Heres Looking at Art, Kids

By Betty Watson,2014-05-28 13:45
11 views 0
Heres Looking at Art, Kids

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Here’s Looking at Art, Kids!

    Sunny Hills Elementary Art Walk Program, 2009-10

    Monica Rockwell and Gwen Dieker, Program Chairmen

    “To see Art you have to expend time and energy. If you don't want to do that, you can still get a lot of enlightenment and entertainment by just wandering around, but you'll never get the deep spiritual nourishment.

    One of the wonderful things about a museum is how you're jolted into confronting art from strange and wonderful civilizations and you look and learn and expand your horizons.”

--Sister Wendy Beckett

Welcome to the Sunny Hills Art Walks 2009-10 - “Here’s Looking at Art, Kids!” We will be

    teaching kids the life long skill of how to look. Using a formal framework called the Art Appreciation Guide, students will communicate what they see, compare art, form judgements about the art, and express how the art relates to their life. We will critique art from several different artists during the year, but are focusing on three major artists who are exhibiting in the Seattle area; Michelangelo, Calder, and Chihuly. Kids are encouraged to see any of these exhibits to apply what they have learned. The art docents have activities that reinforce this year‟s

    theme, but they can also work with students on any other art projects.

    Art is both an exercise in technique (usually a mastery in a medium), and an intellectual exercise. Most art begins as an idea that the artist feels is worthy of expressing. This idea is then expressed in a carefully thought out, well executed package (the artwork). Art created by intellectual thought requires intellectual thought to decode. This year we are examining both the physical traits of art as well as the intellectual value of the art, then applying the message of the art to personal experiences. This results in the development of a critical thinking process that can be applied across many different elementary school subjects. For more information on this concept, see “Art Matters” by Eileen S. Prince.

This document contains the following information:

Art Walk Location and Sign Up Information

    Art Walk Dates and Content

    About Art at Sunny Hills

    Bringing the Art Walk Lesson into the Classroom

    Art Walk Communication with Parents

    Art Appreciation Guide

    Lesson plan for Unit 1: Looking at Art

    Lesson Plan for Unit 2: Michelangelo

    Lesson Plan for Unit 3: Calder

    Lesson Plan for Unit 4: Chihuly

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Museum Exhibit Information


Art Walk Location and Sign Up Information

    Art Walks will be held across from the office main desk in the conference room. Sarah Jo Pietraszewski will post a sign up sheet for teachers a week before each Art Walk in the Teacher‟s Lounge, then post it on the conference room door on the Friday before the Art Walk. Each class can attend a 20 minute session.

Art Walk Dates and Content

    There will be four Art Walks this year. Each Art Walk is set up on the preceding friday afternoon, then open to classes on mondays and tuesdays. Art docents are encouraged to help set up and preview the Art Walks on fridays, where the presenters will go through a dry run of the content.

Art Walk Set up will be on fridays between 2:45 and 3:35

    Art Walk take down is on tuesdays at 3:15

Art Walk dates are:

October 19th and 20th - Looking at Art

    November 16th and 17th - Looking at Michelangelo

    January 25th and 26th - Looking at Calder

    Looking at Chihuly March 15th and 16th -

About Art at Sunny Hills

    Students receive an art education from Sunny Hills through various resources; Arts and crafts you teach them in the classroom as part of your curriculum

    Art projects you choose that are paid for by the school funds

    The Reflections art contest (funded by PTA)

    Art Walks (funded by PTA)

    In-class Art Docents (funded by PTA)

    Every other year there is an Art Fair - the next will in Spring 2011 (funded by PTA)

Bringing the Art Walk Lesson Into the Classroom

    Each class should have an art docent. The class art docent is either a parent volunteer that is recruited on curriculum night, or, if there is no classroom volunteer, then a volunteer from either another class or the art docent chairmen themselves. The art docent will ask to meet teachers and discuss possible art projects, determine how many times the art docent will come into the classroom (usually 2 to 6 times a year), and decide which projects they will teach. It is good to get these dates on the calendar at the beginning of the year. Art docents receive art project ideas and training from the art docent chairmen, and the themes of the Art Walks are revisited in the classroom. These art projects are usually formal lessons that come with goals, objectives, and how-to‟s compiled from local school districts and/or published books. Teachers can also ask for project ideas that tie into their curriculum.

