ART EXAMPLES
Van Gogh Inspired Art Work:
Stage 3 art work inspired by Vincent Van Gogh - Starry Night.
Students learnt about Van Gogh, his life, his art works, and the techniques he used. Students then used short brushstrokes to create their paintings, just as Vincent Van Gogh did in many of his paintings.
Perspective Drawing: Foreshortening:
Year 5/6 looked at different pictures and how artists used perspective techniques to give their artworks depth. In this example, students looked at the technique of foreshortening and created a picture of themselves falling through space. Students used oil pastels to draw their bodies, and then used a black wash for the background.
Kandinsky Inspired Artwork:
Stage three created trees based on the art techniques of Wassily Kandinsky. Students first learnt about Kandinsky, his life, his art works and the techniques he used, before then creating their own work inspired by his artwork. Students had to first paint their circles for the leaves using a variety of colours in a ring design. While these were drying students then were asked to draw their trees using different shapes, using pencil. They then painted their backgrounds and trees with bright colours. Once all components were dry, students cut out their circles and stuck them to their trees for the leaves. Below is the finished results.
Ancient Egyptian Reliefs:
Stage 3 learnt about Ancient Egyptian relief art works and used them as inspiration for foil relief art works. Students first looked at pictures of Ancient Egyptian reliefs before drawing their design onto a piece of paper. Once their design was complete, they were given a piece of foil and placed the paper on top. Using a pen, students traced over their lines pushing down to create an indent in the foil. Students then used permanent markers to colour in their artworks. Artworks were then mounted on black cardboard.
Name Mandalas:
Stage 2 and 3 created name mandalas by creating a repeating pattern of their name in a radial design.
Slinky Lizards:
Stage 2 and 3 experimented with making sculptures out of papers and created some slinky lizards. We looked at the patterns on lizard skin and students were then sent to draw a pattern on both sides of a coloured piece of paper. Students then folded their paper and cut perpendicular to the fold to create a spine that was bendable. Students then had to attach legs, head, eyes and a tongue to their lizard, before attaching it to a background piece.
Georgia O'Keeffe Inspired Artworks:
Students in 3-6 learnt about the art of Georgia O'Keeffe and created skull drawings inspired by her artwork. Students first drew their skulls carefully using charcoal, ensuring that they highlighted the shadows in the crevices to give their skull depth. Students then created a unique background using lines, shapes, patterns, and flowers using water colours, as O'Keeffe used in her artworks. Their skulls were then cut out and stuck onto their backgrounds using double sided sticky tape to make their skulls pop off the paper.
Safe, Respectful, Learners: Murals
Students in stage two created some wonderful murals on boards to demonstrate their understanding of the school values of being safe, respectful, learners.
Australian Paintings:
K-2 were reading "Possum Magic" and began talking about Australian plants and animals. To extend on this curiosity, students collected examples of Australian flora. We bought them back to the classroom and decided we would try and use them for printing patterns onto paper. Students added used a brush and added paint to their leaves and flowers, before they pressed them onto white art paper. Next, students used cotton buds to with yellow and red paint to make waratahs and wattle on their painting. While we were waiting for it to dry, we looked at some Australian animals and choose some templates to print out and colour in with oil pastel. We then cut them out and glued them onto out backgrounds.
James Rizzi Buildings:
K-2 looked at the artwork of James Rizzi, particularly his buildings with faces. We talked about the different shapes Rizzi used to create his buildings and the emotions he conveyed with his buildings and his choice of facial expressions. After some role play pretending to be sad, angry, happy, excited etc., buildings, K-2 drew their own buildings with oil pastel and included different facial expressions. We then painted over the oil pastel with water colour paints.
Owl Sculptures:
Students in K-2 experimented with making owl sculptures to go on our collaborative class tree.
Monet:
Our artist for the week in K-2 this week was Monet. We looked at a variety of his artworks and chose to create our own artworks inspired by Monet!
We first drew our bridges with oil pastel, before we painted our sky with water colours. Some students chose to paint stormy skies, clear blue skies, and sunsets. We then used sponges to create our foreground. Our last step was to use paintbrushes and a variety of colours to paint our flowers.
We first drew our bridges with oil pastel, before we painted our sky with water colours. Some students chose to paint stormy skies, clear blue skies, and sunsets. We then used sponges to create our foreground. Our last step was to use paintbrushes and a variety of colours to paint our flowers.
