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.

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.

Abstract Art

Like many others in the world of education, I have been exploring the new Common Core State Standards. The art standards are not officially out yet but they have released a little information about each of the units. Some of the information they have released are all of the pieces of art associated with each unit. Agree or disagree with the standards, they are here and I must get to know them! So I took the artwork from 3rd grade unit 5 and created my own lesson with them.

The six pieces of artwork include the following:

Students talked about each of these by noticing deeply, something we had just discussed before their trip to the Chazen. Noticing deeply is asking questions, making up stories of their own, noticing shapes, colors, composition and everything else they see in the artwork. We spent quite a bit of time discussing how we thought each artist created their work and what story it might tell. At the end of our discussion, I revealed to them how each piece of art was made and demonstrated how they were going to create artwork in the style of each of these artists.

They spent a class period moving between four stations.

1. Using yarn to create action art like Jackson Pollock

2. Using straws to blow paint like Sam Gilliam

3. Using tape and brushes to create color blocking like Morris Louis

4. Poured paint on paper to create color blocking like Helen Frankenthaler

I am usually really good at taking pictures! But I forgot, each of the five times I taught this lesson, to take photos. But the kids LOVED this art class! Many of them told me it was their favorite. It was a wonderful opportunity for students to explore paint in a way that they may not have ever done before. They ended the class with four paintings each.

The next class, we took a good look at some of Sam Gilliam’s other work.

And watched a video of Sam Gilliam discussing his artwork. He overlaps shapes using positive and negative space. He creates a relief sculpture, which is a type of sculpture that is found on a wall or made integral to a wall’s surface, by cutting canvas that he painted and putting it back together in new ways.

Students cut their four paintings to create a new piece of artwork in the style of Sam Gilliam.

 

Super Science Saturday Art Exploration Station

As many of you know, Super Science Saturday is always a big hit in the Madison community. This year, my cooperating Art teacher was approached by some of the organizers and asked if she would be interested in organizing an exploration station that integrated Art into Science. I instead asked if I could organize the project as I want to get as much experience as possible working school events while still a student teacher.

Over the few weeks prior to Super Science Saturday I asked for any student volunteers to join me in the Art room at lunch as I wanted the exploration station to be as student oriented as possible. A small group of 4th grade girls stepped up and joined me for lunch for 3 weeks in a row where we brainstormed ideas, possible activities, and made visuals for our exploration station. As 4th graders had recently been learning about magnets in their science class, we decided to organize a booth integrating magnets and painting, and soon the “Magnetic Masterpieces” Exploration Station was created. With student input, previous knowledge, and a little research of my own we created posters explaining how simple magnets work as well as visuals explaining color theory and color mixing.

They day of Super Science Saturday I was met by my group of volunteers to help get things going and we set up 2 stations for visitors to make “Magnetic Masterpieces.” A piece of thick paper was taped in between 2 tables and another in between 2 chairs and those allowed our Artist/Scientist visitors to create a work of art using only magnets and various pieces of metal to move the paint around the paper and create their masterpiece. Using the high powered magnet on the underside of the paper, visitors were able to move the various metal jewelry, paperclips, bottle caps, screws, hair clips, etc. that were on top of the paper and move those items in and out of the paint to mix colors and create an interesting composition.

While our visitors were creating their “Magnetic Masterpieces” my Wonderful 4th grade helpers, the visiting artists, and I discussed color mixing, basic color theory, composition, and how magnets actually work! Everyone got a little messy, but everyone had a great time and created some really awesome “Magnetic Masterpieces”!

I want to give a special thanks to the 4th grade girls who volunteered to help me on the only Student run Exploration Station! It was the volunteers who pointed out that I am technically still a student 🙂