4^th graders learned about the famous artwork of Pop Artist Roy Lichtenstein.  We learned that “Pop Art” is artwork about popular things of the time, like food, celebrities, toys, even comics.  Roy Lichtenstein made artwork about the comics that were popular during his time.  We decided to make paper self-portraits to look like one of Roy Lichtensteins’ comics.  We even added his famous “Benday Dots”   (the little dots that make it look like it is a printed comic)!

In addition, we discovered that art can not only be interesting to look at, but it can also send a message.  We researched the important topic of recycling in our groups.  Then, we created a dialogue using all the important facts we discovered.  We each wrote a fact in our talk bubble.  Then our artwork expresses an important message and makes our comic complete!

These 3-5^th graders discovered the traditional artwork of Australia as we learned about Aboriginal Art.   Aboriginal means “first” or “original.”  This artwork, often found on cave walls and pieces of tree bark, was created by the original inhabitants of Australia.  Unusual patterns made from tiny dots filled the space surrounding it, creating an Aboriginal “Dot painting.”

These students took a different approach and focused on creating an elaborate dot painting motif.  They incorporated the traditional spirals and circles into their designs and painted each dot carefully with a q-tip. Look closely at the great amount of detail these students put into their work.

4th graders learned about functional art as we created our clay sushi plates/toothbrush/pencil holders.  We learned that functional art is art that can be used for more than just decoration, it is art that has a purpose.  One great example of functional art is pottery.   4th graders discussed the different clay construction techniques that potters use, and then experimented with slab building to form our sushi plate.   We learned how to wedge, roll, cut, fold, and attach clay.  To add interesting texture we used stamps to push into the wet clay.  After the pieces were fired in the kiln, students learned how to glaze pottery to seal the clay and create an artistic color scheme.

My 4th grade “Art From the Heart” enrichment group,  a small group who focuses on how Art can be used to help people, worked together to create this recycling mural.  Students brainstormed together to choose the message of their mural.  Once students chose the theme of recycling, each student sketched a design for the mural, and then the class voted on their favorite design.  We enlarged the mural, then divided it up into sections for each student to work on.  If you look closely, you will see that our recycling mural is made out of real recycled materials!  The students tore old magazines into little pieces, and collaged them together to add color to the mural.  After each student completed their piece, we adhered them together  to create our positive message mural.  Great work 4th grade!

3rd graders explored the pop art of Wayne Thiebaud, along with the Japanese art of faux food as we created these clay cupcakes.  Students learned how artists in Japan train for 7 years in order to perfect their skills in sculpting faux food.  These replicas are so convincing that they are often considered a piece of Art and displayed in museums.  Inspired by the dessert paintings of Wayne Thiebaud and Japanese faux food artists, students  set out to explore with clay as they created their own fake food replica.  First, 3rd graders created a pinch pot to form the bottom on their cupcake box, the pinched and tapped the clay to get the shape just right, they even added the pan ridges along the sides with a special clay tool.  Next, students experimented with the coil building technique to create their cupcake top.  They rolled long coils, and then learned how to attach them at the right angle to form a coil dome for the frosting.  They pinched, twisted, and rolled to form additional clay details such as sprinkles, cherries, and chocolate chips to their cupcakes.  After the pieces were fired, students painted their cupcakes to look very convincing!  They carefully mixed their own paints to create the perfect color for the cake, frosting, and toppings.  These cupcakes almost look good enough to eat!

5^th Graders learned how architects use 1pt perspective to design buildings in this multi-media landscape. First, students discussed the parts of a landscape, and looked closely at what happens as something gets further away in a landscape.  We noticed that objects appear smaller, and can have a bluish-gray tint.  This is called atmospheric perspective.

With the rules of atmospheric perspective in mind, students we first created their mountain-scape.  We tore pieces of paper into three strips, giving our mountain tops a jagged edge.  Next, we layered the strips, and glued them together.  We added color with oil pastels, and added blues and grays as each row of mountains appeared further away.

Next, we experimented with chalk pastels to create our evening sky.  Chalk pastels can be blended, like oil pastels, however they give much brighter colors to your artwork.  We blended two colors for the sky, and added a gentle glow in white or yellow for the moon.

Last, we created our cityscape using 1pt. perspective.  This perspective gives our drawing the appearance that we are looking down to the ground from high above. To finalize our buildings, we added little details like windows, signs, porches, cars, etc…

The 2^nd graders studied the art of the ancient Egyptian tomb paintings in Art, as they studied Egypt in their classrooms.  The Egyptians believed that in order to travel to the “Afterworld,” a person must have a portrait of themselves left in their tomb.  After looking at many of these tomb paintings, we discussed the unusual way the Egyptians drew their portraits.  We noticed people were always shown from the side.  When an artist draws something from the side, it is called a profile.

2^nd Graders learned how to draw a face in profile, as they created an Egyptian self-portrait. To make our portraits believable, we discussed the everyday appearance of the Egyptians and drew ourselves wearing this traditional dress. We added many details, paying close attention to the ornate jewelry, wigs, and headdresses.

Lastly, we aged our artwork through a wax resist and batik process, using dark crayons and watercolors.  To add a finishing touch, 2^nd graders added gold accents to the detail in their work.  Very convincing 2^nd grade!

SPED students created these ceramic frogs as we are beginning to think spring!  We first explored what clay is and where its found.  Next, students visited the website of ceramic artist Karen Fincannon.  We talked about how artists use the internet to create an online gallery as a way to share and sell their art.  Next, we discussed how ceramic artworks are 3-Dimensional, and how 3-D works are different from 2-D or flat artworks.  Students then got to work on their frogs.  We worked step-by-step together as we learned how to form clay into a pinch pot, two round spheres, and a worm shape. Using special clay building techniques, we attached all these pieces together to shape our frogs.  Lastly, we used clay tools to carve eyes and toes.  Now, they are ready for the kiln!