Recent outdoor art. 4th graders created giant outdoor tessellations in teams. 1st and 2nd graders created chalk and baby powder stencils. The courtyard smelled great!
This project took 3-4 classes. Students were given two coloring book pages of a chosen character. They broke apart this character and spent the first class playing around with composition. On the 2nd day students were introduced to limited color palettes, or as we called it “trademark colors”. Construction paper and tissue paper were added to the composition (trademark colors only). On the final day students added colored pencil. We particularly focused on completing the negative space. Students either gridded their negative space or extended the lines of their coloring book character to divide up their negative space. Then paper and colored pencil were applied.
Can you figure out who each character originally was?
3rd & 4th Graders had the option of studying Alma Thomas, the Gee’s Bend quilt makers or Kehinde Wiley in February in connection to Black History Month. Three stations were set up around the room with ipads showing videos of each artist, examples of their work, a photo of the artist, and step-by-step directions for that project. These are some of the results from the students who learned about Kehinde Wiley.
What were the steps of the project you ask?
1. Students selected a famous historical portrait (examples provided) to base their pose on.
2. Students partnered up to photograph each other with digital cameras.
3. Then students created an intricate patterned background in colored sharpie or oil pastel (examples of motifs from cultures around the world were provided as inspiration).
4. Finally students cut out and glued their photo into their background and added pattern that overlap their photo.
It’s been a while since I posted work coming out of the self-directed classes with 2nd, 3rd, and 4th. Only one of these pieces was based on a demonstration I presented as an option (Found object face, 7th from the top). Sometimes I worry that the quality of work or themes explored might suffer in a self-directed setting, that students won’t challenge themselves or think as creatively without more teacher direction. After searching through work for this post I feel reassured that this is not the case. Cause check out this awesome stuff! More to come soon around how I assess a self directed art class.
2nd, 3rd, and 4th grade Choice Drawing Projects. How about those metallic sharpie markers?!?! Amazing right?
At the beginning of every year students create self portraits in the art studio. This year they created collage self portraits. Younger grades were given oil pastels to add facial features. Older grades were encouraged to add 3 dimensional elements. They did an amazing job. These are all on display the whole year above their classroom door.