Community Study: City Mural By Gr. 1&2

Transcription

1 Community Study: City Mural By Gr. 1&2

2 Overview of the inquiry process for City Mural First the students went on a tour of the city, took photographs and made sketches for future reference viewed and discussed work by artists, noticing shades of grey painted pictures from photographs of the downtown buildings using shades of grey cut out their paintings and glued them onto mural paper viewed and discussed artworks by Hundertwasser and were inspired to paint a night sky with sparkly stars onto their mural Next they looked at the art of various artists & architects to explore interpretations of houses read and discussed many picture books set in the city used a variety of media to depict different styles of houses: observational drawing, crayon melt, collage, water based crayons, felt pens cut out and attached their images to the class mural Then the students created people, trees and animals to add to the mural Finally they worked together as a group to add more city elements to the mural wrote city stories

3 First the students went on a bus tour of the city for a firsthand experience with art & architecture viewed and discussed artworks in picture books, especially work by artists who only used shades of grey The city in the winter had many shades of grey. In Understanding Art in Context, students describe works of art and design experienced first-hand in own community K 2 A U1.3 In Valuing Artistic Experience, students describe, with teacher guidance, own and others artworks in terms of subject matter and art elements and media K 2 A V2.1

4 The students participated in a grey scale painting lesson. Art Toolbox tips: Only very small amounts of black are needed to turn white into grey. Young students can learn to dip the tip of the brush into a small amount of black and then mix it into the white. The more black they add to the white, the darker the shade of grey will become. In Art Language & Tools, students use art media, tools, and processes to explore and demonstrate awareness of the elements of art: line, shape, colour & value K 2 A L1.1

5 They then painted the downtown buildings using black and white tempera paint. The pictures were painted while referring to photographs taken by the children on their field trip to the top of the Can West Building. In Creative Expression in Art, students create images and objects in response to ideas derived from a variety of stimuli (e.g., from memory, learning in other subject areas, observation of art and of life) K 1 A C1.1

6 Students applied what they learned about grey scale (also known as tints & shades) to painting pictures of their own homes. In Valuing Artistic Experience, students describe, with teacher guidance, own and others artworks in terms of subject matter and art elements and media K 2 A V2.1

7 The students then discussed ideas for a city mural

8 Their paintings were then cut out and glued onto primed mural paper. Students looked at the murals of many artists including Faith Ringgold and Picasso in order to understand how a mural can tell a story. The children were inspired by the visuals in the picture book Tar Beach by Faith Ringgold. See appendix for more slides of grey scale work In Understanding Art in Context, students engage thoughtfully with artworks from various times, places, and peoples K 8 A U1.1

9 They students noticed that the artist Hundertwasser used sparkles in his art and decided to make the sky of their mural into a night sky with sparkly stars. They painted the sky with tempera paint and glued on little plastic mirrors recycled from a small disco ball. In Creative Expression in Art, students search for and discover ideas for artmaking through observation of others (peers and artists ) use of art elements, principles, and media 2 4 A C1.3 And students incorporate serendipitous discoveries into own creative work, as appropriate K 4 A C2.5

10 In Creative Expression in Art, students collaborate with others to develop artmaking ideas K 4 A C2.6

11 Next the students looked at books, calendar pictures and the Internet to see how different artists and architects painted and designed buildings and houses. For example: Hundertwasser (German painter & architect) Frank L. Wright (American architect) Ton Schulten (Dutch painter) Douglas Cardinal (Canadian architect, Canadian Museum of Civilization) Etienne Gaboury (Manitoba architect, Royal Canadian Mint) Link: Strange Houses In Creative Expression in Art, students collect visual and other information for use in stimulating and developing own art ideas 2 4 A C1.5

12 The students examined photographs taken while out on community walks. These photographs were used again and again throughout the year.

