Creating Sculptural Birds for our Canvas Habitat…

This week artists in Ms Russo and Ms Centeio's classrooms worked on creating 3-D birds that will hang in the office as part of their unit of "things that grow".

This week using clay, pipe cleaners and feathers they created the birds, next week they will add the final touches of color before they fly down the hallway into the front office.  

Everyone did a great job working independently, mixing several mediums, following a complicated set of directions to create some unique, creative 3D sculptures.  Can't wait to see these hanging up! 

Butterfly headpieces

This week artists created their own unique butterfly headpieces. Students are studying things that grow and butterflies are one of the things they are learning about. Each artist used hot and cool colors, to design their beautiful artworks. WE also learned a new concept this week, Symmetry, which artists worked hard to apply towards their artwork. Great job everyone! 

Curriculum Standards or IEP Goals for this project:

  • I can listen actively as an individual and as a member of a group
  • I describe the position of object using the words such as above, below, beside, in front of, behind, next to
  • I can identify 2-dimensional shapes
  • understand primary and secondary colors
  • distinguish between basic shapes and forms
  • explore and experiment with materials
  • use tools/ materials in a safe manner

 

VSA Visiting Artist Kristine Biegel

Ellison Parks School

Creating Butterfly Headbands

                         

Today’s project is to create 3D headbands of butterflies for students to wear.


Artists will start with a head band and a set of paper, white wings. They will decorate their wings with a variety of coloring materials, as well as variety of collaging materials. These will then be taped onto the headbands for wearing.


Materials provided will include pictures of butterflies for color and pattern variety. Artists will learn about symmetry, reinforce hot and cool color understandings, line variety, composition and 3D art making.


Discussion points

What butterfly did you take your inspiration from?

What types of colors did you use?

Did you use any shapes to decorate your wings?



Vocabulary words:

hot colors:  reds, yellow and oranges

cool colors: purples, blues and greens

symmetry:  when both sides of an art work are the same

shapes: circles, squares,ovals, triangles  

As we wrap up Shadows and reflections the artists worked on a  2D project that was a lot of fun. Each artist used a stencil to draw an outline of a person and they then personalized that to make themselves. Then learning how shadows attach at the feet, are upside down and don't have color they added shadows to their artworks.  They all did a great job, adding lots of details in the person part and a single color in the shadows. Great work everyone! 

Today’s project is all about creating shadows of the artists in 2D form.

Artists will start with a sheet of paper with a horizon line drawn on it. They will have stencils that they can trace of a boy or girl. They will be asked to personalize these into themselves using crayons, markers, colored pencils.  When these are done they will use the same stencil to draw a shadow underneath. These shadows will be colored in a solid color.

This will show them how shadows are connected and the same shape as the person.


Discussion points

  • How did you make your traced shape look like you?
  • What did you do to make special?
  • How does your shadow work?  
  • What shape is your shadow?


Vocabulary words:

  • shadow: a dark shape caused by blocking the light with an object
  • symmetry: When two sides of an object are the same on each side
  • opaque: when there is no light allowed through an object - A shadow is opaque



K-1 Artists in Ms Russo's and Ms Centeio's room are working on shadows and reflections for the next couple of weeks.  So artists made shadow puppets to play with the shadows theme.

The first week they made butterfly shadow puppets which ties into the upcoming theme of things that grow as well as the current unit of study.

Then the next week, the artists made alligator shadow puppets that they used to go with a song about alligators and making friends with them.  

It was really wonderful to see everyone singing and waving their artwork around.  Very engaged in the project and the learning taking place.

Great job everyone on the signing and the art making. 

Ellison Parks

Kristine Biegel / VSA

Week 3-5 K-1 Lesson Plan


Creating Butterflys in Shadow Puppet Form


This project will reinforce classroom studies surrounding shadow. K1 students working on Shadows and reflections.  This project also tying in the study of spring butterflies using that shape as the creative jumping off point for artists.  Also reinforces symmetry and shape understandings.


Possible discussion points 

What makes a shadow?  

What do you need to make this happen?

How do you make a shadow bigger or smaller?

What does opaque mean?

Shapes put together to make images


Share example:

Share examples of shadow puppets

Share examples of how shadow puppets work


Set up each table 

  • popsicle sticks for holding / building the puppet
  • precut shapes on stiff papers for gluing together into butterflys (because this is not a project that lends itself well to torn paper, I think it is best to give precut shapes, working with the students to recognize those shapes, and then allowing students to construct those shapes into a form that makes sense to them.  Student’s cutting skills at this point are varied, that can be an option if classroom teachers think it will make sense to challenge able students.
  • foam shapes also available for construction
  • liquid glue and Q-tips / glue sticks for lighter weight papers
  • masking tape
  • pipe cleaners, feathers for added texture

Curriculum Standards or IEP Goals for this project:

  • I can listen actively as an individual and as a member of a group
  • I describe the position of object using the words such as above, below, beside, in front of, behind, next to
  • I can identify 2-dimensional shapes
  • understand primary and secondary colors
  • distinguish between basic shapes and forms
  • explore and experiment with materials
  • use tools/ materials in a safe manner


Just a few images from our first art class together.  All the artists did a wonderful job making connections to colors and materials and using their age as a jumping off point on how many dots to create.  Each artist was able to share their work at the end of the class which was really fun to see.  Thanks everyone for making my first day so much fun.

Week one:  Introduction to Color:  Learning about hot and cool colors in our first week together. Everyone did a wonderful job and their finished products were absolutely beautiful. Great job and thanks of making my first week so fun. Looking forward to more creative time together.



VSA Visiting Artist Kristine Biegel

Ellison Parks School

Introduction to Color and The Dot

The Dot

Vashti is a little girl that hates making art because she doesn’t think she can draw.  Her teacher shows her that you can make art one shape at a time and Vashti realizes that she is a great artist and gets to work mixing colors, big and small to create some wonderful Dot paintings.


Our Color Project

The artists will learn about Vashti and her art making and then use that inspiration to create their own artworks.

Artists will use oil pastels to start with in primary colors. They will be asked to create a variety of dots, blending their colors to get new colors (secondary colors).  If they are 3 they will be asked to create 3 dots, if they are 4 they will be asked to create 4 dots making a connection of their age with their artwork.  

Artists will learn through color mixing how to make new colors (secondary colors) using the primary colors of Red, Yellow and Blue

 Red and yellow make orange

Blue and red make purple

Blue and yellow make green


Once the artists have completed their dots they will use a liquid watercolor wash to paint the background of their artwork.  Again they will start with the primary colors and through mixing on their artwork they will get secondary colors.

The end result will be a multi colored artwork that celebrates the artists’ understanding of colors, shapes, numbers and art making composition.


Discussion points

  • What are the primary colors you used
  • How did you mix the 3 primary colors to get new colors?
  • How did you decide how many dots to make on your artwork
  • What do you love the most about your picture?
  • What makes you an artist?