Q3 Week 5 in Review

GRADES K-3 DAILY "BELL WORK" FOR  QUARTER 3 WEEK 5

 René Magritte

The Listening Room (1952)

    René Magritt

 La Carte Postale (1960)

 René Magritte

The Voice of Space

At the beginning of daily Bell Work, all attention is focused on looking carefully at what we SEE.

The "Stare Contest":

Class begins immediately with the expectation that everyone is to sit completely silent, resting chin in hands, elbows on desks, looking/gazing at the artwork projected before them.  I set my watch timer for one minute.   

After looking at the artwork image for one minute, I ask questions and students THINK about the artwork.  Some days, my questions may only address the physical qualities of the work -- The Elements of Art and Principles of Design.  

However, our class discussion often ventures further past the content and we may WONDER what the artists' intent was in the creation of the work.  I often ask students to create a narrative for the work.

 We consider how the artist used the formal Elements of Art (line, shape, space, form, value, texture, color) and the Principles of Design (pattern, contrast, emphasis, balance, proportion/scale, harmony, rhythm/movement to direct our attention and to communicate meaning and emotion.

These conversations also bring attention to how we may not all respond to the same artwork in the same way.

 I typically show students two/three artworks by the same artist a week.  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.  However, kindergarten will be keeping their bell work drawings in their classroom sketchbooks. 

PLEASE KEEP YOUR CHILD'S WEEKLY BOOKS IN A SAFE PLACE (in a BIG 3 RING BINDER) SO YOU CAN SEE GROWTH THROUGHOUT THE YEAR. 

UPCOMING "BELL WORK" FOR Q3 WEEK 6:

   Leonardo DaVinci 

     Water Passing Obstacles

Leonardo DaVinci 
Falling Water

Leonardo DaVinci
Star of Bethlehem Plant

K-3  PROJECTS:  Q3 WEEK 5

KINDERGARTEN

Practice: Worksheets practicing drawing shapes; Using shading to create the illusion of FORM

Elements of Art - Shape and Form


https://www.math-salamanders.com/shapes-clipart.html

We continue to search for shapes and forms as we sketch in sketchbooks, copying work by Claude Monet and Paul Cezanne.

GRADE ONE

Project: Pastel Drawing after Ambrogio Lorenzetti's Allegory and Effects of Good and Bad Government

Elements of Art - Line, Shape, Space

Students began copying the image of the fresco painting with a pencil.  We are using a soft, 7B pencil that gives dark, thick lines.  This soft pencil also does less damage to our charcoal paper and is easier to erase.  

Lines will be slightly erased once the under drawing is complete and students will use Chalk Pastels and Conté Crayons to fill in the colors. 

A final outline  will be made once again, using colored pencils.


Ambrogio Lorenzetti | Allegory and Effects of Good and Bad Government

GRADE TWO

Project: Relief Printmaking
Elements of Art - Line, Shape

               

We are beginning a relief printing project, with Texas fish as our source imagery. Each student will draw a total of six different types of fish found in Texas...some native and some not.  

Their favorite drawing will be chosen trace onto a foam "plate" for relief printing.  

Currently, students are beginning to trace their drawings onto tracing paper and then transfer again onto foam using a ball point pen in order to make an impression into the foam. 

Once students begin printing, with my help, they will also continue a concurrent project of painting all of their 6 fish drawings with watercolor. 

A few students pulled their first print this week!  Yea!!

Also, here is a link to an upcoming event, Print Fair 2020 at the McNay Museum of Art:

https://www.mcnayart.org/events/event/mcnay-print-fair-2020/

GRADE THREE
Project: Rose Window
Elements of Art - Line, Shape

Students have been practicing using a compass to draw circles, create an "almond construction" and to use the compass and a straight edge to construct a decagon.

Since we are at the beginning of a new decade, I specifically chose rose windows to copy that are based on the geometry of a Decagon.

Once students finish drawing their Rose Window in their sketchbooks, they will trace their design onto transluscent architectural drafting film, and colors filled in with colored pencils.

