Art Show

What a wonderful night at the Byam Art Show! Thank you to all of the parent volunteers, you made this a special event for everyone to enjoy. Here are some pictures below!

Eric Carle Collage

In Kindergarten, representatives from the Eric Carle Museum came to visit Byam School. They read to students and then created collage paper with them in the style of Eric Carle. In the art classroom, I used similar techniques but on a larger scale. We looked at several books by Eric Carle and then created a collage flower from the book called The Tiny Seed. Here are some examples below!

I also had the chance to meet Eric Carle a few years ago so I enjoyed showing students at Byam this picture as well. I had a nice conversation with him and let him know how much we treasure his artwork!

4th Grade Clay Hands

This month in the art room, fourth graders at Byam created beautiful clay textured hands. We explored different line variations and learned how to show low relief and high relief on the clay. After using rolling pins to create a slab of clay, each student traced their own hand and curved it in the shape of a bowl. Then we added designs and color with different glazes. Great work fourth graders!

1. Visual Arts Standards in this lesson
2. 
   
   1. 1.1  Use a variety of materials and media to produce different visual effects
   2. 1.2  Create artwork in a variety of two-dimensional (2D) and three-dimensional 
      (3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 
   3. 1.3  Learn and use appropriate vocabulary related to methods, materials, and techniques 
   4. 1.4  Learn to take care of materials and tools and to use them safely 
      2.3  For texture, explore the use of textures in 2D and 3D works. Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork
      3.1  Create 2D and 3D artwork from direct observation
      5.3  Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 

MAEA Youth Art Month Show

Six students from Byam Elementary were featured in the 2017 Massachusetts Youth Art Month Show at the State Transportation Building in Boston. The show featured artists from Kindergarten to 12th grade from districts all over the state. Here are some pictures from the show, congratulations to Hunter Fink, Rachel Shapiro, Maya Barry, Kaylee Benigno, Carly Peal, and Jordan Bailey!

First Grade Wayne Thiebaud Gum Ball Machines

This week in the art room, first graders learned about the artist Wayne Thiebaud. He is known for his colorful and playful paintings of cakes, pies, candy, and ice cream cones. We took a look at his artwork and noticed his bright colors, blue-violet shadows, and exciting compositions. Here are a few of his paintings below.

Here are some drawings done by first graders. We had fun using dot markers, crayons, and sharpies to create our gum ball machines!

National Visual Art Standards BY grade 4

1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects

1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional

(3D) media 

1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques

1.4 Learn to take care of materials and tools and to use them safely

2.1 For color, explore and experiment with the use of color in dry and wet media

 Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork

Explore how color can convey mood and emotion

2.2 For line, explore the use of line in 2D and 3D works

Identify a wide variety of types of lines in the environment and in artwork

2.3 For texture, explore the use of textures in 2D and 3D works

Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork

Create representations of textures in drawings, paintings, rubbings, or relief

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works

Identify patterns and symmetrical forms and shapes in the environment and artwork.

Explain and demonstrate ways in which patterns and symmetrical shapes

3.2 Create 2D and 3D expressive artwork that explores abstraction

3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy

4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion

4.2 Select works for exhibition and work as a group to create a display

4.3 As a class, develop and use criteria for informal classroom discussions about art

5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 

5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film

5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 

6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?”

6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities

7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects

Third Grade Jackson Pollock Instruments

Third Graders studied the artist Jackson Pollock this month in the art room. We looked at some of his "action paintings" and studied his process. Jackson painted with buckets of house paint and he used a paint brush to throw paint onto his canvas, which he placed on the floor. His action painting stirred up the abstract expressionist movement and gathered a lot of attention around his artwork. One of his paintings recently sold for $140 million! We took his idea and then used our painted paper to create instruments. We also looked at complementary colors for our background. Here are our action instruments below!

National Visual Art Standards BY grade 4

1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects

1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional

(3D) media 

1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques

1.4 Learn to take care of materials and tools and to use them safely

2.1 For color, explore and experiment with the use of color in dry and wet media

 Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork

Explore how color can convey mood and emotion

2.2 For line, explore the use of line in 2D and 3D works

Identify a wide variety of types of lines in the environment and in artwork

2.3 For texture, explore the use of textures in 2D and 3D works

Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork

Create representations of textures in drawings, paintings, rubbings, or relief

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works

Identify patterns and symmetrical forms and shapes in the environment and artwork.

