Art Page - Spring 2009 Art Show

Recycling, Pattern, Measuring & Unity Anatsui Tapestry Project

The whole school learned Recycling, Pattern, Measuring and Unity by creating an Anatsui Tepestry. The students learned that Anatsui is an African Artist who takes bottle tops and weaves them into giant tapestries. Anatsui does not Recycle as much as 'Reuse'. His art points to the difficulties in recycling products made outside of Africa.

The students learned that Unity is created by repeating elements, while Pattern is created by repeating elements in an order. The students learned to measure using rulers and pre-cut rectangles.

The students created the Tapestry by measuring and cutting rectatngles from used cereal boxes. The cereal box rectangles were punched in the corners and sewed together with twist ties.

Pattern - Riley Exercise

The Pre-Kindergarten students learned Patterns by creating collages.

The students learned that Bradget Riley really likes Patterns. They learned that seh likes Stripes, Rectangles and Squares.
The students followed a patterend worksheet to create these patterns. The three year-olds cut and glued rectangles to form a checkerboard pattern, while the four year-olds cut and glued stripes to make an 'ABC' pattern.

Monet Color Mixing Landscape

The Kindergarten students learned color mixing by creating a Money Landscape.

The students learned that red and blue make purple, blue and yellow make green, and yellow and red make orange. The students also learned that a landscape is a picture of land.

Warm Colors, Cool Colors & Shapes - Vasarely Project

The 1st grade learned the Warm Colors are Yellow, Orange and Red, while the Cool Colors are Blue, Green and Purple. The students also learned to create and identify: Trapezoids, Parallelograms, Hexagons & Pentagons.

Asymmetrical Balance, Monochromatic & Contrast Seascape - Albert Pinkham Ryder Project

The 2nd grade learned Asymmetrical Balance and Contrast. The students learned that pictures are balanced even if all parts are not in one-to-one ratio. (Symmetrically Balanced). The students learned that paintings, like Ryder's, are monochromatic (one color: black - white is a free color).

The students learned that Ryder's paintings are characterized by high contrast of black and white. The students learned that the seascape is a picture of the sea.

Tints & Shades, Pattern & Contrast, and Value & Style - Klee Landscape

The 3rd grade students learned Tints and Shades, Pattern, Contrast, Value & Style by creating a Paul Klee landscape painting.

The students learned that an artist can lighten colors by adding white (tints) and can darken colors by adding black (shades). The students learned that lighter and darker colors are different values. The students learned that putting colors or items that are different next to each other makes contrast, while repeating elements makes a pattern. The students learned that paintings of the land are landscapes.

Measuring & Color Spectrum - Frank Stella Project

The 4th grade students learned measuring and the Color Spectrum by creating Frank Stella Minimalist Designs.

The students learned that Frand Stella created simple, but very neat designs. The students learned that, in order to create these pictures, he had to measure very carefully. The students also learned that Frank Stella used the Color Spectrum Patterns. The Color Spectrum consists of Red, Orange, Yellow, Green, Blue, Indigo and Violet (ROY G BIV). The students created their designs without the indigo color (there are resons -- sufficed to say: we really don't have indigo markers.)

Tessellating Pattern - Escher Project

The 5th Grade students learned Patterns and the mathematical concept of Tessellation by creating a M.C. Escher Tessellation. The students learned that a Tessellation is a pattern in which identical pieces fit together so tightly that there is no space left between them.
The students were given a square of tag board. The students cut a curved part from one side and taped it to the opposite side. The students then cut a straight edged design from one of the remaining sides and taped it to the opposite side. The student's squares were perfectly conserved so that they fit into each other.