Rose Window Sens Cathedral, France 1140-1164

The Creation Rose Window - The National Cathedral in Washington D.C.
Link:  https://cathedral.org/what-to-see/exterior/rose-window/

Q3 Week 4 in Review

GRADES K-3 DAILY "BELL WORK" FOR  QUARTER 3 WEEK 4

Whistlejacket 

George Stubbs (1762)

A Bay Horse Communing with a White Spaniel by a Lake - George Stubbs (1769)

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.  

During this second semester, I have started class by asking students to sit completely silent, resting chin in hands, looking/gazing at the artwork projected before them.  I set my watch timer for one minute.  All that I ask is for one minute of complete and total absorption of the image before them.  

It is proving a great way to calm and center them for the start of class, and I enjoy not talking as well!

During Bell work, 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 (in a BIG 3 RING BINDER) SO YOU CAN SEE GROWTH THROUGHOUT THE YEAR. 

UPCOMING "BELL WORK" FOR Q3 WEEK 5:

 René Magritte

The Listening Room (1952)

    René Magritt

 La Carte Postale (1960)

 René Magritte
The Voice of Space

K-3  PROJECTS:  Q3 WEEK 4

KINDER

Elements of Art - Shape, Color

Students painted their paper maché apples.  

My hope is  to complete a collaborative still life of paper maché apples to display with their drawings.

First

Project: Copy of Van Gogh's Sunflowers

Elements of Art - Color, Texture

Students began copying the image below with pencil.  We are using a soft, 7B pencil that gives dark, thick lines.  This soft pencil also does less damage to our charcoal paper.  

Lines will be slightly erased once the under drawing is complete and students will use Chalk Pastels and Conté Crayons to fill in the colors. 

A final outline  will be made once again, using colored pencils.


Ambrogio Lorenzetti | Allegory and Effects of Good and Bad Government

GRADE 2

Project: Relief Printmaking
Elements of Art - Line, Shape

               

We are beginning a relief printing project, with Texas fish as our source imagery. Each student will draw a total of six different types of fish found in Texas...some native and some not.  

Their favorite drawing will be chosen trace onto a foam "plate" for relief printing.  

Currently, students are beginning to trace their drawings onto tracing paper and then transfer again onto foam using a ball point pen in order to make an impression into the foam. 

Once students begin printing, with my help, they will continue a concurrent project of painting all of their 6 fish drawings with watercolor. 

GRADE 3
Project: Rose Window
Elements of Art - Line, Shape

Students have been practicing using a compass to draw circles, create an "almond construction" and to use the compass and a straight edge to construct a decagon.

Since we are at the beginning of a new decade, I specifically chose rose windows to copy that are based on the geometry of a Decagon.

Once students finish drawing their Rose Window in their sketchbooks, they will trace their design onto transluscent architectural drafting film, and colors filled in with colored pencils.

Rose Window Sens Cathedral, France 1140-1164

The Creation Rose Window - The National Cathedral in Washington D.C.
Link:  https://cathedral.org/what-to-see/exterior/rose-window/

Q3 Week 3 in Review

GRADES K-3 DAILY "BELL WORK" FOR  QUARTER 3 WEEK 3

Orvieto Cathedral, Italy

Notre Dame Cathedral, France

     National Cathedral, Washington D.C.

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.  

During this second semester, I have started class by asking students to sit completely silent, resting chin in hands, looking/gazing at the artwork projected before them.  I set my watch timer for one minute.  All that I ask is for one minute of complete and total absorption of the image before them.  

It is proving a great way to calm and center them for the start of class, and I enjoy not talking as well!

During Bell work, 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 (in a BIG 3 RING BINDER) SO YOU CAN SEE GROWTH THROUGHOUT THE YEAR. 

UPCOMING "BELL WORK" FOR Q3 WEEK 4:

Whistlejacket 

George Stubbs (1762)

A Bay Horse Communing with a White Spaniel by a Lake - George Stubbs (1769)

K-3  PROJECTS:  Q3 WEEK 3

KINDER

Elements of Art - Shape, Color

Students painted their paper maché apples.  

My hope is  to complete a collaborative still life of paper maché apples to display with their drawings.

First

Project: Copy of Van Gogh's Sunflowers

Elements of Art - Color, Texture

Students began copying the image below with pencil.  We are using a soft, 7B pencil that gives dark, thick lines.  This soft pencil also does less damage to our charcoal paper.  

