STUDENT ART
Elementary Art appears AFTER High School galleries.
Jewelry Galleries
Macrame
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Beading Projects
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Bead Loom
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Wire
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Enamel,"Dicrhroic" Glass, misc.
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High School Art- Student Galleries
To see galleries in each category, click on the numbers
Study of Art Elements:
Cultural Design
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Cross Contour and Form
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Shading- Blending-Apples....
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Shading- Stippling
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Grid- Pop Art
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One Point Perspective
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Three Point Perspective
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Faces- Proportion and Shading
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Other lessons
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BASIC ART-MHS
First Semester-2007-2008
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Art One- Basic ART- FACE ART
1. Fauve Faces- "wild beast" colorful art to study face proportion.
2. Drawing eyes, noses and mouths and then having a little fun with them.
3. final Face Drawing- skills in shading- students were encouraged to find their own photos to work from and could add personal meaning in various ways.
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Art One- Basic Art
Perspective ART
one point, two point and three point perspective
One point was used for both our OP project ,and for a project using analogous colors and boxes.
Two point buildings- students could create a colonial two story house or use other photographs of their choice to add more challenge.
Three point city landscape with the possibility for strange and unusual additions.
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Lettering/Printmaking
MHS
First Quarter
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Carousel Horse-
Develop drawing skills, explore a fun art form of the past and the present, use pattern and explore media. Develop a power point of carousel art and play calliope music as they work.
The subject of the carousel is fun and engaging. There is great information available on the history and continuing creation of carousel art so you can show the students the artistic process.
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Kacho- Ga ( Flower Bird Paintings) Japan
I do this with 2nd graders.
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Goals are drawing skills, birds as a universal theme and the Japanese art form of Ka cho ga or Ka cho e. We also do Japanese kangi writing. The results are so outstanding!
The bird is drawn on 9 x 12 drawing paper- each student chooses a bird photo to copy. After the bird is cut out it is glued onto a tall piece of paper. I put branches on an overhead , they pin their art to the projected space and trace the branches onto their paper. After that comes the flowers, the gold paint and the kangi writing. When I was on a cart I had the background be a blended chalk carefully applied.
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ADIRE CLOTH- Nigeria, Africa.
The center of this art work is a piece of cloth that was painted with flour and water- when it was dry it was dipped fairly quickly in RIT dye. When that dries, the paste is removed to reveal the lighter blue. The outside edges are a practice of some of the Adire designs- I looked at many examples of Adire and noticed that common themes were : spirals, pinwheels, diagonal lines and and eye or petal shape. The students used them in their own way. In Africa the cloth is made by using cassava paste and then an indigo dye on cotton cloth. The students enjoy the novelty of the process and I like the link to the authentic method. At the school where I am on a cart we are doing a watercolor resist. |
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Adire is made by the Yoruba people. There are many sites that show more examples. This is a third grade project but can be modified for other age levels. Mix the flour with the water to the consistency of gravy or salad dressing. /The students use a small brush to apply their design.
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The following link will take you to Adire Gallery TWO showing work done in 07 by both Mound Students and Medlar View Students .( Third Grade) At Medlar View art is "on a cart" and we don't paint very often but we did a crayon resist for this project. At Mound the students first used an indigo colored tempera to paint their paper and then did white paint on the borders to "study" the Adire designs. The inside part was done with the flour and dye method on cotton. I think the work shows that both sets of students did great designs and that art can accomplish many goals even when from a cart, but I do feel that the Mound students had that added depth in working with unique and more authentic materials. I am, of couse, an advocate for art rooms! There is so much we can do for our students with the room as a tool!
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The goal of this lesson is to explore depth, draw a tree in winter to get beyond the "lollipop", and to create a wrought iron fence design. The art element of line is emphasized- how we see line in our world in man made and natural objects. The sky is done by tearing pieces of manilla paper, applying chalk on the edge, placing it on the white paper and then pushing it off with your finger- frisket. We tear a manilla paper into three strips so we have a variety of papers to put colored chalk on. The rest is done with black crayon. There is a day of practice for trees and fence. |
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First Grade work with Pattern and Focal Point. Choice of square paper. The student folds the square 4 times and then opens. First we do object printing in each box one or two times. Then we print using the edge of a piece of poster board to get a line print.( study of art elements). The last addition for that day is one finger dipped in gold tempera. When it dries the student adds oil pastel to selected parts and makes a focal point using marker in concentric pattern on cut white paper. The frame continues the study of pattern using beans and noodles. |
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Fourth Grade Figure Sculpture- this is a project that all of the Miamisburg elem. art teachers do during the year. We picked some projects that we all do with our students in order to provide continuity to our program. The goal is to study figural sculpture, proportion and movement. In this case we used a wire armature, stapled to wood, covered with foil and paper mached. Tempera paint and other materials were added. We look at many famous artists who have done figure sculpture.
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Kindergarten Spaceships- Imagination can take you right out of this world! Kindergarten artists use foil shapes to create a space ship.
I cover papers with foil, let dry and then cut them into all sorts of shapes. The children pick the ones they want to build a spaceship by gluing their pieces on manilla or white paper. ( with names on them!)They draw windows and designs with permanent marker. The lesson
also explores drawing planets with oil pastels and trying to make one of those planets go off the page. Crayon resist for the stars! Last- glitter on the frame! |
SENUFO People of the IVORY COAST create Korhoga Cloth by painting with mud on cotton. I do this with first graders:
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This is an example of the cloth from Africa. It ties in very well with first grade study of pattern using shapes and lines. They create their own version of a turtle, lizard, bird, fish or snake. Our "mud" is permanent marker but it is on cotton cloth!
