- Edna Maguire
Lalanne, Jackie (Art)
- 5th Grade photographs of one point perspective
- 3rd Grade Mt. Tam Landscapes
- 3rd graders create tints and shades
- Art quote of the month
- Art education: Elliot Eisner
- Museum of the month
- Frank Lloyd Wright and wooden block building
- 3rd Grade art and social studies integration: drawing at the MV Depot
- 3rd grade art and science integration
KindergartenPosted by Jackie La Lanne on 2/18/2016-Students explored clay as a medium artists use. They experimented with different techniques: slab, pinch, and relief to create a clay mask. They were introduced to glazes to paint their masks.National Core Visual Art Standards:-Engage in exploration and imaginative play with materials.-Through experimentation, build skills in various media and approaches to art-making.-Students used pencil, sharpie, and oil pastels to create a drawing of a fish. These will be on display soon in their classrooms as part of the "aquarium." Please check them out in rooms #1 and #2.California State Visual Arts Content Standards:Communication and Expression through Original works of Art-Use lines, shapes, and colors to make patterns.-Students painted their own version of a "lamp" using tempera paints after looking at a real lamp and describing the shapes of its parts: socket, shade, switch, body, cord, and light bulb.-Students created "plans for a building or house like an architect" using geometric and organic shapes. They painted with watercolors.California State Visual Arts Content Standards:-Use geometric shapes in a work of art.-Students created 3-dimensional cardboard constructions.California State Visual Arts Content Standards:-Demonstrate beginning skill in the use of tools and processes, such as the use of scissors, glue, and paper i creating a three-dimensional construction.-Students used geometric and organic shapes to make a collage.California State Visual Arts Content Standards:-Make a collage with cut or torn paper shapes/forms.
2nd GradePosted by Jackie La Lanne on 2/18/2016-Students made prints of imaginary creatures with pattern. The process involves making a drawing, transferring it to a styrene plate, inking the plate with black ink using a brayer, and printing the plate onto colored paper. Check out the slide show on the overview page.-Students used graphite stick to make rubbings of autumn leaves changing colors. They then used watercolors to finish their compositions.-Students created collages of bowls of fruit/vegetables using the torn paper technique. They added pastels for detail.-Students created clay creatures/animals. They used subtractive and additive processes to make their sculptures.California State Visual Arts Content Standards for Creative Expression:-Demonstrate beginning skill in the use of basic tools and art-making processes, such as printing, crayon rubbings, collage, and stencils.National Core Visual Art Standards for Creating (2nd Grade):-Experiment with various materials and tools to explore personal interests in a work of art.-Students created a painting of their own version of a teapot that has a lid, spout, handle, and body after looking at the book "Teapots Transformed." They are using tempera paint and mixing secondary colors (orange, purple,green) from primaries (red, blue, yellow).-Students compared sunflowers by the following artists: Ellie Simmons, Vincent Van Gogh, Faith Ringgold, and Paul Gauguin. They share their observations collaboratively. They then created their own versions of sunflowers with chalk pastels.California State Visual Arts Content Standards:-Demonstrate beginning skill in the use of art media, such as oil pastels, watercolors, and tempera.National Core Visual Art Standards for Creating (2nd Grade):-Brainstorm collaboratively multiple approaches to an art problem.-Students created cut paper masks. They folded their paper in half to use the line of symmetry to make facial features identical on both sides of their mask. They learned different paper art techniques: weaving, curling, and spirals. They added details with pastels, glue and glitter.-Students drew their own symmetrical butterfly on watercolor paper. They then used sharpies and watercolors to complete their mixed media piece.California State Visual Arts Content Standards:-Use bilateral or radial symmetry to create visual balance through original works of art
3rd GradePosted by Jackie La Lanne on 2/18/2016-Students created collages using a variety of materials and textures, and repeated textures to create rhythm and movement in their compositions. They used printmaking inks and brayers to ink their collages. Using a printing press they then made "collagraphs" (prints of their collages).California State Visual Arts Content Standards:Students create an original work of art emphasizing rhythm and movement, using a selected printing process.National Core Visual Art Standards for Creating (Third Grade):-Demonstrate an understanding of the safe and proficient use of materials, tools, and equipment for a variety of artistic processes.-After looking at photographs of lighthouses students decided what the common elements of seascape lighthouses would be: the light (lamp), the tall lighthouse building, somewhere for the lighthouse keeper to live, the deck around the windows that encloses the light, and water to make it a "seascape." Students created their own "seascapes with lighthouse" using pencils, sharpies, and watercolors on watercolor paper.-Students went on walking field trips to City Hall and the Depot and made observational drawings connected to their study of Mill Valley for 3rd grade Social Studies Curriculum-Students created cityscapes after looking at artists who create cityscapes. They decided together that a cityscape should be at least 6 different buildings that use different lines,and shapes (organic and geometric).California State Visual Arts Content Standards:Students communicate and express through original works of art:Paint or draw a landscape, seascape, or cityscape that shows the illusion of space.National Core Visual Art Standards for Creating (Third Grade):Create personally satisfying artwork using a variety of artistic processes and materials.-Students worked together to make six different tints and shades of one color adding white or black tempera paints. They then created monochromatic paintings.California State Visual Arts Content Standards:Students apply artistic processes and skills:-Mix and apply tempera paints to create tints, shades, and neutral colors.-Students looked at Native American clay storyteller dolls. They determined what the artists' work had in common, and set criteria for their own art work collaboratively. They used subtractive and additive methods of clay to create their own unique storyteller doll.California State Visual Arts Content Standards:-Create an imaginative clay sculpture based on an organic form.National Core Visual Art Standards for Creating (Third Grade):Elaborate on an imaginative idea.Integration with Classroom Curriculum-Students discuss the concepts opaque and translucent. They use objects on sun sensitive paper to create sun print compositions. This project integrates with their classroom science unit about "light."
5th GradePosted by Jackie La Lanne on 2/18/2016-Students used a digital camera to discover and photograph "one point perspective" (converging lines) around school.-Students looked at artist David Hockney's collage "Pearblossom Highway" (a one point perspective collage). They then created their own collage using a vanishing point and horizon line.California Visual Art Content Standards:Students apply artistic skills, processes, materials and tools using one point perspective to create the illusion of space.National Core Visual Art Standards for Creating (Fifth Grade):-Experiment and develop skills in multiple art-making techniques and approaches through practice.-Students looked closely at real carpenter tools and made drawings using charcoal pencils.California Visual Art Content Standards:Students create gesture and contour observational drawings.-Students looked at Harold Olejarz's website http://www.olejarz.com/arted/perspective/. They learned how to use a vanishing point and one point perspective to make an interior room drawing.California Visual Art Content Standards:-Students use perspective in an original work of art to create a real or imaginary scene.-Students carve into plexiglass using metal tools, ink their "plates", wipe them out with cheesecloth, and then use the printing press to create an etching (print).-Students carve an image into a styrene "plate". They choose newspaper that would relate to or compliment their image with the already printed text and images of the newspaper. They ink their prints and hand print them with barrens.California Visual Art Content Standards:-Communicate values, opinions, or personal insights through an original work of art.National Core Visual Art Standards for Creating (Fifth Grade):-Demonstrate quality craftsmanship through care for and use of materials, tools, and equipment.