A collage is an artwork made of paper. Kindergar-ten students used paper to represent snowflakes and assembled them to create a snowman portrait. Stu-dents practiced their cut-ting skills to cut out let-ters to spell the word LOVE for a heartfelt art-work. After gluing the let-ters in the correct order, students painting the

background with reds, pinks, and of course, purples. This creates a

masking effects that re-veals a heartfelt message.

Pattern is something that repeats. Students learned to draw an owl and added patterns to their drawings using lines, colors, and shapes.

WHOO do you LOVE?? Valentines Day gave stu-dents a chance to express their love for family and use their art skills to cre-ate an artwork that incor-porated what they have

learned. If you think drawing a symmetrical heart is hard, try paint-

ing one! Students added messages and personal notes to their art-works.

Second Grade

Kindergarten Elementary, Jr. High, & H.S. Art

Content Covered: Collage

Oil Pastels

Oil Resist

Space

Solar System

Symmetry

Pattern & Value

Marc Chagall

Overlapping

Amedeo Modigliani

Elongated Portraits

Highlight/Shadow

Color sticks

Tempera paint

Monochromatic

Cubist

Ceramics

Pinch pot

Glaze

Texture

Masking

Greek Pottery

Pen & Ink

Hatching, Crosshatching & Scumbling

Scratch Art

Art History

First Grade How many planets can you name? First graders cre-ated a solar system of planets with oil pastels and tempera paint. This technique is known as oil resist because the oil in the pastels resist the wet paint.

Love Monster by Rachel Bright follows a monsters search for LOVE. Just

Elementary Art Quarter 3 Volume 4, Issue 3

when he is ready to give up, love finds him. Students used paper collage and tempera paint to

create a symmetrical art-work. Folding paper in 1/2 before you cut creates symmetry.

Who doesn’t love hot coco?! Would snowmen love it too? Students learned to draw cups of hot coco us-ing color sticks on colored paper. Col-or sticks work much like colored pen-cil but work better on colored pa-pers. Students added personal touches to their snowmen and mugs of hot coco.

Oil and water don’t mix. Using this method, students drew overlapping shapes (like hearts) with oil pastels. A shape is an area enclosed by a line. Using the oil pastel lines as a barrier between colors, students painted their shapes using watercolor paint.

received well during his life-time, but later found ac-ceptance. Students used oil

I and the Village is a 1911 painting by the Belarusian-French artist Marc Chagall. It is exhibited at the Museum of Modern Art, New York. The work is Cubist in construction and contains many soft, dreamlike images overlapping one another in a continuous space. Students studied this style and created a dream-like picture of a city using oil pastels.

Amedeo Modigliani is an artist known for portraits in a modern style characterized by elongation of faces and figures, that were not

pastels to create an elongated por-trait of themselves or another per-son of their choice.

Page 2 The ART Room

Third Grade

turtles and how plastic pol-lution in the ocean effects their environment and can

harm them. Plastic shopping bags look like jelly fish floating in the ocean. Sea turtles love to eat jellyfish!

Highlights and shadows help 2-dimentional artworks look 3D. Fourth grade students learned how to apply light and shadow to make a mixed media artwork of a fox look 3D. Students also learned about texture and how to create texture using color sticks. Students used liquid tempera paint to create a monochromatic background using blue and white. ‘Mono ‘means one and ‘chromatic’ means color.

Did you know sea turtles can hold their breath underwater for 4-7 hours? Students learned about sea

Fourth Grade

Fifth Grade

Texture is the way something feels or looks like it feels. White birch trees have a visual and tac-tile texture that is unique. Stu-dents used masking tape to mask off 3 trees on watercolor paper. They used watercolors to paint a sky and shadows. They used black oil pastels to create the unique bark texture.

