ART ROOM NEWS
OUR WINGS ARE FINISHED
Have you been in the main hallway lately? Our beautiful wings are finished, made up of all those incredible feathers that the 3/4/5/6 students and staff worked on at the start of the year. Our wings, like Street Artist Kelsey Montague’s, are interactive as there is a gap in the middle of the wings for you to fit and have your photo taken! Don’t forget to bring your device with you when you come in to have a look! I will email some photos to Kelsey Montague so she can see how her street art inspired us!
I have started photographing the students standing at the wings, looking as if they belong to them and they are about to fly away!
Please remember that the feathers are made of paper so they should not be touched while you are looking at them. And thanks to Mrs Naushabah Shahzad for helping put the wings together!
CONGRATULATIONS NEW ART AMBASSADORS!
The students have been waiting sooooooooo long for the new Art Ambassadors to be announced as Mrs Menhennet was waiting for the next grade 3-6 assembly to do it. Finally, we had an upper school assembly on Monday afternoon – and Mrs Menhennet wasn’t at school to make the announcement! AAAAGGGGHHHH!
So rather than make the students wait any longer here is the list!
Dinali 5A Brooke 5B Steph 5B
Zunaira 5A Asees 5B. Aleena 5F
Inaaya 5A Julia 5B Sithika 5F
Chelsea 6A Amber 6A Rishit 6B
New Art Ambassadors need to see Mrs Menhennet to get their badge!
I was truly overwhelmed by the amount of Expressions of Interest that were submitted for these important student leadership positions. I’m just very sorry that I couldn’t give everybody that applied a position.
I went to the MC Escher EXHIBITION at THE NGV!
The MC Escher exhibition at the NGV is a collaboration Japanese design company NENDO.
Nendo did an exceptional job of incorporating Escher’s art style into the overall design of the exhibition. The Escher artworks came from a special museum in Holland.
The exhibition includes many of Escher’s artworks from realistic pieces to more geometric mind boggling ones! The exhibition has a fantastic and interesting design and layout that you would never have seen before.
There is an awesome gift shop located at the end of the exhibition. Some of the products there included posters, books, skateboards, drink bottles, magnets, postcards, notebooks and clothing. You will not regret going to the Escher X Nendo exhibition at the NGV in Melbourne – but you need to hurry – it closes on the 7th April!
By Emma Flower 6E CPS Art Ambassador
Thank you so much for all the donations that enhance our program. Throughout the year I will inform you of items that can be recycled through the art room. In the last week or so we have received:-
paint sample cards
assorted plastic lids
etc, etc, etc
The art room would really like to receive some magazines to fill up our magazine bin that is used all over the school.
The fabric bins are absolutely full so we don’t need any more fabric until further notice.
First we looked at Kelsey Montague‘s gorgeous wings from Nashville in Tennessee, USA.
Then we looked at feathers and wings that were created by Cassie Stephens and her talented students, again from Nashville, Tennessee.
And after that we looked at the feathers and wings from elementaryartfun.blogspot.com
And if that wasn’t enough to get us inspired, we also found that Kelsey Montague had created a pair of wings in Melbourne, which is our capital city. They are at Melbourne Central, which is a shopping centre right in the heart of Melbourne. They are on level 2 next to Plantation Coffee, if you want to go and look at them.
Somebody said to me that they thought Kelsey Montague had done another set of wings at Flinders Street Station but try as I might I couldn’t find an image for those wings.
One of my Grade 6 Art Ambassadors, Amber, asked her Nanna, who was heading into town on Monday, if she could see if she could find Kelsey Montague’s wings at Flinders Street Station, if she had the time, to prove they were actually there. And they are! 🙂 But she didn’t take a photo. 🙁 I love my Art Ambassadors!
So there are two pairs of Kelsey Montague wings in Melbourne. The next time I am travelling through Flinders Street Station I will make sure I take a photo of those wings to share with all the students.
So after all that inspiration this is what the students did to create their feather.
