Art Class: Abstract Art (Part I)

The P5 students are making their mark in the art room. You can click on this link to see what I collect all year round as art materials. Students observed the marks made with unconventional everyday materials. 

The children studied abstract artists' work such as Piet Mondrian, Wassily Kandinsky and Henri Matisse. We wanted to see how figurative and abstract work play a part in meaning making. And we analysed how the elements of art and principles of design are applicable in their work. 

I created a giant worksheet (A3-sized) using acrylic paper, by printing on the back of it. My initial idea was to use life experience to frame the idea of abstract art but decided against it. Using lines, shapes and colours, I use emotion as the backdrop to scaffold their learning.

Art Class: Plastic Ocean

 

The P5s have finally completed the lesson unit on plastics Ocean! Do refer to the tab on Lesson Units to view the lesson unit plan from the previous year. I usually collect cardboard from my school canteen's vendor on Fridays so I could use them for projects. The cardboard are usually clean and dry so keeping them for future use is convienent. The collection has to be all year round to maintain my sanity and I know that they would be ready for use.

Art Class: Seeing is Believing? [Part II]

The upper primary children were given isometric paper (as shown in the first photo) to draw their names in 3D bubble letters. They were given isometric dot paper as they had experience drawing quadrilaterals in their Mathematics class. Some of the children had a lot of difficulties writing 3D bubble letters but they were determined to own their own 'glass paint' so they had to redo their work. Some words of encouragement definitely helps and also practical help from their friends to ensure no one is left behind.

The children's work are kept between wax paper, with the waxy side facing the glass paint. I've tried chicken rice paper and freezer paper and both worked well. Children should learn how to take care of their work, especially in the process of transportation so they can preserve it for the enjoyment of others. They were warned that it would be disastrous if the glass paint come into contact with other worksheets in their bag!

Art Class: Seeing is Believing? [Part I]

We started the lesson with the above question. Some children love to debate on this issue as they have personal real-life examples to share. Then we proceeded to watch Professor Richard Wiseman video on "assumption". While some have problems explaining the meaning of assumption, I just asked them if anyone check for faulty stools before taking a seat in class (Usually none of them do). So, by not checking, all of them are making an ASSUMPTION that their stools are good to sit. The children today isn't as gullible anymore. BUT, you can't always assume! The part about discerning facts from fiction especially online is still my thing. So, I like showing them another video "the ball" that is fun to watch.

Throughout the unit, we had discussion about various artwork and artists related to the theme such as the Ames illusion, M.C. Escher's work, notice the anamorphic skull in "The Ambassadors" painting, read story about "The contest of Zeuxis and Parrhasius".

Link real-life examples of what the children are learning where possible. For example, you can share the research by Kokichi Sugihara, a Japanese Mathematician and his 3D optical illusions that are used to help in reducing traffic congestion on freeways.

Art Class: Understanding Understanding

In art class, we adopt the Havard Project Zero Thinking Routines for assessment. You can view the video below:

I enjoy reading the children's writing especially when their artwork has a personal connection to themselves. Time will usually reveal what is significant to the children. I told them that I snapped photos of their work so that everyone can learn from each other. It has more relevance when they know they are going to view/ read something from their friends rather than of the teacher's work sample. Art is also one of those subjects where children can use their 'heartware' (soul) instead of emphasizing on the 'hardware' (end product). It helps when I know more about the children because it helps in planning the kind the lessons that are important to know and engaging to them as well. For example, if the majority of the children are responsive to music then perhaps we could study the lyrics/ text in a song/ poem.

At the same time, I'm also using the assessment to gauge how the children respond and think if the lessons were effective. Different classes of the same level can react differently to the same lessons. There are days where I question my decision to teach. There are also good days where the aura of the class is particular good that it feels surreal. 

Art Class: The Great Pacific Garbage Patch (Part II)

The students' task for our current unit was to create awareness about their new knowledge using air-dry clay and painting the background. The children worked in 7 groups of 6. To cut down on washing time, I have the poster paint and cardboard palettes out for them to take whatever they need. So they will throw away the cardboard palettes and only wash the paintbrushes.

As the children start working, I will walk around and facilitate. By facilitating, sometimes I like asking children "what are you doing?" to ensure that they begin with an end in mind. Some children were more proactive than others so I would get them to organise the team in teams of individual contribution.

They were shown a photo compilation so that besides learning from each other in their own class, they will also be able to see what other classes were doing. I think they also feel comfortable seeing me going around taking photos as they know their identities will not be revealed but rather I emphasize on learning good practices from others. Be it painting techniques, concepts or written reflection.

Art Class: The Great Pacific Garbage Patch (Part I)

This is my second time trying out the lesson unit for the Primary 5 children. I started the lesson by showing the children some gruesome  emotionally-impactful images caused by our plastic ocean and asking them to discuss what they see using the See-Think-Wonder framework.

Next, we watched the trailer Waste Land (2010) and we discussed about how artists use their skills and knowledge to raise awareness on a marginalized group of people and improve people's standard of living. It's quite impossible for me to hear from everyone in a class of near 40 kids so I had them make their thinking visible in their sketchbook about this issue.

I was really glad when I had a student who told me that his father told him about Rob Greenfield because I was going to show them this video:

Some time last year, pupils from the Art Club visited the Singapore Art Museum and heard a local artist, Tan Zi Xi spoke about her artwork Plastic Ocean responding to the same theme.

When I was conducting this lesson for the very first time, I was very new to the children having been posted to my current school. It was very challenging as the children had a very strong preconceived idea of what art is and they weren't ready to accept such lesson as art lesson. My current cohort of children have been with me for 2 years so I find that they are more receptive in terms of being engaged in art discussion instead of expecting a step-by-step approach to art making all the time. Like Elliot Eisner says, the curriculum is a mind-altering device. Most children accept what they were given, as such, it's important to balance my approach towards art and since we are in a position to make the necessary adjustments needed to suit local circumstances.