March 2020
Kindergarten artists painted the sky this week after talking about God's sky paintings and Psalm 19. As an artist, I look for his designs each morning and evening as the sky bursts into beautiful colors of pink, peach, orange, lavender, blue-violet, and purple! I always stop to tell God how much I appreciate these displays of awesome beauty! He is an amazing Artist! Students also practiced observational drawing skills, looking closely at spring flowers and drawing what we see. Art can be one way we celebrate Who God is!
Psalm 19:2-4
The heavens tell the glory of God.
And the skies announce what his hands have made.Day after day they tell the story.
Night after night they tell it again.They have no speech or words.
They don’t make any sound to be heard.But their message goes out through all the world.
It goes everywhere on earth.
Night after night they tell it again.They have no speech or words.
They don’t make any sound to be heard.But their message goes out through all the world.
It goes everywhere on earth.
February 2020
Kindergarten art students had so much fun inventing underwater scenes, first using circle "stamps" to print bubbles on a construction paper background, then using sea sponges to print "coral." Finally, students carefully inked a rubber fish and printed it onto newsprint. These images were cut out and glued to the backgrounds before googly eyes were added and tissue paper seaweed. We thoroughly enjoyed making these beautiful mixed media designs!
Psalm 8
1
Lord, our Lord,
how majestic is your name in all the earth!
You have set your glory
in the heavens.
2
Through the praise of children and infants
you have established a stronghold against your enemies,
to silence the foe and the avenger.
3
When I consider your heavens,
the work of your fingers,
the moon and the stars,
which you have set in place,
4
what is mankind that you are mindful of them,
human beings that you care for them?
5
You have made them a little lower than the angels
and crowned them with glory and honor.
6
You made them rulers over the works of your hands;
you put everything under their feet:
7
all flocks and herds,
and the animals of the wild,
8
the birds in the sky,
and the fish in the sea,
all that swim the paths of the seas.
9
Lord, our Lord,
how majestic is your name in all the earth!
September 26, 2019
K5 students reviewed how to make a pattern as well as what happens when you mix together the three primary colors of red, yellow, and blue. They used these marker colors to make a pattern on a coffee filter, then sprayed it with water to watch the colors mix! After these beautiful "tie-dye" designs dried, we scrunched them in the middle and glued them to a popsicle stick and; voila! We have a flower to give a grandparent next Friday!
September 19, 2019
Students watched a story about an elephant who learns to appreciate how different he is and value himself; "Elmer the Patchwork Elephant." We also looked at several different elephant pictures and talked about which ones were real photos and which ones were paintings and drawings of elephants. Then, students followed along step-by step in drawing their own elephant by using basic shapes! I am so proud of my students' efforts in creating this animal. Many students come to kindergarten with very little knowledge of how to represent something in a drawing and are still in what is known as the Pre-Schematic Stage. Any practice they get in drawing is so good for brain development as well as fine motor skills!
K5 Visual Art Standards, ALCOS
Investigate, Plan, Make
1. Engage in self-directed exploration and imaginative play with art materials.
a. Use motor skills to create two-dimensional art
b. Use motor skills to create three-dimensional art.
3. Build skills by following a sequence of steps to create art that expresses feeling and ideas
6. Share and talk about the art they are creating.
a. Use art vocabulary: line, shape, color, pattern
11. Distinguish between images and real objects a. Describe what an image represents.
12. Interpret art by identifying subject matter and describing relevant details.
Example: Answer questions such as, “What do you see?” or “How does this art make you feel?”
September 12, 2019
Our amazing kindergarten students have been creating beautiful designs with colored tissue and water, arranging both warm and cool colors on a background. We learned to differentiate cool colors such as blue, purple and green from the warm colors of red, orange, and yellow. Students looked at two landscapes and talked about temperature - one place looked like you would need to carry extra water with you if you visited that hot desert! It was painted with red, orange, and yellow. The other landscape was cool and calm, painted with blues, greens, and purples. The students were immediately certain of the temperature of that place, too! We looked at a few other paintings and talked about the artists' use of warm and cool colors before finishing our pictures. These backgrounds will be used in another art project next week!
