Third Grade Takes a Closer Look

Our third grade artists started out this unit with a discussion around Modern Art and why this radical change in art making took place in the late 1800’s.  We learned that one of the biggest reasons for this shift, was the development of the camera.  If a camera could do the job of an artist, artists could focus more on expressing how they felt or exploring a particular technique.  Students examined the work of  Modern Artist  Georgia O’Keeffe and described her artwork as ABSTRACT, since she exaggerates color and often ZOOMS IN to a particular object. 

Georgia O'Keeffe

Georgia O’Keeffe, Red Canna, 1924 

To get started on our own abstract art, we brought in an object from nature and drew it realistically, making sure to include the entire shape and all of its details.  Next, we created a VIEW FINDER and found our favorite part that had the most interesting composition.  Then, we re-drew what we saw in the view finder on a new piece of paper.  Before we could start painting, we had  a discussion on VALUE and defined it as how light or dark a color can be.  We created our own value charts for homework, with a colored pencil by applying different amounts of pressure and worked on value charts in class, by using a color plus black or white  to prepare  for our monochromatic (color+ white or black) paintings.

Taping viewfinder to realistic drawing of object from nature.

Creating abstract drawing from composition in viewfinder.

Practicing making a monochromatic painting.

 

Painting abstract drawing with a color plus white or black

Lastly,  we learned the properties of complimentary colors and even discovered how many brands use them on their logos or our favorite sports teams uniform.  After we painted our zoomed in object monochromatically, any negative space was filled in with our complimentary color, and finished off with oil pastel to blend our values and add more contrast.

Student Artwork

Carnival of Venice Texture Masks

For the past four cycles, Pre-k has been exploring the art of collage and how artists can arrange and glue shapes of different colors, patterns, and textures to make a picture or design.   First, we examined traditional masks made and worn during the Carnival of  Venice, as well as a different approach by artist  Spanish artist Neusa Lopez.  We asked ourselves why artists would want to make and wear masks, and decided to possibly transform into someone else or disguise themselves. 

Spanish Artist Nuesa Lopez and her Carnivale Masks

Traditional Carnival of Venice Mask

 

We started our mask making by  gluing different types of textured and patterned paper to our paper plate.  We revived how TEXTURE IS HOW SOMETHING FEELS and practiced describing the different types of textures we were choosing such as bumpy, fluffy, smooth, rough, crinkly, etc.  Next, we explored using oil pastels by coloring and blending on our cardboard shapes.  We finished our masks off with some googley eyes and feathers.   Just as soon as the last bit of glued was applied, our young artists grabbed their masks and could fit right in with the Venetians  at the Piazza San Marco in Venice Italy!

Student Artwork

Haring in The House!

Keith Haring 

The kindergarten cap program just finished studying mural artist Keith Haring and made these large scale paintings in response to his work.  First, we learned how when Haring was younger, he loved to watch his dad draw cartoons.  Once he got older, he moved to New York City to study art, and started showing up in subway stations drawing cartoon like characters on the empty advertisement black boards.   

Keith Haring and his artwork in a NYC subway. 

We discussed why someone would want to make art outside or in public areas versus for a Museum.  Students concluded that it cost money to go to a Museum and art that was public could be   enjoyed by EVERYONE, rich or poor.  Before starting our own public mural, we examined a few paintings by Haring and tried to pose our bodies in similar positions showing both emotion and movement, without using our faces.  Finally, we took turns tracing our silhouettes and painted the inside with bright colors to pay homage to Keith Haring, who often worked collaboratively with schools and children to create public art.  I got this great idea as well as many others from a colleagues who has a wonderful art blog definitely worth checking out In The Studio.  

            Students had a blast trying to recreate a Keith Haring painting with their bodies.

Students had fun tracing their bodies in poses that showed movement or emotion.

Mural 1 in Cafeteria.

Mural 2 in Main Hallway.