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Art Docents have a variety of resources at the school. Supplies such as paint and paintbrushes are kept in the PTA room, books and binders with art lessons and project ideas are in the library, art prints are kept in the library, and the school has a kiln and a printing press.

    The Art Walk chairmen have specific projects that relate to the Art Walk themes that they are sharing throughout the year with Art docents. These are listed with the unit information below, as well as in the project binders in the library.

Art Walk Communication with Parents

    The week of the Art Walk, teachers will receive a few sentences describing what the students learned and two optional homework assignments. Teachers can include this information in their weekly correspondence with parents, and this information will also be included in the PTA Newsletter.

Art Appreciation Guide

    We will be using the Art Appreciation Guide below repeatedly over the school year. The Art Appreciation Guide is a one page, formal document that helps students through the process of looking at art. Looking at art combines assessing the physical traits of the artwork and intellectualizing the message of the art. The first half of the Art Appreciation Guide directs students attention to the size, type, and subject of the artwork, then breaks the artwork down to art elements. The second half asks the students to interpret the art through both the perceived view of the artist and their own experience and intellect, and form an opinion of the art.

    Looking at art is like listening to someone else's opinion about a subject they are interested in. Liking a piece of art is not as important as learning from it. We can all learn as much from what we don't like as we can from what we do like!

Start at the beginning:

    1. Are you looking at two dimensional art (flat), three dimensional art (high, wide, and deep), or

    four dimensional (add motion/time)?

    2. About what size is the artwork? (As big as a garage door, a dishwasher, as small as a toaster)

    3. What is the artwork made out of? (Paint, clay, metal, glass, collage)

    4. Is the artwork figurative (You can recognize an object in the painting, such as a person,

    place, or thing), representational (you can recognize a distorted subject in the painting), or

    abstract? (You cannot easily recognize an object)

    5. To what spot is your eye drawn in the painting? This is the focal point.

    6. If figurative, what do you see in the painting? (A dog, a boat, children playing, fruit, a forest,

    a field)

    7. If abstract, skip to the next step.

Next, the describe the art elements in the artwork

    1. Color and Value (Which colors do you see? Are they warm or cold? Bright or dull?)

    2. Line (Are the lines curly, curvy, straight, dotted, zig zagged? Are they a mix? Are they easy

    or difficult to see?)

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    3. Shape and Form (Shapes are two dimensional and flat, like circles and squares, and forms

    stick out into space, like spheres and cubes)

    4. Space (Are objects close together or far apart? What is the positive space? What is the

    negative space? What is in the foreground, middle ground, and background?)

    5. Texture and Pattern

    Texture (Is the art rough, smooth, fuzzy, prickly?)

    Pattern (Does a shape repeat randomly, like pebbles on a beach? Regularly, like a

    checkerboard? Alternating, like an A-B-A-B-A-B pattern in math?)

Reflect on the artwork:

    Now quietly take a look at the artwork for 30 seconds. Think of what story, or message, the artist is trying to send you through this artwork.

Express your experience:

    1. What message is the artist sending you through their art?

    2. How does the artwork make you feel?

    3. Can you relate this feeling to an event in your life, or our world?

    4. Do you think the artwork was worth the work it took to make it?

    Lastly, ask someone else what they think of the artwork, and listen carefully to what they have to say. You will probably learn something new about the art, and may even get to know someone better through talking with them about the art.

Unit 1 Looking at Art

    In this unit, students will:

    Be introduced to the challenge and benefit of looking at Art

    Use the Art Appreciation Guide

    Identify art elements in different prints

    Figure out the story, meaning, or message of the Art

    Express what they have seen

    Learn how to relate Art to other areas of their life

    Draw a conclusion about the artwork

    Apply what they have learned in the classroom with an art docent

About the Art Walk

    Students will see 10-12 different pieces of artwork in the room. We will talk about finding the subject of the art (figurative, representational, or abstract), and review the elements of art as we look at the prints. Then we will examine one print in particular, “Peaceable Kingdom” by Edward Hicks. This painting shows children in a tranquil environment with wild and domestic animals, all getting along. We will go through the Art Appreciation Guide to describe the painting. Once the students have described the art, we will discuss the title and the message of the art. The kids will spend 30 seconds looking at the art, reflecting on what we talked about and trying to figure out personally what the message is. The conclusion students should draw is that the painting carries the message of peace. We will talk about how the message relates personally to the students (have you ever been in a situation when you wanted people to stop arguing and

