5th Grade


10/30/17
(next Endangered Species prints)

5th grade- Abstracted Faces

Both 5th grade classes have completed this creative skill building assignment.

We began by looking at the art of Pablo Picasso, Kimmy Cantrell, Robert Wolverton and Sandra Silberzweig. A fantastic variety of artists of which there are hundreds.
Abstracted Faces- slide show

Students were reminded (some learned these concepts as 3rd graders with their Bridge Abstractions) of the meaning and process of abstraction. Starting with something real - a face in this case, and then using different shapes, or colors, or rearrangement of  features in different positions on the face.

Abstraction is a significant approach used in lots of modern art. The process allows students/artists to interpret the object, adding emotional color, scale change and exaggeration. I enjoy seeing the students' choices and interpretation of a face.

Students worked on their blending skills using oil pastel, transitioning color changes gradually or like a "zipper." They were also tasked with adding a layer of pattern in 3 areas. Why? Oil pastels act like oil paint and accept and mix as layered. Practicing this is valuable media experience.








































1/17/16

5th graders are wrapping up their endangered species reduction prints, inspired by Andy Warhol. Some students reported that they saw the Warhol print show this fall at the Portland Art Museum. It was a large show and pretty fantastic.

The kids are working on their last layers of color for their 4 color print. Then they will take a little time to write a blurb about their endangered creature as a way to make meaning and round out this activity.

They have done a great job staying organized- which is a big part of this project, and being focused and productive during the limited time we have to print in class.











11/2//16











































Students have been looking at the interesting work of Yayoi Kusama. She is a Japanese artist who has been active her whole life, first working in New York and then returning to Japan. Her work is obsessive and she is quite prolific.
She is obsessed with Polka Dots and one of her favorite shapes is a pumpkin/gourd form. You will understand when you see the pictures below.

Yayoi Kusama slide show

http://www.azquotes.com/picture-quotes/quote-a-polka-dot-has-the-form-of-the-sun-which-is-a-symbol-of-the-energy-of-the-whole-world-yayoi-kusama-79-73-11.jpg

https://thecreatorsproject-images.vice.com/content-images/contentimage/no-slug/683dbfaae15264295959b627b714cd1e.jpg



http://1.bp.blogspot.com/-E9PLFZeZ52o/UDBxH2wHEoI/AAAAAAAAAI8/5NcS2yyZjc0/w1200-h630-p-nu/Yayoi-Kusama-Polka-Dots-Madness-6.jpg








10/8/16

Students have completed their collaborative project inspired by Lea Anderson and they are on display in the front hall.  The result is a beautiful collection of intricate, colorful drawings.
I think the students are proud of the outcome. They wrote postcards to their parents as a format to summarize their learning and I have been SO impressed with their insight and observations.

Here is a view of the work:






9/15/16

We are looking at a new artist for our first project. Lea Anderson is inspiring our first piece, which also happens to be a collaborative effort.
You can see her work refers to science and often microscopic structures.

http://1.bp.blogspot.com/-oALU5gStZTU/UiuMd8SkbCI/AAAAAAAAGT0/eQZhMfucMW4/s1600/lea+anderson+1.jpg
Tubyrooby



http://static1.squarespace.com/static/54a07ee1e4b0bc51a1203d53/550f7331e4b0b115247a22d8/550f733ae4b0b115247a231b/1427075927895/STIMULATOR+RED.jpg?format=1500w
 Here is the slide show we viewed:
Lea Anderson - nh

We have begun our contributions to the whole installation.





















3/27/16
 
 Creating Cubist Landscapes is the reason why students spent time learning how to draw 3 dimensionally and basic one point perspective. They are almost with their projects.

Cubist Landscape - slide show

I'll take photos of their work next week and get them posted soon.


2/8/16

Students are learning some basic 3-D drawing skills, which includes a look at geometric shapes, basic one point perspective and shading with a light source.

I was trying to explain "light source" and decided that it was just easier to let them see it in real life - with a still life and spot light.

They did a wonderful job taking advantage of the opportunity...so I took some pictures to share with the world.

