Beginning

Student #1

Students began with color/emotion exercises in order to get them thinking about using color as a representation for emotions.

▪     students were given a word that described an emotion, such as: Anger/Jealousy/Guilt.

▪     students investigated the word’s meaning then used it in a sentence.

▪     students associated a color to the sentence.

▪     students wrote their sentences onto strips of colored construction paper associated with their color.

  • student’s then created a simple collage that was later displayed in the hall bulletin board to let the New Sullivan student body aware of what Ms. Burt’s 4th grade class was up too.

Ms. Netter used their word/emotion/color associated work to create a bulletin board that communicated to the New Sullivan community of the exciting things happening in her classroom.

Student #2

How can we turn a simple sketch into a work of art?

Students were asked to make a sketch of something they would like to be when they grow up or something that they enjoyed.

Students were then asked to investigate and identify geometric shapes that could possibly make-up their sketch.Students then created a simple collage using geometric shapes out of construction color paper of their initial sketch.

Some students expressed that they wanted to be:

  • a computer game developer
  • a body builder
  • one young lady created a collage of “food” because that is what she enjoyed!

Student #3

Our First Professional Artist Critique!
Students were asked to write an artist statement that described their artwork and creative process. Students were also asked to include artist techniques such as: warm vs. cool colors, contrasting colors,  geometric vs. organic shapes, etc. Students had a critique. They shared their artwork/writings with their fellow classmates. Students gave each other positive feedback as well as constructive criticism!

 

Middle

Student #1

 

Students drew a sketch that incorporated 3 to 4 items. Students were then taught about background, middle-ground, foreground and perspective. Students were also given example of artists who use these techniques in their artwork.

Students were then asked to go back and incorporate background, middleground and foreground to their previous sketch.

Student #2

Students then revisited the literacy content “CyberPigs”, they read in their classroom with their instructor (Ms. Burt). Students discussed the beginning, middle and end content of the story. Students were designated a part of the story to represent into a collage form.  Students then created a collage using hand-made paper to represent scenes from Cyber Pigs that would be put together in sequence to recreate Cyber Pigs into a visual narrative.

Student #3

 Students created a movie reel using their collages that was hand-mechanically played in a handmade theater (that Mr. Juan-Carlos built). The theater was maneuvered/controlled by the students (and Ms. Burt). 

NOW WHAT?

 

End

Student #1

4th grade decided to perform their stage production for other classrooms. Students took notes on what they needed to do in order to make this happened.

But wait!

One student had been working on this over the weekend and decided to transfer his ideas into his sketchbook/journal.

 

Student #2

Ms. Burt worked with 4th grade in creating costumes and directed the narrative portion to be performed. Ms. Burt and the students created a large drawing that summarized the narrative of the story of the pigs in cyberland in Cyber Pigs. 

Student #3

Pigs in Cyberland, a creative, collage, theater experience presented and performed by Ms. Burt’s 5th grade class!

Vid of performance HERE

Enjoy!

Year Three
2013-2014

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