The Lynch-Bustin Art Room

Last Hurrah

2010-06-08T06:43:00.000-07:00

In recent classes, students have been making sketches of one another. As a last hurrah, I attempted to make a quick caricature sketch of every student at Lynch-Bustin Elementary School. About six hundred drawings later, I think I got everybody! Have a great summer!

Lynch-Bustin Rocks!

2010-06-04T12:33:00.000-07:00

As the finale to our Living History Day (with the theme of "The Sixties"), music teacher Mr. Patt and his band put on a rock concert. Imagine 600 screaming kids, all wearing tie dye t-shirts (thanks to PTG and Mrs. Jacoski). The perfect end to a perfect day! Here's a little video and a few pictures of the concert.

Sixties Day

2010-06-04T11:49:00.000-07:00

Today was our school-wide Living History Day with the theme of "The Sixties". Here is our art station all set up for the kids to learn about Pop Art printmaking -- Robert Rauscenberg Style.

Here is guest art educator Anna Wales (my daughter). I stole the idea from her, so I asked her to help get us started.

Here she is demonstrating to Mrs. Yeakel's third grade class.

If you want to know how to do this, you paint muscle rub (Ben Gay) on a freshly printed computer print. We used portraits of famous people from the 1960s. Next you place your white paper over the image and rub with a brayer. A reverse image will be transfered to your white paper.

I would say that this is something best done outside. The smell of the muscle rub is quite strong.

Below are a couple I made as examples. If there's something you want in your print to not be the reverse, you can flip it in Photoshop. Below, I wanted to use a photo of Lennon's handwritten lyrics for "Give Peace a Chance". I reversed it in Photoshop so that the print would look right. On the left is the original, and on the right is the print.

Drawing with Charcoal

2010-04-20T08:26:00.000-07:00

For today's drawing we turned the lights out, and made drawings of three-dimensional objects. We're trying to capture the highlights and cast shadows.

We're using charcoal pencils and blending stumps. These are handy little tools that help you blend the charcoal to create a variety of tones.

First Grade Architecture

2010-04-20T08:13:00.000-07:00

Here are a few of the finished skyscraper drawings that I promised I'd show you. It's the time of year when markers are starting to run out. I don't know if you know about this trick, but when Crayola markers go dry, you can dip them in water and they work for quite a bit longer.

You get some interesting, lighter variations of some of the color. Also, you get your money's worth out of the markers before you throw them out!

Thinking about Light and Shadow

2010-04-15T10:13:00.000-07:00

Our school got some really nice art posters as part of a grant from the National Endowment of the Humanities. One of the works of art second graders are learning about is this one by Edward Hopper, House by the Railroad. How about that four-story tower?!

After answering some discussion questions about this work of art, we decided this painting had a lonely feeling. There are no signs of people, and the shades are all pulled down. Someone suggested that maybe the people moved away because the railroad tracks are so close to the house!

One thing I wanted to point out is that the light source in the picture is very clear. Can you see how the left side of the house is very light and bright -- and the right is shaded with blues and greens and purple?

We're all used to drawing houses with squares, rectangles and triangles -- but we all decided to use some shapes that you might find in Victorian architecture, like the curved Mansard roof and the arched windows with ornamentation. Most of us didn't want to make ours look so lonely, so we made all kinds of signs of life in the surounding area.

Notice how we all started with a main object that was kind of the same, but everybody's picture has things in it that are different.

We tried to make one side of the house in the light, and the other in shadow. We colored with Payons, or painting crayons. These are really neat crayons that you use just like regular crayons. Then you paint over the drawing with water. The crayon turns into paint! I know that I told you that I got them from a leprechaun, but I may as well tell you -- you can order them many places, including here.

Surrealism

2010-04-13T09:52:00.000-07:00

There are many different styles of art. Surrealism is one of them. We all know what "real" means, right? The prefix sur means "over, above, beyond, on."

If something is surreal, it contains real things in unreal combinations. Surrealistic art has an odd dreamlike quality. To learn about this style, fourth graders made surrealistic collages, cutting and pasting images into backgrounds where they didn't belong.

Surrealistic art has an odd dreamlike quality. To learn about this style, fourth graders made surrealistic collages, cutting and pasting images into backgrounds where they didn't belong.
When everybody finished their collages, I said, "Okay, now draw your collage."

Surrealistic art has an odd dreamlike quality. To learn about this style, fourth graders made surrealistic collages, cutting and pasting images into backgrounds where they didn't belong.

When everybody finished their collages, I said, "Okay, now draw your collage." A few people panicked until we looked at the paintings of Chagall. See how he made real things, but not necessarily realistically? So, it's okay to draw things "kid-style"!

Joke: "How many surrealists does it take to screw in a light bulb?"

Answer: "A fish."

Skyscrapers

2010-04-08T11:22:00.000-07:00

One of the works of art we are studying through our Picturing America grant is the architecture of the Chrysler building. What kinds of shapes can you find in the building? There are geometric shapes, as well as plant and animal shapes. The building is Art Deco style architecture, and some of the details remind us of Egyptian design. The wing shape is a replica of a 1929 radiator cap. One ornamental frieze incorporates a band of hubcaps. (More discussion questions here).

After discussing this artwork, students are ready to design their own skyscrapers. We are using templates to make some of the geometric shapes.

Some students are adding some of their own details freehand, like gargoyles projecting from the buildings.

When the pencil drawings are finished, students will color them with marker. When a few get finished, I'll post some more pictures!

Some of us are naming our buildings after ourselves -- like the Baglini Hotel!

Our Visit from James Warhola

2010-03-24T06:52:00.000-07:00

Yesterday we had the tremendous honor of having a visit from James Warhola. He read to us from his books, and talked to us about the process of planning and making a picture book. He brought original art for us to see including finished watercolor illustrations and sketchbooks and prototypes that showed the steps in making a book.

After talking to the elementary kids, Mr. Warhola visitted some junior high and senior high classrooms. He encouraged them to develop their own creativity and express themselves through writing and art.

The Daily Review wrote a really nice article about this visit, which is here.

Tribute Sculpture of Andy Warhol

2010-03-24T06:36:00.001-07:00

Fifth graders wanted to make a special project to welcome artist James Warhola, so they made a pariscraft sculpture of his uncle Andy Warhol (who is also the main character in some of his picture books).

Giant Tales

2010-03-19T08:42:00.000-07:00

Third graders heard the story The Brave Little Tailor (illustrated by James Warhola) and then drew giant pictures (on 18x24 paper!) and wrote stories of how they would outsmart a giant.

Many gave their pictures titles like The Brave Little Hairdresser or The Brave Gumball Destroyer. I called mine The Brave Little Art Teacher.

Here is one third grader's story and picture.

My Giant Story
Written by Jamie Welch
One late evening I was planting flowers in my front yard. Suddenly, I heard a loud, booming voice. "You there!" the booming voice shouted. I cowered in fear.
"Who...me?" I whispered.
"Yes, you! Come closer!" the voice commanded. In fear, I walked to my lake. There, sitting on my wooden bench, was a giant. "Come closer," the giant said. I walked towards the giant on my shaky legs. "Yes...," the giant said. Out of nowhere, the giant scooped me up in his over-sized hand. "What's your name?" the giant boomed.
"J...Jamie," I stammered.
"I'm Mario, the only Italian giant," Mario boomed, laughing. I began to cry, for I missed my mother and father. "Stop!" Mario commanded.
I wiped my tears. "Stop what?" I asked.
"Stop your crying! It makes me sick," he replied, sighing. I began to think more sad thoughts. I cried hard, and I cried soft. Soon after, Mario's face turned blue, and he exploded. Then I went home and lived a normal life once
more.

The End.

If You're Happy and you Know it (Scratch your Fur)

2010-03-19T08:23:00.000-07:00

First graders had a good time hearing this story (and singing along!) You might thing you know If You're Happy and You Know it, but this is the Jungle Edition! After singing, we made drawings and paintings inspired by the book.

Fresh Pop Art, Popped Daily

2010-03-19T08:14:00.001-07:00

We've been looking at the art of Andy Warhol, some of which was created using printmaking techniques. Fifth graders are now printing multiple images of the blocks they carved. We will create many prints on many different types of surfaces using different colors of ink. Then we can combine them to create works of art that have both unity (through repetition) and variety.

Printmaking is great, because you can have many copies of your art and each one is one-of-a-kind. At the end of the unit, some kids trade prints with friends, and we all contribute one print to put in our auction. Each kid will be given millions of dollars (of play money, of course) to bid on their classmates' prints. It remains to be seen who will set the record this year for the highest price paid for a print.

Picture Books of Trips we Took

2010-03-19T08:10:00.001-07:00

Second graders have been making picture books. We have been using Uncle Andy's by James Warhola as a mentor text. This book is about a family trip, so we're all making books about trips we've taken. Each story starts at home, the author finds out they're going somewhere, they prepare for the trip, travel to the destination, and then arrive there. Each step is described in the story and illustrated. Everybody's story is different, even though it follows the same general template.

Pop Cats

2010-03-17T10:55:00.000-07:00

After reading James Warhola's book Uncle Andy's Cats, we were inspired to make "Pop Cats" -- art that combines paint with found objects and collage created by images from popular culture.

Our Fifteen Minutes of Fame

2010-03-15T07:15:00.001-07:00

Andy Warhol predicted that "In the future, everyone will be famous for fifteen minutes." That's where we get that expression, "fifteen minutes of fame." Just for fun, fourth graders made drawings and creative writing about their own imagined fleeting stardom. Below is a really creative piece by Alexis...

