Category: Arts Education

Author Visit: Jeff Chiba Stearns

Author, filmmaker, and animator, Jeff Chiba Stearns, visited University Highlands today to talk about his art. We were particularly interested to hear about his newest book, On Being Yukiko, because we have been learning about the internment of Japanese Canadians during World War 2. On Being Yukiko explores Japanese Canadian family history and cultural identity, and how the impacts of displacement and racism echo into the lived experiences of people today. Jeff worked with artist, Lilian Michiko Blakely, to create this story based on her life and experiences growing up as a Japanese Canadian.

Jeff’s drawing style is a self-described blend of Japanese and American styles that he calls “hapanimation.” He has a lot of fun with his drawings, creating mixed creatures with fun blended names. His mixed creatures are a metaphor for his own experience with “mixed” or “hapa”  identity. He showed us some basic drawing strategies, and ways to alter expressions and moods of a character with slight changes to the design. He even did a hapanimation drawing of one of our students!

Students will have an opportunity to buy some of Jeff’s books with an order form going home today. Jeff personalizes each book with a doodle and a message!

 

Hip Hop

They brought the attitude.

Congratulations to Division 5 for an amazing performance last week! You brought the energy and enthusiasm that made your dance entertaining and fun to watch. I hope you had fun, too!

What was your favourite part of our dance?

 

 

 

Cave Art

Division 3 has been looking at the emergence of art as early humans developed conceptual thinking and and some understanding of themselves in relation to the world around them. Examining the cave paintings from France, Spain, and Argentina, we noticed they often pictured large animals such as mammoth, bison, horses, deer, etc. Some of the paintings featured depictions of humans and arrows or spears. Some anthropologists suggest these depictions may have been intended to “enchant” big game animals for a successful hunt. Or maybe they were recording stories from their lived experiences for future generations. The negative-space hand prints are, perhaps, the most haunting of the cave paintings. It’s almost as though you can reach out and touch our early human ancestors living in the midst of an ice age!

Earlier this week, we headed out to the forest to collect raw materials that could be combined to create painting tools. Students gathered sticks, grass, rocks, leaves, etc. Then we brought them inside to adapt the raw materials to create useable tools. We agreed that we could use twine to bind things, but no glue or tape.

Finally, we got to painting on our “cave” walls! Students worked on vertical surfaces and different heights to experience a tiny bit of what it might have been like to paint this way. Some students worked more independently, and some collaboratively in order to create their images. They attempted to work in the style of the cave paintings from France and Spain, and depicted similar subjects as well.

In Flanders Fields – Remembrance Day Assembly

As mentioned in the previous post, Division 3 arranged and recited the poem “In Flanders Fields” during UHE’s Remembrance Day assembly. They performed in front of the whole school, and should be commended for their effort and focus during this assembly. As some of the eldest students in our school community, they led by example and helped set the appropriate tone for our gathering.

Chorale Reading

In preparation for the Remembrance Day assembly, Division 3 has been working on a dramatic chorale reading of John McCrae’s poem, In Flanders Fields.

Chorale reading requires all performers to develop a “stage voice” where they must speak clearly and audibly. This process also provides an opportunity for some creativity with how we share the words. We discussed how to vary volume, pitch, tone, and speed, and how we could emphasize certain parts of the poem by having everyone, a small group, or just one performer speaking at a time.

Performer and director notes can be messy! Taking notes while reviewing and practicing a script helps us understand our cues and reminds us where we need to emphasize or pause. When we rehearse in an intentional way, we can run on auto-pilot for the performance!

To start off, we worked in three groups: each group examining one verse, and deciding on how it could be read for maximum effect using some various chorale reading strategies. Each small group shared their “rough” cut, and the rest of the students discussed what was most effective.

Then, as a whole group, we took ideas from each small working group and started developing our whole-class performance. After many rehearsals and feedback, we are ready to perform! Practice makes progress, and while we may not be “perfect,” Division 3 should be very proud of the work they’ve put in to perform this powerful piece.

© 2024 Ms. Coutts' Class

Theme by Anders NorenUp ↑