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    just get along? Perhaps the artist felt as you did and was inspired enough to paint out their thoughts and wishes). We will further examine the idea in the painting of inner peace. Then we will end the lesson discussing whether the artist was successful in sending the message.

Homework Suggestions

    Take the Art Appreciation Guide home. Pick a piece of art in your home and use the Art

    Appreciation Guide (online) to discuss the artwork with an adult.

    Draw a picture of your ideal world. Who would be in it? What would be in it? What would

    people be doing? Use foreground, middle ground, and background to tell your story.

Art in the Classroom:

Art Docents teach the kids to look at art in their classrooms

    Art docents will bring 6 similar art prints (available in the library) to the classroom. Set up the

    art prints, blindfold someone in the class, then have the class go through the Art Appreciation Guide, then take the blindfold off and let the child guess which artwork the class was describing. The art docent will then ask the kids a few questions to relate the art to an experience they have had, and summarize the message of the piece of art.

Art docents lead students in related art projects

    The Sad Clown - Expressing a Message of Sadness in Art

    Students study the print “Profile of a Clown” by Georges Rouault then create a clown picture in tempera paints that convey sadness

    Dove of Peace - Expressing a Message of Peace through Symbolism

    Students study the drawing “Dove of Peace” then learn to hold a paintbrush, use paint correctly,

    paint without using outlines, use a variety of lines, and use symbolism

    A Scene From Your Life - Create a drawing or painting that conveys a message from

    your life

    Students study the print “Boy with a Tire” by Hughie Lee-Smith and then paint a picture with

    graphite pencils and watercolor wash that captures a scene from their life

    Peaceable Kingdom Animals

    Students study the print “Peaceable Kingdom” by Edward Hicks and create a class mural that depicts different animals getting along using paint or oil pastels

UNIT 2: Looking at Michelangelo

    In this unit, students will:

    Learn about the life and times of Michelangelo

    Examine the sculpture “David” with the Art Appreciation Guide

    Learn about the carving vs. building

    See prints from the Sistine Chapel

    Use the Art Appreciation Guide to examine “the Creation of Adam”

    Learn about the process of painting the Sistine Chapel

    Talk about what it means to be a genius

    Know where to see his artwork

About the Art Walk:

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Students will see 4-6 of Michelangelo‟s prints from the Sistine Chapel as well as a statue of

    David and a block of marble. We will talk about how Michelangelo is considered to be a genius. He took his work very seriously, and being a gifted artist was often a burden to him. Michelangelo was primarily a sculptor, and felt that the statue he was carving was already in the marble, and that he was just “liberating the figure from the marble that imprisons it”. We will look at a block of stone and imagine what it would take to carve it, as opposed to building something out of clay. We will use the Question Guide for Art Appreciation and talk about the statue of David, and the story it depicts. The message in his sculptures is narrative, but also lie in the sculpture itself; the strong internal human emotions the subjects felt had no physical release, so the sculptures cause tension in the figure.

    We will look at some of the paintings of the Sistine Chapel. Do people really look that muscular? We‟ll go through the Question Guide and see how his figures have „stony‟ colors and qualities that make them look „chiseled‟. We will talk about the length of time it took to paint the Chapel and how he had to paint lying down.

    Lastly, we will talk about what it means to be a genius, and why people consider Michelangelo one.

    The Michelangelo exhibit, titled “Michelangelo Public and Private: Drawings for the Sistine Chapel and Other Treasures from the Casa Buonarroti” runs at Seattle Art Museum from October 15th, 2009 to January 31st, 2010. See for details.