Here are some of the other illustrations of students' fifteen minutes of fame:

Block Carving

2010-02-22T10:01:00.000-08:00

Fifth graders have begun carving the printing blocks for our Pop Art printmaking unit. They made several sketches of things from popular culture such as commercial products, celebrities, and cartoon characters. Then, they picked their best sketch and transferred it to the block. Now they are carving the image with carving tools. The material we are using is called EZ-Cut. It is similar to the linoleum blocks you parents may have used, but so much easier and safer!

Soft Sculptures

2010-02-08T06:28:00.000-08:00

Here are some of the finished soft sculpture projects by fourth graders.

The one above is Gavin's portrayal of Olympic Swimmer Michael Phelps.

Bradley's project doesn't have a name yet, but I call him Mr. Bling.

I love his medallion, which is made from a needle threader!

Sgt. Stuffed Guy is a real tough guy!

Star Wars fans out there will recognize galactic bounty hunter Boba Fett.

These are just a few of the very creative projects by fourth graders. Sewing isn't everyone's "cup of tea" - but I say, let's all give it a try. Just like everything in art, some will discover a new favorite hobby and some will say, "I hope we won't have to do that again!"

Art History Biopix

2010-01-28T06:49:00.000-08:00

Fifth graders are working on entries in their sketchbooks. We call them Art History Biopix. Above is one of my examples. The assignment is to show the artist and what his or her art looked like. It's okay to translate these masterpieces into cartoony or "kid-style" images. Then we write two or three (or more) facts about the artist.

Everybody gets a different book about an artist. We signed out all the artist biographies from the library, which has about 40 excellent books about artists. The assignment is not to read the whole book, but to use them for research. We find the facts we need for our posters.

Find something interesting and put it in your own words! Ethan has done a great job with this Andy Warhol. Check out some of the other great artists from history -- as seen through the eyes of fifth graders!

Pennsylvania Pinch Bugs

2010-01-14T07:42:00.001-08:00

This is second grade's first sculpture project this year. We are working our way up to a dinosaur clay sculpture, but this is a fun introduction. The product we're using is called Super-Dough. Everyone is making a sculpture of an insect. We start with a glob of clay, then shape it into a cylinder. Next we pinch the clay until the shape resembles a bowling pin. We add creative details with pipe cleaners. Of course, insects have six legs and antennae.

Some of the details are a little less realistic, but very creative!

When finished, everyone wrote a little story about their bug.

American Flamingo by John James Audobon

2010-01-13T11:44:00.000-08:00

Kindergarten and first graders are learning about the artist John James Audobon. Many artists have a favorite thing to draw -- his was birds. His life work was to create life-sized engravings of 500 species of North American birds.

There are two books in our library that helped us understand this artist more. From The Boy who Drew Birds we learned the scientists of his time didn't know much about birds. For instance, to answer the question of where birds went for the winter, some believed that birds transformed themselves from one species of bird to anther. Others claimed that they hybernated underwater all winter. One scientist even claimed that birds traveled to the moon each fall and returned in the spring. He claimed the trip took 60 days! Do you see why it was so important for an artist/scientist to study birds and learn the truth?

From Into the Woods, we learned about Audobon's methods for observing, studying and painting birds.

After learning about the artist and painting, students learned which shapes and colors can be used to draw flamingos.

Below are some finished drawings by kindergarteners.

Comics about Bullying

2010-01-08T12:18:00.000-08:00

Fifth graders are finishing up their comic strips in pen and ink. Each student created original cartoon characters and wrote a comic about bullying. The story might show how bullying makes us feel, or it might show how a bully has learned from the consequences of his or her actions.

Here is one of the first completed comics. I thought it was very clever how the artist used names from common texting messages like BRB, LOL and TTYL. There are also very clever puns related to how each character is a nose, mouth, or eye (who are part of the Senses Bureau!). Click on the comic to see a larger view.

Making "Friends" in the Art Room

2010-01-08T12:13:00.000-08:00

Fourth graders are "making friends" in the art room. They are sewing pieces of felt together to make soft sculptures. The images above are examples from previous years.

We use darning needles because they're a little bit easier for kids to use. Some students have chosen to take theirs home to do a little sewing at home. It's also okay to get a little help from home, if they like.

Some kids are finished and starting to stuff it with cotton batting. We use the paint brush to make sure the batting gets into the legs and arms of the figure.

Be a Buddy -- Not a Bully!

2009-11-24T10:20:00.000-08:00

The motto for our school's anti-bullying program is "Be a Buddy, Not a Bully!" Third grade classes are making posters that illustrate examples of bullying behavior and contrasting that with "buddy" behavior.

First, here's mine:

Here's a couple finished posters by third graders:

Here are some up-close details of a buddy behavior and a bully behavior.

The Legend of the Indian Paintbrush

2009-11-06T10:40:00.000-08:00

Little Gopher was smaller than the other young Indian boys of his Plains tribe, and although he tried hard, he could not do what the others did. The tribe's wise shaman assures him, however, that he has a different gift.

This book is a vivid retelling of a Wyoming legend of the origin of their state flower, the Indian Paintbrush. We read this together in kindergarten art classes, and talked about Native American life and art. Then students made their own drawings of Little Gopher.

Painting -- Andy Warhol Style

2009-11-05T06:35:00.000-08:00

Fourth grade classes have been looking at the paintings of Andy Warhol. This artist often used repetition of the same image (like a can of soup or someone's face) to create a pattern. If you look at his work, you can see that he often used unexpected colors and didn't always "stay within the lines."

In some ways, each image is exactly the same, but when we consider the color, each one is completely different. To learn more about this fabulous artist, we've read these two books together. Did you know the author and illustrator is also Andy Warhol's nephew -- and that he'll be visiting our school in the spring?

The book above is his brand new book. Andy Warhol had 25 cats -- all named Sam!

One of the students was excited to find that his family owned the special edition commemorative stamp plaque below!

To duplicate our image, we made a sketch, scribbled on the back of it, then traced over the lines in the drawing over and over again. If you've never done that, try it! It's a lot of fun.

Now we're painting each one with some experimental and expressive colors and techniques. We are ready for our fifteen minutes of fame!

Splat! Good thing she's wearing a paint shirt!

Family Fun Night

2009-11-02T06:30:00.000-08:00

A couple weeks ago, we had a Family Fun Night with the theme of "Carnival". Mr. Macik and I covered the Caricature Station. I don't know how many caricatures of kids we drew -- it seemed like at least a hundred!

Kids: "Mr. Wales, when will it be my turn?"

Me: "I'm drawing as fast as I can!!!"

Clowning Around with First Grade

2009-10-27T12:17:00.000-07:00

First graders are making drawings of clowns with markers this week. Everyone is illustrating something they've seen a clown do -- or something they'd like to see. Here are just a few. They have fantastic imaginations!

Comix by Kids

2009-10-27T12:13:00.000-07:00

Every year the fifth graders create their own character and make a comic strip about them. Last year, I chose 24 of these and had them published through Ka-blam, a print on demand publisher. It has a nice color cover and the cost for these was $2 for printing and shipping. I ordered one for each student who was published in this comic, and these kids are starting to pick these up. I'm willing to make orders for extra family members, etc., for $2/each. Just let me know if you'd like a copy of Comix by Kids!

Our Adventures Where the Wild Things Are

2009-10-27T11:14:00.000-07:00

We went to the place Where the Wild Things Are and what did we see? The first drawing and story are mine, followed by some by second graders.

Colorful Coil Pots

2009-10-27T11:12:00.000-07:00

Third grade classes have finished glazing their ceramic pots made using the coil method. Methods of construction and designs were inspired by Native American pots. This week we'll wrap them up and take them home!

First Grade Pumpkins

2009-10-16T11:50:00.000-07:00

We're really glad that Mrs. Sullivan brought in big boxes of pumpkins for us to paint. Students are using this as a chance to review what they've learned about using primary colors to make secondary colors.

First grade students had the choice to make a silly face, a happy face, or a scary face on their pumpkin.

Kindergarten Clowns

2009-10-16T11:44:00.000-07:00

My favorite drawing instruction book is Drawing with Children by Mona Brookes. In her book, the author stresses the importance of teaching students the five elements of contour shape. It isn't enough to show kids how to draw, you have to give them the vocabulary that describes them. A good way to introduce many of these shapes is through making a drawing of a clown.

The Coil Method

2009-09-28T11:13:00.000-07:00

Third graders started this week by making pinch pots. That was the easy part. Next we took it to the next level! We made the pinch pots larger by using the coil method. That's when you make little snakes out of clay, and coil them around the top of the pot until it is the height you want. You can also use the coils to make handles, decorations, etc.

It's easy to remember the name of this technique, because you use little snakes of clay and coiling is what a snake does when he's about to strike.

But you have to score the coils with a plastic fork and wet them. When working with clay, remember this simple rule,

"You must scratch it,
If you wish to attach it."

Compare and Contrast -- Warhol vs. Lichtenstein

2009-09-22T11:53:00.000-07:00

We started the class with art reproductions by two different artists, but they were all mixed up! Could the kids separate the work of two artists into two groups, just by looking at the paintings? They actually did it by analyzing the styles and subject matter of the artists and discussing it among themselves.

Here they have them all separated, with the work by Roy Lichtenstein on one table, and the work by Andy Warhol on another.

They decided that the work of Lichtenstein used mostly primary colors and very crisp clean straight black lines. Warhol had more varieties of color and a more subdued pallette. He also used photography printmaking and sometimes expressive, painterly effects. Of course, they put this in their own words by saying things like "Roy is more cartoony and Andy is more serious."

