6th grade Ukiyo-e Printmaking

6th graders just finished a Japanese Printmaking Ukiyo-e Unit.  We learned about the "floating world"  and created our own "floating world" themes.  Students wrote a haiku about their theme and then illustrated their haiku with some relief printmaking.  We used styrofoam plates, pencils, pens and scratchboard tools.  I made a powerpoint for an intro, I have The Great Wave poster displayed, we read an article, answered questions, wrote and made art!  What a full week!

Reflections:  I have discussed a collaboration with the Japanese teacher and we are super excited about an Arts Integration Unit for both disciplines!!!  Love my school!

7th Grade Greek Mythology Self Portraits

7th grade students study Ancient Civilizations, including Ancient Greece.  I thought it would be fun to create a self portrait incorporating some of the mythological gods and goddesses.  Kinda like Percy Jackson and that book series (note to self - borrow the books for display next time), where his father is Poseidon, what would your self portrait look like as a combo of you and a Greek myth character....?
We studied facial features and measurements and value shading, then students picked the god or goddess of their choice and creatively incorporated them into their self portraits.  Coloring was optional, I showed some exemplar models, we discussed criteria for our artworks.  (note:  students are really good about coming up with criteria!)  We negotiated, we decided and then we were off.  Total time was about a week.  I would like to incorporate a writing piece or an Artist Statement at the end so students could write about the god/goddess and the features they incorporated.

Reflections:  Include the books in the class for a feature.  Artist Statement (Enduring Skill Creating #6).  Try on black or grey paper with white/black charcoal pencils.  Students are so scared to go super dark!  Need to collab with Social Studies teachers for an Arts Integration with this!

Bark Amate Paintings 6th grade

My 6th graders studied Bark Amate paintings, we read an article and learned about the culture and meaning of these beautiful artworks.  We then looked at some Exemplar Models and established our criteria:  Bold Colors, Bold line, animals (birds) and plants (flowers).  Students then wrote an artist statement including Artist Name, Title of the Artwork, medium used and how their artwork reflected the cultural beliefs of the Bark Amates.
Students really enjoyed this project!  It helps that I had some plant and flower stencils!!  Students used paint or oil pastels, brown lunch bags or brown carpenter paper from Lowe's/Home Depot, sharpies.

Reflections:  Find a video of the bark amate making process, find some cultural music to add in the background, stock up on stencils and black sharpies.

Animal Grid Paintings and Complimentary Colors

6th grade finished their animal grid paintings/colorings.  Most painted, but if they wanted to use colored pencils or markers, I figured go for it!  I started the lesson with a small grid exercise, some print offs that I found online, then I stocked up on free animal calendars at my local pet store.  (I must have grabbed 2 or 3 every time I went there!)  Students were able to select the animal they wanted to paint, then we used the grid method to enlarge the image onto large paper.  We lightly sketched with pencil and then we discussed the emotional response differences to different colors.  Students applied an "emotional color" to their animals and applied the complimentary to the background.  Can't go wrong with 6th graders and animals!

Landscapes in Watercolor and Acrylic

My 8th graders just finished their landscape artworks.  I stocked up on Calendars when they were half off after the first of the year (reminder: laminate next time).  We discussed horizon line, background, mid ground, foreground, atmospheric perspective and brushstrokes.  For grading, I gave feedback in the form of Plus Deltas on the back.  I also asked students to complete an artist statement and complete a plus delta for a self-evaluation and complete one for a peer.  Overall, very pleased with the results.  For future lessons, I want to demonstrate the steps in painting more, selecting a paint brush size, and adding these terms to our word wall!