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.

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!

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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.

 

 

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.

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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.

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IMG_2908Here is the finished project!

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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.

4th gr Birdhouses

Each grade level has one clay project a year. I’ve started a tradition of doing mugs inspired by Bruce Howdle with 3rd grade but with 4th and 5th grade, I change it up every year. This year, 4th graders used their prior knowledge from creating cylinders for the mugs last year to create cylinders for be base of a birdhouse this year.

Usually with clay projects, we spend time sketching and planning beforehand. This year’s 4th graders have had a lot of more difficult projects with a lot more art history. I wanted one of the last projects of the year to be a little more open with a little improvisation (which we also spent a lot of time on this year). So with this project I told them they had to start with a cylinder, they had to have a handle and they had to have a hole for a bird to live in. After that, they could make it their own!

 

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Collagraphs

4th graders have worked with many different medias this year: clay, watercolor, mod podge, graphite, wire, yarn. I missed a printmaking project! They have had so many projects this year where we spent a lot of time studying different artists and specific art movements. For one of their last projects of the school year, I wanted to give them the full freedom to choose their subject and only give them the media they must use.

A collagraph is a print from a printing plate made from recycled materials, like cardboard, that creates a collage like surface. Students watched this video to learn about this simple process and then created their own.

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Alexander Calder

The end of the year means some classes have more art time than others and that means that some classes get different projects than others. This was a project that only Ms. Streeter’s class was able to be involved in.

We learned a little about Alexander Calder and his wire sculptures. They had originally seen his work at the Chazen Art Museum on our field trip and liked his mobiles. I showed them a video of Calder and his suitcase circus. Calder is just a big kid!

Calder’s wire portraits are fascinating.

A contour line is the line which defines a form or edge – an outline. That is what we needed to draw before we could start with the wire. We had to rewire our brains to go from something we would normally draw to a contour line!