For this unit in visual arts, year 4 students are inquiring into patterns. Their central idea is: noticing patterns helps us interpret, explain, and respond to our environment. Their key concepts are connection and form and their related concepts are liquid watercolors and pattern.
Students began by identifying and analyzing patterns around school. They walked around campus and sketched the patterns they saw.
Students modified and added to these patterns. After getting peer feedback, students chose their most intricate two patterns and these patterns were added to a sheet that included all patterns from 4.1, 4.2 and 4.3.
Students used their pattern resource sheet as a tool to create a zentangle/zendoodle drawing.
Students are inquiring into liquid watercolor and sculpture. They are currently learning and using various liquid watercolor techniques including the wet on dry technique, wet on wet technique, and adding rubbing alcohol to the paint.
Students are now adding patterns on top of their liquid watercolor backgrounds.
Next week, students will conclude this unit by creating zentangle sculptures.
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.
We are learning about our roles and responsibilities in a virtual environment – we looked at ways in which we can have a positive digital footprint. We also discussed the similarities and differences between a physical and virtual environment, using Venn diagrams to organise our thinking.
As part of our How We Express Ourselves unit, year 4 students have started exploring different poetry genres this week. We started the week looking at a senses poem. We chose an emotion and compared this emotion to the five senses. First we examined the language features and the structure of an example of a senses poem and made a checklist. Then we planned, drafted, revised, edited and published our own senses poem. Some examples of our poems can be found HERE.
Students also analysed simile poems and noticed that these poems described something or someone by comparing it to another thing (as noisy as a monkey, it had teeth like daggers). Together we planned a simile poem all about us!
As we continue our learning in this unit the students will be exposed to more genres of poetry, including cinquain and kenning. Please feel free to share some of your favourite poems by commenting on this post.
This week year 4 students began inquiring into our second unit of inquiry for the year. You will find the learning outcomes for this unit here – How We Express Ourselves.
Here are some of our provocations and tuning-in engagements for this unit –
Students will develop their knowledge and understandings of digital communication tools and their roles and responsibilities as digital citizens. We have planned in collaboration with Ms Hannah to ensure the students develop an understanding of responsible and safe digital communication and expression through the Arts. We collaborated with our information technology specialists, Mr Oscar and Mr Brian and introduced our students to setting up their own student blogs. Some students have already posted on the blog, others are still editing an revising their posts. With our students we looked at what makes a quality blogpost, and what is appropriate and responsible use of the blog as a communication tool.
Our language links will include gaining knowledge of writing different types of poetry. Students will develop their knowledge of the elements of poetry, the use of figurative language and poetic devices.
In mathematics, all year 4 classes have been introduced to the online Mathletics program in class lessons. Students have their passwords and are able to work on tasks at home. We have started to tune into and develop the student’s conceptual understanding of place value, (see details in our place value blog post). This week we also used data collected from surveys about communication tools and represented our findings on bar graphs, which we then interpreted and used to further our thinking.
We look forward to hearing about any action the children may take as a result of the learning in this unit.