What do the two artists have in common? They were both artists who worked in the Pop Art style in the sixties and after. They both used imagery from popular culture in fine art settings.

Students summarized what they learned from this activity in writing. I told them they could organize their thoughts any way they liked. Below are a couple of the really good ones.

Making a Splash with Watercolor

2009-09-22T11:51:00.000-07:00

Kindergarten classes are making fish paintings in watercolor. We combined simple lines and shapes -- like ovals, straight lines and curved lines -- to draw a fish. Then we painted with watercolor paints.

"Out of this World" Watercolors

2009-09-22T07:26:00.000-07:00

Second graders are learning about watercolor techniques. When we talk about how things are made, the materials are what we are using, the techniques are how we use them. We're making paintings of planets in outer space. One of our planets will be painted using the salt technique. That's when you sprinkle salt on the paint while it is still wet. As the paint dries, the salt crystals suck up pigment gradually. This produces crystal or star-like effects in the paint.

The second technique is called wet-on-wet. This is when you paint an area in the painting with one color, and while it is still wet, paint over it with another color. Add a stripe and watch it spread out. With this technique, you can't really control what the paint is going to do, but it creates very interesting effects.

The last one for this week is called "puddle painting". You paint the area with clean water -- lots of it. Remember, you're making a puddle. Then you load up your brush with a really watery mixture of paint. Then, drop it on the puddle and watch what happens. The object is to add color without having the brush touch the paper. Drop it on from above.

These are techniques that show the possibilities of what you can do with watercolor, and some of the effects created by random application of paint look a lot like what you see in photographs of planets in space. Tune in next week to see how they turned out!

Texture Rubbings and Crayon Resist.

2009-09-15T11:41:00.000-07:00

Remember last week when we used texture plates to make rubbings? The patterns in the texture on the plates showed up on our papers. Well, we can make texture rubbings from things we find around us, too -- like our shoes!

Today, everybody took of one shoe and made a crayon rubbing of it. A lot of shoe treads have very interesting patterns.

Then we painted over these and the abstract crayon drawings we made last week. When you paint over crayon with paint, you're using a technique called crayon resist. Because crayon is made of wax, the paint won't stick to it well, but flows into all the spots that didn't have crayon. The crayon is resisting the paint. It's as if the crayon is saying, "Get off of me!"

Optional assignment: Can you make a texture rubbing with a pencil, paper and a penny? What other textures can you find at home?

Extra Texture

2009-09-11T07:26:00.000-07:00

Second graders looked at two paintings and compared and contrasted them. One was realistic, and the other abstract. Then we all experimented with making abstract portraits.

To add texture, we used texture plates. We learned that texture is "how something feels" or "how it looks like it feels." Sometimes art has texture and sometimes artists create illusions of texture. When we place the plates under the drawings and color, we are making texture rubbings.

Name Design Posters

2009-09-11T06:25:00.000-07:00

Third graders are using rules to make guidelines.

Our goal is to make a poster using our names in block letters. The letters will be three inches in height and parallel with the top and bottom of the paper.

After drawing them in pencil, we'll outline them and color them with marker. Then we'll add creative details by drawing or using collage.

Shapes in our World

2009-09-11T06:21:00.000-07:00

In their first kindergarten class, students learned about using shapes to make things. We used patterns of triangles and squares to make a house, then added details with shapes drawn freehand.

Got Sketch?

2009-09-10T06:07:00.001-07:00

Many artists say that the sketchbook is one of the most important tools they have. We discussed why that might be. Sketchbooks are a great place to:

1. Plan big projects.

2. Jot down ideas to develop further later.

3. Practice techniques.

4. Do some visual brainstorming.

5. Express yourself!

One of the best things about being a fifth grade art student is getting your very own sketch book. For now, we use it in the art room, but later in the year students will take them home to work on them if they like.

This week, everybody designed a cover for their sketchbook.

CMOG

2009-06-12T05:38:00.001-07:00

Every year the fifth grade makes a trip to the Corning Museum of Glass. Luckily, they take me along. We get to watch the glass blowing demonstration, and this year they held a raffle for who would get a piece of glassware similar to the one they created. I kept my fingers crossed, but one of the students from our school got it!

Painting Outdoors

2009-05-19T11:04:00.000-07:00

Our theme for the Living History Day was the Early 1900s. At that time, plein air, or outdoor painting was very important. Why did this kind of painting become more prominent from 1800 on? The invention of something very important to artist -- the paint tube. What did artists use before that? The University of Houston website tell us,

By the 1700s the demand for oil paints had led to new subspecialties among
painters. The colourman now mixed paint and sold it to artists. He radically
changed the business of oil painting. Colourmen sold the first premixed paints in pig's bladders. Then they sold paint in syringes -- rather like grease-guns. By 1800 you could buy oil paint in tin tubes.
As cameras appeared, painters had to redefine their own purpose. Equipped with really portable oils, they changed the game. Instead of reporting the world objectively, they gave us their self-expressive response to a far more fluid world.

To experience plein art painting, we set up to paint outdoors. Students made watercolor sketches outdoors. We'll be finishing those paintings this week in art class.

Below is the scene we were looking at as we painted.

Below is my own color sketch of the scene. As kids finish theirs up, I'll post some of theirs too.

Mini Monets

2009-05-19T06:12:00.000-07:00

Second grade is just wrapping up a short, two-period lesson on Impressionist artist Claude Monet. During the first class we watch the wonderful movie, Linnea in Monet's Garden. It's an animated movie, but shows the actual paintings and photographs of the artist at work.

Adapted from a bestselling book, this film tells the tale of a little girl's exploration of Claude Monet's paintings and life. When Linnea and her friend Mr. Bloom arrive at Monet's garden, the two find the actual places which inspired their favorite paintings as the film magically demonstrates how the "real life" garden was transformed into Monet's masterpieces.

After the movie we discuss his painting style and begin our own studies of his masterpieces. Students look at posters of his work while they sketch their versions. On the following week we review what we learned about this artist and how he worked, with strokes and dabs of color placed side by side. We add color to our studies with Crayola markers.

Drawing to Learn

2009-05-15T07:33:00.000-07:00

In art class we learn about many different kinds of drawing. Sometimes we make drawings to communicate or express ourselves. Sometimes we draw something in order to learn more about it. Today's fifth grade has been learning about the respiratory system in science class.

For some people, the best way to study something is to make a drawing of it and label. That's what we did. First I demonstrated step by step on the board while the kids followed along and drew and then labeled their parts of the drawing. I had to brush up on my fifth grade science facts so I knew what I was talking about, so I think we all learned something today.

Picturing America

2009-05-11T07:45:00.000-07:00

Picturing America, an exciting new initiative from the National Endowment for the Humanities, brings masterpieces of American art into classrooms. Our school is lucky enough to be one of the schools chosen to receive these beautiful gigantic art reproductions.

Here's a few words from the NEH website:

Picturing America, an exciting new initiative from the National Endowment for
the Humanities, brings masterpieces of American art into classrooms and
libraries nationwide. Through this innovative program, students and citizens
will gain a deeper appreciation of our country’s history and character through
the study and understanding of its art. The nation’s artistic heritage—our paintings, sculpture, architecture, fine crafts, and photography—offers unique insights into the character, ideals, and aspirations of our country.
By bringing high-quality reproductions of notable American art into public and private schools, libraries, and communities, Picturing America gives participants the opportunity to learn about our nation’s history and culture in a fresh and engaging way. The program uses art as a catalyst for the study of America—the cultural, political, and historical threads woven into our nation’s fabric over time.

We're starting with this portrait of Paul Revere by John Singleton Copley:

The Pennsylvania State Standards for art say that it's important that students know how to look at a work of art intuitively, contextually, and through formal analysis. Those are big words, I know, but I reword it this way:

1. What do you think? The first way to look at a painting is to say what we think. There are no right or wrong answers. At least one student in every class things the painting above looks just like Jack Black! A lot of kids pick up on details, like it seems like Paul Revere is a very thoughtful person, and that he has tools there that he is using to make the teapot, so he must a silversmith. Some even notice that the artist has made the setting a little too pretty to be a craftsman's workbench -- and, where's his apron?

2. What do we know? To learn more about the historical context of the subject we look at this painting by Grant Wood, also from the Picturing America set:

Learning about the historical details of the Midnight Ride of Paul Revere helps us understand the time period and importance of both paintings.

3. Let's talk about the design. This is when we analyze the pictures using the elements and principles of design. For instance, how does the artist really make his subject stand out in the first painting? One way is how he made the background completely dark.

We're really grateful for these beautiful posters. Click here to see the whole selection of images we'll be able to use from now on.

Postcard from Dinotopia

2009-05-08T09:36:00.000-07:00

A whole bunch of our kids wanted to write to James Gurney and let him know how much we liked his talk. Some also wanted to send a picture or drawing. We mailed a big package full of goodies to him, including the gift of a vintage Devil Dinosaur comic from Mr. Wales. Yesterday a postcard from Mr. Gurney came to my house and I wanted to share it with everybody.

Clay Dinosaurs

2009-05-05T06:46:00.001-07:00

Second grade clay dinosaurs have been glazed and fired and will be coming home soon!

Painting Macquettes

2009-04-28T11:45:00.000-07:00

Fourth and Fifth graders are putting the finishing touches on their macquettes with acrylic paint.

Maps of Dinosaur Islands

2009-04-15T09:50:00.000-07:00

First graders made maps of their own Dinosaur Islands. They used rubber stamps of dinosaurs to show which dinosaurs live where on their island. They colored with colored pencil.