Homework Suggestions

    Have students pick an art buddy. At recess, when your art buddy is in a moment of action, tag

    him or her. If you get tagged by your art buddy, freeze. If you are frozen, notice the power or your emotion captured in your frozen body. What does it feel like? Stay frozen while your buddy counts slowly to 10. Then tag your buddy. Notice the look of his face, his hands, his posture. This is the „frozen moment in time‟ that Michelangelo was trying to capture in his sculptures and paintings.

    Choose someone you think is a genius. Write a one page essay about why this person deserves

    the title. (Length can be determined by grade level).

Art docents lead students in related art projects

    Painting the Sistine Chapel

    Students will study “Creation of Adam” and talk about how long it took Michelangelo to paint the Sistine Chapel. Then kids will be given a topic that is above us, such as in the sky or universe, tape paper under their desks, and draw or paint on their backs for a set amount of time

    Carving your Masterpiece

    Older students can carve into a block of clay or plaster to make a figure, bust, or piece of abstract art

Unit 3: Looking at Calder

    In this unit, students will:

    Learn about what motivated Calder‟s work

    Look at the variety of artwork Calder made, and the similarities between all of the work

    Apply the Art Appreciation Guide to study one of his mobiles; introduce kinetic art

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Apply the Art Appreciation Guide to study one of his stabiles

    Observe how Calder used continuous lines in both wire art and drawing

    Discuss how his artwork differs from artists of the past

    Know where to see his artwork

About the Art Walk

    Students will view a variety of Alexander Calder‟s fun and whimsical work, which include a few

    art prints, a reproduction of a bird made out of loaves of bread, and an example of a wire sculpture. Also on view will be a mobile (though not by Calder), and a map of the solar system. Students will learn that Calder, who was born in 1898 in Pennsylvania to artist parents, was the inventor of the mobile. As a kid he liked to tinker with things, and was very interested in math and mechanical apparatuses.

    As a young man, Calder was struck by the concept that the earth is part of a bigger solar system, that all these huge planets keep slowly revolving around and around. This was the inspiration for his four dimensional art, which includes organic shapes and natural movement from the air. We will go through the Art Appreciation Guide with one of his mobiles, as well as one of his stabiles. We will talk about how important line is to his work. Lastly, we will look at work from an artist like Michelangelo, and compare their sculptures.

    The Calder exhibit, titled “Alexander Calder: A Balancing Act” runs at Seattle Art Museum from October 15th, 2009 to April 11th, 2010. See for details.

Homework Suggestions

    Create a kinetic piece of art with junk you find around your house - can you balance

    marshmallows on a toothpick on a cork, or a spoon on a bottle? What does it take to make it balance? How do you feel when you look at it?

    Make a pen or pencil drawing of an object using one continuous line.

Art Docents Lead Students in Art Related Projects

    Create a Calder Mobile

    Look at a mobile by Calder, such as “Spider” or “Lobster Trap and Fish Tail”. Work with all four dimensions to create a mobile, working with size, shape, and color to create a sense of balance.

    Create an Abstract Face

    Study the print “Slanting Red Nose” by Calder, and draw an abstract face using line repetition to create movement in a two dimensional artwork.

    Create a Wire Sculpture

    Study one of many of Calder‟s wire sculptures and construct a semi-realistic linear three-

    dimensional expression with wire

    Create a Calder Circus

    Study pictures of Calder‟s circus and look at a circus book to get inspiration. Each child creates a circus figure using molding clay and wire. Display as a unit.

Unit 4: Looking at Chihuly

Unit 3: Looking at Chihuly

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    In this unit, students will:

    Learn how glass is made

    Learn about the challenge that inspired Chihuly to use glass as an art form

    Observe the color, shapes, and positive and negative spaces of the Navajo blankets that

    inspired Chihuly, and how the Navajo art elements were applied to blown glass Learn how glass is blown

