Welcome to your class portfolio!

The purpose of this site is to show CAPE the development of your arts integration partnership, as guided by your big idea and inquiry question.

Feel free to use the format we have constructed, or you can use "content blocks" from the "Insert" tab, which will allow you to customize the space as you would like.

No matter the format you use, make sure you have the following:

Planning Form: you must fill out the planning form in the embedded document.
Class Content: Overview, What Students Learned, and Reflections.
Media: Include your best documentation with captions. Upload any media to your designated class media folder. Once there, videos may be embedded on this page by clicking "Drive" (under "Insert") on the right-hand side menu, then selecting your video from that folder under "Shared with me."

IMPORTANT:

Please do not edit any other pages other than this, your class' page!
Please make sure that all media that you upload only displays students whose parents have given consent to their documentation through the signed Media Consent Form. Should you upload images of a student who has not given their consent to be documented, please make sure to blur their face.

class overview

Describe your class' art mediums, academic content, and SEL.

In Morning Arts we created art using acrylic paint, water colors, paint markers, colored pencils, and crayons.

Whenever possible we used recycled materials such as cardboard, newspaper and other things. Our vision was to create art using things we find in nature like twigs, leaves, and flowers. In many cases we would just look outside our window and get inspired by the clouds, the sun, rabbits, squirrels, insects, trees, and the native flowers that call Water's garden their home.

Semester 1

How has your Planning Form (Big Idea/ Inquiry Question) [embedded above] changed in the classroom so far this year? What have students added to the inquiry? My big idea has not shifted much from the begining of the year.

What are the specific school needs identified by your group in the December PD? How will you use the class’ Big Idea/ Inquiry Question/ Artmaking Practice to address them? Please be as specific as possible.

My big idea did not change much from the beginning of the year until now. The theme and vision for the class shifted a little and some projects that were planned ended up not being done or they were modified. It is important to be flexible when working with children. Sometimes you think your class will run one way but then you get to know the children and they may be interested in totally different things. Their personalities and interest may be way different then you first imagined. Something that was challenging in our class was learning how to work together, respect each other, being kind to one another and the challenging part was learning when to comment on someone's art and when not to say anything. We had a few hurt feelings in our class due to wanting to give advise and also when critiquing someone's art.

Below, share photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.

I am the Trees

The students first colored the background of a 12" x 18" white paper using crayons. They then traced their arm from the fingers up to right past the elbow onto construction paper. They cut out the arm and glued it to the white paper. Then using acrylic paint and cotton balls as brushes, they dabbed leaves onto their picture. The color schemes and patterns were their choice. This project took them 3 classes. The students talked about why trees are important and came up with the following statements: “We are part of the trees. Trees give us clean air to breathe, they provide food for us and give us shelter.”

yarn apples

We spent quite some time focusing on trees and what they provide for us and for nature. One of the topics brought up was that trees provide food for us to eat. Since it was fall, we chose to learn more about apples. We shared our favorite types of apples and how many different types of food we could make using apples. We studied a diagram of a sliced apple and talked about the parts of an apple. During the span of 2-3 weeks we made a few projects involving apples. We chose 2 of our favorites to share with the public. This is the first one, Yarn Apples. Each student was given a pre-cut apple that was made using recycled cardboard. The children used yarn to wrap around the apple until the apples were completely covered. I tucked any loose ends behind the back of the apple and used a hot glue gun to secure it.

We revisited the topic of trees and reviewed what we learned weeks earlier. We listened to two books, We're Going on a Leaf Hunt by Steve Metzger and Leaf Man by Lois Ehlert. In their journals the children answered the following questions: What does fall smell like? I know it's fall when...? and fall makes me think of...? We discussed making animals using leaves or leaf people. The kids thought of an idea for a leaf creature, they planned it out and drew it on paper with their choice of art supplies. Students were asked to collect some leaves on their way to school to use for this project. The students collected a variety of leaves in different shapes and colors to make their leaf creatures. They used Elmer's glue as well as glue sticks to stick the arrangements onto

SEMESTER 2

How did students respond to their involvement in the Perspective(s) exhibition? This may include: artmaking, curation, visiting CAPE Family Days or Teen Night, discussing their experience, or other.