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| Kindergarten tissue printed papers |
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| Kindergarten tissue printed papers |
September 5, 2019
Students have been exploring shapes in art class this week: K5 found shapes in their environment along with the Blues Clues host (Blues Clues; Shape Searchers) and then made shapes out of Play Dough, blocks, Legos, and drawing with crayons. We experimented with making pictures with circles, squares, triangles, and rectangles, just like we saw in the book, Mouse Shapes!
August 27, 2019
Today in art class, students used lots and lots of lines to draw a picture of a person with crazy hair! We heard Barney Saltzberg's book, Crazy Hair Day and then drew our own picture. We painted these drawings on Thursday by using only red, yellow, and blue primary colors of tempera paint. Students were amazed to discover they could make orange, green, and purple by mixing colors! We will revisit painting with the three primary colors many times this year.
K5
Investigate, Plan, Make
1. Engage in self-directed exploration and imaginative play with art materials.
a. Use motor skills to create two-dimensional art
b. Use motor skills to create three-dimensional art.
3. Build skills by following a sequence of steps to create art that expresses feeling and ideas
4. Identify safe and non-toxic art materials, tools, and equipment while sharing.
6. Share and talk about the art they are creating.
a. Use art vocabulary: line, shape, color
12. Interpret art by identifying subject matter and describing relevant details.
Example: Answer questions such as, “What do you see?” or “How does this art make you feel?”
August 22, 2019
Our Kindergarten students are off to a great start! The first few weeks of Art class we will be practicing simple procedures such as entering the classroom calmly and quietly, listening to instructions, raising hands to speak, following directions, and lining up quietly. Also, we will be using our imaginations during each and every art class! (K5 students go to art class twice each week for forty minutes.)
Days 1, 2, 3:
We have been learning all about different kinds of lines; curving, zig-zag, straight, and dashed! Students viewed "Harold the Artiste" (in two parts), which is about a little boy who draws from his imagination, learning all about his own special abilities as an artist. He visits an art museum and tries at first to copy the paintings. He eventually learns that his own ideas are indeed wonderful, despite the fact that he can't seem to draw a "perfect" circle.
Mrs. Nichols also had several handmade art objects in the classroom for students to find; I asked students if they could find any art in the room and they immediately identified the paintings as art pieces. The ceramic, glass, and iron pieces were not noticed right away except by a few students.
During our first two art classes, we used a purple marker to draw from our imaginations. Students imagined rainbows, families, houses, and lots of wonderful things! We also did some "warm-up" exercises by drawing curving and zig-zag lines across our papers. These beginning drawings gave me a good idea about the students developmental level. I love these beautiful, creative, amazing art pieces and I can't wait to see our students grow in their skills!
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| K5 drawings |
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| K5 drawings |
Today (Thursday, August 22), students identified the colors on the color wheel and then followed the teacher step by step in drawing a fun "rainbow" design with red, orange, yellow, green, blue, and purple! Students were given the choice to use any type of lines they wished.
Standards Weeks 1/2:
K5
Investigate, Plan, Make
1. Engage in self-directed exploration and imaginative play with art materials.
a. Use motor skills to create two-dimensional art
3. Build skills by following a sequence of steps to create art that expresses feeling and ideas
10. Recognize and identify uses of art within one’s community and/or personal environment.
K5
The overall goal of the kindergarten visual arts program is to guide students in learning the behavioral skills of listening, sharing, cooperating, using materials responsibly, and following directions in a formal school setting. The visual arts classroom provides a safe and appropriate learning environment that creates opportunities for exploration and discovery. The environment focuses on individual learning styles by engaging students in activities that promote cognitive, affective, sensory, and motor skill development. Kindergarten students are introduced to the elements of art and principles of design (particularly line, shape, color, and pattern). These foundational elements of art and principles of design are bases for building in subsequent grades.
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