Central idea: Logos can be used to communicate ideas and information
Key concepts: Function, Connection, Perspective
Related concepts: Communication, Innovation, Design
Year 6 students are beginning a unit about logo design. They are exploring the design cycle and inquiring into how logos are used to communicate.
Students began by creating Google Doodles, which are versions of the google logo that change for special events. Soon, they will be crafting an email to send to Google to submit their google doodles.
My dad is is renting out our cabin on Airbnb. He is looking to design a logo for the cabin that can be used on t-shirts, hats, on the Airbnb advert, and in the cabin. Y6.2 students Skyped with him to ask questions about what he wants for his logo. Students spent two days sketching. They will revisit the project when he visits in April.
Currently, students have been assigned creative groups and a client (who works at LIS) that needs a logo to be designed for a specific purpose. Last class, they began investigating by interviewing their clients about what they want for their logo. Students are now planning and will revisit their client to evaluate their logo next week. The following week, they will move create and publishing their logo for their client.
As the summative task for this unit, students will be creating a logo for exhibition.
Last week, year 6 students performed a short play using the masks they created in visual arts class. Students organized and planned their performance in year-group music class. They presented to year 1, 2, and 4 students.
This unit in visual arts, Y6 is exploring the same central idea as in their homeroom class: beauty can be interpreted and expressed in many ways.
They are inquiring into the elements of art and principles of design by exploring examples of famous artwork and creating their own art in their process portfolios using their choice of materials.
As a formative assessment, students divided into small groups and were given the goal of painting something beautiful. A principle of design or and element of art was given and students began painting. They focused on communication with one another in their groups. Students moved around the classroom in their groups and added new elements of art and/or principles of design to each other’s artworks.
Students decided to hang their paintings outside for a short critique. They evaluated the beauty of each painting using elements/principles visual arts vocabulary.
As a collaboration in music and visual arts class, year 6 students are inquiring into mask making and using masks in performing arts.
Two weeks ago, students visited Mr. James, our secondary drama teacher, to learn about using masks in drama.
During music group singing, students are currently planning a short 3-5 minute performing arts presentation using drama, dance, and music while wearing their masks.
During visual arts class, students investigated masks using books and the internet, planned their masks by drawing labelled sketches, and are now creating masks using plaster. Next week, students will paint their masks and add other art materials of their choice.
Please see the photos below to see mask planning and creating in visual art class:
In visual arts class this unit, students are creating mandalas and inquiring into the central idea: beliefs, values, and ideas are represented and communicated through symbols.
This week in art class, students have been focusing on the visual arts learning outcome: creating (phase 4) adjust and refine your creative process in response to constructive criticism as part of the PYP visual arts scopes and sequence.
After developing a purpose for their mandala based on a belief, value, and/or idea, students creating several sketches. They have presented their mandalas to each other in small groups, in pairs, in large groups, and some students have presented to other classes. They have received peer feedback and constructive criticism to improve their sketches and to get new ideas. Take a look at some pictures below of students giving and receiving constructive criticism:
Students are completing their final sketches and will begin creating their mandalas soon. For this unit, students experimented using oil pastel and will use oil pastels as the background of their mandala, unless a different art material suits the purpose of their mandala better. Eventually, they will add their choice of materials to the top of their mandalas.
In visual arts class this unit, students are creating mandalas and inquiring into the central idea: beliefs, values, and ideas are represented and communicated through symbols. Students will be assessed on the visual arts learning outcomes: responding (Phase 3) compare, contrast, and categorize artworks from a range of cultures, places, and times and creating (Phase 4) adjust and refine your creative process in response to constructive criticism.
Students began by learning about mandalas from around the world. They compared, contrasted, and categorized various mandalas by shape, size, purpose, material, and color.
Students created their own mandalas (each with a purpose) outside using natural materials.
This week, students completed an oil pastel study, which is one of the materials they will use for their final mandalas. Students also used two websites to create digital mandalas.
Next week, students will create a purpose for their mandalas. They will complete several pencil and color sketches and begin their final mandala.