In room 109, our mornings begin with breakfast and… MATH GAMES! Play is still a necessity for our early learners and playing math games allows them to think strategically as they work together to solve problems. They also have time to develop number sense and math fact fluency. This is probably our noisiest and most exciting part of the day!
8th Grade studied printmaking and focused on collagraph printing. Student began by created images by collaging cut card board pieces, this became their printing plate. The plate images ranged from abstract, architectural, nature inspired, or human/animal form. Students learned about traditional printing techniques and proper material terms. Then we printred the plates with block printing ink and produced some really great prints!
Kindergarten did a Spring floral project where they learned about mosaic design and what concentric circles are.
Various grade levels participated decorating the art room door with blue and purple falcon feathers. Each one an original design.
Room 124 completed their Spring Thaw project and the results was a beautiful collage of detailed leaf paintings.
From Ms Aquino:
On November 4th, Ms. Guo Meihua came to LaSalle II to demonstrate the art of papercutting to our students. She presented examples of her work and while sharing her history with us, created detailed paper cut babies.
First through third and sixth through eighth grade students had the opportunity to make their own designs out of special red paper used for this traditional Chinese folk art from Shanxi province. First and second graders created paper cut apples, while the older students created symmetrical designs.
Ms. Guo is well known throughout China for her artistry. Thanks to the Confucius Institute of Chicago, Ms. Guo was able to leave a lasting impression on the students and staff of LaSalle II. We were very fortunate to welcome her.
Check out some recent pieces that Ms Tingley’s Art classes have created
[heading_2 type=”simple”]Current Projects by Grade[/heading_2]
Ms Tingley has been working on Batik and Triptych art projects the LaSalle II students. All of these projects help the LaSalle II students learn and practice using visual art elements and principles.
The 1st & 2nd grade students worked with the technique of batik and cityscape images. We worked with bright colored houses to create emphasis around that part of the composition and batiked the work in purple, black, or blue to create a nighttime feel. We created the composition together, with the students identifying deciding colors and shapes as we completed the images.
The 3rd & 4th grade students also worked with the technique of batik painting but had a choice of cityscape or landscape. We discussed the various things we do and see in winter the make sure we stayed within a seasonal theme.
The batik process we used took 2 weeks to complete and additional days for drying and pressing the work. We started with a crayon drawing because we needed a material that contained wax. Then we used a water based paint to batik the drawings. As we painted over the drawings the students were surprised to see that the paint didn’t stick to and cover the crayon, instead there was a nice wash of color over the entire page with a bright crayon drawing that appeared through the paint like magic. It’s always fun to see the students reaction when they realize that the paint and crayon don’t mix, it’s an enjoyable project no matter what age.
[heading_2 type=”simple”]First Grade[/heading_2]
The first graders created Batik paintings this month. Batik artwork involves drawing with a waxy medium, in our case crayons, and then painting with a water color over it. Class started with a description of the project and modeling of the winter scenes that we wanted to create. For first grade we focus on a common scene. If you look through all of their work, you will see similarity in the major elements they include. Each student choses crayon colors and details in their scene.
This first part took a full class period. As the students returned for a second class, they continued to add detail to their scenes. Then they used water color to cover the paper. The waxy crayon keeps the paint from coloring the lines and shapes of the drawings. These paintings are then allowed to dry, and then…the kids get to take them home.
[testimonial name=”Evan” company=”First Grade” size=”medium” type=”bubble”]
To make my batik, first I drew the hill with crayon. Then I made the houses and smoke. I drew trees, stars, and snow. Then I painted over the scene with super watery paint. The painting has to rest for a few days. Then we will get to bring them home.
[heading_2 type=”simple”]Second Grade[/heading_2]
The Batik painting sessions for second grade are a bit more varied. We let the students chose from a few winter landscape scenes. We still start with an overview of the technique and do some modeling (quick examples at the board) to give them a direction.
[testimonial name=”Sabrina” company=”Second Grade” size=”medium” type=”bubble”]
It was very fun to do the project. First I drew the picture. Then I colored it in. Last I used purple water-color paint and painted the entire paper. When I was done my paper looked like it was glowing. In my picture I drew Santa’s workshop. I also drew a tree and a lollypop. Oh, and a sign that said “Welcome to Santa’s Workshop!”
[testimonial name=”Evelyn” company=”Second Grade” size=”medium” type=”bubble”]
The first thing we did to make the project was when we colored the Batik with crayon. We had to press down hard when we colored. When we finished we painted over it. I drew a picture with a town and snow on the ground.
[heading_2 type=”simple”]Third Grade[/heading_2]
Third graders created a Triptych which is a three panel piece, and this one let them experiment with different patterns and shapes. Our subject for the panels was a mug of hot chocolate.
[heading_2 type=”simple”]Fourth Grade[/heading_2]
By fourth grade the students understand the visual art principals, so we let them devise their own scenes.
[heading_2 type=”simple”]Visual Art Elements and Principals[/heading_2]
All students start by focusing on the elements of visual art. The early grades spend most of their year working on the elements like color, lines, shapes, patterns, and textures. As students master these, they move on to the principles of art like balance, emphasis and movement. Ms Tingley has posters for each of these that she pins to the board as she describes a project and the aspects a project will emphasize.
[heading_3 type=”simple”]Key Elements We are Studying[/heading_3]
Line – The path from one point to another
Shape – Created when lines are combined and connected. Can be geometric or organic.
Form – 3D shapes with length, width, and diameter.
Color – Colors come from three primaries plus black and white. They have three properties: hue, value, and intensity.
Value – Lightness and darkness of hues. Has varying levels of contrast.
Texture – The tactile qualities of a surface (actual) or the visual representation of a surface quality (implied).
Pattern – Repetition of a design element which establishes a visual beat.
Space – The area in which elements are organized within a composition.
[heading_3 type=”simple”]Key Principles We are Studying[/heading_3]
Contrast – Using elements that conflict with each other. Often used to create interest.
Rhythm – The idea of motion conveyed through the use of various elements.
Movement – The path the viewer’s eye follows through the artwork.
Emphasis – The created center of interest. The place where your eye is led.
Balance – Created when all elements within a work are combined harmoniously.
Proportion – The size relationship of parts to the whole. A measurement of the size of the elements within an artwork.
Harmony – Achieved by using similar elements in an art piece.