Sunday, May 27, 2012

(G2, G3) The colorful world of Friedensreich Hunderwasser

For this project, we studied the work of the Viennese artist-architect Friedensreich Hunderwasser. We devoted an entire class period to looking and examining his work. We learned that his common theme in his work was bright colors, organic forms, spirals, domes, and his rejection of straight lines. We looked at pictures of his paintings and his fantasy homes. The students were amazed on the decorative quality of his line and the boldness of his colors. We discussed how he worked outside the traditional rules of modern architecture. He believed that man and nature should be one and so he created buildings that they were aesthetically pleasing, rejecting the tyranny of the straight line. The students loved his colors and patterns and they definitely understood his love of organic lines. In our second session, we decided to create a Hunderwasser-inspired work. In doing this, the students were free to incorporate their favorite motif from his work.  They created a work based either on his paintings or his architecture. We used three class periods to complete this project. Next year, I will design an entire unit based on the work of Friedensreich Hunderwasser.


Student comment: "I wish I lived in a house like this one. My house is boring." 

This student worked on the dome motif and created a colorful composition based on
Hunderwasser's love of curvy and organic lines.


Using black sharpies to create the organic lines. 

Student comment: "I don't want to use straight lines ever again."

This student is working on his anthropomorphic design. 

Student comment: "This is my fantasy house."


This students loved the lollipop trees of Hunderwasser.

The student used a CD to draw the circles and black sharpies to create the spiral design.

Student comment: "These are the prettiest trees ever."


Student comment: " The blue house is mine; the pink is my brother's and the orange is where my parents live."

Sunday, May 20, 2012

(KG) Creating patterns in a mosaic style

For this project we read the book: Pattern Fish written by Trudy Harris and illustrated by Anne Canevari Green. We looked at the different pattern on the fish. "Yellow-black, Yellow- black. A fish swims in the ocean. It has stripes upon its back. Yellow- black. Yellow- black, yellow..." We discussed how an ABC pattern always has three different things in it. An AB pattern has two colors that repeat. Looking at the pictures of the book the students had to identify the ABC and the AB pattern.

We cut colorful paper into different sizes in order to create the patterns in our fish.
We used different templates to draw our favorite  fish.
Some students were more interested than others in creating a pattern. We completed our project by using liquid water colors for the background. 

Tuesday, May 15, 2012


I would like to thank PLASTIQUEM for this award. She is an art teacher from Barcelona, Catalonia.
She is teaching at the Calderon school. Her blog offers a plethora of wonderful ideas. I especially enjoy the projects on Greek mythology.

Now I have to do three things:

a) Pass the award to ten blogging friends.
b) Write a sentence that defines art teaching
c) Link back to the person who gave me the award

I would like to pass this award to the following wonderful blogs.

What defines my art teaching is that Creativity Has No Limits.

Thank you PLASTIQUEM for this award.
It is a learning experience to see what art teachers are creating in other parts of the world.

Saturday, May 12, 2012

(Pr-K) The Ink Monsters

For this projects our young students created ink monsters.
We read the book: "Where the Wild Things Are" by Maurice Sendak who wrote and illustrated the book.
The students loved the story and could not wait to create their own unique ink monsters. The students were free to add lines after their ink design was set to make their monster even scarier.
The students had the option to use straws to spread the ink, fold the paper in hald, or shake the paper in different directions making sure the ink would not escape from the paper.

This student took care to spread the ink by shaking the paper.

The Ooos and Ahhs as he watched his scary monster appearing on the paper.

He decided to outline the ink lines, and also added a horn and sharp teeth.
Student comment: "My dinosaur is a fast runner."

Student comment: "My girl monster is wearing pink lipstick." 

This is an example of folding the paper in half.
Student comment: "I made a scary bat, but she is nice because she has beautiful clothes." 

Student comment: "I made an alien monster with many legs and scary teeth."

Student comment: "My monster is sad because it is raining and he is lost."

Student comment: "My monster was not nice to his mother and he went to bed without eating his dinner."

Student comment: "My monster is dancing in the wild forest."

Student comment: "My monster is the king of the forest."

Student comment: "Everyone is afraid of my scary lizard."

Student comment: "Max ( the little boy in the book) is scared of my monster. He can fly on his head."  

Student comment: "My monster wants to go back home, because she missed her bedroom."

Student comment: " I am calling Max to come back to the wild forest."

Spreading the ink by using a straw.
I had a few students that attempted this technique.

Student comment: "Max turned into a monster and he stayed in the wild forest for ever."

Student comment: "I will ride on the back of my monster to go back home."

Student comment: "I am looking for Max; where are you Max? you have to go back home."