4th Grade Art
April 2016
March 2016
Continuing on our trip through history and around the world, students examined symbols from the Adinkra symbols from Ghana. Students considered the role of symbols within a community, including our own. We thought about the importance of shape when designing a symbol, segueing to a conversation regarding geometric and organic shapes. Finally, students created symbols to represent themselves, or things they find important. These symbols were then used to make prints carved from styrofoam.
Continuing on our trip through history and around the world, students examined symbols from the Adinkra symbols from Ghana. Students considered the role of symbols within a community, including our own. We thought about the importance of shape when designing a symbol, segueing to a conversation regarding geometric and organic shapes. Finally, students created symbols to represent themselves, or things they find important. These symbols were then used to make prints carved from styrofoam.
February, 2016
Over the course of this month, students went back in time through art history to one of the first crafts, basketweaving. We examined images of baskets from all over the world, and compared how they were different, but also, remarkably enough, the same. Students were then able to try their hand at weaving their own small baskets.
Over the course of this month, students went back in time through art history to one of the first crafts, basketweaving. We examined images of baskets from all over the world, and compared how they were different, but also, remarkably enough, the same. Students were then able to try their hand at weaving their own small baskets.
January, 2016
Students are starting off the month by creating an expressive self portrait. For the first lesson, we looked at ourselves in the mirror so that we could examine our own facial proportions. We broke down simple ways of drawing something as complex as our own faces. For the second lesson, students will use soft pastel techniques to add expressive color to their piece.
Students are starting off the month by creating an expressive self portrait. For the first lesson, we looked at ourselves in the mirror so that we could examine our own facial proportions. We broke down simple ways of drawing something as complex as our own faces. For the second lesson, students will use soft pastel techniques to add expressive color to their piece.
December, 2015
Before break, students began exploring water color techniques. We learned how to create a resist by blocking out areas of our pieces with painters tape. We also saw what happens when we add in some salt.
Before break, students began exploring water color techniques. We learned how to create a resist by blocking out areas of our pieces with painters tape. We also saw what happens when we add in some salt.
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
4th 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!
4th 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!