Enjoy










1/25/16
a few more
Our schedule has been choppy this year...no blame, just reality, so making smooth progress on anything has been a challenge.
One group just finished up their prints.
Now we all are headed towards a Unit that teaches simple perspective drawing and is inspired by Cubist Landscapes.



12/16/15
A few more prints! The students did a FANTASTIC job.


12/12/15

5th grade students have embarked on a large printmaking project inspired by the work of Andy Warhol and his "Endangered Species"series.
In the process the students have learned a little about the Endangered Species Act-1973 and have selected their creature/taken inspiration from a real list of endangered species in the United States. This was a serendipitous limitation as my classroom printer broke and I had no easy way to google and print images and information about whatever animal the student requested. The EPA produces a coloring book with many US endangered species in it, so I copied those resources/reference images, and away we went.

Mr and Mrs Feldman, long time environmentalists commissioned these series of prints in 1983. There are 10 in total. The electric colors and off-set printed style make them a perfect project for a "reduction print." A reduction print is one that is printed in multiple layers, one color at a time, but with one matrix (printing surface) that is worked into more and re-printed after each color print.
Ask you students to explain it.

Of course there is lots more they are learning in this process - but here are some pictures of what I am talking about.

First Andy Warhol's prints:
http://blogs.artinfo.com/artintheair/files/2013/03/warhold-endangered-species-zebra.jpg

http://www.arcadedarwin.com/wp-content/uploads/2013/03/Warhol-endangered-species-1024x432.jpg

Here are some of the 1st printings.




 Here are some with the 2nd layer.
Looking pretty great I think!








11/6/15
 
Some completed Delaunay paintings:





10/17/15
Here are some of the paintings in process. They are discovering and mastering color mixing as they begin with only the primary colors + black + white.












 10/2/15

One 5th grade class is finished with their self-portraits and the other is not far behind.
The next project involves looking at the work of Sonia and Robert Delaunay - both French artists best known for their non-objective work. Plus their paintings are very similar later in their lives.

https://upload.wikimedia.org/wikipedia/commons/c/cb/Robert_Delaunay,_1938,_Rythme_n%C2%B01,_Decoration_for_the_Salon_des_Tuileries,_oil_on_canvas,_Mus%C3%A9e_d'Art_Moderne_de_la_ville_de_Paris.jpg

https://upload.wikimedia.org/wikipedia/commons/8/8a/Robert_Delaunay_-_Rythme,_Joie_de_vivre.jpg

http://glotime.tv/wp-content/uploads/2015/08/7-sonia-delaunay-terk.jpg

The students were assigned the task of making a non-objective painting, using circle stencils and straight edges. They needed to compose a balanced work but other than that...they are free to create.

We began painting today and they have an opportunity to mix colors- practice color theory and fill their painting as they will.  FUN





 9/21/15

We began the year with a tried and true expressive self-portrait inspired by Henri Matisse's portrait of his wife.  The work is in the "Fauvist" style, a philosophy of several European painters in the early 1900's. These painters began with an realistic structure or idea from realism, but used unnatural color choices and expressive brush strokes with the goal of tapping in to the subconscious, or emotional layer.

https://upload.wikimedia.org/wikipedia/en/2/2d/Matisse_-_Green_Line.jpeg

Students were asked to prepare a background paper, using collage and responding to images or words within the collage. They were "tapping into the subconscious" - then asked to draw a self-portrait on top of the prepared paper.





























5/19/15
Andy Warhol inspired Animal reduction Prints!

That is a long title. Students are being introduced to the "Endangered Species" prints made by Andy Warhol later in his career.
We all know that Warhol is famous for his soup cans and commercial images of Marilyn Monroe and other Hollywood stars. There is much to talk about with him and his important role with Pop Art, but we are skimming over that information to get to his "Endangered Species" prints.

