Creating my School Model! :)

BIG IDEA :

The World is Round! (3D) Part 1

Enduring Understandings:

Pupils will understand that Art can be represented and expressed in various forms, converting their 2D art concepts into 3D models.

Part 1

It was explained to the Primary One pupils that they would be creating a 3D model of their school. 

But first...

What is 3D Art?

3Dimensional Art is the art of producing representations of forms in three dimensions. 

These are height, width and depth. 

Below are some examples of what 3D artworks look like.

The pupils were then taken around to the different parts of the school to decide on one area 

they would like to do their school model on.

Library, Bistro, Classroom, Indoor Sports Hall, Multi-Purpose Hall, Computer Lab, Fitness Corner, School Field etc.

Part 2

Re-visiting Warm and Cool Colours and learning about Contrasting Colours!

Below are pictures and videos of the children exploring warm and cool colours by using the 'washing' and 'sponging' technique. After exploring and practicing both techniques, they were tasked to paint the wall and floors of their chosen school area using the techniques learnt.

 Practice makes permanent!

Once they were confident with the application of the two techniques, they then proceed on to applying the techniques on the actual piece (cardboard). Click on the video links below for more action!

http://youtu.be/Ffhw_1iBsBM

(Pupils are applying the 'sponging' technique to their artwork.)

http://youtu.be/jimqWItBIsg

(Pupils are applying the 'washing' technique to their artwork)

Rendering with Oil Pastel (Part 1)

Rendering in visual art means the process of formulating, adding colour, shading and texturing of an image. For the entire Term, the Primary 5 pupils were given the opportunity to learn alongside art specialists to understand and practice the skill of rendering with various mediums such as oil pastel, pencils, colour pencils etc.

Below are some pictures of the pupils in action! Enjoy!

The Primary 5 pupils re-visiting what they had learned previously on colour blending, warm/cool colours.

Vista Hundred Languages

The child is made of one hundred.

The child has

a hundred languages

a hundred hands

a hundred thoughts

a hundred ways of thinking

of playing, of speaking.

A hundred. Always a hundred

ways of listening

of marveling, of loving

a hundred joys

for singing and understanding

a hundred worlds

to discover

a hundred worlds

to invent

a hundred worlds

to dream.

The child has

a hundred languages

(and a hundred hundred hundred more)

but they steal ninety-nine.

The school and the culture

separate the head from the body.

They tell the child:

to think without hands

to do without head

to listen and not to speak

to understand without joy

to love and to marvel

only at Easter and at Christmas.

They tell the child:

to discover the world already there

and of the hundred

they steal ninety-nine.

They tell the child:

that work and play

reality and fantasy

science and imagination

sky and earth

reason and dream

are things

that do not belong together.

And thus they tell the child

that the hundred is not there.

The child says:

No way. The hundred is there.

-Loris Malaguzzi, Founder of the Reggio Emilia Approach

Vista Hundred Languages Art Exhibition

My Neighbourhood

The children were asked to share with one another what were some of the images they thought of when given the word 'Neighbourhood'.

People, buildings, shops, traffic light, basket ball court, playground, cars, LRT, coffeeshop, trees, cats, dogs, roads, supermarket...

Using the textured paper that they created from the previous lesson, 

the children had to create a collage of their little neighbourhood using basic mediums

 such as oil pastel and water colour.

The children had to first draw out the form of their buildings using basic shapes.

After cutting the buildings out, they were given an option to stick it on either white or black paper.

They could then use water colour for the background.

 Isaac wanted his buildings to look like fish as his neighbourhood was going to be underwater.

"My building looks like a snowman. It will not melt easily as the ice is packed very tightly together

 and the weather is always very cold."

 "My building looks like a pineapple because 

that is my favourite fruit!"

 "I want to have a big swimming pool outside my house so that I can go swimming everyday."

 Lines were used to represent wind in the two artworks below. 

Notice how the lines are used differently in each art piece.

Artwork 1

Water colour was then added to create a more dramatic look.

Artwork 2

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"I wanted to draw God, but I don't know how God looks like so I drew an angel. I drew and angel because I wanted God to look pretty" (It's interesting how children usually associate angels with beauty).

"I also drew a devil because there will always be a devil when there is an angel."

 "This is my Crazy Park. The top is hell while the bottom is heaven." 

The places are switched because this park is CRAZY! "

Notice how the stars are represented using lines, dots and colours.

Piet Mondrian Lesson 2

Part 1
Recap:

- Drawing with what we see and not what we know. Keeping our eyes on the object that we are drawing.

- What is Impression? Derives from the word 'Impression'- the artist impression of what he sees, using natural lighting and quick and short brush strokes.

Piet Mondrian's Progression (images from Google.com)

Impressionism

Cubism 

Abstract

Based on the topic 'Trees' which was similar to the previous project, the pupils were challenged to create a version of an abstract tree using the following material.

1) Chinese Calligraphy Ink

2) Poster Paint

3) a Straw and a sponge

Step-by Step:

1) Using a sponge, pupils are to use either warm or cool colours to sponge the background.

Click on the video to watch our children in action!

Notice how some of them apply the paint onto the sponge (using a brush!). 

The reason given was because they didn't want to mix and 'dirty' the colours that were in the palette

...how considerate! :)

When asked why didn't he use the sponging technique, Shaun was quick to reply that he did.
However, he didn't like the effect that it gave and preferred just 'painting' with the sponge
as it "covered up all the white spaces."

Part 2: Creating the Tree
The children had to create their abstract tree using a straw, their mouth and some Chinese ink.

Part 3: Adding in the Leaves
Using their finger prints, the children had to create leaves using the colours Red, Blue and Yellow.

When asked why didn't she use Red and Yellow for the leaves...
"The background is already red and yellow. 
That is why the leaves are blue." - Isabelle

Isabelle found a way to make her finger prints look like leaves- By using the side (top) of her pinkie!

We did it!! :)