13 Drawings were completed with water based felt pens, water, and fine tipped permanent markers. If you look closely you will see tiny mirrors taken from a broken mini disco ball

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15 Students also worked at a Crayon Melt centre to create images of the city and their houses. See appendix for more about Crayon Melt In Art Language & Tools, students observe, talk about, and use various art media to depict visual details in a wide range of subjects (e.g., plants, animals, people, objects) found in images and in life (e.g., in natural and constructed environment) K 2 A L3.1

16 They also used the crayon melt centre to apply colour and texture to a variety of papers precut into geometric shapes. The papers were subsequently used for a colour sorting activity and for collage.

17 Colour sorting Student Comments: It looks like Ton Schulton used crayon melt to make his picture. He used warm colours the most.

18 The crayon melt pieces were used to create collage houses The houses were later added to the mural.

19 Each time the children explored different art media, they added some of their work to the mural. The mural grew and grew. The students applied colour to the ground with tissue paper and glue painted a sun, cut it out & glued it in place cut out and added their crayon lift collage houses painted details directly onto the mural

20 Then the students created people and animals to add to the mural. They practiced gesture drawing both with art and magazine visuals, wooden mannequins ( human and animal) and child models. Learning Conversation: The class talked together about the problem of depicting actions of people on the mural. During an Art Workshop the next day the teacher introduced the mannequins and demonstrated their use. The children were asked to try this technique in their sketch book sometime over the next few days. This became a must do at Explorations time.

21 In Art Language & Tools, students develop skills in observation and depiction A L-3

22 In Understanding Art in Context, students demonstrate appreciation of art as a means of experiencing and exploring own and others lives (e.g., feelings, values, stories, events, cultures) K 4 A U3.4

23 Finally the mural was complete

24 Appendix: Grey Scale additional slides

25 Grey Scale additional slides Teacher Comment: I am noticing the interesting grooves on the side of this column. How did you show this? In Art Language & Tools, students describe lines, colours, textures, and shapes observed in artworks and in own surroundings K 1 A L1.3

26 Grey Scale additional slides

27 Grey Scale additional slides In Art Language & Tools, students draw and paint, demonstrating understanding that lines can depict the edges of observed, recalled, or imagined shapes and forms K 1 A L3.2

28 Grey Scale additional slides In Art Language & Tools, students use art media, tools, and processes to explore and demonstrate awareness of the elements of art: line, colour, texture, shape, form, and space K 2 A L1.1

29 Grey Scale additional slides

30 Grey Scale additional slides

31 Crayon melt: additional slides

32 Crayon melt: additional slides

33 Crayon melt : additional slides In Art Language & Tools, students practise safe and appropriate use of various art media, tools, and processes K 4 A L2.1

34 Crayon melt: additional slides

35 Crayon melt: additional slides

36 Crayon melt: additional slides

37 Crayon melt: additional slides

38 Crayon melt: additional slides In Creative Expression in Art, students search for and discover ideas for art making through experimentation with art elements, principles, and media 2 4 A C1.2

39 Crayon melt : additional slides

40 Crayon melt: additional slides

41 Crayon melt: additional slides

42 Crayon melt: additional slides

43 Why was the mural a valuable learning experience? Art Language and Tools SLO: K-2 A-L1.1 students used paint, crayon and collage using many different materials to create their mural. They learned to use glue, scissors, photography and other materials to create, explore and demonstrate awareness of the elements of art: line, colour, texture, shape, form, and space Understanding Art in Context SLO: K-2 A-U1.2 students participated in many Art Talks while they sat around the mural making decisions about how the murals message would be told. They were able to recall and describe (verbally and in other ways) own experiences of individual artworks In Visual Art Creative Expression in Art SLO: : K-2 A-C2.1 students learned about murals conveying a message and so were intentionally choosing and making appropriate decisions about the selection and use of art media, elements, and subject matter in the process of solving artmaking problems Valuing Artistic Experience SLO: K-2 A-V2.1 students looked at the murals of many artists including Faith Ringold and Picasso in order to understand the story. The children were inspired by the visuals in the picture book Tar Beach by Faith Ringold.