So our silent auction has been moved to May 11th. I will be giving this painting and the Princess Leia painting to the school to raise money for stem lab. I really enjoyed painting these in the limited gray color palette. both are 18"x24" in acrylics. I will be varnishing them a little later in a week or so. Follow me at B.Hale@haleartteacher on twitter. Thanks!
Are you a Star Wars fan? Then you might want to come to our silent auction. This painting and another one I'm working on will be auctioned off to support our stem lab here at school. The silent Auction night is March 9th.
In kindergarten we have built our pinch pots and are baking them so that we can apply glaze. The children have been a delight to work with as we continue to explore the foundational concepts of the visual arts and how that enhances our daily lives.
In first we are painting a landscape painting. In this assignment we are learning how to properly load our brush and organize our tools as we paint in layers. Conscious efforts have been placed toward thinking about art from before we make a mark on our paper to the final touch of our composition.
In second we building clay snow men. this is a complicated approach that drives the importance of additive building techniques in the medium of ceramics.
In third we are exploring Wayne Thiebaud and drawing desserts in his style using oil pastels.
In fourth we are drawing from observation as we render toy still life drawings. this is complicated as we have to train our mind to draw what we see, not what we know.
In fifth we are finishing our complex Tessellation.
I attended an art teacher meeting on election day. It was great to meet with fellow art teachers who are growing in their craft.
For more daily updates follow me on twitter. B.Hale @ haleartteacher.
Here is a pic of me with a great first grade student Monica. In first we have finished our geometric shape art and the building of our clay creatures. Now we are starting our oil pastel monsters.
The kids are digging the story of Where the Wild Things Are and they are creating their pics from thumbnail sketches.
Above you can see the resulting artwork from our imaginative travel back in time. We investigated fossils scientific theories of dinos and then drew our own kindergarten versions. What is a background? How do I use the 5 lines of art to draw a dinosaur picture? How am I the boss of my crayon (coloring in the lines)?
IN 2nd we are investigating Picasso and then drawing self portraits using his style. The goal is to create wacked out versions of our own face. We're off to a great start!
Here is a recent display that showcases several artworks from different grades. We are really focused on drawing skills. I believe those skills help an artist "see".
In fourth we are on to Picasso drawings as well. Some of us are polishing our colored pencil drawings that feature varied points of perspective drawing as realized from Brunelleschi.
5th has finished their perspective drawings as well and they are on to designing tessellations.
In art we have been working hard across all grade levels.
In kindergarten classes are finishing their dinosaur drawings that depict two or more dinosaurs that are schematically placed into an environment. First we traveled through time through a highly animated storytelling format. (I should really have that recorded sometime.) Next, we witnessed my demo on how to take the 5 lines of art and use them to construct and depict dinosaurs through drawing. The children perceive the ongoing narrative I speak that reveals my thought process as I am working through the drawing process. This sets up the model for them to create and be aware of their artist "self-talk". For the following years I will refer to this self talk time and time again.
After the children have watched the drawing process unfold they understand the helpful tips of connecting their dinosaurs properly to their background. WE also get into foreground, overlapping lines, and how we must pre visualize our ideas in real time as we draw to anticipate the proper paths of lines as we draw.
Then the children draw in pencil. We speak in detail about using both powers of the pencil and how there is no shame there. Drawing and erasing, adding and subtracting gives us full range of how we empower ourselves through the drawing. The children then Marker outline with many colors their dinosaur drawings. We then identify horizontal, vertical, curve, zig zag, and diagonal lines in our art.
From there we lay an emphasis on coloring with our crayons. Some children can even lean in to crayon shading depending on their familiarity with crayons. In this age, many children come to me now with more knowledge of technology use and less knowledge of tactile use. (Like, the simple approach of how one should hold a crayon to draw.) Some children however, are already arriving with a great sense of using crayons, but it's a mixed bag.
So basically we are really analyzing in the kindergarten mindset as much as we can HOW to orchestrate our imagination into a drawing approach that has order and technique applications. This way we can actualize our mental imagery into the vehicle of drawing that will serve as the foundation for our future paintings and sculptures.
Deep thoughts here right?
In first grade we are reading where the wild things are by Sendak. From their we carefully look at how the illustrations of the book are drawn. We then look at other popular, kid-friendly designs of monsters through modern pop culture that children know. After our analysis. I show the children my finished oil pastel examples.
