Friday, February 27, 2015

Applying, Creating and Exploring with Watercolor and Oil Pastels

Kinder and First Grade

Explore- undertake a systematic process of discovery
 Create- evolve from one one's thought or imagination, as a work or invention

After modeling  various watercolor techniques, students were encouraged to explore on their own; trying what was modeled but also encouraged to find their own discoveries.  The first week only  watercolor sets were used.   The second week, both watercolor and oil pastels were used.  This way, students could  synthesize both mediums to create an original artwork.

Be sure to scroll down to watch the video!

detail of various techniques, clockwise top to bottom:
wet on dry paper, wet on wet (bleeding), watercolor resist with oil pastel, various, bleeding


Friday, February 20, 2015

Printmaking with a Cause

Central Idea:  Art can be a way to inspire change

Through art, the students brought awarness to a particular issue they felt strongly about. 

"This shows the forest.  People are taking down the forest and the animals' habitat.  They might die if they don't find a home.  Blue is for sad because the animals get sad when they
cut down their home."

3rd grade student

"My print is about El Salvador.  In El Salvador there are babies being killed or taken from their mothers. I want people to stop the killing."
Emily, 3rd grade

"My print is about pandas.  Their homes are being destroyed by knocking down the trees they live in.  It's their home and they need it."

Grace, 3rd grade 

My artwork is about guns.  I don't think people should sell guns.  If we didn't
sell guns we wouldn't have so much killing, in any place, there should be no guns. The color red
works because it means mad, angry and killed."
Kavin, 3rd grade

I wanted to show there are people there that are starving and barely have any clothes. 
Joanne, 3rd grade

Friday, February 13, 2015

How Do We Love?

Alex, grade 1

We all experience love in some way.  As people, one way we can show love by sharing.  Sharing moments, words, thoughts, objects and much more.  As artists, we can show love by creating something for someone else.  We can make connections between what we make, why we make it, who or what it's dedicated to and the moment of giving. This is the conversation we had.   We also looked at various artworks and asked the question,
"What could this artwork tell us about love?"  Some images were challenging as students realized that love has many sides, some happy some sad, but in the end, it is something we all share throughout the world. 

Paintings, cards, and small pots were created by students with a particular person in mind to share them with. 

Plaster Gauze Characters and I Am Poems

plaster gauze sculpture by Carla and Danielle
Rainbow Rufus
...I understand that I have a different appearance from everyone else.
I say that it's better if I pretend I'm not.
I dream of having a normal appearance.
I try to fit in with the other wolves.
I hope eveyone accepts me for who I am.
I am colorful and fierce.
by Carla, 6th grade



...I understand that I'll never be human, the curse is unbreakable.
I say that we are all the same.
I dream I dont fall into oblivion. 
I try to show myself, make myself real.
I hope one day I'm seen.
I am Abelesfaye.

by Yvonda and Melissa, 8

"The best part of this experience was learning that things can change as you're working on it"


I am a round introvert.
I wonder if my thoughts will ever be shown.
I hear the birds whisper by the opening of the sky.
I see the stars surrounding the moon.
I want to know the mysteries of the world.
 am a round introvert.

by Jarlen and Raisa, 7th grade

top left:
"Gaea had joy in her life but she died before she had the chance to show everyone how thankful she was for having them.  Light and life pulled her back. "

Queen Regina, an evil queen looking for revenge
by Tabitha and Ariel

Ava by Meena and Meera

She is an alien and she feels left out.

"The best part of this experience was coming up with the story because  a lot of people can feel afraid to accept themselves."

Meena, 7th grade


Friday, February 6, 2015

Monochromatic Plus

Working with one color plus black and white to make tints, tones and shades.  The kids had their own palette (styrofoam tray) along with the primary colors in the center of the table. We talked about how darker colors appear to be pushed in while lighter colors come forth, warm colors and cool colors.     We then used the color wheels (made a week before) to locate complimentary colors for stronger  backgrounds or adjacent colors for a more subtle approach. After the paint had dried, we looked at a Kandinsky painting and talked about his use of line, particularly the black lines around his abstracts.  We noticed how he used thin and thick lines and how attention is brought to those areas.  The best part of this was having the students realize just how much control they have over their work if they understand color mixing.


Monday, February 2, 2015

The Power of the Palette, Expressive Landscapes

Giving each student a styrofoam plate to use as a palette was invaluable.  Being able to use only red, yellow and blue to mix hundreds of combinatins is such an experience.  They also had black and white to make tints, tones and shades. The first week they each completed a color wheel.  Using that knowledge, the following week they planned their landscapes. 



I wanted it to look like it was in the cold mountains in Ireland.  The houses are cottages in a small village.  Everyone is asleep because it's midnight.