Thank you to everyone who attended the opening night of the PYP Silent Art Auction, to those who were able to go to the auction last week, and to those who saw the artwork on the blogs.
The silent auction raised 426,000 Kwanza for Trek for Meds: http://trekformeds.wixsite.com/trekformeds. Their goal was to raise 500,000 Kwanza. With the money from the auction, Trek for Meds has already raised over 1,000,000 Kwanza!
Please join us in celebrating the opening night of the PYP Silent Art Auction on Monday, May 22 from 6-7:30pm in room 6A (see posted attached). Over the last two and half weeks, each individual class within Years 4, 5 and 6 has been been working to prepare a collaborative piece of artwork. These artworks are based on projects that students have worked on in PYP visual arts class this year. There will be a total of 10 artworks that will be auctioned.
In visual arts class, 4.4 students have been redesigning an existing logo using the design cycle to investigate, plan, create, and evaluate.
Students investigated and planned their logos. They investigated by researching the logo they chose to redesign in the computer lab. Students planned and created by sketching four different versions of their logo. They presented their best logo to the class and to get peer feedback. Students explained their content, color choices, and font choices.
Students completed their logos today. This week, they are reflecting on their logos. Please see their logos below:
Currently in visual arts class, students are using the design cycle to create a logo as connected to their third line of inquiry: how the design cycle is used to innovate and create. They will be assessed on the visual arts learning outcomes:
Visual Arts Phase 2.6 Identify the stages of their own and others’ creative processes
Visual Arts Phase 3.4 Reflect of their own and others’ creative processes to inform their thinking
After learning about the design cycle, students unpacked the words and thought of similar describing words related to visual arts.
Students went around the school investigating different logos and discovering the differences between logos, symbols, and signs.
Students learned about how logos have changed over time: logo evolution. After evaluating the current Google logo, students thought about how they could redesign the logo to improve it. They created four sketches and shared their best example with the class during a class critique.
Next, each class will design a different type of logo as they continue to use the design cycle. Year 4.1 will design a logo for the art room, Year 4.2 will design a logo for LIS, Year 3 will continue to modify their google logos, and Year 4 will redesign an existing logo. Today, 4.4 went to the PYP computer lab to investigate and research the logo they have chosen to redesign.
This week in visual arts class, year 4 students are reflecting on their map printmaking project. Students are looking at their maps to determine if their maps changed over time, why they might have changed, and if they will continue to change. They are understanding the impact of human population on the area they selected.
They are also reflecting on styrofoam printmaking: what they learned through using these tools and techniques.
Check out the display of their maps currently in the PYP library!
Students in Y4 are currently working on the WWAPIT unit with the central idea: the earth’s physical geography has an impact on human interactions and settlements. In visual arts class, students are working with the same central idea and creating a project based on the line of inquiry: impact of human population on settlements. Students are being assessed on the visual arts outcome: creating (phase 3.2)make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place, and cultures.
Students have been working with Google Earth on their iPads in their homeroom classes and in visual arts class. They will soon start using the desktop version of Google Earth that includes the Historical Imagery feature where students can see what how maps have changed over the course of several years.
Students will be choosing an area and printing out three maps of this area from three different years. They will place the maps over a piece of styrofoam. Using a dull pencil, they will trace the map which will indent the styrofoam. They will cover the styrofoam with ink using a brayer and create two prints. Then, they will place the second map on top of the styrofoam, draw all of the changes, and then print using a new ink color on top of one of the first prints. They will repeat this process using the third map. In the end, students will have one map containing all three prints that shows the impact of human population on settlements. They will also have three separate prints to be able to compare/contrast the maps more easily.
Last art class, students experimented in their process portfolio using small pieces of styrofoam, dull pencils, printmaking ink, and brayers.
Year 4 students have continued to learn about Wassily Kandinsky. They have learned more about his ability of synesthesia which allowed him to hear colors. Students are listening to classical music clips and drawing what they hear. This week, they are adding yarn to their artwork.
In visual arts class, year 4 students have started working within the same unit as their homeroom classes with the central idea:music extends our ability to create, reflect and express ourselves.
Students will be assessed with the visual arts learning outcome responding (phase 3):identify and consider the contexts in which artworks were made
Year 4 students are finding connections between music and visual arts. They are learning about about the artist Wassily Kandinsky and about his importance in the abstract art movement. Kandinsky had a special ability known as synesthesia where he could see sounds and hear colors. Therefore, he listened to classical music and let the sounds inspire his artwork. Below is one of his artworks titled Composition IV, which was painted in 1911.
Students will be listening to classical music clips and creating abstract art by drawing lines, shapes, and designs. They will add colors, using oil pastels, based on the sounds they are hearing. Below are some pictures of students experimenting in their process portfolios by listening to music and drawing what they hear.