    Observe the shapes of Indian Baskets that inspired his next series

    Learn what “centrifugal force” is

    Learn about how Chihuly lost the use of one eye but didn‟t give up, he relied on teamwork to

    continue to create art

    Look at the shape and colors of the Seaforms, Macchia, and Soft Cylinders series

    Learn what an installation is, and be introduced to his installation works

    Know where to see his artwork

    The room will be set up with many photographs of Chihuly‟s art glass representing different series, Navajo blankets, Indian baskets, an example of glass art, a plant with a glass art form in it, and some tools that are used to blow art. Chihuly is a local artist, he grew up in Tacoma. He first became inspired to use glass in art when he was challenged as a student at the U of W to create a weaving (a hand-made blanket) out something that was a non-fiber material. He chose glass. He was a person who loved to learn, and when he wouldn‟t know how to do something, he would ask experts. He is well known for working with people as a team. The result was creating glasswork that incorporated weavings, or as Chihuly said, “the pieces were wearing their

    drawings just as the Indians were wearing their blankets.” I‟ll show the blankets and we‟ll look at the art elements they incorporate. We will look at Chihuly‟s prints and see the same design elements in them. I‟ll ask how students think he made the vessel, then explain how glass blowing

    is done. Next, Chihuly focused primarily with shape, trying to recreate the look of slumping woven baskets with glass. He used a “centrifugal force” to create these pieces, and continued using that form in his many series to come.

    Chihuly lost sight in one of his eyes from a car accident. He relied on teamwork to continue to make more amazing art. We‟ll look at several more prints, including photos of Chihuly working in his studio.

    We‟ll talk about what an installation is, and see some photos of some of Chihuly‟s installations.

    We will use the Art Appreciation Guide to study two of his artworks - the artworks are to be determined.

The Chihuly exhibit is a permanent exhibit at the Tacoma Art Museum. See for details.

Homework Suggestions

    Blow bubbles with bubble gum. The direction the bubble goes is called “centrifugal force”.

    Can you control it? Can you shape it? What do you think the similarities are between blowing bubbles with gum and blowing glass? What are the differences?

    There is a working glass studio and glass school, as well as a gallery and gift shop, on Front

    Street in Issaquah where artists blow glass. You can stop by and see them at work with blow torches shaping the glass. Art By Fire

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

    Art Docents Lead Students in Art Related Projects

    Capture the Look and Feel of a Glass Vessel in a Drawing

    Look at an art glass vessel. Use Lyra drawing pencils to make three of four sketches of the vessel from different vantage points. Capture the flow of lines in your drawing.

    Capture the Lines and Colors of a Seashell in an Abstract Drawing or Painting

    Look at a seashell. Using Lyra pencils or squeeze bottles filled with paint, students make a drawing or painting that is inspired by natural form. Students should do these projects standing up as Chihuly did, and use full, free arm movements. Exhibit the painting by the object it was inspired by, or have the kids look at the object and guess to which painting or drawing it belongs to.

    Glass Fusion

    Use one piece of glass as a base, and use other glass shapes (geometric, organic, and thread like) to lay on top of it. These then are fired in the kiln to create a piece of art.

    Make a Color Wheel

    Create a color wheel. Identify warm and cool colors. Look at 3-4 art prints that show Chihuly‟s

    vessels and see where the corresponding colors are on the color wheel. Discuss the mood they provoke.

    Make an Indian Blanket Design

    Look at a few Indian blankets, front and back. Observe the colors, shapes, and patterns. Observe the use of positive and negative space. Using cut out geometric shapes in construction paper, create your own blanket design.

Museum Exhibit Information

    The Michelangelo exhibit, titled “Michelangelo Public and Private: Drawings for the Sistine Chapel and Other Treasures from the Casa Buonarroti” runs at Seattle Art Museum from October 15th, 2009 to January 31st, 2010. See for details.

    The Calder exhibit, titled “Alexander Calder: A Balancing Act” runs at Seattle Art Museum from October 15th, 2009 to April 11th, 2010. See for details.

The Chihuly exhibit is a permanent exhibit at the Tacoma Art Museum. See for details.

Art Walk Contacts

The contacts for this year’s Art Walks are:

Monica Rockwell, co-chairman

    Gwen Dieker, co-chairman

The contacts for this year’s Art Docent program is:

Heather Hildebrant, chairman

    Donna Gelinas, co-chairman

    Sunny Hills Elementary School Art Walk Program 2009-10 Created by Monica Rockwell

The Teacher Contact is:

Sara Jo Pietraszewski

Report this document

For any questions or suggestions please email