GRADES 1-3 DAILY "BELL WORK" FOR WEEK NINE
All students complete "bell work" at the start of each class before any other instructions are given. As soon as students are seated, they are to immediately put pencil to paper and begin drawing the image projected before them; no questions, no comments; no distractions.
****(Kinder will begin doing bell work near the end of second quarter)
All attention is focused on looking carefully and recording what students SEE.
This is SILENT work time. Students are working independently, although I often interject with some guidance and state simple parameters. Students are graded primarily on their efforts and participation, not entirely on the outcome of their drawing.
After drawing, we have a brief class discussion to learn more about the artwork. We make some guesses at to what the work may be about; what the story may be behind the work. We THINK about how the artist used line, color, shapes, etc. to communicate meaning and emotion. We discuss how we may not all respond to the art work in the same way.
The final step in our Bell Work exercise is to ask ourselves more questions about the art work. We WONDER what the artist intended to communicate. This is where Ms. Northway may need to do some research to share what she learned about the artist and her/his life experiences.
I typically show students three artworks by the same artist. In this way, they become familiar with the style of a particular artist, and often can recall the artist's name. All of the children's drawings will be glued into small weekly/bi-weekly books to bring home.
PLEASE KEEP YOUR CHILD'S WEEKLY BOOKS IN A SAFE PLACE (and ordered in a BIG 3 RING BINDER) SO YOU CAN SEE GROWTH THROUGHOUT THE YEAR.
UPCOMING "BELL WORK" FOR WEEK 1 Q2
After bell work, students use sketchbooks for more extensive, ongoing projects.
K-3 PROJECTS: WEEK 8
KINDER
Project: Tessellations
Elements of Art - Shape
Students drew a zig-zag line on one side of a square piece of card stock. They then cut the piece out themselves. I assisted taping the small piece to the other side of their template.
We began tracing the new shape and will continue this project after Fall Break, adding a crayon borderline with a watercolor wash inside the shapes.
Project: Tessellations
Elements of Art - Shape
Students drew a zig-zag line on one side of a square piece of card stock. They then cut the piece out themselves. I assisted taping the small piece to the other side of their template.
We began tracing the new shape and will continue this project after Fall Break, adding a crayon borderline with a watercolor wash inside the shapes.
Project: Self-Portraits (completed from last week) and
Continuous Line Drawings, after Picasso (Beginning the week after Fall Break)
Elements of Art - Line
Book read in class after finishing self-portraits: Picasso and the Girl with the Ponytail:
GRADE 2
Project: Illuminated Letters
Project: Illuminated Letters
Elements of Art - Line, Shape, Color, Space
GRADE 3
Elements of Art - Line (contour drawing practice); Space (overlapping)
Project: Continuation of Contour Drawing, in preparation for Celtic Initials - Inspired by the Book of Kells
Early in the week, students drew a small "study" in their sketchbooks of a twisted and overlapping piece of ribbon.
The following class we attempted...and attempted, with some success, to tie a Celtic heart knot (video link below.)
Elements of Art - Line (contour drawing practice); Space (overlapping)
Project: Continuation of Contour Drawing, in preparation for Celtic Initials - Inspired by the Book of Kells
Early in the week, students drew a small "study" in their sketchbooks of a twisted and overlapping piece of ribbon.
The following class we attempted...and attempted, with some success, to tie a Celtic heart knot (video link below.)
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