5th Grade Art
May 2016
For the remaining part of the school year, students have been returning to the Elements of Art, and their expressive qualities. How do artists use the elements of art to convey information? To help us better understand, we are examining book covers, and then applying our understanding to the creation of our own book covers.
For the remaining part of the school year, students have been returning to the Elements of Art, and their expressive qualities. How do artists use the elements of art to convey information? To help us better understand, we are examining book covers, and then applying our understanding to the creation of our own book covers.
April 2016
After several weeks, students finally wrapped up their creature project, and they turned out great! The bases of the creatures were made by simply scrunching up paper towels and taping them together. For the next step, students added fine details using air dry clay and styrofoam. Finally, students decorated their pieces with acrylic paint, fabric, and other decorative materials.
February 2016
Students began work on a long-term art project during which they will design and create original creature sculptures. We began by analyzing an image of an imaginary creature, writing down our observations and thoughts. We then worked in pairs to create educated guesses about the creature and what it was, using our observations as evidence. In doing so, we talked heavily about adaptations, and how what an animal looks like can provide clues about its lifestyle. Finally students were able to begin designing their own creature plans, again, thinking about adaptations and visual clues. Once ready, students began work on their sculptures using a variety of assemblage techniques.
Students began work on a long-term art project during which they will design and create original creature sculptures. We began by analyzing an image of an imaginary creature, writing down our observations and thoughts. We then worked in pairs to create educated guesses about the creature and what it was, using our observations as evidence. In doing so, we talked heavily about adaptations, and how what an animal looks like can provide clues about its lifestyle. Finally students were able to begin designing their own creature plans, again, thinking about adaptations and visual clues. Once ready, students began work on their sculptures using a variety of assemblage techniques.
January 2016
After returning from break, students spent their week back learning about light and shadow, specifically in regards to shading a sphere so that it looks three dimensional. Students used soft pastels on black paper to then turn their spheres into planets and galaxies.
After returning from break, students spent their week back learning about light and shadow, specifically in regards to shading a sphere so that it looks three dimensional. Students used soft pastels on black paper to then turn their spheres into planets and galaxies.
December 2015
Before break, students experimented collage techniques. Students were challenged to combine magazine cut-outs with their own drawings. Some students chose to cut out half a photograph and complete the other half as a drawing. Some students chose to cut-out interesting faces, and design a new body, or vise versa. Some students created more abstract pieces, cutting out areas of shapes and color, and adding in their own design patterns.
Before break, students experimented collage techniques. Students were challenged to combine magazine cut-outs with their own drawings. Some students chose to cut out half a photograph and complete the other half as a drawing. Some students chose to cut-out interesting faces, and design a new body, or vise versa. Some students created more abstract pieces, cutting out areas of shapes and color, and adding in their own design patterns.
October through November 2015
Students spent several weeks further exploring the Elements of Art, and how they can be used expressively to represent music. After voting on a class playlist, students selected one song to focus on for this unit.
For the first week, students examined the artist, Vassily Kandinsky-- who used colors, shapes, lines, and patterns to visually show what music sounded like. Students were able to try this out for themselves by creating visual representations of their songs using oil pastels.
For the second week, students developed narrative imagery (a picture that tells a story with setting and characters) to go along with their song. We thought about what memories, stories, dreams, or imaginative ideas their song choices brought to mind. The students then developed this imagery by adding a layer of painting to their piece. We also touched upon perspective during this portion (so that we could create more detailed backgrounds), as well as how to break complex shapes into simpler ones.
For the final week, students examined the artist Horace Pippin, a painter of narrative imagery. We specifically examined how he uses pattern to create texture and feeling. We finished off our pieces with a third and final layer, using sharpie marker to similar patterns.
Students spent several weeks further exploring the Elements of Art, and how they can be used expressively to represent music. After voting on a class playlist, students selected one song to focus on for this unit.
For the first week, students examined the artist, Vassily Kandinsky-- who used colors, shapes, lines, and patterns to visually show what music sounded like. Students were able to try this out for themselves by creating visual representations of their songs using oil pastels.
For the second week, students developed narrative imagery (a picture that tells a story with setting and characters) to go along with their song. We thought about what memories, stories, dreams, or imaginative ideas their song choices brought to mind. The students then developed this imagery by adding a layer of painting to their piece. We also touched upon perspective during this portion (so that we could create more detailed backgrounds), as well as how to break complex shapes into simpler ones.
For the final week, students examined the artist Horace Pippin, a painter of narrative imagery. We specifically examined how he uses pattern to create texture and feeling. We finished off our pieces with a third and final layer, using sharpie marker to similar patterns.
September 2015:
5th Grade students are currently learning the Elements of Art (space, shape, line, pattern, and color) by creating posters of our names. We've been thinking about how we can use the elements to describe who we are. Should we use bold, angular letters for our name? Or letters that are soft and rounded? Or maybe both!
5th Grade students are currently learning the Elements of Art (space, shape, line, pattern, and color) by creating posters of our names. We've been thinking about how we can use the elements to describe who we are. Should we use bold, angular letters for our name? Or letters that are soft and rounded? Or maybe both!