Explain and demonstrate ways in which patterns and symmetrical shapes

3.2 Create 2D and 3D expressive artwork that explores abstraction

3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy

4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion

4.2 Select works for exhibition and work as a group to create a display

4.3 As a class, develop and use criteria for informal classroom discussions about art

5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 

5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film

5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 

6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?”

6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities

7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects

8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as 

• styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest;

• styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries

Native American Coiled Baskets

Fourth grade just finished up their Native American inspired coiled baskets. These were made with coiled paper and colored yarn. We studied how Native Americans created baskets for food, water, and everyday items and created our own version. Check out the results below!

National Visual Art Standards BY grade 4

1.1 Use a variety of materials and media, for example, crayons, chalk, paint, clay, various kinds of papers, textiles, and yarns, and understand how to use them to produce different visual effects

1.2 Create artwork in a variety of two-dimensional (2D) and three-dimensional

(3D) media, for example: 2D – drawing, painting, collage, printmaking, weaving; 3D – plastic (malleable) materials such as clay and paper, wood, or found objects for assemblage and construction 

1.3 Learn and use appropriate vocabulary related to methods, materials, and techniques

1.4 Learn to take care of materials and tools and to use them safely

2.1 For color, explore and experiment with the use of color in dry and wet media

 Identify primary and secondary colors and gradations of black, white and gray in the environment and artwork

Explore how color can convey mood and emotion

For example, students mix light and dark values of colors or predict the results of overlapping and blending primary colors. 

2.2 For line, explore the use of line in 2D and 3D works

Identify a wide variety of types of lines in the environment and in artwork

For example, students take a walk around the school and note jagged, straight, curved, thick, and thin lines. 

2.3 For texture, explore the use of textures in 2D and 3D works

     Identify a wide variety of types of textures, for example, smooth, rough, and bumpy, in the environment and in artwork

Create representations of textures in drawings, paintings, rubbings, or relief

2.4 For shape and form, explore the use of shapes and forms in 2D and 3D works

Identify simple shapes of different sizes, for example, circles, squares, triangles, and forms, for example, spheres, cones, cubes, in the environment and in artwork

2.5 For pattern and symmetry, explore the use of patterns and symmetrical shapes in 2D and 3D works

Identify patterns and symmetrical forms and shapes in the environment and artwork.

Explain and demonstrate ways in which patterns and symmetrical shapes

3.1 Create 2D and 3D artwork from direct observation

For example, students draw a still life of flowers or fruit, action studies of their classmates in sports poses, or sketches of the class pet having a snack or a nap.

3.2 Create 2D and 3D expressive artwork that explores abstraction

For example, a student simplifies an image by making decisions about essential colors, lines, or textures.

3.3 Create 2D and 3D artwork from memory or imagination to tell a story or embody an idea or fantasy

For example, students draw members of a family from memory; illustrate a character in a folktale or play; build a clay model of an ideal place to play; or make images that convey ideas such as friendship.

4.1 Select a work or works created during the year and discuss them with a parent, classmate, or teacher, explaining how the work was made, and why it was chosen for discussion

For example, a first grader chooses a painting and tells how she mixed the colors, and talks about the decisions she made.

4.2 Select works for exhibition and work as a group to create a display

4.3 As a class, develop and use criteria for informal classroom discussions about art

5.1 In the course of making and viewing art, learn ways of discussing it, such as by making a list of all of the images seen in an artwork (visual inventory); and identifying kinds of color, line, texture, shapes, and forms in the work 

5.2 Classify artworks into general categories, such as painting, printmaking, collage, sculpture, pottery, textiles, architecture, photography, and film

5.3 Describe similarities and differences in works, and present personal responses to the subject matter, materials, techniques, and use of design elements in artworks 

5.4 (Grades 3 and 4) Explain strengths and weaknesses in their own work, and share comments constructively and supportively within the group

6.1 When viewing or listening to examples of visual arts, architecture, music, dance, storytelling, and theatre, ask and answer questions such as, “What is the artist trying to say?” “Who made this, and why?” “How does this work make me feel?”

6.2 Investigate uses and meanings of examples of the arts in children’s daily lives, homes, and communities

For example, children learn and teach other children songs in languages other than English; interview parents and community members about dances, songs, images, and stories that are part of their family and cultural heritage.

7.1 Investigate how artists create their work; read about, view films about, or interview artists such as choreographers, dancers, composers, singers, instrumentalists, actors, storytellers, playwrights, illustrators, painters, sculptors, craftspeople, or architects

For example, teachers invite an illustrator of children’s books to school to show how she creates her illustrations.

8.1 Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as 

• styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest;

• styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries