The 2nd graders are tackling contour line, pattern, and symmetry in their first go round in the art room this year. They are getting inspiration from Mexican muralist and designer Neuzz (Miguel Mejia). They are watching him paint a mural in Atlanta and noticing how he uses outlines to define his shapes and how he sometimes creates symmetry by matching one side of his designs with the other.
After watching the video of Neuzz working, students try on symmetry by follwoing along with me as we create a jaguar inspired by one of his illustrations. They then create one of their own next to it. Students identify which one they like better and share why with a neighbor. I encourage them to use a "because" statement to support their choice.
Students move on to a larger sheet of paper and redraw their chosen design. They trace their pencil lines with a wide sharpie and I ask them to use both thick and thin lines.
Students can add color with 2 colors only. I demo how even though they can only use 2 colors, if they press hard in places and soft in others, they can create a wider range of color variety.
The final step is to draw a contour line border around their face and cut that line. They choose a colored peice of paper to frame their drawing and glue it together.
Per usual, the 2nd graders complete a written exit slip about the project. I model how this works and go over the questions orally, so they understand what I'm asking them for. This is a big jump from their sentence strips that they completed for me as 1st graders and they are attacking it with gusto:)
I added another closure layer with this project. They partner presented one of their responses at their table. It gets them not only thinking and writing about their work, but encourages speaking and listening skills in the art room as well:)
Beautiful job brother! What fantastic results - and that you have them thinking about what they are doing - bravo!ReplyDelete
Very interesting, thanks to share. ElisaReplyDelete
I would be very interested to know how you scaffold your exit slips from one grade to the next. I like the idea. Just curious what each grade's exit slips look like. Also wondering how long your students spent on this assignment?ReplyDelete
Me too! I would love to see your sentence strips from grade to grade! Love following your blog! Thank you-Delete
Hey Jack. Sorry for the delay! My kinders do a traced slip at the beginning of the year with a key word blank that we identify and fill in together. We then get into writing a sentence together. With my 1sts, we start the year by building "community" sentences- i'll ask questions of the group to build a sentence together. Later the 1sts will complete a sentence that we start together suing vocab from the lesson posted on the board. I'll be posting about one of those as soon as i can! then the 2nds and up get into the exit slips. Its more independant, but I do model how to structure their responses. I really want to encourage the what and why in their writing and speaking. Let me know if you need anything else. If you search by grade level or by art and ELA, you'll see more specific examples of what i'm doing.Delete
Ingrid, please see above^. If you have any other questions, please let me know!Delete
Hi Mr. Masse, I visited your school as an NAEA attendee in 2014 and I haven't forgotten that experience. I am so inspired by your work I am working on a pilot project to collaborate with community artists to make murals at school. I would love to get some ideas.ReplyDelete
Hi Anita! If you have any specific questions that I can help you with, let me know.Delete