Batik – in progress!

5th graders have just started a new project learning about the process of Batik. Batik uses hot wax as a resist on fabric to create a design. After the designs are created in wax, the fabric is dyed and left to dry. Once the fabric is dry, then the wax is ironed out of the fabric and you are left with a beautiful piece of work.

Right now, 5th graders are sketching mandala designs to transfer onto fabric where they have started the wax resist process.
 (Students faced blurred for privacy)

IMG_4908_2 IMG_4909_2 IMG_4913_2 IMG_4914 IMG_4915 IMG_4916 IMG_5072

Advertisements

Diego Rivera and Close Reading

Close reading is the new buzz word in our classrooms. It is traditionally associated with literacy, the close reading of text. But text can be many different things, not just a traditional book or article. Text can also be a painting, sculpture, piece of music or graphic. Close reading might be the new buzz word in our elementary classrooms but it is something we art and music teachers have been doing for decades.

Essentially, close reading means reading to uncover layers of meaning that lead to deep comprehension. A good example of close reading in the art room is the lesson third graders just finished. They began this lesson with a close reading of the text of Diego Rivera’s labor murals in Detroit.

In close reading, there is a focus on observing and analyzing. The same questions that classroom teachers use to probe for deeper understanding in reading are the same questions we art teachers use as well. Remember, the text is the murals.

  • Who is speaking in the text?
  • Who seems to be the main audience? (To whom is the artist speaking?)
  • What is the first thing that jumps out at me? Why?
  • What’s the next thing I notice? Are these two things connected? How? Do they seem to be saying different things?
  • What seems important here? Why?
  • What does the artist mean by ______? What parts of the mural lead me to this meaning?
  • Is the artist trying to convince me of something? What? How do I know?
  • Is there something missing from this mural that I expected to find? Why might the artist have left this out?
  • Is there anything that could have been explained more thoroughly for greater clarity?
  • Is there a message or main idea? What in the text led me to this conclusion?
  • How does this painting fit into the murals as a whole?
  • What symbols are present? Why did the artist choose these symbols?
  • What images(s) stand out? Why? (typically vivid images, unusual choices, or a contrast to what a reader expects)
  • How do particular images get us to look at characters or events in a particular way? Do they evoke an emotion?
  • Are there any images that could have more than one meaning? Why might the artist have played with images in this way?
  • What one word describes the tone?
  • Does an image here remind you of an image elsewhere in the mural? Where? What’s the connection?
  • How might this image fit into the pattern of the mural as a whole?
  • Is there any repetition within the mural? What is the effect of that repetition?

The questioning could go on forever. Once the students get started in this line of questioning, they get really excited about it. I’m also very excited because students start to see the artwork in a whole new way!

After an in depth discussion prompted by the close reading of the text, students brainstormed what labor they see in their own communities.

From here, students got into groups depending on which labor group they wanted to focus on and started brainstorming the people in those groups. Who collects our garbage? Who grows our food? Who delivers our mail? Who fixes our pipes? Who builds the buildings? etc.

The next class, students started sketches of murals they would then create in groups inspired by labor in their own communities and Deigo Rivera’s murals.

Standards in this lesson:

Common Core Standards

CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

CCSS.ELA-Literacy.RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

CCSS.ELA-Literacy.RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

MMSD Social Studies Standards

Examine Madison’s history (i.e.energy, transportation, communication, art, architecture).
Recognize and interpret how the “common good” can be strengthened through various forms of citizen action.\

Describe the ways people participate in the community in order to provide goods and services whether through paid or volunteer activities.
Explain why people specialize in different occupations and describe how that specialization leads to increasing interdependence between producers and consumers in a community.
Recognize systems that are developed to meet specific community needs: government, transportation, education, communications.
Define a community as an interdependent group of people living and working together.
Demonstrates an ability to interact within a group while performing various group roles (i.e. organizing, planning, and goal setting).
Apply and practice skills of conflict resolution (persuasion, compromise, debate, and negotiation).

MMSD Art Standards

Identify the subject matter or story communicated through art.

Identify and use color, shapes, line, texture, and space in works of art.

Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes:

1. Drawing as a planning tool for later use with a variety of media.
2. Drawing with contour line.
3. The techniques and processes of color mixing which include secondary colors
Describe artwork and will continue to develop this skill.
Participate in group discussions describing artwork.
Identify subject matter and feeling found in art. Identify the narrative qualities of artwork, i.e. cultural meaning and illustrations.
Create artwork with various subject matter, symbols, and emotional content.
View styles and techniques of a limited number of artists, and/or cultures past and present.
Start recognizing the principles of art in various art disciplines
Recognize endless relationships between visual arts and other
disciplines, i.e. Observation drawing – social studies, science Landscape painting – science, social studies
MMSD Social Emotional Standards
Students will work cooperatively with partner and in small groups.
Students will identify and practice strategies for resolving conflicts constructively.
Students will recognize that they have choices in how to respond to situations.

