A Twig Can Be...

...a stick bug!

 1st grade

http://foundationstart.org/exhibition/


 Working together, sharing ideas and being truly excited about creating, this was it.  If you follow my blog, you're aware that my central idea for K-1 is Art is a Way To Explore Our Ideas and Feelings About Nature.
With that said, I gave each group a twig after discussing Bessie Harvey's work. After some discussion, they came up with an idea of what it could be, what it could be transformed into.
We are not finished yet, but I wanted to share this one... with such joyful and delicate qualities.

Questions to consider:
What do we see?  Why do you think the artist chose to use a tree branch for her art?  How did the artist turn it into a sculpture?  What kind of feelings do you get from this artwork, happy, magical, scary?

Thanks to the American Folk Art Museum for the inspiration for this lesson.

Natural Views

In K-1 we have been learning about and exploring ways to express our ideas and feelings about nature. We've looked at and discussed  nature in art from various cultures from the past and present. The following artworks represent individual ideas, feelings and interests about the natural world.  

clockwise from top: Shark and Seal, Birds and Heart, Clouds, A lot of Trees, Listening

Clockwise: Whale, Leaf, Clouds, Leaf, Pond Day

Inspired By Nature, Art and Poetry

“The worship of convention will never lead to astonishment.” Tama J. Kieves

I Am A Leaf Bridge

I am a leaf bridge

I wonder if more leaves will fall on me?

I hear the water run

I see birds chirping

I am a leaf bridge

I pretend to be solid

I feel the leaves on my back

I worry about tornadoes

I cry when I crack

I am a leaf bridge

I understand that sometimes people will want to use another bridge

I say that’s okay

I dream about walking away

I try to lift myself up

I hope I will always be useful

I am a leaf bridge

2nd Grade Ms. Narsette’s Class

Visual Arts




Transdisciplinary Theme: How We Express Ourselves
Central Idea: Art is a way to explore our ideas and feelings about nature.
An inquiry into:

• nature in art from the past and present
• ways in which artists observe and record their own ideas about nature
• illustrators- nature in storybooks
• details in natural objects
• how artists can use lines and colors to suggest mood and/or movement

2nd grade collaboration

I love the way the kids responded to this project.  Let me back up a bit...last week I introduced our central idea (see above). We looked at and discussed images of nature in art from the past and present. We looked at leaves through loupes (10x magnification) in pairs and discussed discoveries relating to the art elements; colors, lines, shapes, textures, etc. and  of course along with anything else that came to mind!  We then used watercolor paper and either invented a new leaf design or did an observational drawing (their choice).
Now, here's the best part...this week when they arrived we reviewed a bit and then I introduced the work of Andy Goldsworthy.  They were fascinated by his process and work, especially this one...

Screens Series, Lake District England, 1998

     .
I asked the class
" Could we create one class project  to go with our central idea?"
A lot of different ideas came shooting out.  I was just there to facilitate. At this point, I had no idea what the outcome would be, but I was okay with that, because I knew only great things come out of such excitement.  One student had the idea to make a bridge with the leaves, they all loved it, should it be flat or raised, thick or thin, how do we get it to stay up?  They worked everything out together and they were sooo excited.  Just one problem...
who takes it home?!




*side note- Using the same process as Mr. Goldsworthy (he works with existing materials in nature) was not one of the goals of this lesson, nevertheless, his work itself was a wonderful inspiration.

Outside Art Hunt, Day 2

Today we took the same Art Hunt list and went outside to find these lovely discoveries. After about 20 minutes we came back inside and placed the items on the matching table.  I had each table labeled according to the Art Hunt, for example, one table was labeled fuzzy, another pattern, another rough,  etc.  We then walked around and shared our finds.
See the previous post for part one.

Just a few of the discoveries found outside...
(clockwise from top left) something with a pattern, something with more than 3 colors, something fuzzy, something with a rough texture

face, man with hat, pig, flower and sailboat

With my 4th grade class, I did the Art Hunt outside as the 1st day activity, today (the 2nd day) we worked in groups to create an image out of the individual pieces.  

Art Hunt

Being able to find wonder in everyday objects is a wonderful trait to hold.  I don't know exactly when it began for me  but one day I found myself  seeing my surroundings differently. Objects, language, light, - everything. Is this something we can teach? Maybe not fully, but I believe the questions we pose or the situations we  provide can be a starting point that could guide kids to being more aware of and appreciating their surroundings   This work was based on that idea.

This is a two part project- we spend one day exploring books to complete the Art Hunt, the second class period we will take the same Art Hunt list, go outside, and fill a bag with our discoveries. One of the best parts of this exploration is that as the kids find what their looking for they naturally have to explain to their partner why it would work for "fuzzy texture, something beautiful", etc.


Art Hunt:

1. something with a fuzzy texture
2. something with a pattern
3. something beautiful
4.. Something that reminds you of something else
5. Something with an oval shape
6. something with a rough texture
7. something with more than 3 colors
8. something that looks like it would be a great sculpture

K-1

K-1 

K-1

K-1

K-1

2013-05-14 16 11 00 from Gabriela Elizalde on Vimeo.