(G2) Create in the style of Gaston Chaissac

Project objective(s):
- Learn about the life and work of the French artist Gaston Chaissac 
- Discuss how he divided the objects and spaces and then unifying them in rhythmic sequence
- Create a visual rhythm in your composition

I encountered this idea of doing a project on Gaston Chaissac in one of the posts from Jacquelien who lives and works in the Netherlands. http://kidsartists.blogspot.com/

Gaston Chaissac holding one of his creations

                                   

Understanding the simplicity of his lines.

The students had the option to use two or three colors in order to create their color scheme.

The freedom of drawing the body parts in an unorganized way.

Understanding how to divide the body parts.

Understanding how visual rhythm can be achieved by placing objects in a circular way.

(G1) Exploring foreground, middleground and background

Project objective(s):

- How a composition is generally divided into three planes.

- Create a composition demonstrating foreground, middleground and background.

- Learn that sometimes the middleground is the most dominant due to the larger 

perceived scale of the images.

- Learn that scale often correlates to the dominance in an image.

   

Finding foreground, middleground and background in pictures.

 Examining the three planes.

Understanding how the composition is divided into three planes.

Working in creating a three plane composition.

Understanding that the background is the plane in a composition perceived furtherest from the viewer.

According to the student the rainbow stands as the background.

Demonstrating foreground, middleground and background.

This is an example of an interesting interpretation of the three planes.

The student added a fourth plane in his composition.

(EV) Kindergarten is visiting The Ackland Art Museum (2/2)

Looking for patterns in works of art.

Examining the details in the pattern.

Discussing the lines in the pattern.

Discussing the color wheel.

 Finding the color yellow in this painting.

We found two shades of red.

Discussing the different shades of green. 

  

(EV) Kindergarten is visiting The Ackland Art Museum (1/2)

Our visit to The Ackland Art Museum was divided into three parts.

1. Life Cycle of a Work of Art
Vocabulary: gallery, sculpture, marble
2. Patterns in art
Vocabulary: gallery, sculpture, pattern
3.Color in art
Vocabulary: gallery, painting, canvas, landscape, portrait, abstract

Learning the Life Cycle of a Work of art.

Examining a piece of marble and learning the stages of transformation.

Answering questions about the connection of the piece of marble and the Roman head.

Understanding the circle of life while examining the details in the painting.

Discussing patterns and how we use them in compositions.

Creating patterns.

(PS) Flowers with feelings

Project objective(s):
- Looking at pictures of flowers and discussing colors, lines and patterns
- Choose lines, colors and shapes to help show mood
- Use both markers and crayons in your composition

  We looked at pictures of flowers and discussed how colors can evoke certain feelings.

Remembering the guidelines for color fencing, contouring and pressing our crayons.

Student comment: "My flower can be happy or moody".

Student comment: " My flower looks like a rainbow, and this means my flower is happy".

Student comment: " Pink and yellow are happy colors".

Student  comment: " The blue color will protect my flower from the rain".

The student planned her composition so that she included both warm and cool colors.

Student comment: " I wanted my flowers to have ten petals. The three purple petals are moody".

This student wanted me to guess which petal was the "moody" one?
I said the one with the black and orange stripes.
Student comment: " You are correct".

Student comment: " My flower wants to give me a hug".

(EV) The shoes of an artist 5/5

Artists can make art out of anything.
This pair of shoes can tell you stories if you are willing to listen carefully.

The wall of this art studio was entirely covered with pictures.
Family pictures, pictures with friends, and favorite things of the artist.
The wall is telling us something about the artist.

Examining a conceptual work of art.
Observing the details and trying to figure out the intentions of the artist.

Artists use humor in their art.

(EV) Meeting the Jewelry designer 4/5

We learned how jewelry is made by using a hammer on a steel base.

Examining the rope design in the bracelet.

We examined these wired wrapped rocks and it reminded us of a project we did in class.
The students remembered that it took three sessions to complete the rock and the wire project!

Observing the art of hammering the wire in order to create the desired shape.

Student comment: "This is very heavy" referring to the steel base.

Examining closely the technique of making metal jewelry.

The Jewelry artist was also a painter.
She is explaining how her painting is telling a story.

(EV) Meeting the Fiber artist 3/5

The Fiber artist is explaining the sources of her inspiration.

The artist is explaining the overlapping method of placing the fiber together.

 Voila! this is a work of art.

Examining some of the pictures the artist is using as a source for her inspiration.

The students were able to touch and feel the soft texture of the wool.