Romare Bearden was an African-American artist born in 1911. He moved to Harlem in New York City when he was young and spent most of his life there. He was inspired by jazz musicians, poets, and other artists in Harlem, as well as the art he studied in school and saw at museums. Romare was inspired by jazz music for his subjects and his collage technique. He would often paint visual rhythm and use the jazz style of “call and response” where each move determines the next and “call and recall” a repetition of motifs with variation.
In 4th Grade Art Class we specifically looked at his paintings inspired by jazz. We listened to jazz while we worked and created collage instruments using recycled newspaper and painted collage. In 1st-2nd Grade Art Class we looked at one artwork in particular by Romare Bearden called The Block. We also read the book Me and Uncle Romie. In the story we learn about Romare Bearden's life and work through the eyes of his young nephew. Students created their own urban communities, which illustrated what they have been learning in social studies and language arts about different types of communities like urban and rural. They used a combination of painted collage and recycled newspaper as well. Each student wrote about their community and what it reminded them of, just like how Romare liked to create artwork of everyday life to remind his viewers of memories from their own lives.
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1st Grade Art Class learned about the fiber arts technique of weaving. Students create two different painted papers. They could include a subject or it could be swirls of color or a combination. We learned about warps, wefts, and looms as they created their own pattern by weaving their papers together.
6th Grade has been creating Rube Goldberg machines in their science class. The creativity has been awesome! In our art class we talked about transformation and metamorphosis and how that can relate to the stages in their machines. Students had to choose two totally different objects and show a transformation from one to the other in at least 4 stages for this project.
Students learned about color theory in 8th grade and chose their own color scheme to use in a painting where they could choose their own subject. Color schemes could be warm and cool colors, complementary or analogous colors, or another type of scheme discussed in class. The overall project needed to demonstrate color harmony which is when color theory is used to create dynamic and interesting compositions.
2nd Grade Art Class discovered the art of Georgia O'Keeffe just in time for Spring. We looked at her desert landscapes and paintings of bones and flowers. Students discussed how she would mix the two types of artwork into one that was neither still-life nor landscape in a new art form. We talked about space and size and the parts of a flower, which worked out great since they have been studying bees in their homeroom class.
Mandalas are artworks that were originally made to represent the universe and functioned as an aid for meditation or to signify a sacred space. 6th grade students have been studying ancient Indian civilization in their social studies/ELA class and we integrated that new knowledge in the art room to create our own mandalas.
Dada or Dadaism was an artistic movement which emerged in Zurich, Switzerland around 1915 during World War I, and lasted until the mid-1920’s. Dada artists challenged convention and expressed their opposition to nationalistic extremism and conformity by creating art by chance, and proclaiming manufactured goods, or readymades, as art. The Dada movement is known for highlighting the absurdity and the joy of life. “It was an adventure even to find a stone, a clock movement, a tram ticket, an insect, the corner of one’s own room; all these things could inspire pure and direct feeling. When art is brought into line with everyday life and individual experience, it is exposed to the same risks, the same unforeseeable laws of chance, the same interplay of living forces. Art is no longer ‘serious and weighty’ emotional stimulus, nor sentimental tragedy, but the fruit of experience and joy in life.” - Hugo Ball
We integrated math concepts into our project inspired by the art of M.C. Escher. Students used the sliding method to create their shape for their tessellations. They then examined their shape and turned it into a repeating object in their artwork.
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AuthorMs. Tinsley posts updates on art projects, community art involvement, and interesting things happening in the art world. Archives
April 2018
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