GRADES K-3 DAILY "BELL WORK" FOR QUARTER 2 WEEK 10
John James Audubon
Carolina Turtle Dove
After bell work, students use sketchbooks for more extensive, ongoing projects.
GRADES K-3 DAILY "BELL WORK" FOR QUARTER 2 WEEK 10
John James Audubon
Carolina Turtle Dove
After bell work, students use sketchbooks for more extensive, ongoing projects.
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 Q3 WEEK 1:
The Great Wave
View of Honmoku off Kanagawa
K-3 PROJECTS: Q2 WEEK 10
Elements of Art - Shape, Color
This week students colored in their drawings with markers, copying the clothing and background for either the portrait of the boy or the girl.
The markers will be the first layer of color. The next layers will be with tempera paint, grease pencils for outlines, chalk for some soft surface details and oil pastels for the hair and areas of clothing and background.
The markers will be the first layer of color. The next layers will be with tempera paint, grease pencils for outlines, chalk for some soft surface details and oil pastels for the hair and areas of clothing and background.
Project: Copy of Van Gogh's Sunflowers
Elements of Art - Color, Texture
First graders finished drawing a full page copy of Van Gogh's Sunflowers. After completing the drawing, they rubbed a thick amount of white oil pastels onto backside the of the paper.
This is a simple image transfer technique (similar to using carbon or graphite paper).
This coming week, we will transfer the drawing onto a toned brown paper by tracing over the image layered over the brown paper, to receive the imprint of the sticky oil pastel. By transferring the drawing this way, we will avoid the problem of any grey pencil lines to dull down the bright yellows and blues of the oil pastels.
First graders finished drawing a full page copy of Van Gogh's Sunflowers. After completing the drawing, they rubbed a thick amount of white oil pastels onto backside the of the paper.
This is a simple image transfer technique (similar to using carbon or graphite paper).
This coming week, we will transfer the drawing onto a toned brown paper by tracing over the image layered over the brown paper, to receive the imprint of the sticky oil pastel. By transferring the drawing this way, we will avoid the problem of any grey pencil lines to dull down the bright yellows and blues of the oil pastels.
GRADE 2
Project: Greek Vessels
Elements of Art - Line, Shape
This past week, students traced their pottery designs with a black grease pencil. They will continue to add neutral colors with Conté Crayon and then finish by "burnishing" or polishing the surface of the drawing. (The grease pencil will create a shiny surface).
This project was an opportunity for students to design their own Greek Vessel, while still copying various elements from source imagery of vessels, glued into their sketchbooks.
https://www.britishmuseum.org/research/collection_online/collection_object_details/collection_image_gallery.aspx?assetId=294566001&objectId=399477&partId=1
Project: Greek Vessels
Elements of Art - Line, Shape
This past week, students traced their pottery designs with a black grease pencil. They will continue to add neutral colors with Conté Crayon and then finish by "burnishing" or polishing the surface of the drawing. (The grease pencil will create a shiny surface).
This project was an opportunity for students to design their own Greek Vessel, while still copying various elements from source imagery of vessels, glued into their sketchbooks.
Corinthian Period of Greek Pottery Design
GRADE 3
The Celtic Letter project will be completed soon! This has been an extended project with many layers of color and much time involved in developing original designs. Work has been inspired by close observation of source imagery saved in sketchbooks.
The Celtic Letter project will be completed soon! This has been an extended project with many layers of color and much time involved in developing original designs. Work has been inspired by close observation of source imagery saved in sketchbooks.
