Wednesday, April 26, 2017

Out of This World Outer Space Resist

Recently, 4th grade artists thought about how to use color to make shapes appear less flat and more three dimensional. We noticed that adding shading to a shape, as well as a highlight, helps transform the flat shape into a three dimensional looking form. 
We applied this concept to our outer space drawings, using oil pastels. To begin, students brainstormed a list of things you might see in outer space, including the Earth, sun, planets, stars, asteroids, space stations and of course, the Millennium Falcon and Death Star from Star Wars! After sketching out their compositions, students drew their outer space scenes on larger paper and used oil pastel to add color and depth.  
Students were encouraged to use several colors on each object, considering the light source and where there might be shade to help give objects and three dimensional appearance. Students got very creative and imaginative with their details, including flying unicorns, food items, and space junk!
When they finished drawing with oil pastel, students painted their entire artwork with black watercolor paint. This is called resist, because the oil pastel resists the watercolor paint, and allows the oil pastel outer space objects to stand out. Here are some examples of our out of this world outer space resist paintings!
Nolan, 4th Grade (Dubuque)
Alani, 4th Grade (Graves)
Andrew A., 4th Grade (Mattson)
Anna, 4th Grade (Cikacz)
Ava, 4th Grade (Mattson)
Bella, 4th Grade (Cikacz)
Emilio, 4th Grade (Dubuque)
Hammad, 4th Grade (Dubuque)
Jaylyn, 4th Grade (Dubuque)
Jessica, 4th Grade (Cikacz)
Kiran, 4th Grade (Mattson)
Oliver, 4th Grade (Doherty)

Monday, April 24, 2017

Self Portrait Assemblages

Last month, Kindergarten artists created self portrait assemblages! We learned that a self portrait is when a you create an artwork, like a drawing or painting, of yourself. Only you can create your own self portrait. We also thought about what our bodies look like when we are doing our favorite physical activities. We shared ideas by having students act out different activities to see what their bodies look like when they are running, jumping, dancing, swimming, practicing ballet, doing karate, playing hockey and more. 
Next, students used cut cardboard shapes and glued them together to create their bodies, arranging their arms and legs to show what their bodies look like when they are doing their favorite activities. 
During the following class, we added clothing to our self portrait assemblages. There were many different materials to choose from at the materials table, including paper, fabric, metallic paper, felt, foam and buttons. 
Students chose different materials to add to their self portrait to give their clothing different colors, patterns and textures. Many students thought about what kind of clothing they wear during their favorite activity, to help select materials. Some students wear a uniform or special outfit for their activity, such as karate or gymnastics. 
During our last class, we discussed the different parts of our face and students added their facial features, as well as their hair. Students chose different colors of paper for their skin tone, since we all have different skin colors. Students could add their facial features using paper or draw them with pencil and Sharpie markers. Students added yarn for hair, choosing colors that were closest to their hair color. 
After everyone was done, we shared our self portrait assemblages with the class. We noticed that there were such a wide variety of activities represented! We also worked on being respectful of each other's work. Here are some examples of our self portrait assemblages:
Amelia, Kindergarten (Martignetti)
Brianna, Kindergarten (Segreve)
"Playing basketball"

Hailey, Kindergarten (Segreve)
"Sliding down the slide"
Kenji, Kindergarten (Segreve)
Kiana, Kindergarten (Blackwood)
Magdalena, Kindergarten (Segreve)
Virgil, Kindergarten (Martignetti)
"Playing hockey"
Wilson, Kindergarten (Martignetti)
"Ice skating"
Joshua, Kindergarten (Blackwood)
"Playing football"
Audrey L., Kindergarten (Bolton)
"Jumping rope"
Zoie, Kindergarten (Bolton)

Thursday, April 13, 2017

Happy Spring Break!

Happy Spring Break! I hope everyone has a great April vacation! See you back in art in 2 weeks!

