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

Grade 1 Henri Matisse Cut Outs

In first grade, we have been learning about different types of shapes including organic, rounded shapes, and geometric shapes with straight edges. During this lesson, we looked at some of Henri Matisse's "Cut-Outs." Critics said that Matisse "Painted with Scissors" as he cut beautiful shapes out of brightly colored paper and assembled them onto a white background. We watched a video from the Tate Museum in London here and looked at his artwork on the board. We also noticed his technique and made cut outs of our own. Here are some 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 

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.

First Grade Rainbow Chameleons

This week in the art room, first graders learned about the colors in the rainbow and how chameleons change color based on their moods and surroundings. First we drew our chameleons with different types of lines on them and then painted them using the colors of the rainbow. These came out beautiful and are now hanging in the hallway! Great work first grade!

1st Grade Van Gogh Sunflowers

This week in the art room, first graders looked at Vincent Van Gogh's Sunflower paintings. We learned about his career as an artist and then painted our own sunflowers. Students did a wonderful job recreating their own version below. Great work first graders!

Still Life Fruits

Last week, I gathered several different fruits for a still life composition. We talked about many different artists that paint from a still life composition including Claude Monet, Vincent Can Gogh, and Edouard Manet. First graders observed these fruits, noticing the texture and the color. I placed them in front of each student and then we drew them first and painted on top. Great work first graders, notice the shading on the bottom and the source of light at the top!

First Grade Kandinsky Pinch Pots

This week, first graders learned about the Russian abstract artist Wassily Kandinsky. We talked about the bright colors we saw in his painting and the different sized circles in his most famous work, Squares with Concentric Circles, pictured below.

We were then inspired to create our own version of Kandinsky's painting. First graders started by making pinch pots out of model magic clay and then painted concentric circles inside with bright neon paint. Here are the beautiful results below!

Visual Arts Standards for this lesson:

1. 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 
   
   
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
   
   2.1  For color, explore and experiment with the use of color in dry and wet media 
   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 
   
   2.4  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
   
   2.6  For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance
   Demonstrate an understanding of foreground, middle ground, and background
5. 
   
6. 3.2  Create 2D and 3D expressive artwork that explores abstraction
7. 
   
8. 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 
9. 
   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 

1st Grade Henri Matisse Inspired Collage

For the past few weeks, first graders at Byam Elementary have been studying Henri Matisse. We focused on his Cut-Outs, which was on exhibit at the MOMA in New York. I visited the MOMA last winter and was inspired by the bright colors, organic shapes, and the techniques Mattise used when creating these cut-outs. I couldn't help but imagine how my first graders would enjoy "painting with scissors" and creating a collage with brightly colored paper. Here are some pictures below from the exhibit.

In class, we watched a video clip about the exhibit and talked about the different shapes and colors in his artwork. We also focused on composition, line and form. Next, we started our project with a black piece of construction paper for our background and then cut out different geometric and organic shapes. Students laid out the pieces onto their background before gluing just as Henri Matisse pinned his colorful shapes onto the wall before deciding where to place them. Some classes had a great time exploring how to make their projects become three-dimensional. Awesome work first graders!

Visual Arts Standards from this lesson:

1. 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 
   
   
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
   
   2.1  For color, explore and experiment with the use of color in dry and wet media 
   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
   
   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
   
   2.6  For space and composition, explore composition by creating artwork with a center of interest, repetition, and/or balance
   Demonstrate an understanding of foreground, middle ground, and background
5. 
   
6. 3.2  Create 2D and 3D expressive artwork that explores abstraction
7. 
   
8. 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 
9. 
   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