- chose which sort of paper they would use – plain white, coloured or patterned
- traced a feather shape from an assortment of cardboard templates
- added colour to their paper – paint, textas, oil pastels, coloured pencils, watercolour pencils, etc
- students chose how they would apply their colour to their feather – just a strip of red oil pastel across the middle, sponge cool colours of paint on for an ombre effect, create a rainbow of colour with watercolour pencils over the whole feather, etc
- students then designed/practised 5 patterns on a small 5 box photocopied strip of paper to get their brains moving from thinking about colour to pattern. Lots of pattern charts/images were available for inspiration
- added pattern/s onto their feather selecting the material they wished to use after considering how they would get the best contrast so their detailed patterns would really stand out- metallic textas, metallic pencils, black or white fineliners, etc
- and finally, cut out their feather carefully!
So here are some more wings photos and even a few individual feathers as well as some of the students posing in front of the wings. Over the next week or so I plan on taking all the students photos at the wings.
And did I mention that the only way I can actually photograph the students at the wings in the main hallway is to open up the hallway window and run outside and stick my head in through the window to take the photo as I can’t stand back far enough to take the photo otherwise.
The students all think this is hilarious!
Thanks for visiting my blog! I would love it, and so would the students, if you would leave a comment.
These stunning sunflower paintings were created by the Grade 3 students after they looked at the sunflower paintings and drawings created by Vincent Van Gogh.
I found some images online from Vincent Van Gogh’s sketchbooks and I always show these to the students to reinforce how important their art journals are in the process of creating their artworks.
The students also looked at photos of sunflowers which grew outside our grade 5 classrooms earlier this year
and at photos inside a magnificent book by David Douglas Duncan titled ‘Sunflowers for Van Gogh’.
I was lucky to stumble across this lovely book for $3 at the Salvation
Army Opportunity Shop in Werribee. What a find! The author and photographer, David Douglas Duncan, fell in love with Van Gogh’s sunflower paintings and travelled to France to create a book devoted to the fields of sunflowers in France. I often find fantastic art books on the bookshelves of Op Shops and they are always really cheap! Op Shopping is one of my favourite pastimes as you just never know what you might stumble upon! The students loved looking through this book and it was out, on their work tables, throughout the creation of these wonderful artworks. They were fascinated by the variety of the sunflowers and that they were so different to the sunflowers that grew in our school garden beds.
As you can see the grade 3 students spent many, many weeks on these art works and they are, rightfully, very pleased with them.
The students started by doing a 10 minute pencil draft in their journals of 4 different sunflowers – front view, side view, dying with petals dropping, not yet open.
All the students found these 4 views challenging but were willing to give it a go in their journal. They then bought their journal to me for a quick one on one chat about their drawings, full of praise, of course, and directed specifically at their ability level – differentiation!
They then drew a vase of sunflowers 10 minute pencil draft. And again bought this to me for a brief chat. Most children drew their sunflowers in the vase facing in different directions (hooray!) as the brief practice of the four views freed them up to do this. I did not make any direct references to how they were to draw their vase in their journal, or that they were to include the four views from their previous drawing. It was all learning by doing – and isn’t that the best kind of learning!
So that is 2 steps before they could even commence painting!
The students commenced by drawing a faint pencil line at about a third of the way up from the bottom of the paper. This gave them a line between the tabletop and the wall. This was suggested by a student who pointed out that Vincent had given his flower vase somewhere to sit by creating a table top rather than the vase just finishing at the bottom of the painting – hooray, hooray for improved observational skills! There was a huge variety in the colours used and some children created fancy tablecloths while others decorated the background wall. Most students painted their background with dry block paints giving it a wishy washy watercolour appearance.
I usually write up a basic framework to create the art work during discussion with my first class at that grade level. I then revise and add to the framework through discussion with the other grades. All students are well aware that it is only a guideline and they are free to pursue their own ideas throughout the process. This allows the students to work independently, with a reference up the front if they need it, as they work their way back and forth, stopping and starting, between parts of the complex work. I scribble in alternatives at each step, sometimes as they appear, and make sure the materials are available on the resource table, to aid the students independence.
The next step was the sunflower stems. Most students chose to print the stems onto the background using cardboard scraps. Again, this created a huge variety of different looking stems.
They then painted the sunflowers carefully, most students leaving one stem without a head. Most students chose to paint their sunflowers using basic school acrylic paint. This accentuated the difference between the wishy washy background walls and the stark, bright, solid colours of the sunflowers.
