3D Paper Sculptures

Continuing their study of line, PK and Kindergarten artists took their lines and shapes into the third dimension! They were challenged to think of different ways to change and manipulate flat, straight lines of paper and transform them into 3D lines and shapes. We began by learning about the difference between two-dimensional and three-dimensional objects. Many students thought about having been to a 3D movie, and how objects look like they are popping out at you.

We thought about how we could change a piece of paper from two dimensional, flat pieces to three dimensional forms that pop out and stand up, just by using our hands. We came up with a few different techniques, including folding and bending the paper. We learned how to fold it to make a zig-zag line, and how to fold the ends of a curved piece of paper to create feet to help it stand up when glued. Then we began to work on our own 3D sculptures.

Starting with a cardboard base, students added colorful 3D lines and shapes by changing the paper in a variety of different ways. We discovered even more ways we could change the paper, and creative ways to connect and add them to our sculptures. Students added lines and shapes on top of each other, overlapping them, and also thought about trying to fill up their cardboard base. Some students were inspired by amusement parks, race tracks, even outer space! 

Some of our sculptures are on display on the first floor of Hosmer, near the entrance by the Pre-School, so be sure to check them out:

Onomatopoeia! Designs

To start off the year, 3rd grade artists looked at and discussed the work of Roy Lichtenstein and learned about his use of onomatopoeia, which is when a word imitates the sound of the object or action it refers to. Some examples are words like: "wham," "drip," and "ka-pow!" 

Roy Lichtenstein, Blam (1962)

We noticed that Lichtenstein was inspired by comics since the use of onomatopoeia is more common in comics and cartoons. We also noticed that he used primary colors in these paintings. 

We began our own artwork by brainstorming a list of onomatopoeia words as a class. Each student selected 4 different words and drew sketches that demonstrated the word's action and meaning as a visual picture, combining letters and pictures: 

Next class, we looked at more of Lichtenstein's paintings and noticed that he used dots of color, called benday dots, which were inspired by the way comic books were printed at the time. 

We selected one brainstorm sketch to make into a larger drawing. First we sketched out our design, working hard to make it larger and expand our idea to fit the space. Then we outlined with Sharpie marker and used markers in primary colors, incorporating the benday dots in at least one area of our artwork.

Students thought carefully about where they were using certain colors and some students overlapped their benday dots to create the illusion of a secondary color. These are some examples of our finished onomatopoeia drawings: 

Christina, 3rd Grade (Fletcher Nickl)

Connor N., 3rd Grade (Donato Bartley)

Destanie, 3rd Grade (Monfette)

Ethan, 3rd Grade (Donato Bartley)

Gavin, 3rd Grade (Fletcher Nickl)

Holly, 3rd Grade (Lutz)

Ketly, 3rd Grade (Stone)

Lenna, 3rd Grade (Monfette)

Lily F., 3rd Grade (Fletcher Nickl)

Rayan, 3rd Grade (Donato Bartley)

Yulissa, 3rd Grade (Monfette)

Pop Art Printmaking, Part 1

4th grade artists started off the year by learning about the Pop Art movement, which began in the 1950's. Artists focused on objects and scenes from everyday life and popular culture, borrowing techniques from commercial art and popular illustration, like comics and cartoons. 

Andy Warhol, 10 Marilyns (1967)

We looked at a few examples of screen prints made by Andy Warhol, who made multiple prints of his artwork. A lot of his art featured commercial products that were mass produced, so he chose to mass produce his artwork, as well.

Andy Warhol, Campbell's Soup Cans (1962)

After sharing our observations, we discussed what popular culture means to us today. Each class made a list on the whiteboard, which included things like sports teams, music, video games, social media and fashion. Then students brainstormed at least four ideas for a print, featuring pop culture imagery that is important or meaningful to them. Students were also given reference images for inspiration, with sports team logos, emojis and cartoon characters, among other things. Pokemon Go was a popular idea this year!

Each student selected one of their four ideas to make into a print that would be repeated multiple times. After placing their chosen drawing on top of a piece of styrofoam, students traced over their drawing with a wooden stylus. Then they removed the paper and went over their drawing again, to make the lines deeper. The final step was to go over their lines one more time with a blunt or dull pencil, to make their lines a little wider. Below are some examples of the finished printing plates. We are now printing with them, so stay tuned to see our prints! 

Line Challenge Resist Paintings

PK and Kindergarten artists started off the year by exploring line! Lines are a traveling mark, created when a dot goes for a walk. They help define the edges of shapes and space, and we can see them all around us! We learned about the names of different lines, including straight, wavy, zig-zag, curly, dotted and spiral. We also created some of our own, including a "circle line," "bumpy line" and "castle line"! 

Using oil pastels, students drew a variety of different lines in their "line challenge" drawings, making them go all the way across their paper. They drew lines that we had learned about, like straight and zig-zag lines, and invented new lines from their imagination. They also tried combining different lines together.

Next class, we explored what happens when we add paint on top of our oil pastel lines. We watched a demonstration of paint on top of oil pastel and noticed that we could still see the oil pastel lines through the paint -- as one student said, it worked like magic!

We learned that this is because the oil pastel and paint are made of different materials so instead of mixing together, they move away from each other. This is called resist!

Students painted on top of their oil pastel lines, working on washing out their brush between colors and trying to cover the entire paper with paint. It was fun to see resist in action, and watch our lines magically show up through the paint! It was especially fun with the lines we made using white oil pastel. Below are examples of our artwork, some of which are on display on the bulletin board in the connector hallway!

Angelina, Kindergarten (Tan)

Annabelle, Kindergarten (Bolton)

Archie, Kindergarten (Bolton)

Graham, Kindergarten (Tan)

Naomi, PK (Mattson)

Magdalena, Kindergarten (Segreve)

Max, Kindergarten (Beatty)

Raphaella, Kindergarten (Tan)

Arts Around the World

 

This year, 2nd grade artists will be traveling around the world in their art and music classes! Ms. Patashnick and I are collaborating on an integrated curriculum focusing on art and music from Mexico, Russia, Ireland, Japan and South Africa. In art class, we will be learning about the culture, art forms, techniques and artists from those countries. In music class, students will be learning songs, culture, musical traditions and about musicians from those same countries, as well. 

To start off the year, students previewed artwork from each country. Each group of students received images of artwork from a different country. They began by sharing what they noticed about the artwork with each other, and made predictions about what materials were used and why the artists might have made these artworks. Students also considered whether the artwork had a function of some kind and shared information they already knew about that country.  

For example, one student noticed that the green and orange color in the artwork from Ireland matched the colors of the Irish flag. Another student made a connection between the fish featured in artwork from Japan to the fact that Japan is surrounded by water and they eat a lot of fish there, like sushi. Groups wrote down all their ideas and we shared them with the class. During this process, we also worked on respectfully sharing our ideas with the group, even when we did not agree with each other.

We are starting with Mexico this October, so check back to find out what we are learning about! In May, students will demonstrate what they have learned and created throughout the year at a culminating art and music showcase for their families and members of the Hosmer community. Our first stop is Mexico, so stay tuned. Feel free to ask your students about their artistic and musical travels throughout the year!