Students have to be organized and responsible self-managing for this project. Most of the 5th graders stepped up to the challenge.
Here are some of his prints:
Image result for warhol endangered species prints http://www.georgetownframeshoppe.com/media/wysiwyg/warhol_ram_home.jpg

https://blogs.commons.georgetown.edu/cctp-725-fall2014/files/2014/03/005616a5412.jpg

Here are some prints the students completed yesterday.








4/12/15
Action Figure Sculptures







Students have been working on their own action figure sculpture for a few weeks now.
The material used, is plaster bandage wrap and students were taught how to make an armature to use as a skeleton/structure for their figure. The armature was made of pipe cleaners and aluminum foil was added for the muscles. This provides a well shaped base for the plaster wrap.

Students have now progressed to the painting stage and are painting the figures and bases and beginning to make the props or accessories to show the activity of their action figure. They have to be quite inventive with the "junk" materials to make the accessories, but that is part of the fun of this project.





 
2/13/15

Snowmen at Night 
I have this unit typed up, so here is more background information than usual, but it is a big lesson and you can learn more about the learning goals.

Snowmen at Night


Unit: Snowmen at Night/Illustration: composition, illusion of space, squash and stretch to show movement
Lesson Objectives: In these lessons students will practice their skills of composition with intention, as they master the basics of creating an illusion of space and learn some cartooning effects to show and emphasize movement of characters.

Snowmen at Night by Caralyn and Mark Buehler:
Is a popular book with younger students as the story is simple, cleaver and humorous.  The illustrations are compositionally complex showing the action of the snowmen.  The colors used are rich despite the fact that students expect all snow to be white. The snowmen themselves are so simple to draw that adding the challenge of showing action/movement and designing a complex composition is quite accessible for students of this age.
Also this assignment requires the students to be clever and outright funny, an opportunity the pre-teens usually embrace.


lesson 1:
Students are introduced to the story Snowmen at Night, with the pre-direction to look for the illusion basics: foreground, middle-ground, background, diminishing size, and overlap of objects.
Students are introduced to the idea of a “witness” or “observer” directly in the foreground (a very modern compositional and counterintuitive technique).
Students are asked to observe all the color used in the snow.

Here are some of their starts:










12/17/14

Goodness, I hate getting so behind. Apologies.
I guess teaching is keeping me busy.
Anyway students have been learning about how to draw trees as they are so important to all people everywhere. We touched on the role they play in our lives and even looked at how other artists portray trees. We looked at bark texture and practiced interpretation all in preparation for 2x tree "finals."

http://4.bp.blogspot.com/-QQCYFUhQWHg/TtZzCX4yEVI/AAAAAAAAAO4/UPokpvyShOY/s1600/Mondrian%252C+Trees+to+abstraction+2.jpg
Piet Mondrian
or

http://www.vangoghgallery.com/catalog/image/0637/Mulberry-Tree,-The.jpg
 Vincent Van Gogh
or

http://www.ago.net/assets/images/556/agoid107982-594.jpg
Emily Carr

Like real artists students have prepared by becoming familiar with the objects in reality. On their final projects they are free to "interpret" a tree any way they see fit, and with encouragement to render their tree to express emotion. The shape of a tree lends itself to communicating emotion and in many societies around the world, tree are powerful symbols for family and strength.


The first is a tree painting on a beautiful watercolor background of their own invention.
Some students have begun to complete this project.






Next students will have the opportunity to use quality scratchboard. They are quite excited to try this new process. Those will be completed in the first 2 weeks of January.



10/25/14

Some student Cubist Landscapes: ! !!








Cubist Landscapes

To begin this Unit, students were given instruction and practice about how to draw shapes in 3-D.

Students were then given a brief and simple history of European painting of 1850-1930. It tied into what they learned about the Fauves.
Picasso and Braque invented Cubism* based on an original idea from Cezanne, that all of the world could be simplified into basic geometric shapes.
(*Cubism has some other more complex aspects, but this is the version we were investigating).