The children then draw thumbnail sketches using different strategies like transforming letter, numbers, and animals into monster forms. Once they have 3-5 solid thumbnail designs the pick their favorite and then pencil draw on larger paper their chosen design. From here we begin to apply the oil pastels. An intricate focus on the handling of the medium then becomes our focus.
We also completed our clay creature designs and they are now in the baking process of the kiln on a cycled rotation.
In 2nd grade we are exploring Pablo Picasso self portrait drawing. We look at his life and pinpoint his caricature drawings through cubistic ideation. We then draw from various angled mirrors our own drawing of our portrait in a Picasso stylized manner. For this project children are given a myriad of choices in medium to add color to their pictures. We connect emptions to color in this lesson. In our individual mindset what emotions connect with what colors? What shape cues can I incorporate from Picasso's drawing nature.
In third grade we are building coil pots. The emphasis on coil creation and slipping and scoring to connect 2 pieces of clay is reveled and the children are given a myriad of design ideas to create their own coil pot. They really love getting their hands on the clay and fabricating the design through the sequenced approach.
In fourth grade we are also drawing Picasso Portraits. I am currently running both 2nd and 4th through the lessons to gather results and articulate my approach for future lessons. It's really cool to see the differences that exist between the two age groups in regards to the creation of the projects. To draw like Picasso, "You must unlearn what you have learned" - Yoda. The results of deconstructing our initial thoughts and focusing on drawing carefree like we did at the kitchen table when we were 3 is a unique process. High levels of creative thought really come to light here.
IN fifth grade we marry the use of left brain and right thinking as we draw our tessellations in the style of MC Escher. This is another complicated lesson as we must transfer a notecard in sequential steps into a stencil. Then the stencil is traced across the picture plane. From there we use the right brain to visualize our thematic approach.
I will post pictures one I get my phone to cooperate.
Hello! Thanks for checking on our progress in the visual arts at Chalker! Here is what we are up to in art.
Kindergarten: The children have been introduced to the 5 lines of art. These lines are defined in several ways but the terminology we are using as descriptors are known as Horizontal, Vertical, Diagonal, Zig Zag, and Curve. With these 5 lines an artist can create a linear drawing approach to capture any desired form within the arena of drawing. From this understanding we will lean into more sophisticated forms, but for now, in the kindergarten mindset, we are using our first project to build an abstract artwork that divides our paper into a variety of sections by drawing all 5 types of line into our composition. From there we are focused on "being the boss of our crayon" and controlling our crayon to not only color but shade from light to dark by pressing different amounts of pressure in our action of coloring with the crayon. Below is my example. We use pencil, marker, and crayon to compose. In addition to the artwork we play "simon says" and act out the construct of the different lines with arm gestures.
First grade: In first grade we are exploring the differences between geometric shapes (shapes designed by mankind) and organic shapes (shapes from nature). Our attention for this rotation falls upon the geometric shapes and we are tracing several objects to create an abstract artwork that again cultivates the skill sets on the mechanics of controlling crayon and marker. This is an appropriate first project to build confidence as we prepare to schematically render more difficult projects ahead in the year. Below is my example traced from blocks. We talk about composition and balance as we make decisions about how to play with shape in the context of our picture plane.
Second Grade: In the second grade we are creating underwater themed crayon resist drawings and paintings. We are using warm and neutral colors to apply waxy crayon in our coloring and then we are watercoloring with cool colors. We are understanding color from the color wheel in warm and cool color typography. We are also understanding why brown, black, and white are not on our color wheel and how black and white are used to add tints and shades. We start in pencil and build our compositions from both real and imagined underwater objects and creatures. I provide a variety of visuals and the children are encouraged to bring any photos or items to render from. Here are several examples of both my demos and the artwork of the children.
Third Grade: In third grade we are combining two objects or creatures that don't normally go together and then the children are using a choice based approach in the medium of their choice to render their drawings and paintings. Here are some examples...
Fourth and Fifth grade: In 4th and 5th, we are drawing using one and two point perspective. We are rendering both exterior and interior settings using magazine pictures and internet photos as departure points. drawings begin in a teacher directed state and once the concept of utilizing the vanishing points to compose is understood by the students, the children are then released to render their drawings as they see fit provided they use the parameters of perspective drawing. This is always a fun activity that merits a high level of complex visualizing. The children really enjoy using the plotting of points and measurement to calculate how to draw a room and place furniture inside at an appropriate scale or how to add layers of depth in the construction of buildings in a cityscape.
Thanks again for stopping by to see what we have been doing!