Papa 4 Art
What is going on in Papa ʻEhā Art?
Papa 4 classroom curriculum spirals around many aspects of Hawaiian life: native plants & animals, community systems & kuleana, and Pauahi's love of art. Our Papa 4 art curriculum will develop art skills, techniques and processes through projects which complement many of these ideas, always emphasizing the idea of Kūlia, to strive for our personal best in our creative work and in all we do.
Pauahi Visits the Museums: Painting Project (Current)
Pauahi was an art-lover. She even traveled to Europe with her husband and visited world-famous art museums such as the Lourve and Uffizzi. With this foundational lens, students learn about historical landscape, portrait and still-life paintings in a classroom "Museum Day." They then develop painting techniques as they work on a landscape, portrait or still-life masterpiece of their own.
Next step: we paint! Students choose a portrait, landscape or still-life theme that is meaningful to them, start with an energizing tonal ground, sketch in main contour lines... and build a painting!
Discussion Catalyst Questions for nā Mākua:
- What paintings did you view on "Museum Day"? Why were those particular paintings memorable to you?
- What is your personal painting about? What have you done so far to create it?
Kāpala (Project 3)
ʻOhe kāpala are bamboo stamps used to print decorative patterns on kapa. With new technology available to us today, our papa 4 haumāna are learning about kāpala and creating their own utilizing very contemporary technology... talk to your keiki about the INNOVATIVE DESIGN PROCESS we are able to work through in this exciting project!!
Kāpala T-Shirts for Hoʻolaukoa:
Discussion Catalyst Questions for nā Mākua:
- What are ʻohe kāpala? How were they made and what were they used for?
- What process did you go through to create your kāpala?
- What does the design on your kāpala mean?
Meakanu Observational Drawings (Project 2)
Haumāna are learning about specificity, being attentive to contour lines, proportions and color/value shifts through a grid drawing of a meakanu from the 4th grade garden. Botanical Illustrations have long been useful in presenting information about special plants, and we have LOTS of special meakanu in our home Hawaiʻi nei. Hawaiʻi is one of the most biologically diverse places on the planet due to our location in the middle of the Pacific ocean. Let's learn about, love and mālama our special meakanu!
Discussion Catalyst Questions for nā Mākua:
- How did plants get to our home islands here in the middle of the Pacific ocean? (Hint: 4 W's)
- Why are native plants important to us and to Hawaiʻi?
- What skills are important in representational drawings, for example, when you want to illustrate a specific plant?
Hoʻolauna Project (Project 1)
Haumāna are introduced to myself and the Papa Hana Noʻeau class routines for relationships with each other, the art space, and the art tools. Haumāna create an introductory "Hoʻolauna Project" (currently strung-up and spinning in our art studio), which are visual representations tied to basic aspects of a verbal introduction in ʻōlelo Hawaiʻi. Projects include a self-portrait (pencil/sharpie/watercolor), marked Oʻahu maps and a written ʻōlelo Hawaiʻi introduction.
We study three "famous artist" portraits examples (Rembrant, Van Gogh, & Kahlo), to investigate ways self portraits are a means of communicating ideas about oneself.
Haumāna choose to share personally meaningful aspects from this simple hoʻolauna:
ʻO ___________ koʻu inoa. My name is ____________
No ___________ mai au. I am from____________.
ʻO ____________ koʻu mauna. ____________ is my mountain.
ʻO _______ koʻu awāwa. ____________ is my valley.
ʻO ____________ koʻu kai. ____________ is my ocean.
ʻO ____________ koʻu kahawai. ____________ is my river.
Discussion Catalyst Questions for nā Mākua:
- What do you love about the places we visit as an ʻohana?
- What details about yourself did you include in your self-portrait?
- Can you share your hoʻolauna with me in ʻōlelo Hawaiʻi?