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Third Grade Portrait Printing: The following lesson is a "print" of a face- The plate is made by building up poster or tag board shapes on pieces of cardboard. One goal of the project is to use proper face proportion and to use these drawing skills in a new technique. At Mound where there is an art room we print with ink. At Medlar View where I teach in the regular classroom we do rubbings and explore repetitive images creatively- both involve proportion and a "plate".
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Portrait Print
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Prep: cardboard for each student, poster or tag board, ink trays,ink and brayers, assorted paper and a place to dry the prints. It takes 1-2 days to create the plate- one thing that sped up the process was to do the nose and other details with glue at the end of a period and let them dry flat. The first print day each student printed two- both in black- one paper was initially colored on with crayon before printing and the 2nd piece was on marble construction paper. On the next art day each student printed with two colors of ink on choice of papers. At Medlar View the students are experimenting with rubbings- during our brainstorming session students were given creativity awards for contributing an idea on what we could add to the basic rubbing with one crayon color.
FIFTH GRADE- DIGITAL STILL LIFE:
Exploring the Universal Theme of NATURE in art the students brought in items of personal interest or meaning to them that were actually from nature or inspired by nature. The room was set up so each student could construct a still life and take a digital photo of it. Each student received a color photo and 2 black and white prints. The color print remained the same, the first black and white photo was hand tinted with colored pencil and the 3rd one was an "anything goes" choice. Each student then filled out a reflection on the process of bringing in items, framing the photo and exploring the images.
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Fifth Grade Digital Photography
Inspired by Nature
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2nd grade art inspired by Australia traditional art: The following links will illustrate Australian Art by students in 2nd grade. It will include some examples of art from the other schools in Miamisburg that also do this project in 2nd grade as part of a plan to provide some common elements in our programs. This year I started the lesson by having students draw symbols or pictures on their paper depicting rivers, a body of water, pathways, hills or mountains, stones and other landscape descriptions common in our world and in Australia. It clearly shows the connection to the students between visual symbols they make and art work in Australia and the world.
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Australia- Aboriginal Art- The Native culture of Australia produces two major forms of art. The first is sometimes called Dream painting - symbolic dot painting of the places and stories connected to the culture. In this project the 2nd graders learn about this culture and produce art work based on the symbols to create their own "story".
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Fifth Grade made paper mache containers- fun and creative. We used poster board attached with glue and tape to paper bowls and paper mache with school paper towel . Tempera glossed with acryllic gloss medium finished them off.
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It took a minimum of two classes to do the bowl creation and paper mache and a minimum of two to paint and gloss. This bowl was inspired by the shape of an electric guitar. It was really fun to watch them create the bowls and their designs. One tip- I let the bowls dry upside down propped on paint bottles placed onto tarps- each class had a section of the room.
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4th Grade Ndebele ( En du bee lay) House Painting- South Africa
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Fourth Grade
The Ndebele of South Africa have the most beautifully painted houses. We take a look at the culture and create our own version- each student is responsible for creating the designs for their "house".
In my art program one study of African art is a part of each grade level.
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Kindergarten ART- Miscellaneous Projects including "Crazy Animals"- using your imagination, SHAPESHIPS- study of shape and imagination, Masks made from many media, Kimono, Kokeshi dolls of Japan, adornment and small shapes and found object printing.
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Kindergarten art
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4th Grade PROFILE Drawings- goals are drawing skills, looking at art and creating a drawing based on what they see in the selected profile with the possibility of changing details as a choice. Students are provided with laminated black and white copies of art work as a base for their drawings.
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Third grade mythical Creatures
This was FUN! We began by discussing and drawing bad dreams/good dreams, good and evil, what lives in the light, and dark.
Then we looked at images of mythical creatures on a power point. The students picked animal pictures and drew their own version and then put them in a space- I had photocopied places where mythical creatures could live like caves or the sky.
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5th grade Kente Cloth Design
We began by looking at the kente symbols- Kente is done by the Asante people of Ghana. For example the symbol on the bottow L corner means- if you have a problem with me, let's sit down face to face and work it out!
The students created their own personal symbol in the middle connecting to their values.
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5th Grade one point perspective
HOUSES
I included a few of the houses that were available as reference for the students.
We drew the front part first and then worked on making one side in perspective. Each student could ask for one on one help with the things they wanted to learn. We studied a power point on architectural drawings and world architecture.
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Third Grade Public Sculpture:
Many of the Miamisburg Elementary art teachers do public sculpture as a common lesson in third grade.Each teacher begins with a discussion and a participatory voting process on picking a public sculpture for the school from various presented visuals.
Then the groups design a public sculpture. For a few years I've done Chihuly as an inspiration. One year we did the work on plasic bowls and cups by painting on them with tempera mixed into glue- we also used permanent marker. Another year we did flat panels for over the lights- still another year we did paper mache.
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Fourth Grade
"Installation"
Sorrow
Joy
Hope
for our World
Each class decided as a group on format and color scheme. Then they posed for individual background, digital self photo collage, and did word collage to fit the emotion. The photos were printed off in color and in black and white. They wore white shirts so that words could be collaged onto them. The classroom teachers helped the students write poetry and written responses to include in the display. This was a POWERFUL project! |
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Fifth Grade
Printing Project
Creative Process
The students created prints from texture plates and then creatively manipulated the prints to make a collage. The Creative Process was highlighted.
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