Clay Dinos

2009-04-15T07:01:00.000-07:00

Second graders are making clay dinosaurs. They are using models for reference to make their sculpture look like a specific dinosaur, like the triceratops above.

Lesson Plans -- Week 23

2009-04-14T11:56:00.001-07:00

Lesson Plans
Week 23: 15-17, 20-22.

Kindergarten/First Grade
Read to students: “Rattletrap Car” by Phyllis Root. Discuss: what unusual things were used to make the car run? Show students how they can use basic shapes to draw a car. Students will add imaginative details to create their own “rattletrap” car.

Second Grade
Clay sculpture. Using pinch and pull method of making three dimensional objects from clay. Using dinosaurs as models.

Third Grade.
Cut-away views. Discuss how artists show the inside and outside of a building simultaneously.
Fold 12x18 paper in half. Use rulers to measure. Follow directions to make a house shape. Cut into shape of house. Draw outside of house on outside. Open paper to show the interior of the house.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fourth Grade/Fifth Grade.
Review: what are macquettes? (Statues artists make to use for reference when drawing.) For example, animators and artists like James Gurney use them.
Students will paint their sculptures with acrylic paint.
913A. Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast
913F. Know how to recognize and identify similar and different characteristics among works in the arts

Making Macquettes

2009-04-06T08:36:00.000-07:00

In our recent artist visit, we learned how artists sometimes make macquettes, or statues they use for reference when drawing. Some art classes are making their own macquettes.

Third graders are using plasticene, or modelling clay to make temporary models of dinosaurs to use while drawing. Caden Williams made the beautiful dimetrodon below.

Brittany Hovan got very creative with a rider and saddle.

Fourth graders are using clay to make imagainary animals. This is how we do it. First we go to the box of wildlife cards. We close our eyes and pick two cards. The assignment is to make a model of an imaginary animal that has some characteristics of both animals.

While we work, we use the wildlife cards as reference.

These will be dried and then fired. Next week we'll add color to them.

James Gurney's Visit

2009-04-02T08:38:00.000-07:00

Today was a very special day at Lynch-Bustin Elementary School. Artist James Gurney, the creator of Dinotopia came and talked to us about how he creates his paintings and books.

Every class got a chance to hear him, see him draw and ask questions.

He showed students how many stages are involved in taking an idea from rough sketch to finished painting.

Here Mr. Macik is explaining his great idea for using Hero-Clix to teach Algebra!

The presentation was informative and fun. What I hope kids get out of it most is how the things we learn in school can be the springboard for a lot of creativity, excitement and fun. What we always knew is that learning is important. What James Gurney reminded us of is that it can be a lot of fun.

Family Fun in the News

2009-03-24T12:44:00.000-07:00

In the Belly of the Whale

2009-03-22T12:27:00.000-07:00

This was one of our stations on Family Fun Night. We were giving tours of the inside of a belly of a whale. Well, it was actually several plastic tarps connected and shaped like a whale, but it's very instructive because it is the actual size of a whale.
Mrs. White and her 5th grade students were in charge of the station. They led students through the whale and then told them A Whale of a Tale that they had made up.
This is a view from inside the whale. It really was a neat experience.
Kinda scary, but the guides had flashlights.
Here they are letting the air out of it, which looks like fun too. Thanks for all your hard work, Mrs. White and kids!

Porthole Pictures

2009-03-22T12:22:00.000-07:00

This stations was a big hit on Family Fun Night. About 140 kids made Porthole Pictures.
As you can see, the art room got a little crowded.

Sponge-Bob was there in person, and making his rounds.

Family Fun Night Photos

2009-03-22T12:15:00.000-07:00

A big thanks to John Johnston, who emailed me a bunch of photos from Family Fun Night. In the photo above, you see that Mr. Manchester has relinquished the megaphone for a bit to Mr. Macik in the bingo game station.
Here are some pictures from the Crabby Patty Toss. We were pretending that the bean bags were Crabby Patties, and that Sponge-Bob and the gang were really hungry.

Pictures from Family Fun Night

2009-03-20T06:38:00.001-07:00

"Everybody say 'Barnacles!'" On Friday, March 13, we had our Family Fun Night & Art Show. I think it's neat to have one of these once a year, because unlike a regular art show, kids can also make something and do some other fun learning activities with their parents -- plus every kid gets to show off to their parents what they are learning in art class and other classes. In the picture above you see me, the Sponge-Bob sculpture we made, my son David in the Sponge-Bob costume (from Costume Capers, and a lot of the kids who came.

Our theme this year was "Oceans of Fun", so all of the art on display was related to that theme, and all the activities had an ocean flavor. In the cafeteria, we had Swedish fish candy and goldfish crackers and ocean blue Kool-Aid.

That Mr. Manchester loves to use that megaphone! In the library, he and Mr. Macik organized a game of Bingo. Lots of neat prizes were won, like comic books and Sponge-Bob posters of historic value.

Kids made Fancy Fish crafts with paper plates and neato foam stickers. Thank you, all you teachers and older kids who helped!

Other events included:

Crabby Patty Toss. Mr. Gorman and Mrs. Fisher helped kids with this bean bag throwing game.

tours of the inside of a whale, thanks to Mrs. White and her students who organized that.

a really neat craft called Porthole Pictures. This is made with two paper plates and blue cellophane. When you look at them, it's as if you're looking out the window of a submarine. This was organized by Miss Bean and Mrs. Shangraw and their helpers. About 140 kids got to make this craft.

If anybody has any pictures from this night, please send them! Our school camera was locked up that night and I couldn't get to it! (Thanks, Mrs. Rowe for sending these).

Drawing Light & Shadow

2009-03-18T07:01:00.000-07:00

How do artists like James Gurney make paintings that are so realistic? Well, it's a lot of work! One approach Mr. Gurney uses is the making of macquettes. These are little sculptures that he makes. He then sets them up in the studio with a single light source.

If there is a fire on Dinotopia, how do they put it out? There isn't modern technology like fire trucks. To answer that question, Mr. Gurney made the painting below.

Before he began this painting, though he made lots of macquettes, models and sketches. He discussed his ideas with an engineer who designs firetrucks. The macquettes he created below were to help him make paintings of Dinotopian fire fighting equipment.

He changed some details when he painted the scene, but the models he built and the figures helped him imagine the scene.

He made the cab on the dinosaur below out of old mat board and hot glue.

We're not building our own models, but we are using dinosaur toys and action figures to imagine scenes. Below you see that Cyclops of the X-Men is taped to a dinosaur. We're working with the lights off, using only the lights that come in from the skylights. In my demonstration sketch, I'm showing the kids how to use charcoal, blending stump and erasers to create shadows and highlights on objects.

Tyler (below) is doing well on an anklyosaurus drawing.

Shaylee's drawing is below. It's not finished, but you can see that she's got the idea.

To see the whole process of how Mr. Gurney made the fire engine paintings, visit The Gurney Journey.

Artist Visit Coming Soon!

2009-03-12T06:52:00.000-07:00

Our school is very lucky in that on April 2, we will be having a special guest. Artist and author James Gurney will be coming to talk to the students about his work. Gurney is a world reknowned artist and illustrator who is best known for his illustrated book series Dinotopia, which is presented in the form of a 19th century explorer's journal from an island utopia where dinosaurs and humans peacefully co-exist.

I think Gurney's work is a good example of how our school subject areas all run together in the real world. He is an artist and a writer, but he also does an amazing amount of research in the fields of science and anthropology to make his fantasy work "believable". He has degrees in anthropology and fine art, but he is also "self-taught" in many areas. He stays up to date on new discoveries about dinosaurs so that his paintings are as authentic as possible.

Gurney's interest in paleontology and anthropology began in his childhood sandbox. As he says on his blog,

When I was in second grade, I was convinced that if I dug enough in my
front yard I'd find the tomb of an Egyptian pharaoh or the skull of a T. Rex.
Never mind that I grew up in Santa Clara County, California, the heart of
suburbia. You can't talk a determined archaeologist out of his steely
determination. My dad couldn't talk me out of it either.

I was the youngest of five kids, and by the time I came along, my dad had
pretty much given up on yard maintenance. He didn't mind too much if I dug test
pits in the yard. The Tonka trucks stayed at it for months. All the neighborhood
kids helped out. Eventually their moms banned them from coming over because they came home with their shoes and their pockets full of dirt."

When I heard this story, it made me think of so many of the kids in our school who have what I call "healthy obsessions". Who knows what careers these interests may lead them to? As Gurney says, "Big dreams are born in little people, and I am always grateful to my school teachers, my parents and my older brothers and sisters for encouraging me--and letting me dig up the yard. "

Family Fun Night this Friday!

2009-03-10T05:55:00.000-07:00

Our Family Fun Night and Art Show is this Friday, March 13. 6:30-8:00. This is open to children who attend Lynch-Bustin Elementary School and their families. There will be crafts, snacks, games and learning fun. As always, these events are free, but we are asking for a $1 donation to help defray expenses.