Ancient Greek pottery, due to its relative durability, comprises a large part of the archaeologi-cal record of ancient Greece. Since there is so much of it, it

has exerted a large influence on our understanding of Greek socie-ty. Sixth grade students learned

about Greek pottery and created their own Greek pottery design to tell a story.

ing "pottery". Students de-signed and created pinch pot monsters out of clay. After they were bisque fired they

applied glaze to emphasize the character of their design.

In fine art, the term 'pen and ink' denotes a drawing technique involving the use of black ink to draw lines with cross hatching, hatching, and scumbling. Students practiced these techniques and used them to draw an animal. This is adding media to paper to create an image.

Scratch art uses the same tech-niques in reverse. Instead of add-ing black lines to create an image, students remove the black film on the paper to reveal the white are-as of the image. This is subtract-ing media to create an image.

Volume 4, Issue 3

Painting/Drawing

Sixth Grade

Junior High Art

Page 3

7th Grade

High School Art

7th Graders learned how to draw eyes. They then were challenged to use all 7 Elements of Art and 7 Principles of Art to create a drawing of a dragon eye in color.

Ceramic art is art made from ceramic materials, including clay. It may take forms includ-ing artistic pottery, tableware, tiles, figurines and yes, toilets. The word "ceramics" comes from the Greek keramikos mean-

Musée d ’Orsay, Par is https://m.musee-orsay.fr/en/home.html You can virtually walk through this popular gallery that houses dozens of famous works from French artists who worked and lived between 1848 and 1914. Get a peek at artworks from Monet, Cézanne, and Gauguin, among others. National Museum of Modern and Contemporary Art, Seoul https://www.mmca.go.kr/eng/ One of Korea’s popular museums can be accessed from anywhere around the world. Google’s virtual tour takes you through six floors of Contempo-rary art from Korea and all over the globe. Pergamon Museum, Ber l in https://www.smb.museum/en/museumsinstitutions/pergamonmuseum/home.html As one of Germany’s largest museums, Pergamon has a lot to offer – even if you can’t physically be there. This historical museum is home to plenty of ancient artifacts including the Ish-tar Gate of Babylon and, of course, the Pergamon Altar.

Br it ish Museum, London https://www.britishmuseum.org/ This iconic museum located in the heart of London allows virtual visitors to tour the Great Court and discover the ancient Rosetta Stone and Egyp-tian mummies. You can also find hun-dreds of artifacts on the muse-um’s virtual tour. Guggenheim Museum, New York https://www.guggenheim.org/ Google’s Street View feature lets visi-tors tour the Guggenheim’s famous spiral staircase without ever leaving home. From there, you can discover incredible works of art from the Im-pressionist, Post-Impressionist, Mod-ern and Contemporary eras. National Gal lery of Art, Wash ington, D.C. https://www.nga.gov/ This famous American art museum features two online exhibits through Google. The first is an exhibit of American fashion from 1740 to 1895, including many renderings of clothes from the colonial and Revolutionary eras. The second is a collection of works from Dutch Baroque painter Johannes Vermeer.

Rijksmuseum, Amsterdam https://www.rijksmuseum.nl/en/rijksstudio?ii=0&p=0&from=2020-03-15T20%3A43%3A14.2012914Z Explore the masterworks from the Dutch Golden Age, including works from Vermeer and Rembrandt. Google offers a Street View tour of this iconic museum, so you can feel as if you’re actually wandering its halls. Van Gogh Museum, Amster-dam https://www.vangoghmuseum.nl/en Anyone who is a fan of this tragic, ingenious painter can see his works up close (or, almost up close) by virtually visiting this museum – the largest collection of artworks by Vincent van Gogh, including over 200 paintings, 500 drawings, and over 750 personal letters.

Museums to Visit Online

High School Art Advanced Art

Drawing & Painting Advanced art students re-searched an artist to present to the class. Each student created a presentation to teach their peers about the artist life, accomplish-ments, and the style of art they created. Each student then creat-ed an artwork based on their artist’s style. Students chose the media and materials for their art project based on their strengths. Students presented their artist and the artwork they created to the class.