Lines will be slightly erased once the under drawing is complete and students will use Chalk Pastels and Conté Crayons to fill in the colors. 

A final outline  will be made once again, using colored pencils.


Ambrogio Lorenzetti | Allegory and Effects of Good and Bad Government

GRADE 2

Project: Relief Printmaking
Elements of Art - Line, Shape

               

We are beginning a relief printing project, with Texas fish as our source imagery. Each student will draw a total of six different types of fish found in Texas...some native and some not.  

Their favorite drawing will be chosen trace onto a foam "plate" for relief printing.  

Currently, students are beginning to trace their drawings onto tracing paper and then transfer again onto foam using a ball point pen in order to make an impression into the foam. 

Once students begin printing, with my help, they will continue a concurrent project of painting all of their 6 fish drawings with watercolor. 

GRADE 3
Project: Rose Window
Elements of Art - Line, Shape

Students have been practicing using a compass to draw circles, create an "almond construction" and to use the compass and a straight edge to construct a decagon.

Since we are at the beginning of a new decade, I specifically chose rose windows to copy that are based on the geometry of a Decagon.

Once students finish drawing their Rose Window in their sketchbooks, they will trace their design onto transluscent architectural drafting film, and colors filled in with colored pencils.

Rose Window Sens Cathedral, France 1140-1164

The Creation Rose Window - The National Cathedral in Washington D.C.
Link:  https://cathedral.org/what-to-see/exterior/rose-window/

Q3 Week 2 in Review

GRADES K-3 DAILY "BELL WORK" FOR  QUARTER 3 WEEK 2

Paul Cezanne

Detail of Four Apples (1881)

 Paul Cezanne

The Bay of Marseilles, Seen from L'Estaque

 (1885)

Paul Cezanne

   Mont Sainte-Victoire with Large Pine (1887)

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.  

During this second semester, I have started class by asking students to sit completely silent, resting chin in hands, looking/gazing at the artwork projected before them.  I set my watch timer for one minute.  All that I ask is for one minute of complete and total absorption of the image before them.  

It is proving a great way to calm and center them for the start of class, and I enjoy not talking as well!

During Bell work, 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 (in a BIG 3 RING BINDER) SO YOU CAN SEE GROWTH THROUGHOUT THE YEAR. 

UPCOMING "BELL WORK" FOR Q3 WEEK 3:

Orvieto Cathedral, Italy

Notre Dame Cathedral, France

     National Cathedral, Washington D.C.

K-3  PROJECTS:  Q3 WEEK 2

KINDER

Elements of Art - Shape, Color

Students worked in pairs to begin making a paper maché apple.  Last week, brown lunch bags were smashed into balls and taped into circles with masking tape.

Students used paper maché paste and brown paper to wrap apples.  This upcoming week, students'  will paint apples with red acrylic paint and then follow up with additional layers yellows and greens.

My hope is  to complete a collaborative still life of paper maché apples to display with their drawings.

First

Project: Copy of Van Gogh's Sunflowers

Elements of Art - Color, Texture



Students are nearly finished with their Sunflower oil pastel drawings and will begin creating a drawing (with chalk pastels) based on the image below:


Ambrogio Lorenzetti | Allegory and Effects of Good and Bad Government

GRADE 2

Project: Relief Printmaking
Elements of Art - Line, Shape

               

We are beginning a relief printing project, with Texas fish as our source imagery. Each student will draw a total of six different types of fish found in Texas...some native and some not.  

Their favorite drawing will be chosen trace onto a foam "plate" for relief printing.  

GRADE 3
Project: Rose Window
Elements of Art - Line, Shape

Students drew a cathedral this week in sketchbooks as an introduction to the next project:



Students also experimented with drawing circles with a compass this past week. Before we begin constructing the Rose window, I will demonstrate for them one or two methods for constructing a decagon.

The students' next assignment will be to copy a Rose Window.  
Since we are at the beginning of a new decade, I specifically chose rose windows to copy that are based on the geometry of a Decagon.

Rose Window Sens Cathedral, France 1140-1164

The Creation Rose Window - The National Cathedral in Washington D.C.
Link:  https://cathedral.org/what-to-see/exterior/rose-window/