Rosemaling and Balalaikas

Ms. B, our music teacher, told me third graders were learning about Russian Balalaikas in music class and many balalaikas have rosemaling on them. I didn’t know what a balalaika was but I knew lots about rosemaling! My grandma is a rosemaler and she taught me when I was little. Rosemaling was popular in Norway, Russia and many other eastern European countries. Ms. B concentrated on Russia in Music and we learned more about Norway in Art.

This is a balalaika:

B1Rosemaling is an art for the common person. It was popular when Rococo and Baroque art was popular. But Rococo and Baroque art is really just for the rich. Rosemalers taught each other in groups called guilds and they traveled around the country painting in people’s homes. They painted a lot of furniture. My grandma was taught by a Norwegian friend named Esther. She painted a lot of special places for weddings and babies. Here is a plate she painted for my other grandma and grandpa:

IMG_0009But she also painted plates just for arts’ sake as well:

IMG_0008Grandma first taught me when I was in third grade but the earliest example of my own rosemaling that I still have is from when I was in 5th grade:

IMG_0010Third graders started by looking through some of my grandma’s old rosemaling designs as well as her books.

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Third grade balalaikas turned out beautifully!

IMG_0004 IMG_0005 IMG_0006 IMG_0003Check out some of the third graders performance of their Balalaika song here:

https://www.youtube.com/watch?v=Ni76Jmt7yNY

MMSD Art Standards:

Standards One A: Visual Memory and Knowledge – Students will know and remember information and ideas about the art and design around them and throughout the world. Students will identify the subject matter or story communicated through art.

Standard One B: Art and Design History, Citizenship and Environment – Students will understand and value significance of the visual arts, media and design in relation to history, citizenship, the environment and social development.

Standard Three: Students will design artwork organized by compositional principals, expressive features and sensory qualities. Students will identify and use color, shape, line, texture and space in works of art. Students will identify repetition.

Standard Four: Creates – Students will create images and objects that communicate and express ideas using varied media, techniques and processes. Students will recognize and use previously introduced elements, media, techniques and processes and will continue to expand their knowledge which includes drawing as a tool for planning and techniques and processes of color mixing which include secondary colors.

Standard Six: Reflecting – Students reflect upon and assess the characteristics and merits of own work and the work of others. Students will participate in group discussions describing the artwork.

Standard Seven: Interpreting – Students will interpret the visual experience with a range of subject matter, symbols and ideas. Students will identify the narrative qualities of artwork such as cultural meanings and illustrations. Students will create artwork with various subject matter, symbols and emotional content.

Standard Eight: Understanding – Students understand the function and structure of the visual arts in relation to human history and cultures. Students will view styles and techniques of a limited number of artists and/or cultures past and present.

Standard Nine: Making Connections – Students will make connections among the visual arts with other disciplines. Students will start recognizing the principles of art in various art disciplines and recognize the endless relationships between visual arts and other disciplines.

MMSD Music Standards:

Standard Eight: Relating – Students relate music to all other arts and disciplines. Students will identify similarities in the meanings of common terms such as form, patter and contrast used in music and visual arts.

3rd grade Labor Murals

3rd graders began this lesson with a close reading of Diego Rivera’s murals. Students got into groups and began sketching their plan for their own group mural. As they began painting, they needed to review how to mix for secondary colors. They also needed to know what kinds of brushes to use. It makes sense to say out loud that you would need a small brush for details and a large brush for the big areas, but it is something students needed to be reminded of to think about.

Students really started to learn what the word craftsmanship means through this project. At various stages, students needed to be on the lookout for different ways they could see in their murals that they were really doing their best work and not rushing things. In the painting stage, that meant being White Spot Inspectors. When they were finished painting, that meant getting out their black markers. If you click on the links, you can see the videos created by another art teacher that students watched on these craftsmanship concepts.

IMG_3849 IMG_3854 IMG_3853After painting the murals, students learned about gesture drawings to help them create the workers for their murals.

gesture

After a month and a half of work, here are the results!

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Standards in this lesson-

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.

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.

Day of the Dead

Third graders learned about the Mexican holiday, Day of the Dead (Dia de los Muertos). We watched this short video and learned how Day of the Dead is not a scary holiday and it is separate from Halloween. Day of the Dead is holiday for remembering and honoring those who have passed. It is a festive, joyous time of celebration. Dia de los Muertos originated centuries ago in Mexico, where it is still widely celebrated to this day. The holiday is a blend of pre-Hispanic indigenous beliefs and Spanish Catholic beliefs.

The image of the Catrina has come to be a prominent symbol of Day of the Dead. Students chose to either create a celebratory Catrina image or create a skeleton image in honor of a loved one who has passed away after they created their own ‘sugar skull‘ design.

MMSD Arts Standards:

Standard One: A.Visual Memory and Knowledge
Students will know and remember information and ideas about the art and design around them and throughout the world.
Standard One: B. Art and Design History, Citizenship, and Environment Students will understand the value and significance of the visual arts, media and design in relation to history, citizenship, the environment, and social development.
Standard Seven: Interpreting Interprets the visual experience with a range of subject matter, symbols, and ideas. Students will be able to: 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.

Standard Eight: Understands the function and structure of the visual arts in relation to human history and cultures. Students will understand and be able to: View styles and techniques of a limited number of artists, and/or cultures past and present.
Ms. B and I were inspired by Day of the Dead and were Catrinas for Halloween. Did you stop by for hot chocolate and candy?
b and i

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.

Unity Days – Collaborative Circle Weavings

Unity Days have quickly become a loved Randall tradition! We have two Unity Days in fall and two in the spring. Unity Days have a dual purpose. One, to get assessments done by pulling students out to complete them throughout the day and two to mix everyone up by grade level and experience lots of different community building activities throughout the day.

This year’s Unity Day in the art room, students were all involved in collaborative circle weavings. Creating art work in circle patterns or mandala designs have long been known in many cultures and religions to bring restorative benefits and meditative qualities to the artist and the observer.

Part of an art show for the Race to Equity Summit through the YMCA, this piece is currently hanging at the NEW Central Madison Library in the beautiful children’s room!

IMG_3061 IMG_3065 IMG_3067

 

MMSD Art Standards:

Designs: Describes how different expressive features and principles cause different responses.

Reflecting: Understand that there are various purposes for creating works of visual art.

Interpreting: Understand that different subject matter and ideas communicate meaning.

Understanding: Know that the visual arts have both a history and specific relationship to various cultures.

 

MMSD Social Emotional Standards:

Emotional Development and Personal Emotions: Students will demonstrate a variety of strategies to calm themselves. Students will practice calming strategies and describe their effect on emotions

Emotional Development and Social Skills:  Students will use language to interact with others and communicate effectively in activities and discussions. Students will describe how words, tone and body language are used to communicate with others positively and negatively. Students will work cooperatively with partner and in small groups. Students will identify and practice strategies for resolving conflicts constructively. Student will work cooperatively and productively in a group to accomplish a set goal.