Lesson Plans -- Week 19

2009-03-10T05:54:00.000-07:00

Kindergarten/First Grade
Use basic shapes to draw dinosaurs.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade.
Artist study: James Gurney. Discuss and make drawings inspired by his books.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Third Grade. Review concepts from video last week. Finish still life drawings.
Genre: A type or category (e.g., music - opera, oratorio; theater - tragedy, comedy; dance - modern, ballet; visual arts- pastoral, scenes of everyday life).
913A. Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast
913F. Know how to recognize and identify similar and different characteristics among works in the arts

Fourth Grade.
Artist study: James Gurney.
Art history video. Landscapes. Continue work on landscape drawings. Add dinosaurs to create a human/dinosaur society.
913A. Recognize critical processes used in the examination of works in the arts and humanities. Compare and contrast
913F. Know how to recognize and identify similar and different characteristics among works in the arts

Fifth Grade.
Most students should be done with inking. If not, they can finish. Those who are finished will clean up any stray pencil marks with an erasers. Then they can use correction fluid to cover and accidental ink spots. They can touch up with either ink pen or markers.
Artist study. James Gurney.
Next unit: Drawing from life. Single light source. Shading with charcoal and blending stump.

913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
915A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Lesson Plans -- Week 17

2009-02-18T05:48:00.000-08:00

"Design, creativity and empathy -- so-called "right brain" attributes typically associated with the arts -- are among the fundamental qualities the work force of the future needs to master." --

Dan Pink, innovation expert

Creativity trumps analytical skills in new economy

Kindergarten.
Class one: Read book to children, Tickly Octopus by Ruth Galloway. Drawing lesson.
Class two: Paint drawings with watercolor ink.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.
First Grade.
Class one: Watercolor paintings. Finish paintings begun last week.
Posters: Design posters advertising family fun night.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second and Third Grade.
Finish making a poster advertising the next family fun night. Details are on board. They will draw slogan in block letters and color with marker. They can add images to the poster as they desire. Underwater images are available as well as Sponge-bob cartoon books.
Making displays of artwork in hall.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fourth Grade.
Make displays of artwork in hall.
Being new unit: Landscapes. What are the parts of a landscape: background, middleground, foreground.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fifth Grade.
Demonstrate steps in the process. Pencil, ink, erase. Students finish today.
Using pen and ink techniques. Procedures. Demonstrate how it is done. Students will practice these techniques in inking the comic strips they have created. Remind the students that they should not place open containers of india ink next to the edge of the table where they can easily be knocked off. One bottle of ink can be shared by two students. Ink is placed on an index card that can be used as a test paper. Remind them that the ink pens need to be held correctly. When looking at it from the top down there is a triangular peak, like the roof of a house. If the pen is held upside down, it will not work correctly. Students will try to finish inking all the lines in the comic strips they’ve drawn. When they are finished they will be placed on the drying rack to dry.
When they are finished, they will help with art show displays, posters, etc.
915A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Lesson PLans -- Week 16

2009-02-02T05:47:00.001-08:00

Lesson Plans
Week 16: February 2-6, 9, 10.

“Did you know that young people who participate in the arts for at least three hours, three days a week for a year are: 4 times more likely to be recognized for academic achievement, 3 times more likely to be elected to class office within their schools, and 4 times more likely to participate in a math and science fair?" –americansforthearts.org

Kindergarten.
Colored pencil drawing. Each student will be given a 9x12 piece of white drawing paper. They will follow step by step directions in drawing and animal. They will outline the pencil lines with black marker and color with colored pencil.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.
First Grade.
Make posters advertising “Oceans of Fun” family fun night. Discuss what makes a good poster- slogans, block letters, legible information, interesting graphics.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second and Third Grade.
Heinz contest. Discuss rules and directions. Limited flat color- only certain colors can be used. Brainstorm for ideas.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fourth Grade.
Symmetry. Define. Find examples in nature. Lines of symmetry – one and two. Create symmetrical designs.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fifth Grade.
Using pen and ink techniques. Procedures. Demonstrate how it is done. Students will practice these techniques in inking the comic strips they have created.
915A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Iron Man's Mechanic

2009-01-29T12:05:00.003-08:00

5th grader John Bradstreet made this hilarious comic in his sketchbook illustrating an interaction Iron Man had recently with his mechanic.

Lesson Plans -- Week 14

2009-01-22T04:53:00.000-08:00

"When I was a kid you always had an art teacher and a music teacher. Even in the poorest school districts, everyone had access to music and other arts. People understood that even though they hadn't (yet) done all the scientific research, children who learn music actually do better in math and kids whose imaginations are sparked by the arts are more engaged in school." -Barack Obama

Lesson Plans
Week 14: January 22-23, 26-29

Kindergarten.
Trace a heart shape using a pattern. Look through magazines and find the letters that spell love. Cut letters out and paste them to heart using glue stick. Instruct students to look for images of “things that they love” to cut out and paste within the heart shape.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

First Grade.
Heinz ketchup contest. Color identification. Use only colors allowed. Instruct students not to layer or overlap colors. Draw design in pencil and color with colored pencil.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second and Third Grade.
Reading comic strips from the Sunday newspaper. How can we use the images to provide clues for unfamiliar words? Students have created an original character and used speech balloons to give this character something to say. This week they will add a background, outline with marker. And color with Crayola markers.
When finished, students will complete an entry for the Heinz ketchup contest.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fourth Grade.
Read comic strips. Identify examples of onomatopoeia. Finish a two panel comic strip that uses one of these types of words. Draw in pencil. Outline in marker. Color with Crayola markers.
When finished, students will create an entry for the Heinz ketchup contest.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fifth Grade.
Points of view in drawing: close-up, wide shot, birds-eye view, worm’s eye view, etc. What are thumbnail sketches? Steps in making a one page comic story.
915A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Painting and Collage

2009-01-06T12:11:00.000-08:00

Second and Third grade classes have been combining collage techniques with acrylic painting. Each artist started with a sea animal and used colored paper, wallpaper, stickers, etc. and paint to fill in the scene.

Show What You Know!

2009-01-06T11:22:00.000-08:00

Here are some of the Ocean Animal Posters made by 5th graders. Everybody chose an animal to learn about and draw or paint. Then they read about it in art class and back at their classroom or at home. Our goal was to find some interesting facts about the animal and to present what we learned in a creative way. We started them in art class and kids took them home over break to add more to them if they chose to. They turned out great! Here are a few of them.

This Sea Turtle poster is by Desi Potts. The round letters she used looks really sharp! Below is a close-up.

The next one is by Corrinne Rivera. Did you know that the starfish doesn't have a brain? Maybe that's why they made the Patrick Starfish character on Sponge-Bob act so silly!

The Leatherback Sea Turtle poster is by Brooke Rees. She used sandpaper on the bottom of the poster to simulate sand.

Here's a close-up of Brooke's poster. She even glued real sea shells to the sand! And look at the sea weed shapes she cut from paper.

The next poster is by Cody Spaulding. He researched the sea horse.

Below is a close-up. I like his Mr. Horse's Learning Corner feature with the teacher sea horse holding a pointer!

Lesson Plans -- Week 13

2009-01-06T08:16:00.000-08:00

“Try not to have a good time...

this is supposed to be educational.”

- Charles Schulz, creator of Peanuts

Lesson Plans
Week 13: January 8-9, 12-15.

Kindergarten.
Colored pencil drawing. Following directions in making basic shapes.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

First Grade.
Colored pencil drawing. Following directions in making basic shapes.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second and Third Grade.
Reading comic strips from the Sunday newspaper. How can we use the images to provide clues for unfamiliar words? Create an original character. Use speech balloons to give this character something to say. Draw in pencil. Outline with marker. Color with Crayola markers.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fourth Grade.
Read comic strips. Identify examples of onomatopoeia. Make a two panel comic strip that uses one of these types of words. Draw in pencil. Outline in marker. Color with Crayola markers.
913A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Fifth Grade.
Points of view in drawing: close-up, wide shot, birds-eye view, worm’s eye view, etc. What are thumbnail sketches? Steps in making a one page comic story.
915A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Dear Santa

2008-12-22T11:50:00.000-08:00

Dear Santa,

My Christmas wish is that my students and their families eat a lot of eggs over the holidays. Preferably eggs purchased in styrofoam egg cartons. Because, Santa, then they might bring those egg cartons in when they are finished and we can use them for paint trays. And Santa, I hope they don't buy the kind that come in cardboard egg cartons, because they make the paint dry out.

Your friend,

Mr. Wales

Lesson Plans -- Week 12

2008-12-18T05:33:00.000-08:00

Good art is not what it looks like,

but what it does to us.
In whatever one does there must be a

relationship between the eye and the heart.

Art is literacy of the heart."

- Elliot Eisner

Lesson Plans
Week 12: December 19, 22-23, January 5-7.

Kindergarten.
Colored pencil drawing. Following directions in making basic shapes.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
913E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

First Grade.
Colored pencil drawing. Following directions in making basic shapes.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
913E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Second and Third Grade.
Reading comic strips from the Sunday newspaper. How can we use the images to provide clues for unfamiliar words? Create an original character. Use speech balloons to give this character something to say.
913C . Recognize and use fundamental vocabulary within each of the arts forms.

Fourth Grade.
913D. Read comic strips. Identify examples of onomatopoeia. Make a cartoon drawing that uses one of these types of words.
913F. Identify works of others through a performance or exhibition

Fifth Grade.
How do artists use sketchbooks? View dvd in which three contemporary artists explain the importance of sketchbooks in their work. Discuss and apply.
913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

Cinquains

2008-12-15T10:52:00.001-08:00

A cinquain is a five-line poem. Fourth graders wrote one to go with their drawings using this simplified pattern.

Line 1: Write a one-word subject

Line 2: Use two adjectives to describe it.

Line 3: Write three very descriptive action words.

Line 4: Make a short statement about the subject.

Line 5: End with a synonym filled with imagination.

The Art of Collage

2008-12-15T06:17:00.000-08:00

Since our living history theme this year is 1930's, we're giving special attention to artists who were active during that time period. One of the milestones of 20th art is the combination of collage in paintings by artists like Picasso and Braque.

