(KG) A visit to the North Carolina Museum of Art (1/4)

Special Thanks
We would like to take this opportunity to give special thanks to the following:

- North Carolina Museum of Art- Jennifer Coon,  Museum Coordinator - for making all the necessary arrangements

- North Carolina Museum of Art-  Curt Twiddy,  NCMA Docent for giving us such an extraordinary tour, for the wonderful way he kept the students focused and especially for his sense of humor that made our visit very special, and educational.

- Parents for helping us with the museum tour.

You might like to watch: How to engage your children in art

We started our tour by examining an abstract sculpture named "untitled"
The students thought of names for this contemporary work of art, and tried to interpret the intentions of the artist.

Examining the abstract portrait of the artist's wife.
Discussing colors, face expressions and symbolism.
Student comment: "The face looks like a mask".

Some artists do give names to their sculptures- "The blue dancer".
Discussing body movements, students mimicking.

Artists communicate messages through art.
A very tall sculpture with no head- discussion.

The upside down Mona Lisa made out of spools of thread.
The artist used 5184 spools of thread in order to complete this artwork.

Learning the properties of lenses - The Mona Lisa is not upside down anymore.
Student comment: "Magic"

A closer look at the Mona Lisa made out of spools of thread.

(PS) Learn about Color Fencing (The leaves of Georgia O'Keeffe)

Project objective(s):
- Learn how to look for details in pictures
- Practice how to hold crayons correctly
- Practice how to hold paintbrushes correctly
- Observe how color fencing helps with staying inside the lines

The students looked at the different shapes and lines of leaves. The students were able to describe the different shapes and lines found in the leaves of Georgia O'Keeffe.

Learning how to look and take the information in order to create an original artwork.  Learning that color fencing helps you in staying inside the lines.

Learning that patience in art is as important as staying inside the lines.

After practing color fencing, we can use our brushes to complete our artwork.

Holding the crayons correctly helps us in staying inside the lines.

Making decisions on the shape and lines of our leaves is part of the art process.

Looking at O'Keeffee's leaves, and then creating our own leaves with our own lines and shapes is part of the art process.

(PS) The Connection of Math and Art

Project objective(s):

- Number recognition

- Understanding sequence of events in a story

- Maching a color with a number

After reading the story: "Dog's colorful day", the student was able to point at the numbers from 1-10.

The student was able to find the number on the book and match it with the same number on the board.

Understanding sequence of events; what comes first in our story, and what comes next.

The student was able to point at the correct number and color as based on the book.

(KG) The flowers of Georgia O'Keeffe (2/2) Studio lesson

Project objective(s):
-Create a flower as if you were Georgia O'Keeffe
-Use a variety of lines in order to create an original composition
-Practice color fencing
-Learn about the properties of water colors

Discussing the art process and exchanging ideas is how we learn in art

The student understood how to use lines to create an original composition

"Blue is my favorite color"

"I made the red circle in the middle because I know how to draw a flower"

"This is my Georgia O'Keeffe flower!"

(PS) Big and small brushstrokes (My friend, the brush)

Project objective(s):

-  Learn about the different parts of the brush

- Learn about the arm joints (shoulder, elbow, wrist and finger)

- Experiment with big and small brushes

We are learning how to hold brushes correctly.
We are learning about the thickness of the brushstrokes.

We are learning about the effects of mixing two colors.

Using small brushes and comparing the difference in thickness.
Discussing the art process with our friends is part of the creative process.

The student is learning how to use the correct amount of paint in order to complete his design
The student is learning how to control the marks he makes on the paper

The student is looking for different brushstrokes in the picture

" This yellow line is fat" in understanding how brushstrokes can be thick or skinny

(G1) My Georgia O'Keeffe flower (Art History/Studio Lesson)

Project objective(s):
-Learn about the artist: Georgia O'Keeffe
-Observe the lines and shapes of her flowers
-Make a Georgia O'Keeffe flower

The student understands how lines create shapes

The student finds the variety of lines and shapes found in Georgia's O'Keefe's flowers

"The wind is blowing, this is why my flower looks like this"

" I want my flower to be really big!"

The student is discussing the differences and similarities in the different flowers

"This is my Georgia O'Keeffe flower"

(KG) The flowers of Georgia O'Keeffe (1/2) Art History Lesson

Project objective(s):
- Learn about the artist Georgia O'Keeffe
- Discuss the size of her flowers
- Observe the variety of lines, and shapes found on her flowers
- Explore the colors of her flowers

The student points at the curvy lines of Georgia O'Keeffe's flowers.

The student observes that lines often create symmetry.

The student understands that lines give us information.

The size of her flowers helps us to see the details in them.

Lines create shapes.

Learn how to draw flowers.

(G2,G3,G4) The element of humor in Maggie Taylor's art/ Art History Lesson

Project objective(s):

-Learn about the artwork of Maggie Taylor

-Learn how Maggie Taylor is using humor in her paintings

-Learn how to 'read ' her pictures by looking carefully at the different symbols

The students viewed a power point presentation of the artist: Maggie Taylor.

In Taylor's work bunnies belong on people's heads.

In Taylor's work you can take your bunny for a walk!

The student is observing how the dog/human is facing sideways.

When the student was asked if there was a connection between the two dog/men, the student said: "No, because they are looking in opposite directions".

In Taylor's art, catching paper on the net is the objective!
This student is observing that the lady is not holding the net firmly.
"Her fingers seem loose" said the student.

"It looks like the girls are floating" said the student, "but I see trees behind them, and so they must not be floating!" Learning how to look for details is teaching the student that artists use a variety of elements in order to relate ideas.

When the student was asked, "What was odd about this picture?".The student responded: "There is a bird on the shoe of one of the men".
Maggie Taylor seems to be saying that using your imagination is a great thing!

(EV) Supporting Breast Cancer Awareness Month (2/2)

The students named this painting: "The garden of hope".
One of the students said: " I like working together with my friends because I get to use all the colors."

"Rocks, means strength" said one of the students.

This painting created the biggest mess! Leaves, paint, glue, brushes, rocks, were scattered everywhere!
One of the students named this painting: "Water lilies"

We had hard time gluing the rings. When I said: "Maybe we should not add the rings", the students said: " We like the rings, they look like suns".

We learned how to work with small brushes and nails (textruring the clay flowers).

The symbol of hope.