Students created drawings showing a fun time or a celebration. We talked about how artists can remember good times by showing them in a picture.

We looked at example art work and then thought about how we could place details and drawn items on the page to help show the event or the story.

Some artists focused on every day fun times and others drew special events.

Students this week drew and collaged rooms. The rooms could be inspired from real life or from their imagination. Students thought about how to layer paper to create forms and about how to hold their paper effectively. Some students also included warm/cool colors to give further hints about what the room is like (orange for lamps etc)

Students this week began with a dot and created shapes that matched all the way around. We looked at mandalas for inspiration.

Students used pastels and paint to fill in their picture

Artists continued thinking of how paper orientation can change compositions but this time had an extra challenge!

They were given an extra big rectangle and had to fill it with a drawing either holding the paper the long way or the tall way.

Students then had to explain their choice!

Artists learned that "composition" is where things are placed on the page.

Students looked at example art work and noticed how paper held the long way had more room for background details and for wider drawings. Students noticed paper held the tall way was able to fit taller drawings.

Artists then created drawings of weather thinking carefully about whether their paper should be facing the long way or the tall way.

Artists reviewed warm and cool colors. We discussed how colors can be to reinforce the clues about the time of day and season.

Then, artists drew a picture of the outside world using warm and cool colors to show temperature or time of day.

Artists continued practicing oil pastel resist.

We looked at artwork by Matthew Wong and Jonas Wood for clues about time of day.

Students created two drawings one showing daytime and one showing night time.

In the pastel drawings, students had to include hints in their composition about the time of day. Then, students applied black paint to the night time drawing.

This week artists continued drawing scenes from nature but this time at night! Artists thought about what clues they could add to their composition to show night time.

We looked at artwork by Matthew Wong for inspiration.

We learned about how oil and water can't mix and then created pastel resist paintings showing nature at night time.

Students were amazed at how the oil pastel repelled the water!

Artists learned about scientific illustrators and looked at example drawings. They noticed symmetrical details in technical drawings of plants and insects.

Then, students created their own drawings.

Artists finished their insects and then began thinking about symmetry. We looked at example illustrations and noticed how bugs have their left side and their right side match.

Then, artists created bugs that had symmetry using the same bug construction techniques they learned last week!

Artists created giant insects! We looked at example photos of bugs and thought about the different body parts they needed to add to their bug.

Then, students cut large shapes out of paper and assembled them to create a bug.

Next, artists painted patterns and textures on top

Artists practiced applying all of the texture techniques we have learned: paper manipulation, drawn texture, and rubbings to create a jungle collage.

We looked at paintings by Rousseau and noticed how he created many different layers of texture to show how dense and full of life the jungle is.

Students learned how he created his paintings from his imagination and then students created their own imagination jungles. We practiced layering paper to create depth.

Artists created imaginary creatures using drawn or rubbed texture to show details about how the creature feels or where the creature lives.

We looked at artwork by Joo Young Choi and students took turns noticing imaginary creatures in her artwork.

Then students got to work! Many chose to create fantastical animals.

Students created texture rubbings using crayons and objects around the art room.

We practiced holding the crayon in a new way so we would be able to get as many textures onto the paper as possible.

Artists layered different texture rubbings on top of each other to create something new!

Students had a choice to continue overlapping textures in their pictures or to turn the textures into a collage.

This week we continued practicing creating texture by manipulating paper and drawing texture using lines and shapes.

Students could choose whether to draw, collage, or do a little bit of both to create artwork that showed texture.

Artists reviewed texture and learned about implied texture.

Students learned that instead of changing the way something feels to add texture, artists can use lines and shapes to make a drawing look bumpy, spikey, soft, etc.

Students looked at example animals and brainstormed words to describe the texture. Then, students looked at drawings of animals and noticed how lines and shapes can make the animals look like different textures.

Then, students drew an animal (real or imaginary) with implied texture to show what the animal would feel like if we pet it.

We learned about how a special skill artists have is expressing. Artists express or tell others how they feel, what they like, and share their ideas. The more we practice expressing the better we get at it.

We reflected on what a typical day at McGovern looks like and then brainstormed some ideas for what we love about the McGovern school.

Then students created a valentine for McGovern showing what they love about the school.

Artists looked at different examples of textures and brainstormed words used to describe them (bumpy, hard, smooth, gooey, fuzzy).

Then we created our own textures by cutting paper, crinkling paper, spiraling, and tearing it.

Students practiced those skills and created paper textures to create a representational or abstract picture!

Artists learned how colors can tell stories. Colors can show how people are feeling, can show important details, and can give clues about what is happening in a picture.

We looked at Ekua Holmes' collages and noticed colors. Then, artists explained what they saw happening in the pictures. Students learned how Ekua Holmes creates collages inspired by childhood memories

Then, artists created a collage that told a story mindfully using color to help add details, show feelings, or give clues.

Artists continued practicing mixing colors. We read Sky Color and thought about how Marisol had to create a painting of the sky without any blue paint.

We looked at Yoko Ono's sky series project for inspiration and noticed all of the different colors the sky could be.

Then, artists created their own sky paintings by mixing colors.

Artists reviewed primary colors and painting expectations. Then, artists created a painting that mixed colors.

We discussed how q-tips can create dots or can create brush strokes.

Many artists chose to create artwork that had dots and strokes.

Inspired by the chilly weather, artists created snowman sculptures. We used q-tips to add snow in the background. Artists could choose whether to draw or collage on the snowman's features.

Students were introduced to q-tip painting techniques and painting expectations.

Artists practiced mixing colors using colored pencils. We discussed how to hold the pencils in different ways and practiced sharpening them with a hand-held sharpener.

Then, artists created artworks mixing the primary colors to create new ones!

Artists learned about the primary colors and reviewed collage.

To celebrate the primary colors, students had to create a collage using only the primary colors (plus black marker).

Students created artwork with more advanced cutting skills and with more intricate shapes.

Artists created shape sculptures. They learned that a sculpture is art that stands up tall.

We looked at sculptures by Anish Kapoor and noticed how he uses shapes to make his art.

They folded strips of paper to make hidden shapes in the negative space. Students could choose to create something abstract or to use the shapes to create a more realistic sculpture.

Artists began collaging using shapes.

We looked at playgrounds designed by Isamu Noguchi and found geometric shapes. Then, we looked at playgrounds designed by Benjamin Dominguez and looked for organic shapes.

Students then created their own playgrounds using different kinds of shapes.

Artists learned about organic shapes in art.

They began with an outline of an organic shape and then created puddles. Artists thought carefully about how they could add details to their picture to show what is happening.

Many students chose to draw something reflecting in the puddle and others used wavy and spiral lines to show water rippling on the surface.

Students learned about how when a line goes back to where it started it makes a shape.

We discussed how architects create buildings using lines and shapes. We looked at buildings around Medway and students found the hidden shapes in windows, columns, and rooftops.

Students then created blueprints by drawing an outline of the building they wanted to create. This helped students stay focused on the lines and shapes they were using.

Next, students created a full color drawing of the same building to add detail and more visual interest.

Students learned about how artists use movement lines to show where something went.

We looked at example artworks of movement lines showing cars moving fast, animals jumping and flying, and people dancing.

Then, students created their own artwork practicing including movement lines.

Students finished working on their Square 1 Art projects.

Then, we reviewed outlines in art and students created line animals. They started with an outline, filled the outline with many different types of lines, and then used crayons to add color.

Students learned different crayon techniques for creating lines. We practiced drawing lightly and harder to notice how changes in pressure can create different types of lines.