The 3D sunflower head was made using Model Magic
which is created by Zart Art in Box Hill, Victoria, Australia as an alternative to Model Magic. My students have used both successfully. We found, as the weeks marched on, and some students had not created their Model Magic flowers, that it worked just as well when we started cutting corners to get finished. It was just as successful if you glued the flower on as soon as you made it, rather than wait for it to air dry, and you could paint it before it air dried as well.
To finish their amazing work of art the students cut and decorated a vase and made sure it was big enough to cover the stems! This was an hilarious learning adventure all on it’s own. I showed the students how to fold a kinder square in half, draw half a vase on one side, cut it out and get a whole vase. The shocked faces when their vase was way too thin or better still, in two separate pieces, as they had drawn their vase along the wrong side of the folded paper, were priceless! I am always pointing out to the students that mistakes are part of their learning so it was fantastic to watch them fiddling with the two sad, separate pieces of their vase, to figure out where they went wrong, so they wouldn’t do it again.
It was a very long, involved process from start to finish for this work, with many stops and starts in between, as work had to dry completely between many of the steps.
All the grade 3 students worked brilliantly and moved independently onto different parts of the work while waiting for other bits to dry.
I am very proud of how committed the grade 3 students are to their art and how well they used their art time!!!
And I’m sure you will agree that these are stunning artworks, some of which took 8 sessions to complete. All students, regardless of the level of their ability, were proud of their achievements.
And they made a gorgeous display. I can’t wait to put them all up at the art show! The Cambridge Primary School Art Show is on the 23rd and 24th October!!! Just 4 weeks away – aaaggghhhhh!
Thanks for reading and please leave a comment.
These interesting, amusing parodies of Mona Lisa were created by the Grade 5 students after they looked at several examples.
We looked at a large print of the Mona Lisa and discussed what the students knew about the painting.
- The Mona Lisa is one of the most well known images in the whole world
- Leonardo da Vinci painted the Mona Lisa between 1503 and 1506 although some art scholars believe he worked on the painting as late as 1517
- The painting is believed to be of Lisa Gheradini who was the wife of rich merchant Francesco del Giocondo.
- King Francis I of France acquired the painting and it remains the property of the people of France and is on permanent display at the famous LOUVRE museum in Paris.
- The grade 5 students also watched several, funny Sesame St videos, which were parodies of popular songs.
Then we discussed what a parody was and watched a few music parodies so the students could get a handle on the concept. The obvious first place to look was Sesame St as almost every episode has some form of musical parody. The students had a good giggle at these.
Then we watched several videos by the uncrowned king of the musical parody, Weird Al Yankovic!!!
Once the students had an understanding of what a parody is they drew a 5-10 minute draft, in pencil, in their Art journal. The students then drew their parody on A4 cartridge paper and most used a photocopied face and hands of the Mona Lisa to complete their parody although this was their choice to use the photocopy or not.
The students then chose a complimentary background paper to form a frame around their work and decorated it to match the theme of their drawing.
Here she is a rock star on stage.
I was astounded with the range of situations that poor old Mona Lisa could be put into!
Here she is riding a dragon!
Some of the ways the frames were decorated to match the theme were very clever.
Here she is a wheelchair basketball player!
I hope you have enjoyed looking at these Mona Lisa parodies and the grade 5 students would certainly appreciate your comments.
If you would like to look at a whole range of different Mona Lisa parodies just go to my Da Vinci Pinterest board.
I am currently sitting at Aquapulse, the new aquatic centre in Hoppers Crossing, Victoria, typing this blog post. My 12 year old daughter Georgie and her friend Natalie are screaming down the giant waterslide as I type! I am sitting high up in the tiered seating area looking ridiculous, all rugged up for winter, with my laptop on my knee, while everyone else is strutting around in their bathersI This is all rather weird but such are the weekend pursuits of a hard working Primary Art Teacher!!! Multi tasking is my middle name!!!
I don’t know what Pablo Picasso himself would think of these face collages below but I just love them.
First of all I showed the grade 4 students a range of portraits created by Pablo Picasso which I had on my Pinterest board, on the projector. I also had several Picasso portrait prints hanging up in the art room. The students happily discussed how interesting they were and how his portrait style had changed over time. Why do you think Pablo Picasso displaced so many facial features in his portraits? How does this make you feel? What about his use of colour? A portrait is usually a likeness of another person. What does this say about the displacement of the facial features on these portraits? Well done Grade 4s for your fabulous discussions!
