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4th Grade Art Works and Art Units
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4th Grade Clay Releif Sculpture>
Graffiti 'Tag' Names!
- Students will learn about the contemporary artform of Graffiti. We will discuss the respectful and disrespectful forms of graffiti. We will also learn about the history of how Graffiti became a respected art form as well as particular artists who have made that happen.
Students will USe the SLAB method, texture plates, carving, and drawing techniques to create a relief sculpture of their own 'tag' or name design inspired by graffiti history and handouts.
4th Grade Henna LEtter Design!
4TH GRADE ANIMAL MORPHING SILHOUETTES
STUDENTS FIRST WILL CHOOSE ANIMALS THAT HAVE CHARACTER TRAITS THEY CAN IDENTIFY WITH! (STUDENTS WILL SHOW THEMSELVES MORPHING INTO THIS ANIMAL!)
WE THEN, WILL TRACE THEIR FACE USING A PROJECTOR AND BLACK PAPER IN PROFILE VIEW, AND STUDENTS WILL BEGIN DRAWING THEIR 'ANIMAL PERSONALITY' IN PROFILE VIEW AS WELL.
STUDENTS WILL LEARN TO USE SHAPES, LINES, TEXTURE, TINTS, AND SHADES TO MAKE THEIR ANIMAL LOOK REALISTIC USING PAINTS AND OIL PASTELS. STUDENTS WILL COLLAGE THEIR SILHOUETTES AND ANIMALS FACES IN PROFILE VIEW (TURNED TO THE SIDE).
STUDENTS ALSO WILL WATCH VIDEO ART SUCH AS ANIMAL MORPHING, ANIMAL DISPLAY ART AND BROADWAY THEATRE WHERE PEOPLE ACT AS ANIMALS TO GET INSPIRED! THEN, STUDENTS WILL BECOME THEIR ANIMALS WITH ROLE-PLAYING!
AFTER EXPERIENCING WHAT IT FEELS TO MOVE LIKE, AND BE THAT ANIMAL IN CHARACTER. THEN THEY WILL ADD AN ATTACHED BACKGROUND THAT EXPRESSES THEIR ANIMAL’S MOVEMENT USING LINES AND COLORS. (SEE STUDENT EXAMPLES BELOW)
Damien Hirst Inspired Artworks
Students were be able to:
Day 1-
- Discuss the work of Contemporary Artist, Damien Hirst.
- Discuss Analogous Colors
- Identify Analogous colors and choose an Analogous color scheme.
- Create a Background for our hirst inspired artwork using watercolors.
Day 2-
- Paint with marbles and our Analagous Color Scheme inspired by Damien Hirst's Spin Art Process.
Day 3-
- Utilize Analagous Colored dots as the Final Layer to create Space , Unity, and COntrast.
- Day 4- (Sept 22-30)- Discuss the job of a curator and Process of Art Sales. Students will Matt their artwork for display and make final touches like a Museum curator would. Students will decide on an artwork in the room they would buy if they could, by analyzing the artwork on the back of their fake money paper I give them which they will then give to the artist! Students will analyze the art using the vocabulary words we have discussed throughout the unit.
Day 1-
- Discuss the work of Contemporary Artist, Damien Hirst.
- Discuss Analogous Colors
- Identify Analogous colors and choose an Analogous color scheme.
- Create a Background for our hirst inspired artwork using watercolors.
Day 2-
- Paint with marbles and our Analagous Color Scheme inspired by Damien Hirst's Spin Art Process.
Day 3-
- Utilize Analagous Colored dots as the Final Layer to create Space , Unity, and COntrast.
- Day 4- (Sept 22-30)- Discuss the job of a curator and Process of Art Sales. Students will Matt their artwork for display and make final touches like a Museum curator would. Students will decide on an artwork in the room they would buy if they could, by analyzing the artwork on the back of their fake money paper I give them which they will then give to the artist! Students will analyze the art using the vocabulary words we have discussed throughout the unit.
4th Grade Students created these Pop Art Inspired Diptychs through a print making and collage process. Students were inspired by the subject of Andy Warhol's Artworks and the processes of Roy Lichtenstein's Ben-day Dot Printing. They created 4 prints from using BUBBLE WRAP to create the colors that they needed for backgrounds and skin tone. They then used collage, drawing s and outlines to make self portraits and EVERYDAY objects that were important to them. Students also swaped scrap peices to utilize extra printed paper! They all did a wonderful job! :)
4th Grade Animal Morphing Silhouettes
Students first chose animals that have character traits they can identify with!
