This unit in visual arts class, students have been inquiring into perspective in visual arts, which is a key concept in the unit they are working on in their homeroom.
They will be assessed on the PYP visual arts learning outcomes responding (3.4): Reflect on their own and other’s creative processes to inform their thinking and creating (phase 2 ): identify, plan and make specific choices of materials, tools, and processes.
Students began by learning about drawing 3-D buildings and 3-D letters using a variety of YouTube videos and tutorials from Mr. Luis. Then, they inquired into one-point perspective, looked at examples of artwork with one-point perspective, and explored in their process portfolios. Finally, students attempted two-point perspective, which was very challenging and difficult to visually comprehend.
Currently, students are using one or more of the perspective techniques they learned to create a final artwork. They are using the design cycle to investigate perspective, plan their perspective drawing, evaluate by getting feedback, and finally create. Students will use their choice of materials to create their perspective artwork.
This unit in visual arts class, students are inquiring into color theory with the central idea: colors are used and interpreted in a variety of ways around us. They are inquiring into the form, function, and perspective (key concepts) of color theory. They are being assessed on the visual arts learning outcome: responding (phase 4) explain the cultural and historical perspectives of artwork.
Students learned about the artist Mark Rothko and the abstract artwork he made using block of colors. These paintings, with titles such as Red, Yellow, and Orange, were revolutionary because artists before Rothko typically created more realistic artworks.
As part of a color theory progression, in y5 PYP visual arts, students learn about the following color combinations:
After studying Rothko’s artworks and thinking about emotions we feel when we look at them, students found that everyone’s perspective of colors is different.
Students created an emotions pie chart of the emotions they were feeling that day. Their pie charts included a color key so that each emotion was associated with (a) color(s).
Students picked their top three emotions using their pie charts and used this color as the base color of the background for their artworks. They planned by creating abstract sketches of each emotion using the base color and other colors. After evaluating and receiving peer feedback, students began their three backgrounds based on their sketches.
Next, they will be using these background and posing in front of the background showing the emotion that their artwork represents. They will learn composition photography tips and use these tips to take images of each other. Eventually, they will edit these images and use them as part of a 3-D collage.
Dear LIS Community,
The Jogathon team is pleased to share with you the final donation figures. We, as a community donated a total amount of 486,458.02 KWZ and 274 shoes. Well done, LIS!
Casa das Crianças will utilize these funds to continue meeting the needs of the children from the orphanage and continue providing a better environment.
On behalf of the Jogathon Team, we would like to thank each person who came to participate and support the Jogathon, all the teachers who helped us with lunches, pick ups, drop offs, onsite supervision, and logistics; all the students that helped with the sign-up stations and lap counting; students who helped with the shoe collection, sorting and counting. Thank you to the PTA and Ms Nicole Schmidt for their ongoing support. A special thanks to Miss Hannah H as we now have a Jogathon logo! Thank you all for making of this charity event a successful one.
The Jogathon Team Gaby Jeronimo, Nicole Mashangu and Brad Connor
In visual arts class this unit, students are inquiring into the same central idea as in their homeroom class: the arts play a vital role in provoking thought and raising awareness. Students are being assessed on the visual arts learning outcomes: phase 3 (responding) use a personal interest, belief, or value as the starting point to create a piece of artwork.
Students are learning about Keith Haring and his thought provoking artwork artwork that raised awareness about social, political, and environmental issues. Last week, students played the game role a Keith Haring. They learned how to draw like Keith Haring by posing for each other, drawing stick figures using pencil, using marker to outline the figures, and then erasing the inside.
This week, students are sketching about deforestation in the style of Keith Haring. Next week, students will complete an acrylic paint study. They will choose their best sketch, add color using acrylic paint, and outline using permanent marker.