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