A collage is a work of art made from an assemblage of different forms, thus creating a new whole. An artistic collage work may include newspaper clippings, ribbons, bits of colored or hand-made papers, portions of other artwork, photographs, and such, glued to a piece of paper or canvas.

The World Book encyclopedia says,

By arranging the materials in a certain way, an artist can create
strange or witty effects not possible in traditional painting.

Second and third grade art classes are working on paintings using these techniques. As they finish up, I'll begin posting some. In the meantime, here's an example of this kind of art by Kurt Schwitters (1887-1948).

Pointillism Projects

2008-12-10T10:23:00.000-08:00

Pointillism is a technique which involves adding very small dots or dashes of color to a drawing surface.

Perhaps the most famous example of Pointillism can be found in the painting Sunday Afternoon on the Island La Grande Jatte (below), painted by Georges Seurat in the late 1880s. Pointillist works are quite distinctive, and optically they are very interesting because they rely on tricks of the eye and mind.

When we use this technique, we are mixing colors -- not by blending them together -- but by placing two colors side by side. It's called the optical mixing of colors. For instance, we may place clusters of red dots and surround them with yellow dots. Up close we will see red and yellow, but from a distance, we will see orange.

By separating paint into small dots of color, artists break their paints into their most basic elements. Up close, a Pointillist painting can look slightly confusing, but as the viewer backs away, the picture comes into focus. This is because the eyes and mind work together to blend the dots of color into a smooth picture, much like people interpret pixels on a computer screen as a single image. In fact, Pointillism is very similar to the CMYK printing process used to produce many printed materials; try magnifying a page in a magazine to see the individual dots of color which your eye has smoothed for you.

Fourth graders have been applying these concepts in the creation of their own pointillistic drawings. Most students are finishing up this week. Here are a few of them.

5th Grade Poster Projects

2008-12-10T08:51:00.000-08:00

5th Grade classes have been working on artwork based on an ocean animal. The painting above is Caitlin Correll's. She was artist of the week for this. I really like the sylized wave designs.

Next, everybody gets a big piece of posterboard. They will attach their painting to that and make a slogan "advertisting" their animal. Most students have already researched some facts about their animal. Their assignment is to take these posters home and somehow in a creative way "show what they know". They can write, draw, paste -- anything they want. Parents can help too if they want. The goal is to present interesting information about their animal -- things that when a viewer sees it, they say, "No way!"

Below is my example. Mrs. Puff from Sponge-Bob presents information about her real life counter part the white-spotted pufferfish (or, arothron hispidus). I have further decorated it with drawings and photos.

Here's a close-up of some of the information I learned while researching this fascinating animal.

These will be on display when we have our big art show/family fun night in March. However, I'd like to have them when we come back from break. No pressure -- I'd just like the kids to have fun using their creativity to do this.

Lesson Plans -- Week 11

2008-12-10T06:20:00.000-08:00

Week 11: December 10-17.

Kindergarten.
Christmas Tree Collage Project. Cutting skills, decorating with glitter and metallic paper.
913H Handle materials, equipment and tools safely at work and performance spaces. Identify materials used. Identify issues of cleanliness

First Grade.
Drawing seasonal drawings with pencil and marker.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
913E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Second and Third Grade.
Finish collage/paintings. Acrylic painting techniques.
913C . Recognize and use fundamental vocabulary within each of the arts forms.

Fourth Grade. Pointillism. Finish writings about the drawings and arrange together as display. Students are writing cinquains.
913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
913F. Identify works of others through a performance or exhibition

Fifth Grade.
Each student will be given a piece of colored poster board. They will mount the paintings they’ve made of underwater animals on the board. They will fill the rest of the space with images and information related to that drawing. The goal is to make a poster that informs the viewer with facts about the animal.
913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

School on Saturday?

2008-11-27T06:34:00.000-08:00

Once in a while, Mr. Wales teaches on Saturday! Last Saturday I helped present a workshop to librarians in Massachusetts. The workshop was Graphic Novels: Comics in the Classroom and my part was to demonstrate how comics can be used to teach the essential skills of writing of dialogue, writing conventions, and literary devives (onomatopeia, alliteration and hyperbole) -- not to mention important art concepts!

"Librarians Listening"

Lesson Plans -- Week 11

2008-11-25T06:37:00.000-08:00

"The arts enable us to have experience

we can have from no other source

and through such experience to discover

the range and variety of what we are capable of feeling.

The arts’ position in the school curriculum

symbolizes to the young

what adults believe is important."

- Elliot Eisner

Lesson Plans
Week 11: November 26, December 3-5, 8-9.

Kindergarten.
Ocean Art. Learning about ocean animals and making projects that show what they know.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

First Grade.
Watercolor Techniques. Demonstrate salt painting and open wash. Students will experiment with both techniques.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second and Third Grade.
Collage. Give students 12x18 oaktag paper. On this paper they have drawn an ocean animal. They have begun a collage within and without that shape using construction paper, wallpaper, stickers, etc. – anything they found in the big blue scrap box.
When students are finished with the above project, they will choose a book from the ocean animal collection. They can read the book and make a drawing based on what they read.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Fourth Grade. Pointillism. Mount marker drawings on colored construction paper. Students will read about the animal they drew and then write a brief poem about it.
913C. Recognize and use fundamental vocabulary within each of the arts forms.
913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
913F. Identify works of others through a performance or exhibition

Fifth Grade.
Posters. Students are working in teams. They are creating displays that will provide the viewer with facts about an ocean animal, with illustrations they’ve made.
913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

All the World's a Stage

2008-11-19T12:09:00.000-08:00

This week our school is putting on a play, The Little Mermaid. The art department helped a little.

This year we made two giant stretched canvases to be used as backdrops for school plays. This is one of them. It is about 5 foot by 8 foot. Dr. Anabel made the frames, and I stretched the canvas over them. Here some fifth graders are painting the canvas with gesso -- a material that prepares a surface to hold paint.

Now some kids are starting to paint with acrylic paint. A bunch of kids helped paint an underwater scene. The camera wasn't available so I don't have many process shots.

Here is the finished backdrop. Mr. Mancester used his mad MacGyver skills to hinge the two panels together and attached the legs. The plan is to just paint over this every year, for whatever backdrop we need. I didn't have anything to do with these costumes, but they are great! We have some talented parents that do a lot to help the school.

Mrs. Jacoski is an artist with colored duct tape, as you can see below.

Here's the whole cast singing "Under the Sea".

This boat is very impressive!

We're doing a lot of Ocean themed stuff in the school this year. The drama club, the music and art programs will all use the theme throughout the year. It will be what makes this year special, plus we can reuse some of the stuff we make for a variety of things.

Lesson Plans -- Week 10

2008-11-17T09:42:00.000-08:00

"The arts help children learn to say what cannot be said.

When children are invited to disclose

what a work of art helps them feel,

they must reach into their poetic capacities

to find the words that will do the job."

-Elliot Eisner

Lesson Plans
Week 10: November 18-21, 24, 25.

Kindergarten.
Draw an underwater animal. Color with painting crayons. Paint over drawings with water and brush.
Colored pencil drawing with ocean theme.9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

First Grade.
Colored pencil drawing with ocean theme.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade.
Fish Collage. Make a fish shape. Create a collage within and without that shape using pages from magazines and other found materials.
When students are finished with the above project, they will choose a book from the ocean animal collection. They can read the book and make a drawing based on what they read.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Third Grade.
Ocean Animals. Drawing and coloring with markers.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Fourth Grade. Pointillism. Review concepts and finish projects. Use markers to color using pointillistic technique. Demonstrate how colors can be mixed optically. (Example: an orange area might have yellow and red dots as well as orange.) Students who arecan write a brief paragraph about the animal they drew.
913C. Recognize and use fundamental vocabulary within each of the arts forms.
913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
913F. Identify works of others through a performance or exhibition

Fifth Grade.
Students are working in teams. Students have chosen an underwater animal to research and make drawings and paintings of. The first project is a watercolor painting of the animal they choose.
913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

Lesson Plans -- Week 9

2008-11-10T09:40:00.000-08:00

"The arts teach students that small differences

can have large effects.The arts traffic in subtleties.

The arts teach students to think through

and within a material.

All art forms employ some means

through which images become real."

- Elliot Eisner

Lesson Plans
Week 9: October 31, November 1—15, 18, 19.

Kindergarten.
Draw an underwater animal. Color with crayons.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

First Grade.
Finish angelfish drawings with painting crayons. Paint over with water.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade.
Ocean Pictures.
Students have made a drawing of an ocean animal. They have dictated a short story or description of their drawing. I will then print those out and the students will rewrite their sentences in their best handwriting. They will mount the sentences on colored paper and give the picture a title. They can decorate the sentence card with ocean designs.
When students are finished with the above project, they will choose a book from the ocean animal collection. They can read the book and make a drawing based on what they read.
913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Third Grade.
Paul Klee. Continue unit of study on this artist. Look at samples of his artwork.
What are the three ways to look at artwork? What are the major elements of this artist’s style? Students will experiment with making fantastic fish scenes with oil pastels. Finish the drawings and write three sentences that describe the picture.
9.3.3.E. Recognize and identify types of critical analysis in the arts and humanities: Contextual criticism, Formal criticism, Intuitive criticism
913F. Identify works of others through a performance or exhibition
923B. Relate works in the arts to varying styles and genre and to the periods in which they were created.

