Designer Toys

This is one of my (and of course the students!) favorite units of the year. We start off with a provocation where each table in the classroom has a variety of toys that are old and new. The students are to compare and contrast the similarities and differences between all of the toys at their tables. In the end the one thing they all find in common is that all of the toys can move or have moveable parts. They then investigate how toy design has changed over time in order to gather inspiration for their own moveable toy creation. 

 In their sketchbooks, students came up with four different design ideas. They chose their favorite one to develop further by planning out all sides of their final toy including moveable parts and extra materials.

After finishing their design plan, they created a step by step process list of how they would create their toy using their previous knowledge of clay skills. 

The student's final moveable toys are so original and creative, everyone loves the final results! 

Printmaking Patterns

Grade 3 students set off on a wonderful printmaking journey this year by investigating pattern, symbols and space. 

They started by learning the difference between positive and negative space and practiced using their knew knowledge by designing and creating a notan. To plan their ideas they used the worksheet below that I had found on Pinterest.

After practicing manipulating positive and negative space, the students learned about Adrinka symbols and how pattern can have a special meaning. They designed their own special symbol while planning to create a rotational print. In order to see if their symbol would rotate, the students used the iPad app Pic Kids to check if their designs would rotate as planned.

 The students used EZ-Cut printing blocks to create their symbol as a stamp. Before printing, they used oil pastels to color a background that reflected their symbols meaning. Their final prints are absolutely fantastic!

Clay Self Portraits

Grade 4 students created clay self portraits this year while inquiring into the central idea of identity can be expressed in many ways. 

They investigated Guiseppe Arcimboldo's portraits as inspiration for a clay self portrait of their own. They started designing in their sketchbooks first, planning the back and front of their sculpture while combining different elements of who they are as an individual. 

The students used their design as a reference while creating with clay. 

 

The students then had fun adding layers of glaze as a final touch for these amazing self portraits! 

Contemporary Art

Grade 4 students inquired into Contemporary Art this year and we had a blast learning together while exploring new and exciting art forms like Photography, Video Art, and Land Art.

Here was the layout of the unit:
Transdisciplinary Theme: Where We Are In Place And Time
Central Idea: Technology creates new possibilities.
Lines of Inquiry & Key Concepts: Contemporary art includes many different art forms. (Change) Experimenting with new ideas and technologies. (Perspective)

To begin, we watched a short video from SmartTalk comparing the differences between Modern and Contemporary Art. This lead to a great discussion on how technology has influenced art over time and has changed how artists create. 

To begin this unit, students focused on photography while learning about the rule of thirds in order to create a balanced composition. They also experimented with a variety of iPad apps like MegaPhoto to create an interesting image.

Grade 4 students also experimented with video art and how to create a non-narrative art film with a specific mood or theme using iMovie.

Grade 4 students were also inspired by land artists like Andy Goldsworthy and practiced creating patterns with natural materials and capturing their work with photography and stop motion animation.

Abstract Clay Tiles

This unit was one of my favorite units to teach this year! Grade 2 students investigated abstract art, artists, color, texture, and shape to express an emotion of their choice. Here is was what we inquired into during art classes...

Transdisciplinary Theme: How We Express Ourselves 
Central Idea: Expression can be abstract.  
Lines of Inquiry & Key Concepts: Artists choose certain colors, shapes, and textures to portray different emotions and feelings. (Connection) Audiences have their own point of view and make different connections to colors, shapes, and textures. (Perspective) Artists reflect on their technique and self-management skills to determine when artworks are the best they can be. (Reflection) 
Focus Artists: Wassily Kandinsky and Frank Stella

The students were introduced to this unit through a provocation discussion regarding the difference between Abstract and Realistic art. A range of artworks, examples, and photographs were set up at different tables and students discussed the similarities and differences between the art pieces. This was a great way to get students comparing and contrasting and also to assess students' prior knowledge. At the end of the discussion the students were able to describe the difference between realism and abstraction.

In the next lesson, the students were exposed to a variety of music and painted abstractly using lines, colors, and shapes according to how the music made them feel.

 The students then learned about the Russian artist Wassily Kandinsky and his love of music and art. They enjoyed watching this short video to learn more about his life as an artist and musician. We also read the book "The Noisy Paint Box" by Barb Rosenstock for further inspiration.

The following week, the students explored and discussed art works by contemporary artist Frank Stella. They enjoyed comparing Kandinsky and Stella's work, and used these artists ideas to start organizing their thoughts on how certain lines, shapes, and colors make them feel.

The students then started designing in their sketchbooks an idea for a final clay piece. They focused on an emotion of their choice and the lines, colors, shapes and textures that could reflect that feeling.

Once their ideas were planned, we began creating with clay! The student's created two versions of their abstract clay tile. One was taken home and one was used as a permanent mural installed within the school. Creating two tiles was a great way for reflection and peer feedback throughout the creative process. The students were very impressed and proud of their beautiful abstract work!