George Braque
http://www.artexpertswebsite.com/pages/artists/artists_a-k/braque/Braque_CubistLandscape.jpg

Pablo Picasso
http://upload.wikimedia.org/wikipedia/en/8/8b/Pablo_Picasso,_1909,_Brick_Factory_at_Tortosa,_oil_on_canvas,_50.7_x_60.2_cm,_The_State_Hermitage_Museum,_Saint_Petersburg.jpg

After this introduction and the time spent skill building, students were asked to plan and make a drawing/painting using watercolor pencils. They are very imaginative in their landscapes and they will be completing their work in the next week.

Their results will be posted soon!
(apologies for my recent lapse)

9/17/14

Henri Matisse - Fauvist (wild beast) Self-Portrait
Students learned about the Fauves, a group of artists in Europe around 1905. These artists decided to paint in an emotional, expressive style. Cameras had been invented ~1850 and as they were used increasingly to document real people and events, artists felt the need to capture the emotional component of life.
They did this with emotional color choice and expressive brushwork.
This is such a modern way of making art, we are all used to it, BUT this was new in 1905.

5th grade students made a mixed media self-portrait, making intuitive choices in representing themselves.

Here are a few results:











9/12/14

Students learned who the Fauves were today and are quickly adding color to their portraits.

9/4/14

We are starting the year with a Matisse inspired "Fauvist" self-portrait. Students get the opportunity to make intuitive choices and be expressive within guidelines, in this lesson.

I have put their lesson on a google power point.
You can learn along with them.
Matisse-Fauvist self-portrait
http://upload.wikimedia.org/wikipedia/en/2/2d/Matisse_-_Green_Line.jpeg

Here are what the first steps look like.




Enjoy!
I look forward to posting their finished art work. This project is always quite adventurous, strong and good looking.

Sincerely,

NH






























4/24/14
Self-portrait Action Figures:










2/28/14

We have spent the last couple classes working on a Tee-shirt design for the new "Dash for Dollars," which Capitol Hill's version of "Run for the Arts."
Organizing the event at CH is more cost efficient.
The date of the run is April 17.
Students were given lots of reference material in the hopes of helping them focus their ideas.
Many students completed a design and have handed it in. In a week, the Dash-for-dollars committee will meet and choose one design for the CH Tee-shirt.  The winner of the Tee shirt design will be announce before spring break.

Next we are making an Action Figure sculpture, that is a figure in action ;), learning about armature wire, using plaster bandage and mixed media to construct our figure. Students will show themselves doing a simple activity and will have to make a few "props" to complete the project.
Truthfully it is a lot of fun and a real variety of materials.
A note already went home asking for wood cut for the bases. Thank you for your help on that.

I will also need sanding sponges. I have no problem purchasing them, but will write it here in case anyone has some to off-load.

Thank you.

1/27/14
Snowmen at Night 
I have this unit typed up, so here is more background information than usual, but it is a big lesson and you can learn more about the learning goals.

Snowmen at Night


Unit: Snowmen at Night/Illustration: composition, illusion of space, squash and stretch to show movement
Lesson Objectives: In these lessons students will practice their skills of composition with intention, as they master the basics of creating an illusion of space and learn some cartooning effects to show and emphasize movement of characters.

Snowmen at Night by Caralyn and Mark Buehler:
Is a popular book with younger students as the story is simple, cleaver and humorous.  The illustrations are compositionally complex showing the action of the snowmen.  The colors used are rich despite the fact that students expect all snow to be white. The snowmen themselves are so simple to draw that adding the challenge of showing action/movement and designing a complex composition is quite accessible for students of this age.
Also this assignment requires the students to be clever and outright funny, an opportunity the pre-teens usually embrace.


lesson 1:
Students are introduced to the story Snowmen at Night, with the pre-direction to look for the illusion basics: foreground, middle-ground, background, diminishing size, and overlap of objects.
Students are introduced to the idea of a “witness” or “observer” directly in the foreground (a very modern compositional and counterintuitive technique).
Students are asked to observe all the color used in the snow.

lesson 2:
Review of 1st lesson
(some students may need time to make another rough draft focusing on the main activity of their painting).
Students are reminded that the main action should take place in the middle ground.

Demonstrate-
Sideview - easiest way to show action.
Introduce students to the option of- action moving towards or action moving away from the viewer.
Have students demonstrate/pose to better understand the concept.

