techniques as well as create some of their own.  A wide range of mediums are used.  I seldom show students a completed project as not to stifle their creativity. "Thinking outside the box" is encouraged as well as the theory that there are few mistakes in art, only different ideas which often lead to other art forms.

All classes started off the year with "Architecture" as the central theme.  We've discussed Architectural styles as well as specific elements in different forms of architecture.  We've also explored many different buildings, both young and old.  This also lead us to discuss some famous architects such as Louis Sullivan and Frank Lloyd Wright.

K-1  Lessons have focused on symmetry using examples such as the Eiffel tower, jack o lanterns, and drawing ourselves.  We've also talked about the Chicago skyline, and in exploring it noticed many different vertical and horizontal lines as well as some interesting shapes. Students also were thrilled to share many familar buildings where moms and dads worked. :) We're discussing primary colors and have done some color mixing to create secondary colors. We've discussed the artist Piet Mondrian, and read books on houses around the world and different building materials, as well as architects and color.

Grades 2-3  Along with our discussing buildings and colors, we worked on a silhouette of a building as well as using pastels to create the beautiful sunrises and sunsets we see at this time of the year.  We discussed the difference between symmetrical and asymmetrical.  We also read a book about the construction of the Empire State Building written in the eyes of a waterboy who worked on it. To honor our Blessed Mother's birthday on September 8th we drew birthday cakes in the style of Wayne Thiebaud, and used oil pastels to complete them.

Grades 4-5  A review of the color wheel including complementary and analogous colors as well as concepts from previous years such as "implied lines" was where we began.  In talking about architecture we looked at the Taj Mahal in India which was under construction at about the same time the Pilgrims were on the Mayflower.  We talked about domes and minarets, and in our drawings saw how much easier it was to keep our domes symmetrical using tracing paper, and how we can apply this skill to drawing in the future.

Grades 6-8  Using some short clips from "Discovery Education," we discussed the making of the first roads and aquaducts in early Rome.  We  talked about Frank Lloyd Wright's idea of building a "mile high city" long before the discussions of building one today in Japan.  We talked about certain inventions (such as the elevator) being crucial to the shifts in architectural design.  Sixth graders are working on a collage project designing a city to show both foreground and backround along with implied texture, and detail.  Seventh and eighth graders played a game with architectural elements leading them to match up 4 prominent Chicago buildings and the buildings they were modeled after and why.  A homework assignment led to self exploration of early architectural styles as well as sites to explore famous buildings.  They are using this information to choose a building, draw it (or a significant portion of it) with at least 4 elements they have changed  (or added) from the original; decide on a new purpose for the building, rename it, and include a short write up answering several questions. They will also be designing one room in the new building using "Google Sketch Up" which they started in the Computer lab.  We will be mounting their new drawing, original picture of their chosen building, Google Sketch Up, and brief write up, and share them with the class.

Thank you for all the support of the fine arts!