We then, traced their face using a projector and black paper in PROFILE VIEW, and students began drawing their 'animal personality' in profile view as well.
Students used texture, tints, and shades to make their animal look realistic using paints and oil pastels. Students collaged their silhouettes and Animals faces in profile view (turned to the side).
Students also watched video art such as animal morphing, Animal display art and Broadway Theatre where people act as animals to get inspired! THEN, students BECAME their animals with role-playing!
After experiencing what it felt to move like, and be that animal in character. Then they added an attached background that expressed their animal’s movement using lines and colors. (see below)
We then, traced their face using a projector and black paper in PROFILE VIEW, and students began drawing their 'animal personality' in profile view as well.
Students used texture, tints, and shades to make their animal look realistic using paints and oil pastels. Students collaged their silhouettes and Animals faces in profile view (turned to the side).
Students also watched video art such as animal morphing, Animal display art and Broadway Theatre where people act as animals to get inspired! THEN, students BECAME their animals with role-playing!
After experiencing what it felt to move like, and be that animal in character. Then they added an attached background that expressed their animal’s movement using lines and colors. (see below)
4th Grade Keith Haring Inspired Clay Relief Sculptures
4th Grades students in Ms. Barnard and McIntyre’s classes were inspired by the artworks of Keith Haring to create these clay Relief Sculptures. Keith Haring was an Artist who created Public work in New York city Subways and quickly grew in the New York City Art Scene. Keith Haring was a social activist artist who used Figures and Symbols to create meaning and movement. Student artists chose a social issue that they care about and would like to see changed for the better in the world around them. They created a positive message using figures, symbols and motion lines like Keith Haring. They then sculpted their artwork from clay slabs and chose a color scheme that worked best to emphasize the meaning of their work. Some students used primary colors, some used complementary, some used analogous, and some used Warm or Cool. Students did a great job of creating meaning in their work that is important to them and doing it in their own unique way.
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4th Grade Shadow Puppet Folk Tale Characters and Props
4th Grade Students were assigned to groups for this Art Lesson. Each group received a Folk Tale and chose to create a character and a prop from that folk tale. Each folk tale character needed to be a silhouette as they would later be putting on a Shadow Puppet show for their classmates. Each Folk Tale character also needed to have at least one moving part, and a profile view face so we could see the face in silhouette form! The moving part students created was also required to relate to the story or the character's personality. If the character talked in the story, students chose to make the mouth move. If the character kicked in the story, they chose to move it's leg, etc. Students created great characters , props and setting pieces for their shadow puppet story and worked together to collaborate as a team when using them in a performance!
4th Grade Henna Hand Resists
4th Grade Students created Henna Hand art inspired by Indian and African Henna Designs. Henna Art is used during coming of age ceremonies, weddings, and celebrations in India.
Students used their own hands as an art tool by tracing them on the page for an outline, overlapping, and combining their hands to make amorphous shapes.
We looked at many Henna Designs from India and Africa for inspiration and created their own henna designs using line variation and detail.
The artists used color schemes to add water color to their artworks ranging from Primary Color Schemes, to Warm or Cool colors and Complementary Colors. Students then added black painted details on top of their henna designs to emphasize certain areas with different line widths.
Students used their own hands as an art tool by tracing them on the page for an outline, overlapping, and combining their hands to make amorphous shapes.
We looked at many Henna Designs from India and Africa for inspiration and created their own henna designs using line variation and detail.
The artists used color schemes to add water color to their artworks ranging from Primary Color Schemes, to Warm or Cool colors and Complementary Colors. Students then added black painted details on top of their henna designs to emphasize certain areas with different line widths.
4th Grade Origami Animals and Settings
4th Grade students learned about the Japanese tradition and history of Origami. Students chose two different types of animals to sculpt from paper, then added textures and details to them with mixed mediums such as oil pastel, water color, colored pencil, and markers. Students chose animals from different kinds of habitats ranging from land animals, sky animals, to water animals.
These artists then placed their origami animals inside a habitat best fit for their animal with correct proportions to their environment and correct perspective using 3d paper folding techniques and different values of paper colors. Students also showed space using some habitat features that were far and small and some that were near and large.
These artists then placed their origami animals inside a habitat best fit for their animal with correct proportions to their environment and correct perspective using 3d paper folding techniques and different values of paper colors. Students also showed space using some habitat features that were far and small and some that were near and large.