Mrs. Hopper's PUE Art Room Blog

Now that the Art by Me fundraiser is complete, students are working on new projects!

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K- Snovals: Students will create a snowman using an oval instead of 3 circles and will collage materials onto the oval to complete the project.

1st- Pop Art Ice Cream Cones: Students learn about Pop Art and create an Andy Warhol inspired drawing using bright/bold colors and repetition.

2nd- Pointsettia composition: Students create a painting of pointsettias using brushes and printmaking tools.

3rd- Sea Turtles:  Students learn about sea turtles and complete a large colored pencil drawing of a sea turtle using a photo for reference.

4th- Birch tree paintings: Students create a mixed media composition of a winter birch landscape.

5th- Op Art: Students learn what op art is and create their own optical illusion.

The Kindergarten is working on a drawing of a pumpkin patch. I talk to the students and have them show me how they draw pumpkins using my Smart Board. I then explain that we will be learning another way to draw pumpkins that is a little more “realistic”. Using a tall oval as the start, I demonstrate how to add curved lines that run from the top to the bottom of the oval. While we draw we discuss what makes a shape an oval.

After we fill our paper with pumpkins- making sure the large ones are near the bottom of the paper, we add more detail such as leaves and a horizon line at the top of our paper so we can also draw stars. Black marker, orange marker, and orange crayon are used to color the pumpkins and the student chooses the colors and materials for any remainder ofthe drawing.

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The following is a description of what your child is working on for their first project, which is the Art by Me project:

K= collage sunflowers

1st= bordered handprints

2nd= submarine/ underwater drawings

3rd= self-portraits

4th= choice of subject matter

5th= rainforest drawings

Many classes are very close to completing their drawings. Thanks to the PTA for all their hard work in helping make ABM possible!

Parents and students, the following is a brief explanation of the visual arts curriculum:

VISUAL ARTS

Purpose

From the beginning of time, the compulsion to create a visual vocabulary has been as innate in every society as the desire to acquire a system of spoken symbols. Visual art from past civilizations is frequently one of the few remaining clues with the power to illuminate which values were held most dear. As we rediscover these fragments of mankind’s puzzle and attempt to piece together our common humanity, the undeniable power of visual expression is an immutable and triumphant message. Today, every aspect of our designed environment will serve to explain who we are to those of the future.

The K-12 visual arts program in the public schools:

• uses the elements of art and the principles of design as a foundation for exploring visual arts concepts and processes
• employs developmentally appropriate processes for teaching and learning that are based on activity-oriented methods.
• encourages disciplined creativity by using higher level critical thinking skills to identify problems, explore original solutions, and complete the problem solving process. This has practical application not only in visual arts, but in all areas of the curriculum and for life-long learning.
• utilizes reading, writing and math to explore art concepts and facilitate learning in these three areas.
• develops and promotes self-expression.
• makes enriching connections between and integrates visual arts and other curriculum areas.
• expands aesthetic and intellectual awareness through reading, writing, listening, researching, discussing, critiquing and reflective thinking.
• teaches how to use both traditional media and incorporates new technology to create art that is individual and expressive.
• builds knowledge and understanding of ideas, values, and beliefs of people in different times throughout history as communicated through visual art with the goal of developing visually literate students.
• challenges students to recognize their own ideas, values and beliefs and communicate them through visual arts.

Strands

The following strands run throughout the visual arts program and are guiding concepts for visual arts study at every grade level and in each high school course. For the purposes of this study, they are listed and defined as follows:

• Perceiving – To develop a conscious awareness of sensory stimuli.
• Producing – To use art media, tools and processes to communicate content, ideas and themes.
• Knowing – To identify, appreciate and/or understand the historical/cultural context, content and processes of art as it relates to the self and others.
• Communicating – To initiate an interchange of ideas through means of artistic expression that may include any or all of the multiple intelligences ( verbal/linguistic, logical/mathematical, visual/spatial, body/kinesthetic, musical/rhythmic, interpersonal, and intrapersonal )
• Evaluating – An intuitive, informal or formal, critical response that results in an understanding or conclusion. A formal critical assessment includes describing, analyzing, interpreting, judging and reflecting. An intuitive informal assessment is based on personal likes and dislikes.
• Connecting – To discover and understand integral, intrinsic relationships among other disciplines, life, individuals, ideas, skills and all learning.