In preparation for this Fine Arts evening the students worked with Mr. Olson during their weekly Music classes as well as extra practice sessions with Division 4.

In the classroom we spent a few weeks learning about three different famous Impressionists artists – Claude Monet, Paul Cezanne, and Vincent Van Gogh.  We read a few picture books based on the different artists and their lives.  As well, I read to the students some biographical information on each the artists.  The grade two students remembered Van Gogh from work that we produced last year (‘A Starry Night’ and ‘Sunflowers’).

Each of the art pieces began as a ‘directed drawing’ lesson with me modelling on the white board and the students working with pencil and paper.  We used prints of the artists’ work as reference points.  Students worked with oil pastels for the bulk of their finished product.  For the Monet and Cezanne pieces they added a wash of paint on top of the oil pastel.  The Van Gogh pieces were strictly done with oil pastel.

Our first art piece was “The Japanese Footbridge”, by Claude Monet.  Students enjoyed learning about the effect of light on art as we looked at a wide variety of the Monet pieces which only varied by the time of the day when they were painted.  They also liked the water lilies.

Our next artist was Paul Cezanne.  We looked at a variety of his still life pictures.  Students learned about perspective and shading, as well as the variety of colours in the different pieces of fruit.

 

The last artist we looked at was Vincent Van Gogh.   For this picture we re-created “Cypresses and Wheat Field”.  The students worked on doing the horizontal lines of the landscape, the variety of greens and yellows for the vegetation, and the swirls of colours that form the clouds and sky for which Van Gogh is well-known.  [ Yes, I know that ‘cypresses’ is spelt incorrectly on the title – oops 🙂 ]

 

 

 

 

 

 

Students have been working for more than a month on this biennial art event.  Here is the process we went through:

In January, as a class, we discussed moments in our lives (memories).  I read the book, “Wilfrid Gordon McDonald Partridge”, by Mem Fox.  This is a story about a young boy (Wilfrid Gordon) who lives next door to a senior citizen’s complex in Australia and all the folk who live there.  Wilfrid Gordon’s favourite person is Miss Nancy Alison Delacourt Cooper (as she also has four names).  When he overhears, from his parents, that she has lost her memory he sets out on a quest to find out what memories are and how he can help Miss Nancy regain her lost ones.  It is a very touching story.

After we read the story, students completed activities (in class) that explored all sorts of memories / moments; times when they were happy, sad, nervous, worried, etc. As you know, they were asked to discuss family memories with their families.  They wrote about, and brought to school, photographs of a specific ‘powerful’ memory.

Students made a preliminary plan (drawing) of what their final art piece would look like.  The next step was to focus on the background.  This was quite difficult for this grade level!  Using watercolour paper they painted just the background colours.  The following week they chose the part of the photograph that they wanted to include.  They also made other pieces to be included – via collage.

With the idea of bringing attention to an important (special) part of their art, students had a choice of using a flashlight or popsicle sticks to ‘frame’ it – a few chose to use both.  The flashlights were clipart off the internet.  We used a technique that I learnt from a workshop at the Burnaby Art Gallery.  The pictures were covered with packing tape and then cut out.  Students soaked them in a tub of water and scraped off the paper backing leaving the image on the tape.  They seemed to really enjoy doing this.  Students who chose to use the ‘frames’ had to determine how many they would need (by laying everything out) and then they painted them.

The last stage of the process was to put it all together.  Students put all the pieces into place and then glued them using liquid glue.  The final touch, for those using flashlights, was to add tissue paper as the light beam shining on their focal point.

Students completed ‘Artist Statements’ which were required by the Burnaby Art Gallery in order to have the piece considered during the jury selection process. This meant that they needed to name their piece and describe what it is / why it was chosen as a powerful memory.  These were attached via paper clip to the back of each piece.  The Jury Panel from the B.A.G. came to our school yesterday morning and spent time looking at each of the pieces, which were laid out in the Multi-Purpose room for them.  They do this process on their own – no school personnel included – I find out what they take after they have left!  They photograph each piece of art which they put into their ‘digital’ display.  Our pictures will be incorporated with all the other artwork, from participating classes, from other Burnaby elementary schools.  This digital display will be able to be viewed both at the Art Gallery and via their website.  I will let you know when it is up and running.

As always, this has been a great learning process for the students.  They often seek instant gratification from their assignments (“I’m done!”).  This journey showed them that there are many steps and stages needed to create a complex piece of art.

The Jury Panel typically chooses a few pictures to physically take to the art gallery, from each participating class, to be put on display.  This is my fourth time doing this at Rosser (it is offered to elementary schools every second year) and each time we have had two pieces chosen.  This year was no exception.  We are all very proud and happy for Lily and Jayden that their pieces will be on display at the Burnaby Art Gallery.  The rest of the pieces are on display on the bulletin board in the hallway outside of our classroom, near the office.  Please drop by and have a look.  The picture (above) really doesn’t do justice to the great results of the students’ hard work.

There will be an Opening Reception on Thursday, April 16th from 6:00 – 8:00 p.m. at the Burnaby Art Gallery.  The exhibit is then open to viewing during their regular hours from April 17th – May 17th.  Everyone is welcome to attend the Opening Reception – no tickets are required.  There is an official opening with a few speeches; often by the mayor or other municipal councillors and usually some school board people, as well.  It is a great opportunity to see a wide variety of artistic interpretations on the theme.  I always enjoy going.  I hope to see many of you there.

As always, a huge thank you for all of your support with this project!

Shelagh Temple

 

Students began by creating a water coloured background.  They then created construction paper penguins and placed them on paper icebergs.  These penguins were adorned with a variety of decorations, as the students chose.  They then used white paint and created a snow blizzard by using Q-tips as paint brushes.

During Art on Friday we reviewed colour theory and discussed the primary colours – red, blue, and yellow.  We used plastic coloured palettes to show how by putting two primary colours together that they made an intermediate colour. We put red and yellow together to make orange; blue and red together to make purple; and blue and yellow together to make green.

Students then created a tesselation in black marker on their paper.  They filled in all the spaces by using wax crayons. The instructions were to only use the three primary colours, but they were expected to create the intermediate colours from those three primaries.

Students found it quite easy to create green and orange; purple was more challenging.  The students worked very well on this project and the end results are very impressive.

Last Friday we had our first ‘directed drawing’ lesson.  We drew bats as we have just begun our study on them.

Students followed my lead as I drew on the white board and they drew on their art paper.  We did a step-by-step process while discussing the anatomy of a bat.  Students learned that a bat’s wing is actually formed like our arms and hands – with a thumb and four fingers on each side. These wings are covered with a taut skin while the bat’s body is covered with fur.  Students showed this fur with the addition of lines.  We reviewed the art element of ‘texture’ – how something feels or how it looks like it feels.

We then repeated this drawing process onto light grey construction paper, also initially in pencil.  Once they had completed their pencil drawings they went over those drawing lines with oil pastels.  They then added a few ‘seasonal’ bits of extra scenery such as pumpkins, grass, stars, and a moon.

 

If you are by the school, please drop in to see their work.  I think they are wonderful!