Anyway, after looking and discussing I explained to the students that they were going to be creating their own Picasso style collage. In the past I had done this activity with grade 4 and just got them to draw a Picasso-ish face and I had also done this activity using cut out facial features from magazines. Both times before the students had stated that drawing or putting the facial features into the wrong positions was extremely difficult to do.
This year I had discovered this paper on the Zart Art website and knew it would be perfect for this activity.
So the procedure was
- Collect A4 cartridge paper from the resource table.
- Draw a head and neck on the A4 paper nice and large. (What do we say – FILL THE SPACE!)
- Colour the face using oil pastels. Natural skin tones were optional and up to the individual artist.
- Select and cut out desired facial features carefully from Zart Art sheets (that had already been trimmed down into quarter of their A3 size – hey, I’m not silly! And don’t massacre twenty seven eyes just to get to the one you want in the middle of the sheet. Cut out carefully and place leftovers from sheet you are cutting back into the EYES plastic pocket so somebody else can use them! Yes, sometimes the instructions have to be this basic to protect the expensive materials!)
- How many facial features can you have? How many do you need? Why? “I want more than one mouth because my person talks a lot!” “I need to give my person 5 ears ’cause they always listen to gossip!”
- Glue your facial features into their displaced positions.
- Is your person bald? What are you going to do about hair?
- Cut out your person carefully and mount them on an A4 piece of coloured cover paper.
Most of the grade 4 students are now working on their next collage which is again based on Picasso’s portraits but A3 size, incorporating different types of cardboard to create (hopefully) layered facial features! I will write up a blog post on these when they are done.
Well, as already stated, I just love these and hope you do too.
As mentioned in my last post, I went a bit crazy with Zentangles at the start of this 2015 school year.
These are the foot zentagles – and we shortened the name to footangles – that my grade 4 students did.
I had done this activity 20 years ago in the art room, way before Zentangles had even been invented, and it always went well.
The students started with taking off a sock and a shoe and getting a partner to trace around their foot and yes, in between their tickly toes, with a grey lead pencil, on A3 cartridge paper.
They then had to lift their foot and reposition it with their foot overlapping somewhere.
The tracing was repeated until their arrangement of traced feet looked balanced and enough. Their decision, not mine.
The partners then reversed positions and did it again so they were both ready to start drawing.
I suggested they do this with a partner so they would get a decent traced shape of their foot with their full weight on it, rather than leaning back and tracing their own. Plus, it was the start of a new school year so what better way to get to know a classmate better than getting up close and personal with their feet!!!
So after a giggly 20 minutes or so everyone was ready to start in on those patterns.
They had looked at patterns and amazing zentangles the week before and filled in at least 5 spaces on their own pattern ideas sheet of 20 squares that had been glued into their art journal, so they were all set to go.
These students were also the only year level I had done Zentangles with in 2014 when they produced a name tangle.
And when they were in Grade 2 we had looked at the brilliant pattern work of Queenland contemporary artist Dave Behrens.
So I was confident that the pattern work they did would be good, and I wasn’t disappointed.
So now it was time to forget they were feet at all but just look at their paper as being covered in random, organic shapes, all of which needed to be retraced with a thick black texta and then filled with a different pattern with a black fineliner.They weren’t allowed to repeat a pattern once it had been used.
When they were finished they then had to fill the background with stripes using warm or cool colours.
- Students we re so proud of their finished work!
- stunning pattern work
- students were so encouraging and enthusiastic when we did our “studio walk” around the classroom to look at everybody else’s work
- Again I was way too ambitious with what I thought the students would be able to achieve over a few sessions However if they had used A4 paper the completed work wouldn’t have been nearly as impressive as there wouldn’t have been room for as many traced feet so less spaces to fill with pattern?!?!?
- less children were certain about warm/cool colours than I thought
- some students struggled to persevere to completion
- I would definitely get the students to paint the backgrounds next time as coloured pencil or crayon backgrounds just dragged the work out even more. I cannot think why I didn’t get them to do this anyway?!?!?
Thanks for looking and I’m sure the Grade 4 students would love it if you left a comment,
UPDATE: I have added a few more photos to this post!!!
