In visual arts, students have been inquiring into self-portraits and creating their own. Their central idea is: self-portraits convey a message about who the artist is or who the artists wants to be. Students are looking at the form, function and change of self-portraits. They are being assessed on the visual arts learning outcomes: responding (phase 3.7) recognize that different audiences respond in different ways to artworks and creating (phase 4.6) develop an awareness of their personal preferences.
After learning about and discussing several famous self-portraits, students began creating their own. They have learned and practiced three different self-portrait techniques.
First, students learned about facial symmetry. A photograph was taken of them. They cut the photo in half and completed the other side using pencil and charcoal.
Next, students learned about facial proportions by placing a transparent sheet overtop of a picture of them and drawing their features. These sheets were copied onto white paper and students added details on top using art materials of their choice. The details they added and colors they used described who they are or who they ant to be.
Today, students created blind-contour drawings of each other and of themselves. They improved their observational skills and tried to look at the face as a whole. They poked a hole in a paper plate, which prevented them from seeing what they were drawing beneath, and draw their partner. Then, they used a mirror and drew themselves.
Next, students will draw a self-portrait while looking into a mirror. Next week, students will chose one or many of these techniques to create a final self-portrait.
Thanks to all the parents for showing support and asking questions during the Student Led Conferences.
“I enjoyed to learn that she has made good use of her time and had fun learning. I also liked to hear that she is interested in algebra.”
“I learnt that she is better at maths than her mother.”
“Now my parents know that I’m making progress and I want my parents to be proud of me.”
“It was a good opportunity to show what you are really proud of and also it’s better to have the parents experience it themselves instead of just telling them at home.”
“It was a bit of a waste of time, I already tell my parents every day what I learn at school.”
“My parents often have questions but I sometimes can’t answer them, this was a good opportunity to show them the skills I have developed, my process journal in art, my writing in Portuguese and actually show them what we did in music.”
“Now my parents know that I’m a good inquirer and that I raised my hand up a lot and that I managed my work on time and communicated more than before.”
“My parents know that I am respectful and kind and that I am a maths thinker.”
“My dad enjoyed to learn how I think and practice things.”
“I liked sharing my knowledge with my parents and show what I’m proud of. I was organized and followed my plan.”
“They learnt that I am a great inquirer and that I can read and write well and maturely. I told my dad about my skills and my values as a learner.”
RECIPE FOR READING
Up to 60 ………. LIS parents and their children
(Years 1 to 6 only)
6……….reading areas with expert readers
A dash……….of FUN – come dressed in your PJs, pillows and favorite stuffed animals welcome
Combine the above in the LIS Primary Library on Wednesday 4 October 2017 at 6:30pm. Enjoy great books and company for one hour.
Entry fee (to be donated to the children of Casa das Crianças): a pack of NEW colored pencils, markers or writing paper per family.
Spaces are limited! To attend Family Reading Night, please complete sign-up HERE.
QUESTIONS? Contact firstname.lastname@example.org or pop into the Primary Library
RECEITA PARA LEITURA
Até 60……….Pais e alunos da LIS
(apenas dos Anos 1 a 6)
6……….áreas de leitura diferentes, com leitores experientes
Uma pitada de……….DIVERSÃO – vistam o pijama, tragam uma almofada e o vosso peluche favorito
Misturem todos os ingredientes na Biblioteca da Primária da LIS na Quarta-feira, 4 de Outubro de 2017, às 18:30. Deixem(-se) repousar durante uma hora, na companhia de bons livros.
Valor da entrada (a ser doado às crianças da Casa das Crianças): uma caixa nova de lápis de cor, marcadores ou papel de escrita por família.
Os lugares são limitados! Para participar na Noite de Leitura em Família, preencha por favor esta ficha de inscrição.
Dúvidas? Contacte-nos pelo email email@example.com, ou apareça na Biblioteca da Primária
This week we are analysing facts, categorizing facts, identifying concepts and finding relationships between concepts to create generalisations or conclusions. The slideshow below shows images of how the we recorded our thinking. We also deepened our understanding of the related concepts value and communication by creating thought provoking freeze frames. In order to provoke thought and raise awareness about deforestation, we are in the process of choosing our art medium for exhibition, writing narratives about deforestation and creating artworks in the style of Keith Haring.
We are continuing to develop our problem solving skills and growth mindset through a range of mathematical challenges.
How to help at home:
- Ask your child to talk you through the learning process guided by the images below.
- Visit the youcubed website and try some of these activities together.
- Here are some suggestions on how to help with reading at home. Reading advice for parents-pogtc6
Click here to see Sayuri’s video from Spotlight lunch.
Click here to see Kyra’s video from Spotlight Lunch.
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.