Friday, April 7, 2017

Mandalas, Part 2

Recently, 1st grade artists learned about the mandala and created collaborative mandalas using a variety of different materials. The following class, students began designing their own mandala drawings using a theme that expressed their interests and personalities. Some examples of themes that students chose were nature, shapes, sports, seasons and outer space
Using rulers to help find the center point, students began designing their mandala starting from the middle and going outwards. We thought about how to make our design repeat in a radially symmetrical way, so that each section of our circle repeated all the way around. Many students found it easier to turn or spin their mandala as they worked, to help repeat their design in a radially symmetrical way.  
Once they were done with their pencil design, they outlined the design in Sharpie marker and colored them in, thinking about how to create patterns using color, as well.
Students worked hard to make their colors bright and cover the white paper. Once they were finished, students cut out the circle and glued it onto a background, considering what kinds of colors would complement their mandala design. Here are some examples of our finished mandalas:  
Olivia, 1st Grade (Salvucci)
Samuel, 1st Grade (Mandile)
Tyler, 1st Grade (Massa)
Caden, 1st Grade (Mandile)
Calvin, 1st Grade (Torchio)
Carson, 1st Grade (Torchio)
Jayden, 1st Grade (Mandile)
Kaiwan, 1st Grade (Mandile)
Leila, 1st Grade (Torchio)
Maya, 1st Grade (Massa)
Norah, 1st Grade (Mandile)
Stephanie, 1st Grade (Landay)

Friday, March 31, 2017

Arts Around the World: Celtic Knots and Illuminated Letters from Ireland

The third country in our Arts Around the World journey this year is Ireland. 2nd grade students began by learning about the country, including where it is located and it's capital city, Dublin. Many students here at Hosmer have family members who immigrated from Ireland and relatives that live there!
For our first project, we learned about the Celtics (like the Boston basketball team!). Around 700 B.C., the Celts began to settle in Ireland and lived there for nearly 2,000 years. They lived during the Iron Age and made their own iron weapons and tools. This was important, since they frequently battled the Vikings. They also created objects from bronze, silver and gold. 
We looked at different examples of Celtic art and noticed its decorative patterns, spirals, curved lines, knots, and animals. We learned about the Celtic knot, which are interlaced knot designs using curved lines. Celtic knots are also endless knots, in that there is no end or beginning to the design.
On our first day, we explored Celtic knots and practiced drawing some. They were a little challenging but it was also fun to come up with our own versions of Celtic knots. We also discussed why the Celts would have decorated their weapons and shields with designs like the Celtic knot. One student brought up this question, which led to a great discussion about why people make art. We discussed how designs would help identify different groups of people, and could help represent yourself personally.
The following class we learned about illuminated manuscripts, which were handwritten books that combined pictures and decorations. The first letter on a new page would be larger and decorated with designs, often with gold. The Book of Kells is a famous example of an illuminated manuscript from Ireland.  
One student connected the idea of an illuminated letter to books she had read, especially fairy tales that start "Once upon a time..." and the "O" is much bigger and fancier than the rest of the letters on the page.
Each student selected either the first letter of their first or last name to create as an illuminated letter. Students began by tracing the letter onto paper and decorating the inside of the letter with Celtic knots and other designs. We thought back to the discussion we had about using art and design to represent people and thought about how we could incorporate personal symbols and connections in our letter design, as well.
Students started with pencil and after they were done drawing their design, they outlined with Sharpie and erased any remaining pencil lines. Then students used watercolor paint to paint their letter, as well as metallic Sharpie to provide the "illumination" to their letter. Students could choose to use the metallic Sharpies on their Celtic knot designs or other details within their letter.
After painting and "illuminating" their letters, some students cut out their letter and glued it onto a colored background. This was optional but was a good way to clean up the space around their letter if the paint went outside the lines or splattered around the letter during the painting process. Below are examples of our illuminated letters with Celtic knots:
Isabelle C., 2nd Grade (Hinds)
Joey, 2nd Grade (Pearse)
Kendyll, 2nd Grade (Hinds)
Muntaha, 2nd Grade (Pearse)
Noah, 2nd Grade (O'Connor)
Peter, 2nd Grade (Hinds)
Ava P., 2nd Grade (Pearse)
Dylan, 2nd Grade (McCarthy)
Ally, 2nd Grade (Hinds)
Emma, 2nd Grade (Hinds)
Evelyn, 2nd Grade (Pearse)
After our illuminated letters, we made Celtic knot collages using specific templates to cut out shapes that overlapped to form a Celtic knot. It involved a lot of cutting but the end result created a colorful interlaced design!

Emine, 2nd Grade (O'Connor)
Luanna, 2nd Grade (McIsaac)
Tessa, 2nd Grade (O'Connor)
Vivian, 2nd Grade (McIsaac)