Camouflage Animals:
K-2 were learning bout the concept of colour and how it effects what and how we see. To demonstrate this idea, students were introduced to the idea of camouflage by watching a video on YouTube about different animals that camouflaged themselves for protection. We then talked about the different types of animals we could draw for our own camouflage artworks.
To begin creation on our artworks, students were given an A3 piece of art paper and were asked to draw curved lines to separate sections of their background. Students then carefully painted over their lines using black paint. Setting this aside to dry, students then drew their animals they wanted to camouflage. Students also painted over their lines using black paint. Once the paint was dry students were asked to choice a maximum of four coloured oil pastels to colour in their backgrounds and animals. The animals and backgrounds had to match to ensure they were camouflaged. Below is the finished product.
To begin creation on our artworks, students were given an A3 piece of art paper and were asked to draw curved lines to separate sections of their background. Students then carefully painted over their lines using black paint. Setting this aside to dry, students then drew their animals they wanted to camouflage. Students also painted over their lines using black paint. Once the paint was dry students were asked to choice a maximum of four coloured oil pastels to colour in their backgrounds and animals. The animals and backgrounds had to match to ensure they were camouflaged. Below is the finished product.
Multimedia Space Art:
During art in K-2 this week, we used a range of different media to create a space picture.
We painted our backgrounds black.
Created our planets using marbling techniques.
Used oil pastels to create stars, space rockets and space suits.
Used photography to add ourselves into the pictures.
We combined all these techniques to create our wonderful space artworks!
We painted our backgrounds black.
Created our planets using marbling techniques.
Used oil pastels to create stars, space rockets and space suits.
Used photography to add ourselves into the pictures.
We combined all these techniques to create our wonderful space artworks!
Mathematics Examples:
Human Graph
During a data lesson, stage two created a human graph to demonstrate our favourite foods.
Pattern Robots:
Students in stage two created robots that calculated patterns.
Weekly Mathematics Programs K-2, 2014:
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Maths Lesson Examples:
English Examples:
HSIE Examples:
Integrated HSIE and Literacy Unit: Time and Change
Students have been working hard throughout term three to increase the number of words they can read by sight and develop less dependence on sounding out all words. We have worked on a number of comprehension strategies including making connections which requires students to make connections between the text, themselves and the world.
The whole class has been studying informational texts and learning how they give us information. Students have developed their knowledge of the text features of informational texts and how we read informational texts for different purposes then we do imaginative texts.
Time and Change
This term we completed an integrated English and Human Society and its Environment unit of work on time and change looking at the history of the local area and Australia. Our stimulus text was ‘My Place’ by Nadia Wheatley which provides a visual history from the eyes of children from before time right up until 1988. Students were able to use their comprehension strategies to distinguish the differences to the children's place over time as they looked for visual clues on the map and connected what they had already read as they went back each decade in time. This text provided us with a starting point to talk about Aboriginal people and the Aboriginal history of the local area, Captain Cook and his discovery of Australia, the First Fleet and the convicts, the Gold Rush, The discovery of gold at Tooloom and the creation of Urbenville as a town, looking at their own ‘place’ and creating their own maps, finding out how places and people have changed in Urbenville over time, what school was like in the ‘olden days’ compared to now. All culminating in a ‘Back in Time’ day where students got to experience what school was like for children in the 1800s.
The whole class has been studying informational texts and learning how they give us information. Students have developed their knowledge of the text features of informational texts and how we read informational texts for different purposes then we do imaginative texts.
Time and Change
This term we completed an integrated English and Human Society and its Environment unit of work on time and change looking at the history of the local area and Australia. Our stimulus text was ‘My Place’ by Nadia Wheatley which provides a visual history from the eyes of children from before time right up until 1988. Students were able to use their comprehension strategies to distinguish the differences to the children's place over time as they looked for visual clues on the map and connected what they had already read as they went back each decade in time. This text provided us with a starting point to talk about Aboriginal people and the Aboriginal history of the local area, Captain Cook and his discovery of Australia, the First Fleet and the convicts, the Gold Rush, The discovery of gold at Tooloom and the creation of Urbenville as a town, looking at their own ‘place’ and creating their own maps, finding out how places and people have changed in Urbenville over time, what school was like in the ‘olden days’ compared to now. All culminating in a ‘Back in Time’ day where students got to experience what school was like for children in the 1800s.