GRADES K-3 DAILY "BELL WORK" FOR QUARTER 2 WEEK 7
Vincent van Gogh - The Reaper
- after Jean-Francois Millet (1889)
Vincent van Gogh - Peasant Woman Binding Sheaves
- after Jean Franacois Millet
GRADES K-3 DAILY "BELL WORK" FOR QUARTER 2 WEEK 7
Vincent van Gogh - The Reaper
- after Jean-Francois Millet (1889)
Vincent van Gogh - Peasant Woman Binding Sheaves
- after Jean Franacois Millet
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 Q2 WEEK 8:
Winslow Homer
Snap the Whip (1872)
Winslow Homer
West Point, Prout’s Neck (1900)
Winslow Homer
Breezing Up - A Fair Wind (1873-1876)
K-3 PROJECTS: WEEK 7
Elements of Art - Shape, Color
This week we began drawing a copy of a Modigliani's portrait on large mixed media paper.
Students learned some basic proportions of the face. Specifically, the placement of the eyes, halfway down the oval of the face.
In the coming week, students will be creating a self-portrait but in the style of Amedeo Modigliani, using tempera paint, chalk and oil pastels.
Students learned some basic proportions of the face. Specifically, the placement of the eyes, halfway down the oval of the face.
In the coming week, students will be creating a self-portrait but in the style of Amedeo Modigliani, using tempera paint, chalk and oil pastels.
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
Students took a break from their Celtic letter designs to learn how to make quilled snowflake ornaments.
The ornaments are currently adorning the Christmas trees at the Lower school main entrance, before students take them home this Friday.
Here are a few fun links for making different types of quilled snowflakes:
Students took a break from their Celtic letter designs to learn how to make quilled snowflake ornaments.
The ornaments are currently adorning the Christmas trees at the Lower school main entrance, before students take them home this Friday.
Here are a few fun links for making different types of quilled snowflakes:
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