Fourth Grade.
Pointillism. Review definition. Look at examples. Choose a photo for reference from the box marked “Ocean” – or one of the library books on ocean animals. Draw in pencil. Use markers to color using pointillistic technique. Demonstrate how colors can be mixed optically. (Example: an orange area might have yellow and red dots as well as orange.) Second week of coloring using the technique of pointillism.
913C. Recognize and use fundamental vocabulary within each of the arts forms.
913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
913F. Identify works of others through a performance or exhibition

Fifth Grade.
Students will choose a partner they can work with. Students will choose an underwater animal to research and make drawings and paintings of. The first project will be a watercolor painting of the animal they choose.
913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

Porcupine Fish Drawings

2008-11-06T11:19:00.001-08:00

Meet Pokey -- my kids brought him home as a souvenir from Ocean City, MD -- but they said he could live in the art room for a while. Pokey is a preserved porcupine fish. This kind of fish can fill up with water or air. This prevents predators from getting them into their mouths. Another deterrant is the needle-sharp spikes. When the fish puffs up, the spikes go straight out. Ouch!

In kindergarten classes we looked at this and read a book about it. Students then made their own drawings of porcupine fish.

Secret Messages -- Third Grade Oil Pastel Drawings

2008-11-05T08:08:00.000-08:00

Remember how we were learning about the art of Paul Klee? It's almost as if he used symbols to make hidden messages in his paintings -- and never told anyone what the meanings were! I asked third graders if they wanted to hide messages in their oil pastel drawings. If you decipher Colin's drawing below, it shows you step-by-step how to make a peanut butter and jelly sandwich. McKenna told me the secret message in her drawing below: "No one can judge you for the things that you love."

The Origami Whiz Kid

2008-11-05T06:02:00.000-08:00

About 14 years ago I had a ninth grade student who was really into origami. His name was Jayson Merrill. (At that time I taught half the day at the high school.) No matter what the assignment was, he wanted to do origami. "Well", I said on the first week of class, "the assignment is to make a creative color wheel" -- and he made this.

The next assignment was to learn about Pop Art and then make some kind of Pop Art. He made a polyhedron out of Starburst wrappers.

For every assignment we had, he tried to find some way to use it as an opportunity to make origami. It was totally independent study, too, since I have never been good at it.

About a week ago, somebody said to me, "Do you remember Jayson Merrill? He's written a book on origami. I saw it at the gift shop at the Air & Space Museum in DC." I have to say, I wasn't surprised, but it was neat to hear that something that was such a passion for a student has provided continued opportunities for achievement.

The Art of Paul Klee

2008-11-04T08:17:00.000-08:00

Because our Living History theme this year is the 1930s, we'll be learning about artists who were working during that time period. Third graders are learning about artist Paul Klee. One of the interesting things about this artist is that he was one of the first modern artists to recognize the importance of children's art and give it equal place among the other fine arts. He often borrowed directly from children's drawings. Here's what he had to say about it:

"Children also have artistic ability, and there is wisdom in there having it! The
more helpless they are, the more instructive are the examples they furnish
us; and they must be preserved free of corruption from an early age. " -Paul Klee

I think what he was getting at is that maybe sometimes we are in too big of a hurry to get them to draw like grown-ups. Artists like Klee and Picasso envied the way children freely and spontaneously created such lively images. At first glance, some of Klee's work looks like a child did it, but they are full of symbolism and ideas.

The PA Standard for this lesson is:

9.3.3.E. Recognize and identify types of critical analysis in the arts and humanities: contextual criticism, formal criticism, intuitive criticism, contextual criticism, and formal criticism. That sounds like quite a mouthful, but it's actually a benchmark for third grade. It actually sounds more complicated than it really is because it's written in Educationese. Here's how I describe it.

There's three ways to look at a picture:

What do you think? (Intuitive criticism). When we look at art and talk about it in this way, there are no right or wrong answers. Sometimes it's fun to look at art and explain what we think is going on. For instance, someone looked at this painting by Paul Klee and called it "The March of the Pajama Bottoms". That's not really what the artist had in mind, but it sure is a fun way to look at the painting.

2. What do you know? (Contextual criticism). This is when we learn more about the artist, what was going on during his or her lifetime, and what did they have to say about their art. Sometimes from reading about an artist we can learn things that help us to understand and appreciate the art more. In the painting below, I didn't realize until I read about it that there's something unusual about the numbers on the clock. The numbers 1,2,9 and 5 are in red. It was painted in 1925. Maybe the secret message is, "The Time is Now!" It looks like there's a net or fishing pole trying to catch the clock, but the fish are all going on their way, business as usual. It's as if there's a secret message in the painting, but Klee never told anyone what it was. I think he wanted us to decide for ourselves.

3. Let's talk about the design (Formal criticism). This is when we look at a work of art and analyze it based on the elements and principles of art. We might describe colors, shapes and lines and talk about how the artist arranged them into a composition.

Lesson Plans -- Week 8

2008-11-04T06:47:00.000-08:00

"The arts make vivid the fact that
neither words in their literal form nor numbers

exhaust what we can know.
The limits of our language do not define
the limits of our cognition."

-Elliot Eisner

Lesson Plans -- Week 8: October 31, November 3-7.

Kindergarten.
Use paint rollers to roll dark blue paint on light blue paper. The wavy lines will help create the illusion of water. Use fish foam stamps to stamp fish designs over that. Put on drying rack to dry.

9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

First Grade.
Trace angelfish patterns onto paper. Outline with black permanent markers. Color with “payons” or painting crayons. Paint over with water.

9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade.
Ocean Pictures. Students are making a drawing of an ocean animal. They are choosing whether to draw the animal in a cartoon style or a realistic style. As they color with markers, students will bring their drawings to the teacher one at a time. They teacher will type as they dictate a short story or description of their drawing.

913D. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Third Grade.

Paul Klee. Begin unit of study on this artist. Look at samples of his artwork.
What are the three ways to look at artwork? What are the major elements of this artist’s style? Students will experiment with making fantastic fish scenes with oil pastels.

9.3.3.E. Recognize and identify types of critical analysis in the arts and humanities: Contextual criticism, Formal criticism, Intuitive criticism
913F. Identify works of others through a performance or exhibition
923B. Relate works in the arts to varying styles and genre and to the periods in which they were created.

Fourth Grade. Pointillism. Define. Look at examples. Choose a photo for reference from the box marked “Ocean” – or one of the library books on ocean animals. Draw in pencil. Use markers to color using pointillistic technique. Demonstrate how colors can be mixed optically. (Example: an orange area might have yellow and red dots as well as orange.)

913C. Recognize and use fundamental vocabulary within each of the arts forms.
913D. Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
913F. Identify works of others through a performance or exhibition

Fifth Grade.

Look at examples of artist signatures. How does each signature the character uses express a different type of personality? Why is it important how an artist signs his or her name? Most artists use the same signature everytime. Why? (It is similar to the logo of a product. Recognizable. Compare to the Pepsi logo.) In your sketchbook, go to the next empty page. Fill a page with your own signature – experimenting with using a different one each type. Look at the examples for ideas. Notice how the artists sometimes have the last letter underline the rest, or run letters together in a creative way. Note: few artists sign just their first name! Now circle the one you like best. This will be your “artist signature” you use for the rest of this year! With a black permanent marker, sign your acrylic painting with this signature and put it on display.

913K. Know and use traditional and contemporary technologies for furthering knowledge and understanding in the humanities.

Election '08: Campaign Posters and Caricatures

2008-10-29T11:27:00.000-07:00

Mrs. Spagnoli and Mrs. Kreider are organizing a school-wide election. They asked if kids could do campaign related projects in some art classes. Some classes are choosing the candidate they will vote for and making campaign posters.

Fourth grade classes are learning about caricatures. First I made a bulletin board with photos of both candidates and surrounded those images with caricatures of them. I asked the students, "What kind of drawing do you think a caricature is?" The definition they came up with was, "A humorous drawing that exaggerates the features of a person." Some students noticed how artists exaggerated McCain's puffy cheeks and wrinkles and other exaggerated Obama's large ears and big smile. Students then chose a candidate they wanted to make a caricature of. They turned out great!

Oceans of Fun!

2008-10-22T06:26:00.001-07:00

We have officially kicked off our Oceans of Fun underwater theme. We will be doing several nautical related art projects. Eventually all our hard work will culminate in an Art Show/Family Fun Night. To help get things started, Sponge-Bob Squarepants himself has joined us. He came to life through the efforts of Mr. Wales, Mr. Malloy, and with the help of several students, some of whom are shown above.

I like to adopt a different theme each year. My approach is to start with what children already know about and are obsessed with -- things from popular culture. From there, we move into research on that theme. We will look for the nautical theme in fine art, mythology, and science. Then we will express what we learn with art materials.

Now let's see how our yellow friend came to life:

He began life as a few sticks screwed into a board.

Mr. Malloy drew the face on a large piece of cardboard, and other pieces were added to make him three-dimensional.

Students here are helping add volume to the sculpture using Plastercraft.

He is beginning to take shape!

Now he has arms. We left one of the pores open to add Plastercraft from the inside of that area as well. We wouldn't want his arms to fall off!

This looks like a real artist here giving Sponge-Bob a coat of yellow.

"Absorbent and yellow and porous is he!"

Mr. Malloy socks it to him!

Color Drops

2008-10-21T06:39:00.000-07:00

The Parent Teacher Group borrowed the art room for Family Fun Night and left behind some supplies. They said I could keep them and I'd say the art room made out like a bandit! The kindergarten class is using the droppers and liquid watercolors to create autumn leaf designs -- a nice addition to our color mixing unit. Students dropped paint onto maple leaves precut from color diffusing paper.

