Using wood to create 3-Dimensional art (Part II)

For this part of wood exploration, the students used a variety of wood scraps in order to create a colorful composition.
The students also had the opportunity to explore the art of pyrography. We learned that pyrography can be translated as "writing with heat". We looked at pictures of the variety of pokers that artists use, and discussed how different temperature is applied to the heated area of wood in order to create dark lines and shading.
The students did a great job creating designs using the burner pen, and some of them even managed to write  their name.

Creating designs on a wooden surface was challenging.

The wood is not as smooth as a piece of paper and often absorbs paint faster.   

The pyrography experiment is placed in the middle of the composition.

 Learning how to hold the burner pen correctly was essential for this project.
We went over the safety procedures in detail.

We learned quickly that we can burn the wood if we remain on the same spot longer than needed.

Student comment: " I smell the wood burning".    

Practicing writing letters.

Using wood to create 3-Dimensional art (Part I)

For this project the students used a variety of wood strips to create a 3-Dimensional art work.

The students had a choice to create an objective or a non-objective piece of work.   

It was interesting to watch the students as they were trying to decide on what wood pieces they needed to use in order to build their wood composition. 

Student comment: " My design reminds me of the rays of the sun."

Working on decorating the background paper.

Student comment: "I can sail away in this ship."   

Creating prints using styrofoam sheets for the background paper.

Creating a frame using a variety of wood. 

Making decisions on how to incorporate scraps of paper to the background paper.

Creating prints using the styrofoam sheets.

Student comment: "I made a giant dragonfly."

Student comment: "This is my star design."

Student comment: "I like grids."

Student comment; "I made a robot."

Using a variety of acrylic colors to complete the wood composition.

Student comment: " This is my living room ."

Student comment: "I made a Tree House."

Student comment: "I can swim as fast as Michael Phelps."

(G1,G2) A Lesson in Comparing and Contrasting

For this project, the students had the option to create compositions using paper, paper cleaners, and training weaving sheets. The class was separated into three groups, each working on the material of their choice.
After the completion  of the projects, we used an entire session to discuss our choices.

The discussion session provided the students with the opportunity to defend their choices, as well as to demonstrate ability to compare and contrast their work with the work of their classmates.
We discussed our color choice and combinations, sculptural quality, balance and symmetry, and degree of difficulty.

                                   This student was interested in creating a symmetrical composition.

The choice of his shape was the rectangle.

Using pipe cleaners to create an intricate design.

This student was interested in contrasting colors.

She used squares and triangles to create a collage. 

Using pipe cleaners to create a sculptural artwork.

Student comment: "I wanted my composition to be symmetrical but a little complicated in the center."

The simplicity as well as the level of difficulty was the focus on this piece.

Student comment: "I love apples."

There was a great degree of difficulty, as the student had to be careful not to tear the fragile aluminium/tissue paper in creating her composition. 

A symmetrical and balanced composition.

Students had a lot of good things to say about this artwork. 

Struggling but persisting in creating this intricate design with pipe cleaners.

Student comment: "I am missing a corner on my training sheet but it does not matter."

I watched this student as she carefully used scissors to cut her paper in long, rectangular pieces.

She then carefully used pipe cleaners around the paper.

Student comment: "I was too afraid to cut through the paper, and so I went around the paper." 

Another balanced composition.

Student comment: "This reminds me of one of my belts." 

Student comment: "I turned my training sheet over to make a sleigh."

The red pipe cleaner is the person riding the sleigh. 

Cutting the paper into thick, rectangular pieces.

The student used the pipe cleaners in a folding fashion.  

This composition was a favorite among the students.

They loved her choice of colors and shapes.

Student comment: "I used the purple square for contrast."

Despite certain limitations regarding the health of this student, I watched him working with intense concentration to make sure the pipe cleaners would appear flat on the training sheet.

Exhibiting no fear of twisting the fragile aluminum/tissue paper to create a collage.

I watched this student as he glued the three different tones of green on his aluminium paper.

Student comment: "I created a sunset window."

This work gave us the opportunity to discuses color association.

(G1,G2) Creating in the style of Tom Gilleon (American Indian Legends Part III)

In trying to find artists who use American Indian symbols in their art I discovered the artist Tom Gilleon.

View his work here

Tom Gilleon's grandfather had immigrated to the United States from Scotland. His grandmother, was a Cherokee and descended from a band of tribal members who refused to relocate into  a reservation in the Oklahoma Territory.

I was so impressed with the aesthetic qualities of his teepees series, that I decided to introduce his work to our students.

Here is how he describes the spark and luminosity found in his teeppees.

" My memory of the important events in my early life are set somehow in dramatic theater lighting. We lived in a little place where there was no electricity and the inside of our wooden home was lit by kerosene lanterns. I always felt drawn into the light and everything around the glow disappeared into a blur." 

Tom Gilleon

The artist Tom Gilleon

For this project the students were given two options in creating their-Tom Gilleon inspired teepee. 

1. Use American Indian symbols to decorate the teeppe.
2. Use simple lines for the teeppe and place the emphasis on the background.

Tom Gilleon

Tom Gilleon

Tom Gilleon

Tom Gilleon

Tom Gilleon