Visual Arts: Using the Design Cycle

For their current HTWW unit in their homeroom class, students are inquiring into the central idea: people apply their understanding of scientific principles to innovate and create. In visual arts class, students are specifically looking at the line of inquiry: how the design cycle is used to innovate and create and the related concept: innovation.

Over the last few weeks, students have been learning about logos and inquiring into logos. They have looked for logos around the school and analyzed these logos to discover hidden meanings. Students have found that every part of a successful logo has a purpose.

After recreating the google logo as a provocation, students did a test run using the design cycle to create a logo for the art room (4.2), for the music room (4.3), or for LIS (4.1). Each student began by investigating (a step in the design cycle) and then used different parts of the design cycle at different times while creating their logos.

Currently, students are designing a logo that represents themselves. This week, they are presenting their best logo to the class to evaluate and to receive peer feedback. Next class they will create their final version using the material(s) of their choice. These logos will be digitalized and used as the icon on their edublog and eventually as the icon in their seesaw blogs.

Visual Arts: Visiting Y11 Students

Yesterday in visual arts class, two year 11 students visited the PYP art room and showed examples of the paintings they created in MPY visual arts class. Y11 students presented their process portfolios, their process, and their product (artwork). Year 4.1 asked thoughtful questions about their process and their paintings and gave written feedback in the form of two stars and a wish.

Once they were done, y4 students showed the Y11 students examples of their Instagram pictures. Hopefully we will have more teaching and learning opportunities like this soon!

Visual Arts: Digital Citizenship

In visual arts class, students art inquiring into the same central idea as in their homeroom class: digital communication changes the way in which people interact with each other. Students are being assessed on the visual arts learning outcomes: responding (phase 3) recognize that different audiences respond in different ways to artworks and creating (phase 2) identify the formal art elements of an artwork.

For this project, students will be creating their own public Instagram account. Students are inquiring into the elements of art using photography.

Students reviewed and inquired into the elements of art: line, color, shape, form, texture, value, and space. They took pictures of the elements of art using a composition paper frame and then completed a photography scavenger hunt with a partner:

Students are now developing their own Instagram agreements. They are thinking about at the lines of inquiry: our roles and responsibility in virtual environments and how digital communication tools increase our opportunities to connect with others. Here are the agreements they decided on to keep themselves and each other safe:

Currently, students are learning tips and tricks of photography. They are following their Instagram agreements and taking picture around the campus. Soon they will sort through their pictures, edit them using the Photos app, develop captions for the pictures, and their photos will be posted to a Year 4 Instagram account.

Visual Arts Stand Alone: Adinkra

In visual arts class this unit, Y4 students are learning about adinkra symbols and textiles made in Ghana. Students are learning about the traditional process of creating adinkra textiles using natural materials to create the stamps, ink, and fabric.

They are inquiring into the central idea: traditional art helps us understand our culture. 

Students discussed adinkra symbols and their cultural purpose. They found the differences between signs, symbols, and logos. Students went on a Symbol Search around school to find and sketch symbols. They found that symbols are simple to draw, difficult to understand, have limited colors, and rarely have words.

Students are in the process of sketching symbols that represent their culture. They will choose their best symbols, draw them on foam, and cut them out to create a stamp. Students will experiment with stamping using different mediums and inks. As a summative assessment, students will be creating adinkra textiles using cloth, ink, and their stamps.