Spring 2019

Rainforest

Biome

Grade Five

Students chose an image to use as a reference to draw an inhabitant of the rainforest. Students analyzed photographs to determine shape, texture and color. Colored pencils were used to recreate the color of their subject. We used tempera paint sticks to create a background keeping in mind we are in a rainforest but with creative expression as well.

VA:Re8.1.5 . Interpret art by referring to contextual information and analyzing subject matter, characteristics of form, and use of media.

Shanae's butterfly

Andre and his tree frog

Tianna and her hummingbird

Jayden and Anthony

Top Mohamed

Bottom Maya

Elijah

Grade Six

Egyptian Inspired Metal Tooling

Dixon

Artists analyzed ancient Egyptian and Egyptian Revival jewelry design to explore how artists use ancient civilizations as an inspiration for their work. We examined the use of metal by ancient civilizations to create masks such as the mask of Tutankhamen. Using Egyptian symbols and design for reference students created a small drawing. We traced over our drawing using tracing paper. We then transferred our design to a piece of metal. Then we turned our metal piece over and used a variety of tools to press into the metal creating a low relief sculpture. This process is also called repousse.

We used India ink and or sharpie markers to complete our metal tooling designs.

VA:Re7.1.6 Identify and interpret works of art or design that reveal how people around the world live and what they value.

yamal

Dixon sketching

Hazel

New chromebooks in the art room.

We have found chromebooks very useful to reference color for realistic drawings and for research to inspire original art work. This also saves paper and printing as well as trees! Google Classroom is a way for students to receive information for assignments.

Natalie

Nih'zire

Top art by Jacob , bottom photo Steven

middle Ja'Asia at our Gallery Night

Aya (top right)

Joshua (bottom right)

There are different types of luminescence. fluorescence glows only when black light is used, phosphorescence (similar to fluorescence but with a glow that can last even after the black light is turned off), chemiluminescence (used to create glow sticks), bioluminescence (from living organisms) and many others.

Movement, Light and

a Starry Night

Grade One

Inspired by the painting “Starry Night “painted by Vincent Van Gogh student analyzed the artwork to describe movement in the night sky. We discussed the imagery and their knowledge about the sun moon and stars. We used fluorescent tempera paints which glow under black light. Ask them what they look like! Artists also drew planets, space ships and more which were added to their composition.

VA:Cr1.2.1 Use observation and exploration in preparation for making a work of art.

Fossil Prints

grade Two

Artists began their exploration of fossils by examining fossils I brought to school. We studied the ancient shells and sea creature segments. We analyzed photos of fossils including a Sea Scorpion which is the New York State fossil. We used Elmer’s glue to create a printing plate for a glue print. Students traced over their drawing with a line of glue. Students created rubbings then prints of their fossil drawings. As a class we determined that in comparison a print is similar to some fossils because it is a copy of something.

VA:Cr2.1.2 Experiment with various materials and tools to explore personal interests in a work of art or design.

right Laveyah and Stevie draw fossils from references

Elijah holds fossils we examined

Alisiana's sea scorpion print

Colin

Saige

Isaiah and kennedy

Let It Snow

Students viewed the read aloud The Snowy Day by Ezra Jack Keats. Then they began creating a snow scene by drawing fir trees with texture. We painted snow on the ground and drew snowflakes in the sky. We discussed near and far and size relationships. Last they drew a self- portrait of what they might look like all bundled up and ready to play outdoors. Since they were studying weather we also made snowmen "upclose" seen below. VA:Cr2.3.Ka

Create art that represents natural and constructed environments.

Kindergarten

Marques and Eniyaha drawing self portraits

Mychael painting, we have been mixing primary colors!

snowmen

left Isaiah right Alnery

Grade Four

Chalk Pastel Landscapes

Artists examined landscape paintings to determine foreground and background. They identified the horizon line as “where the land and sky meet”. We used photographs of the grassland, tundra and desert as a reference for the horizon line, land forms, color and texture. Chalk pastels were used to lay down color. Last we used photographic references for animals that live in the various regions of the world. Colored pencils were used to describe the camouflage of various animals.

Breeya using pastels top left

VA: Cr2. 3.

Identify, describe, and visually document places or objects of personal significance.

Elijah (owl)

Malayah ( bison)

Tortoise by Jerimani

Janiya using pastels

Devon

Radial Design Weaving

Grade Four

Artists used recycled or upcycled their CDs to use as a loom for weaving.

Sharpie markers were used to create designs prior to adding warp threads.

We learned weaving vocabulary such as loom, warp, weft and fibers.

They had a choice to add beads to their designs. Weaving is found in cultures around the world to create decorative and useful materials including the time period of the Revolutionary War.

A radial design is a design that grows from a central point moving outward. Many radial designs are found in nature. VA:Cn10.1.4a Create works of art that reflect community cultural traditions.

Tre'Shawn

Nafisareea

Grade Three

FROG Sculpture

Artists began their unit by drawing frogs. Through the examination of frog anatomy they described the parts of a frog. Our next step was to create an origami jumping frog. A video on folding helped to guide the students in the sculptural process. Next students used an additive sculpture technique to create a frog out of model magic. Last they created a companion piece for their frog, either a leaf or a lily pad. They blended oil pastels to add color to their drawings.

VA: Cr2.1.3 . Create artwork using a variety of artistic processes and materials.

Romare Bearden Inspired Collage

Grade Five

Fifth grade artists analyzed the work of Romare Bearden.

We used “The Block” as inspiration for urban architecture. After viewing a video about Bearden we created a sketch of an urban building. We discussed the purpose of the building and how that would impact its design. They created painted paper with optional texture. We used a variety of scrap papers and images to add details to our collages.

VA:Cr2.3.5a Identify, describe, and visually document places and/or objects of personal significance.

below The Block by Romare Bearden

Stayci (top)

Aniya (bottom)

information about Romare Bearden:

www.nga.gov/collection/artist-info.6845.html

Maya top

Frances working on her collage

collage by Frances, Amir and Maya

Black History Month Performance

Thank you Fifth and Sixth grade students for helping to paint these Lion King style masks

Sumitra, Blessin, Salma, Frances, and Tiana

Auditorium at Marshall Campus

Janiya, Breeya and Ah'Nia

wearing lion King inspired masks

Radial Design Flowers

Grade Two

Second grade artists are studying flower anatomy and pollinators.

We began our flower design by creating a radial pattern with construction paper crayons. Then we used fluorescent paint to create petals. Next we will be examining butterflies. We will focus on symmetry and anatomy.

VA:Re.7.1.2a

Perceive and describe aesthetic characteristics of one’s natural world and constructed environments.

Flowers : Elijah and Habiba

Onabella's butterfly drawing

Tree collage by Shionna

Paper

Sculpture Fish

Grade Three

Students used a variety of art media to create a 3D fish.

After having created a 3D frog they were able to compare the media. First they used pattern and line to decorate the body. Artists added fish anatomy such as fins and a tail to their fish. They learned paper cutting and folding techniques to add details to their sculpture.

VA:Cr3.1.3a

Elaborate visual information by adding details in an artwork to enhance emerging meaning.

Fish by Sadie (top)

(bottom right)

Talulah and Ariana

Beautiful Birds

Grade One

First grade students made a mixed media bird collage after drawing birds and creating a three dimensional model using model magic. They used their knowledge of bird anatomy to create their models.

We discussed the difference between three dimensional and two dimensional artwork. 2 1.1a. Explore uses of materials and tools to create works of art or design. 7 2.1a. Compare images that represent the same subject.

bird collage by Maliah

Landon 100 days! (right)

Carnell and Cayden using model magic to make a bird sculpture (left)