Exquisite Corpse

Surrealism is the juxtaposition of fantastical images. For example, we looked at some paintings by Vladimir Kush. What do you see here? What images are juxtaposed together?

cloud

How about in this painting by Salvador Dali?

elephants

Exquisite Corpse is a game created by many Surrealism artists. A piece of paper is folded into thirds and each of the three artists starts with their own paper. On the first third, each artist draws a head and then folds it over so the next artist can’t see it then passes it to the left. The second round, each artist draws a body on the second third and then folds it over so no one can see the first or second third. The third round, each artist draws legs and feet and then opens the entire drawing. They turn out very silly. Lots of giggles during this class!!

We were also inspired by these hilarious exquisite corpse created by famous children’s illustrators.

This lesson is an introduction to what surrealism is. 3rd graders will learn more about surrealism in Wisconsin when they go to MMoCA on their field trip next semester to see The Mystery Beneath exhibit.

“Drawn from MMoCA’s permanent collection as a complementary show to Real/Surreal, this exhibition explores the flowering of surrealism and magical realism in Wisconsin from 1940 to 1975. The Mystery Beneath includes paintings, drawings, etchings, and prints by Aaron Bohrod, Duane Brisette, Karl Priebe, James Watrous, John Wilde, and Santos Zingale among others.

The Mystery Beneath will be on view in the museum’s State Street Gallery January 17, 2014 to April 13, 2014.”

MMSD Arts Standards

Standard Six: Reflects upon and assesses the characteristics and merits of own work and the work of others. The student will be able to: Recognize a limited number of artists and their styles, selected from the developing resource list, in conjunction with the Madison Museum of Contemporary Art (MMoCA), Chazen and MMSD.

Recognize a limited number of artists and their styles, selected from the developing resource list, in conjunction with the Madison Art Center, Chazen and MMSD.

5th gr Color Wheels

 

MMSD Art Standards:

Designs: Identify and use color, shapes, line, texture, and space in works of art. Identify and use contrast, repetition, emphasis, unity, and variety

Creates: Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: The techniques and processes of color mixing which include secondary colors, tints and shades as well as complimentary colors.

Produces: Be aware of the proper use of various kinds of brushes.

4th gr Color Wheels

 

MMSD Art Standards:

Designs: Identify and use color, shapes, line, texture, and space in works of art. Identify and use contrast, repetition, emphasis (center of interest).

Creates: Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: The techniques and processes of color mixing which include secondary colors and color families.

Produces: Be aware of the proper use of various kinds of brushes.

3rd grade Mandala Color Wheels

Third graders just finished their second project of the year, color wheels! After review primary and secondary colors and then creating their own, we painted mandalas over the top of the color wheels. The results are striking. They are really very beautiful!! I would suggest making a trip over to the Randall 3rd grade hallway to see the entire display.

IMG_3070 IMG_3072 IMG_3073 IMG_3076 IMG_3077

MMSD Art Standards:

Designs: Identify and use color, shapes, line, texture, and space in works of art.

Creates: Recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: The techniques and processes of color mixing which include secondary colors.

Produces: Be aware of the proper use of various kinds of brushes.

Contour Line Self Portraits

Our first project of the year is underway! We are starting with all the grade levels doing the same thing, self portraits.

We began by looking at a drawing by Henri Matisse called Magnolia. magnolia

Students noticed that there was no color and it looked like a coloring book drawing. These lines are called contour lines. They define the edge of something or an outline. They also noticed some lines were thicker, some were thinner, some lighter and some darker. The differences in the lines is called line quality. Students were encouraged to use different line qualities with their contour line self portraits as well.

IMG_2910

Students started by drawing with pencils first. They learned to use light, sketchy lines from this interview with Mr. Pencil so they could trace their lines with Sharpie and erase their pencil marks later. Then they brainstormed words about themselves to use for the background of their drawings.

IMG_2904

IMG_2905

IMG_2907

IMG_2908Here is the finished project!

IMG_6941

MMSD Art Standards:

Designs: Identify and use color, shapes, line, texture, and space in works of art. Identify and use contrast, repetition, emphasis (center of interest).

Creates:  Use different media, processes, and techniques to communicate ideas, Take advantage of the qualities and characteristics of art media, techniques, and processes to enhance their art experiences, and stories. Drawing with contour line. The techniques and processes of color mixing which include secondary colors.

Reflecting:  Understand that there are various purposes for creating works of visual art. Understands that there are different responses to specific artworks.

Interpreting: Understand that different subject matter and ideas communicate meaning. Select and use subject matter, symbols, and ideas to communicate meaning. Create artwork with various subject matter, symbols, and emotional content.

 

MMSD Social Emotional Standards:

Positive Self Identity: Students will identify and explore values. Students will reflect on their personal values.