Parents! Don’t forget to stop by the art room during conferences next week to pick up your kid’s artwork!
Georgetown artists have been busy this week getting their artwork ready for parents to take home. After sorting all of their art pieces, they learned how to CRITIQUE (talk about) and CURATE (choose one best piece) their work.
Students focused on using their art words as they talked about each other’s work. It was so neat to hear them discuss lines, warm/cool colors, and why they chose certain colors or shapes for their pieces.
After critiquing their artwork, students “curated” their art and chose their best piece, seeking the advice of their friends to make their decision.
Students then explained why they chose their piece as they wrote an Artist Statement. They also did an art tour around the classroom to see everyone’s favorite pieces.
Our “Critique and Curate” day was a good way to review the projects, artists, and techniques we’ve learned so far this year as well as preparing it to send home!
Michigan Arts Standards: I can analyze, describe, and evaluate works of art, including my own art.
Georgetown fourth grade artists have been learning about the work of Russian artist Wassily Kandinsky. Inspired by his “Composition VIII”, they traced circles and masked off lined areas on their watercolor paper as they explored creating an art piece in the style of Kandinsky.
This great little video really brought this painting to life!
Their finished Kandinsky pieces are colorful and filled with interesting lines, shapes, and patterns.
* Identify realistic, abstract, and non-objective art
* Create an art piece in the style of Wassily Kandinsky
* Use color, line, shape, and pattern to create an eye-path through my art piece
The Kindergarten artists have been busy learning about the Swiss painter, Paul Klee. Paul Klee’s paintings were very childlike with bright colors like the color he saw when he visited Africa.
His famous painting entitled Cat and Bird was the inspiration for this project.
After drawing their cat and bird, Kindergarteners chose bright watercolors to add color. They finished their paintings by using a very small paintbrush to outline their lines with black paint. Awesome job Kindergarteners! You have really brightened our hallways at Georgetown.
Georgetown’s fifth grade artists are completing two different art pieces this week. We’ve gotten a little behind due to snow days and winter break, so we’ve been playing “Catch Up”…or as we say in the art room, Ketchup Time!
These fun and colorful villages are inspired by the work of Austrian architect and artist Friedensreich Hundertwasser.
Take a peek at this fun video to see Hundertwasser’s work….my 5th graders are still asking to watch the video, but I suspect it is partly because of the music that goes along with it!
Fifth graders have also been getting a kick out of their Salvadore Dali “Vase or Face” pieces. Which is it…vase or face?
This famous optical illusion became the basis for their own surreal vase/face pieces, complete with symbols often used by Salvador Dali himself – ants, eyes, and floating watches. It has been fun to see how my students interpret the Surrealist art movement and integrate the dreamlike, slightly uncomfortable images of Surrealism into their own pieces.
See more Hundertwasser and Vase/Face pieces at our ARTSONIA online art gallery!
Learning Goals: *Identify the work of Hundertwasser and Dali *Name two facts about both artists *Create an architectural drawing in the style of Hundertwasser *Identify elements of Surrealism including transformation and juxtaposition *Create a Surreal drawing in the style of Dali
First Grade artists have been exploring the abstract work of Spanish artist Pablo Picasso. They learned that Picasso worked in a style called Cubism. After looking at lots of cubist art pieces, our smart first graders decided that cubism is when an artist uses lots of shapes and shows details from different views in the same picture – like their practice drawings here:
Next they discovered that when Picasso was sad, he used lots of blue paint during his “Blue Period”. Picasso’s work changed when he became happier and he used more oranges and pinks during his “Rose Period”.
They chose their own blue or rose color period to create their Picasso portrait collages. See more of our awesome Picassos at our Artsonia on-line gallery!
I can tell two facts about Pablo Picasso; I can explain cubism; I can create a portrait in the cubist style of Pablo Picasso
Well, not really throwing the paint. Third graders have been exploring the action paintings of “Action Jackson” Pollock. They re-created his splatter style of painting using yarn dipped in paint.
This is one of the few projects that I repeat every year – the students are so excited to create this way, and I never get tired of seeing the results! Here’s one we did a couple of years ago: Action Jackson Portraits
This year we had some fun with our string prints by weaving the paintings after they were dry, and adding a string printed heart.
We discovered that it was easier to weave on the non-painted side of our work – easier to see our weaving pattern!
I can tell two facts about artist Jackson Pollock; I can identify non-objective art; I can create a quality finished art work using printing and weaving techniques.
Third graders have been learning about the action paintings of American artist “Action Jackson” Pollock. Here’s a peek at their action paintings – can’t wait to show them the next step of this project! Stay tuned!