I saw this idea on USE YOUR COLOURED PENCILS ages ago and thought it would work well with my grade 3 students.
USE YOUR COLOURED PENCILS is a fantastic primary art teacher blog from Western Australia full of brilliant ideas.
We started off by looking at several David Hockney swimming pool paintings, from the 1960s, on the projector screen. I use MY PINTEREST BOARDS to store and then display images on the projector so I don’t have to clog up my laptop with squillions of art images.
The discussion was loud and vigorous with the students pointing out that it was interesting to choose that splash moment to paint rather than the person on the end of the board or in the middle of the dive, etc.
And in each grade the comment was made that the swimmer in this painting looked like he was wearing a nappy!?! Oh the highs and lows of discussions with Grade 3!!! This painting was excellent for talking about the differences between a swimming/floating body and a standing/walking body. I don’t think that was why he painted it but – Thank you, David Hockney!
So as I have been gradually introducing the students to using an art journal this year they had to start by doing a quick drawing, 5 – 10 minutes only, in pencil, in their journal, of themselves as a floating/swimming body. This was then brought to me for a quick personal discussion during which I write or draw a few prompts/praises on their draft. These are directly related to their drawings, at their ability level, and I ask that they try to incorporate the ideas generated from our short, personal discussion into their ‘good copy’. Yes, folks, DIFFERENTIATION is alive and well in this Visual Arts classroom!!!
The first time I did this in their book was hilarious. They were all horrified that I was writing on top of their drawing but they now all have a much more secure idea of what a rough draft is and don’t feel so precious about every rough drawing any more.
Once the students had started their drawing /painting on A3 cartridge paper I quickly called a halt as most were using grey lead pencil and drawing a teeny tiny swimming version of themselves. What happened to filling the space with their body? So the grey lead pencils were put away as soon as their draft was finished and the students moved bravely, straight onto using the oil pastels, to create their swimmer. Ahhh, much better!
Once their swimmer drawing was finished they tackled the challenge of pool water reflection lines using white oil pastel.
The students then painted on the water using dry block poster paint with the paint magically resisting the oil in the pastels!!! Yes, I know, sometimes the old techniques are the best ones for the job!
- Rich, engaging activity
- fantastic discussion
- lots of students came into the art room talking about the David Hockney images they had looked up on Pinterest or Google images after discussing this with their family about what they were doing
- comparing rough drafts with final pieces of work to demonstrate the changes and improvements in their final piece
- all students were very proud of their work, regardless of their ability level
- they make a fantastic display!
- I don’t think there were any!!!
You can see more David Hockney style swimmers inspired, like me, by USE YOUR COLOURED PENCILS here in these links
KIDS ARTISTS from the Netherlands
MRS KNIGHTS SMARTEST ARTISTS from Dolvin Elementary School in Georgia, U.S.A
And more from my Grade 3 students below.
And I’m sure my Grade 3 children would love it if you left them a comment.
As mentioned in previous posts, the Grade 2 children were inspired by the work of Queensland artist Dave Behrens. We looked at his website on the projection screen and even watched a video of him in his workshop.
The children were itching to get started after looking at the amazing squiggles, lines and symbols that go together to make Dave Behrens amazing paintings.
We started off small with each child decorating a rectangle to add to a whole grade piece of work.
They then chose a template to trace from a heart, a circle or a person. Some children found looking at the whole empty shape daunting so they used rulers to break the space up into sections to fill.
They were so proud of their work when it was finished and they looked terrific displayed together at the Art Show.
The Grade 2 children made snakes to celebrate it being the Chinese Year of the Snake!
I was surprised at how much the children whinged and moaned about how rolling the clay hurt their hands! And there were more children than I expected that really struggled to roll a sausage at all. We had a chat and it was interesting that most of them couldn’t remember the last time they had played with playdoh. Most insisted that they had never done this at school and didn’t have it at home because it was TOO MESSY! And these days the amount of children that help to roll out pastry in the kitchen at home would fit in a thimble. So how are these little people supposed to exercise these fine motor muscles? In the Art room I suppose!
I was thrilled with how much effort the children put into painting their snakes once they were all finally fired. I’m sure this is directly related to the detailed work of Queensland artist Dave Behren’s that we were looking at and working on at the time!