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)

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Roy Lichtenstein

Roy Lichtenstein is an American pop artist. Pop is short for popular. Pop Art uses images, ideas and people from popular culture. Comic books are from popular culture and Roy Lichtenstein often used the format of comic book art in his work. He used speech bubbles and onomatopoeias as well as primary and neutral colors.  Often his work featured some sort of drama as well.

Whaam! 1963 by Roy Lichtenstein 1923-1997Randall 5th graders chose an image from popular culture to create a comic book style drawing of their own. Craftsmanship was discussed often in this project. Students were careful to fill the entire space, use contrasting patterns and color neatly using solid lines.

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MMSD Art Standards:

Standard 1: Visual Memory and Knowledge

Students will know and remember information and ideas about art and design around them and throughout the world. 5th graders will identify the purposes, subject matter, stories, feelings or symbols communicated through art.

Standard 3: Designs

Students will design artwork organized by compositional principles. expressive features and sensory qualities. 5th graders will identify and use color, shape, line, texture, space and movement in works of art. 5th graders will identify and use contrast, repetition, emphasis, unity and variety.

Standard 4: Creates

Students will create images and object that communicate and express ideas using varied media, techniques and processes. 5th graders will recognize and use previously introduced elements, media, techniques, and processes and will continue to expand their knowledge which includes: Drawing as a planning tool to interpret and express personal thoughts, Drawing with contour line, textural elements, and value and figure drawing.

Standard 7: Interpreting

Students will interpret the visual experience with a range of subject matter, symbols and ideas. 5th graders will identify subject matter and feeling found in art, identify the narrative qualities of artwork and identify the purpose of various artworks. 5th graders will define, discover and understand symbols and emotional content used in specific artwork.

Standard 9: Making Connections

Students will make connections among the visual arts with other disciplines. 5th graders will recognize endless relationships between the visual arts and other arts and socials studies.

Louise Nevelson

Louise Nevelson was a very strong, Jewish woman who was also a sculptor of assemblages. An assemblage is really just a gathering of things that don’t normally belong together, found objects. Nevelson would take things from the side of the road and put them together. She created unity by painting the sculptures all the same color. We watched part of this video of artists discussing Nevelson’s work. (starting at 1:50)

“I fell in love with black; it contained all color. It wasn’t a negation of color… Black is the most aristocratic color of all… You can be quiet, and it contains the whole thing.” -Louise Nevelson

“Women at that time were supposed to look pretty and throw little handkerchiefs around… well, I couldn’t play that role.” -Louise Nevelson

This assemblage by Nevelson is called Homage to 6,000,000. One art critic claimed “Each box is the same, yet the interiors are each different. This huge installation speaks of the unbelievable number of Jews who died during the holocaust. Perhaps for her, each box was the remnants of a separate life, all combining into a formidable wall of remembrance.” When students analyzed this assemblage, they really understood this idea the artist was trying to get across.

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In this portrait of Nevelson, she looks like a living assemblage!

Nevelson by Avedon

Students chose to create their assemblages in a radial symmetrical design, asymmetrical design or mirror image symmetrical design. The found objects were found in my grandma’s basement! My grandma is an artist herself and when she moved into assisted living, she had to give up most of her supplies. Some of the boxes had stuff in it I never thought I could ever use, but it was perfect for an assemblage project! Fake butterflies, small straw hats, parts of old blinds, fake flowers, doll heads, doll hair and so many more odd and interesting things.

IMG_4113Students loved going through this box of miscellaneous stuff! I think I could have made this project two months instead of two class periods and they would have been just fine with that.

And some of the finished assemblages..

MMSD Art Standards:

Identify the purposes, subject matter, stories, feelings, or symbols communicated through art.
Identify and use color, shapes, lines, texture, space, and movement in works of art.
Identify and use contrast, repetition, emphasis, unity, and variety.
Use creative problem solving skills and risk taking skills.
Describe artwork and will continue to develop this skill.
Recognize an expanding number of artists and their styles.
Recognize artwork representing various cultures, gender, media, time, and subject, ulilizing developing resources from the Chazen.

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.

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.