The students were very excited knowing that their art work was going to be on exhibit. They worked really hard and stayed on task, they did not want to miss the deadline to turn in their work. They did not want to miss the opportunity to have their work displayed at an art exhibit. Displaying artwork builds up their confidence.

This allows them to see, share, and take pride in the work they and their peers have created. Being able to look up and see pictures and projects they've done in the past encourages children to keep learning and growing through new projects. They also learn that they can turn their ideas, imagination and emotions into concrete physical pieces of art that can be shared with others and be proud of.

What skills did students leave your class with?

The children learned a many skills in my class. In working on the projects they practiced being creative, Creativity enables them solve problems. Transforming an idea into a finished art piece requires perserverance and patience. They worked together effectively with others. Collaboration is learned through group projects. They built confidence and gained a sense of accomplishment from completing an artwork. By participating in art the children strengthened their fine motor skills and their communication skills.

Show evidence of this learning through photos and/or videos of select class activities. Specify what students are engaging with and learning (artistically, academically, and/or SEL), in reference to your Big Idea/ Inquiry Question. You may add different blocks from the right-hand side menu.

making piñatas

Students (K-7h grade): Adelina S, Brady M, Jhonefer M, Lillian L, MJ. E, Margot H, Pablo E, Piper SL, Zetta S

The origins of the piñata can be traced back to the Aztec Empire. They had a tradition of honoring their Gods by filling a small, feather covered pot with treasures and hitting it repeatedly with a stick until all the contents fell at the feet of the statue (God). Some evidence also points to China as the original root of the piñata custom. For this mini-piñata project we used recycled materials. Students learned about the basic history behind piñatas while creating their own. Making piñatas is so much fun!

How to Make A Piñata: 3 Easy Methods

Step 1 – Mix one part water with one part flour to create a paste.

Step 2 – Blow up a balloon and cut the newspaper into strips.

Step 3 – Dip the newspaper strip into the paste, squeezing off excess paste.

Step 4 - Cover the balloon with the paste covered newspaper strips. Add several layers.

Step 5 - Allow to dry overnight. Repeat step 4 for 3 - 4 days.

Step 6 - Once satisfied with the thickness of the pinata, pop the balloon.

Step 7 - Decorate the pinata with colored tissue paper. Use cardboard to make the pinata into shapes or add cones to make a star.

Piper and Adelina paint thier pinatas: a strawberry and an avacado.

Brady dips a strip of newspaper into the flour and water mixture so that he can add layers to his pinata.

The finished pinatas. Zetta chose to make a traditional star pinata, while Piper made a strawberry.

city scapes

By using different building types, shapes, and colors, students got a chance to learn about the physical aspects of a city. By creating their cityscape art piece, they understood that their environment can be natural or man-made. They began by painting a piece of recycled cardboard using acrylic paint. They were encouraged to mix the colors to create a gradual transition from one color to the next. Students continued painting until the entire cardboard was painted. The background was allowed to fully dry. Using black construction paper they drew and cut out towers and buildings to create a cityscape. They could choose famous buildings but they did not have to. They were encouraged to put windows on their buildings so that it would allow the background to show through. The black paper cityscape was then glued onto the cardboard background. The project took about a week.

cardboard challenge

Students (K-5th grade): Brady M, Piper SL, Margot H, Adelina S, Lillian L, Pablo E, MJ E, Jhonefer M, Zetta S

No matter the age, children love playing with mini-cities. What a great way to learn about where we live, the different types of communities, and the difference between urban and rural. For this project we constructed a mini-town, city, or neighborhood out of cardboard. By using mostly recycled materials, it makes it easy and inexpensive to keep students engaged and learning about recycling. After discussing and planning their ideas, the students used cardboard, glue, tape, paint, and air dry clay to create a cardboard design of their choice. This project took about 3 weeks to complete.

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