Students should work in thumbnail sketches for quickness.
They will:
1.draw side-view
2.draw towards
3.draw moving away
4.choose preferred drawing (clear, interesting....) and draw larger rough.
5.add foreground “witness”, adjust positioning
6.add background activities - can be little “jokes”
7.Make a final rough draft “to scale” to fine tune the composition.

lesson 3
Introduce the concept of squash and stretch, to show movement and impact.
This is a common technique used in cartooning and animation.

Students will modify their final plan, with simple squash and stretch adjustments.
here are some works in progress:







Students will begin final painting, using a combination of watercolor and watercolor pencil techniques that they learned earlier in the school year.


1/21/14
Trees are complete and quite beautiful!
Here are some to get an idea of the variety produced.

















1/5/14
Students have spent several weeks learning to draw trees. They are now in the final stages of applying their knowledge and new skill in a dramatic landscape.
Photos coming asap.


11/25/13
Students did a great job with their "Cubist Landscapes ." Here are a view, chosen to show you the variety of ideas (divergent thinking!).









11/1/13
Had to take a Halloween break and since the 5th graders had art on 10/31...it was mandatory.

I set up a "Spooky Still Life" with spot lights for dramatic effect.
The students did a very nice job!!!!! I hope they enjoyed it

Here is the set up and a few of their drawings:








 Boooo Wa Haaa Haaa


10/19/13

Cubist Landscapes have been the Unit of study for the past few weeks.

To begin students were given a brief art history lesson about cubism and how it was used to interpret a landscape.
Picasso:
http://uploads8.wikipaintings.org/images/pablo-picasso/house-in-the-garden-1908.jpg
http://art.wmmhs.org/marrero/master_samples/PICASSO_LANDSCAPE_CUBIST_HORTEBRO.jpg

http://www.terminartors.com/files/artworks/5/4/8/5483/Braque_Georges-The_Viaduct_of_L_Estoque.jpg



Cezanne said that the whole natural world could be seen or simplified into the shape of sphere, cylinder, cube and cone.
Students spent a couple classes learning how to draw these geometric shapes and other objects using the rule of one point perspective.  This is a skill that most kids enjoy mastering and showing off.

In the most recent class students were asked to make 3 or more thumbnail sketches to plan a final cubist landscape of their own.  Then they were to choose one to enlarge and draw to scale.  We will be adding color and emphasizing dimension as the work is developed.

Below are some of the thumbnail sketches.  There were many clever and creative ideas and I applaud their mastery of their new skills.




9/27/13

Well the Fauves of 5th grade have completed their work and they did an amazing job.  I hung some of them on the front bulletin board* and the rest will be displayed upstairs in their wing of the school.

(*My philosophy about display is to reflect each students' personal best.  I expect every single student to do work that is display quality.  When I choose work for a more public presentation within the school, I am trying to balance, variety of style, representation of gender (equal boys and girls), and variety of color palette.  While I want those artists whose work is in the hall to be complemented, I also want those whose work is in the upstairs to feel complemented as well, not overlooked.  If it were up to me all the work would be shown together, but I thought if it was all upstairs, few people would know to go look for the rest of the group).  

Students were fearless and un-selfconscience  in their approach to the project.  The results are colorful and dramatic and wonderfully capture the individuals.
Please complement the students.






The self-portraits of the 5th graders are loosely inspired by the Matisse’s work with the Fauves, but has layers of collage underneath showing personal preference.  Mr. Nazes’ class also incorporated part of their collaborative poem.  Students were asked to chose collage materials and create a random, non-representational background layer.  Then they were taught how to draw a face with correct proportions. Next they will be introduced to the work of Matisse during his Fauve period, using “pure” color to communicate emotion, “The Green Line” Mrs. Matisse. 

Students will be given the challenge to draw their face on top of their collaged background and color it with expressive, exaggerated color. 
This project yields an abstracted self, that more often than not, captures the essence of a student. I can’t wait to see how they turn out.

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