Vessels of Color

2008-10-21T06:34:00.000-07:00

Clay update: If your third grader hasn't brought theirs home yet, they will soon! The coil pots they made have been glazed and fired again. This week in art class we're wrapping them to ensure safe transportation and sending them home!

A Return the the Racetrack

2008-10-21T06:21:00.000-07:00

This lesson was such a hit with Mrs. Twedt's class, we decided it would be a great lesson for kindergarten. The main idea is that primary colors can be mixed to make secondaries. First we had a drawing lesson on how to make a car. Then a little red, yellow and blue was dripped on the paper. Each child was then given a toy car and told to "make tracks!" It's interesting to see the textures and colors achieved by making a painting with a toy car.

Lesson Plans -- Week 7

2008-10-20T10:47:00.000-07:00

"The arts teach children that

in complex forms of problem solving

purposes are seldom fixed,

but change with circumstance and opportunity.

Learning in the arts requires the ability

and a willingness to surrender to

the unanticipated possibilities of the work

as it unfolds." - Elliot Eisner

Lesson Plans
Week 7: October 27-31, November 3.

Kindergarten.
Campaign posters. Write the name of one of the candidates and make a drawing of that person.
913B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
First Grade.
Campaign Posters. Demonstrate using block letters to make the name of the presidential candidate of their choice. Make a campaign poster advertising this candidate.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.
Second Grade.
Ocean Pictures. Students are making a drawing of an ocean animal. They are choosing whether to draw the animal in a cartoon style or a realistic style.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Third Grade.
Campaign Posters. Demonstrate using block letters to make the name of the presidential candidate of their choice. Make a campaign poster advertising this candidate.
913J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
Fourth Grade. Caricatures. Students will draw a caricature of one or both of the presidential candidates.
913E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
Fifth Grade. Acrylic Painting. Students will finish their acrylic paintings and put them on display. Review: flat color, design elements of repetition and emphasis. Make name card to accompany painting and put on display.
Caricatures. Students will draw a caricature of one or both of the presidential candidates.
913E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Lesson Plans -- Week 6

2008-10-10T09:44:00.000-07:00

Lessons the Arts Teach (Elliot Eisner) --

The arts teach children that problems can have more than one solution and that questions can have more than one answer.

The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.

Lesson Plans
Week 6: October 15-17, 20-23.

Kindergarten.
Texture Monkeys. Experiment with texture rubbings with crayon within a monkey shape.
Color Mixing. Students will experiment with color mixing using primary colors to create secondary colors.
913B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

First Grade.
Pumpkin Drawings. Demonstrate contour line in drawing. Students will apply what they learn in an autumn still life.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade.
Monster Drawings. Use line and shape in an imaginative way to create a monster.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Third Grade. Pueblo Potter. Wrap up pots to take home. If anyone has not glazed their pot yet, they will do so.
How to Draw Books. Students who are finished with clay will choose one of these books to work from. They will read and follow the step-by-step directions to make complex objects using basic shapes.
913J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Fourth Grade. Celtic Knots and Calligraphy. Add the over-under lines and put on display. Review with students what they learned about Celtic art and culture.
How to Draw Books. Students who are finished with knot project will choose one of these books to work from. They will read and follow the step-by-step directions to make complex objects using basic shapes.
913E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Fifth Grade. Acrylic Painting. Students will finish their acrylic paintings. Review: flat color, design elements of repetition and emphasis. Make name card to accompany painting and put on display.

915B. Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
913E. Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.

Mouse Paint

2008-10-08T10:58:00.000-07:00

"Once there were three white mice on a white piece of paper. The cat couldn't find them..."

Mouse Paint by Ellen Stoll Wash is a lighthearted introduction to color
concepts for young children. Three white mice find three jars of paint -- red,
blue, and yellow. They jump in and out, dance in the puddles, and discover some
amazing things -- things like green and orange and purple. Yet they never
forget about the cat.

After hearing this story from Mr. Malloy, kindergarteners learned how to draw mice using basic shapes. They are then painting each mouse a primary color and using secondary colors in the background. Everyone has started this and will finish their painting during their next art class.

Pueblo Pots

2008-10-08T06:07:00.000-07:00

Pueblo Potters (Black, 1997) is a story that is part of our school's third grade reading program This story teaches the history of this Native American tribe and their way of life, including their potttery. Students read this story in reading class and learn about Puebo beliefs, traditions and the techniques they use when making clay pots.

After reading the story in Reading class, they get to try these techniques in art class. It starts with a simple pinch pot, something learned in first grade, but then we take it to the next level!

Students make coils of clay and then build up the height of the pot by adhering them. The only way clay will stick to clay is by using scoring techniques and wetting both pieces.

The pots are built and fired. In this week's art classes, students will glaze the pots and then they'll be fired again.

3-D Paper Constructions

2008-10-06T05:48:00.000-07:00

The whole idea of making art is to be open, to be generous,
and absorb the viewer and absorb yourself, to let them go into it.
I have to go into all those places in order to make it work." -- Frank Stella

This project was inspired by the contemporary artist Frank Stella. He was already a famous artist in the 60's and 70's making paintings like this:

Then he had an idea. What if the forms and shapes came right off the picture plane? Now his paintings are really sculptures. They look something like this.

The kids learned about this artist and making three dimensional art by first glueing two different colored pieces of construction paper together. Then they drew different kinds of patterns with oil pastel. Then they cut lines going from the outside edge toward the center. Each piece was then twisted around a pencil to create different kinds of curved forms. Once they had a design they liked we taped and stapled it into place.

Today's News

2008-10-04T20:24:00.000-07:00

Tiffany Peden, a reporter from the Daily Review came to visit last Thursday. She wrote a really nice article about the multicultural projects Mr. Malloy has been doing. The article was in today's paper. Here's the article:

Art for art’s sake in Athens

BY TIFFANY PEDEN
STAFF WRITER

Published: Saturday, October 4, 2008 3:22 AM EDT

ATHENS — The students at Lynch-Bustin Elementary School have been learning about different cultures — in their art classes.

Matt Malloy, a senior at Mansfield University currently student-teaching in art teacher Andrew Wales’ class since the beginning of the school year, has been working on teaching students about different cultures through art.

Currently, he is working with the fourth graders in making Celtic knots, a symbol of infinity in Ireland.

“We’re trying to show them about the Irish culture,” Malloy said. “A Celtic knot is a good way to learn about it.”

Malloy gave the students pieces of paper, which they folded multiple times and cut into, similar to making paper snowflakes. The outcome was that there were numerous shapes and sizes of Celtic knots made by the students, no two the same.

“They enjoyed it,” Malloy said. “They opened their knot and they were surprised by what they made. There were challenges, but a lot of the kids were happy with the way their Celtic knot turned out.”

While the students were making the knots, Malloy said he talked with them about Irish holidays, and interesting facts about Celtic cultures and Ireland.

The students also got a chance to write in calligraphy with the Celtic knot project, writing their names in the fancy script with surprising skill.

The third graders at the school got to learn about a different culture, as they had made coil pots in art class while learning about the Pueblo culture.

Wales said that the students had just been reading about Pueblo cultures in their classroom, making the subject a perfect tie-in with shaping and decorating the coil pots.

“The subject area they learn about comes to life,” Wales said, adding that sometimes, this makes it easier for the students to learn and understand the material.

“Every culture offers different things with art,” Wales said.

Malloy said he would only be in the Lynch-Bustin art room until Oct. 22, when he said he will then be student-teaching at Towanda High School.

He’s not sure if he’ll be teaching the students at the elementary school about any more cultures before he leaves, but he said he will probably continue teaching cultures through art at the high school.

Diversity is important, Malloy said, and he said it’s important that students learn about other cultures so that they have that knowledge.

“It’s good to learn so that everyone is accepting of other cultures,” he said.

Tiffany Peden may be reached at (570) 888-9652; e-mail: reviewvalley@thedailyreview.com.

Lesson Plans -- Week 5

2008-10-03T12:01:00.000-07:00

“Creativity is allowing oneself to make mistakes.

Art is knowing which ones to keep.”

~~ Scott Adams, creator of Dilbert

Lesson Plans
Week 5: October 8-12, 15.

Kindergarten. Color Mixing. Students will experiment with color mixing using primary colors to create secondary colors.
9.1.3.H. Handle materials, equipment and tools safely at work and performance spaces.
Identify issues of cleanliness related to the arts.

First Grade. Sea Turtles. Students will use the elements and principles of design such as pattern, line, shape and color to make a sea turtle.
9.1.3.A. Know and use the elements and principles of each art form to create works in the arts and humanities.

Second Grade. Self-Portraits. Define. Look at examples of artist self-portraits, by Van Gogh, Close, Wood, etc. Discuss proportion, etc. Students will make a self-portrait drawing.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
913F. Identify works of others through a performance or exhibition

Third Grade. Pueblo Potter. Students will continue to add glaze to pots. When finished, they will paint a coat of clear glaze over the pot.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
9.1.3.J. Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.

Fourth Grade. Celtic Knots and Calligraphy. Assemble finished projects of knot designs and calligraphy. Review with students what they learned about Celtic art and culture.
915F. Identify works of others through a performance or exhibition

Fifth Grade. Acrylic Painting. Students will continue to add color to their paintings. Review: flat color, design elements of repetition and emphasis.
9.4.5.C. Know and use fundamental vocabulary within each of the arts forms.
915F. Identify works of others through a performance or exhibition
915G. Identify the function and benefits of rehearsal and practice sessions.