Last week the fourth graders made blue prints of their "duck architecture" idea. Before doing so, I told students to decide (since they are the architects) how tall and wide their building would be. For scale, I told them that a 3 story row home is 30 feet tall and 15 feet wide. Assuming every floor they want in their building is 10 feet tall, students estimated how tall and wide they would want their buildings to be. After discussing proportion and scale, they set out to draw their blueprints. Below are some of their designs. They used a ruler to draw their building to scale based off of their own key (1 inch on paper = 5 feet; 1 inch = 10 feet, etc). By dividing the height and width by the same denominator, students are keeping their buildings in proportion. They did an amazing job!
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On Wednesday, I began class by reading the beautifully illustrated book "What Do You Do With an Idea?" By Kobi Yamada. The fourth graders had a great discussion interpreting the story and imagery. They even shared some of their own creative ideas that they would want to give more attention. This discussion warmed us up for our duck architecture project. Duck architecture is the nickname for buildings that are designed to symbolize their purpose. I showed students images of a giant duck in long island that sells ducks and duck eggs, a basket company in Ohio that makes baskets, and so on. I had students think of three ideas for their own duck architecture building and they shared these ideas with peers. After choosing their final idea they began a thumbnail drawing in their sketchbook. Students will develop these ideas over the next few weeks to plan, draft and create their ideas. I'm looking forward to seeing these designs develop!
Last week, the fourth graders moved away from their two dimensional polygons, and began discussing and working with three dimensional geometric shapes- also known as forms, which is an element of art. In order to understand how to draw their shapes, I had students build their own still life using modeling clay. Every student picked a shape card and was responsible for making that shape for the table. After they were done, they then had to draw at least 3 of the forms built by their peers. They had a great time playing with the clay after meeting the objectives.
This past week, I talked to the fourth graders about shading, and how it can make their drawings look 3D. We talked about light and shadows as well as value, another element of art, which helps to define and render a form. I told them this was just practice, and they did an overall amazing job for most of their first times. Look at their shaded forms below! The fourthgraders missed two classes in a row due to school events/conferences. Last week they picked up where they left off by drawing a larger 12"x12" grid so they could lay out their paper polygon tiles. I told students that the goal of the project is to create balance, (ideally radial or rotational symmetry). I also assured students that if this was not possible with their polygon, they could use their piece as a tessleation to create a pattern. Considering the amount of class missed, and this complex concept, they're off to a great start and will transition into their new topic this coming week.
During our last class, I reintroduced balance to the fourth graders, this time giving examples of radial symmetry, versus bilateral or reflectional symmetry. Students then set out to make paper tiles in the shape of their polygon from the previous class. Next, they will create a larger grid to help them organize their polygons into a balanced design!
Last week the fourth graders had multiple tasks at hand. To start class, students compared and contrasted multiple tessellation designs and were asked to make two designs that could fit into each other like puzzle pieces. They practiced measuring a 2" by 2" grid on their papers and cutting their grid into usable paper squares and triangles. From there, they used a practice board to help them create a polygon design that was no bigger than 4" by 4". Students will continue to manipulate their designs and shapes and come closer to constructing a mini paper patchwork quilt.
To continue our conversation about shapes, the fourth graders are moving into a project based on designing shapes for a paper patchwork quilt. I began class by reader the first part of Valerie Flourney's book "The Patchwork Quilt" about a young girl who continues the tradition with her grandmother. Students then answered questions in their sketchbooks for their do now. They brainstormed why people have made patchwork quilts for centuries. I showed students images of quilts hanging in the Philadelphia Museum of art and we discussed the shapes, symmetry, and overall thought process behind these geometric art works. We then had a brief discussion about polygons, and watched a very catchy song/video about these closed, 2D shapes. Students used the remainder of the class to experiment with the tangrams again to create and record polygons of their own.
The fourth graders missed their last art class due to Yom Kippur, so this past week I had them review the big ideas introduced last time. Students filled out a review card about symmetry and positive/negative space. If they had not yet made their paper cut outs, students used their original sketch to complete their project. Those who finished their work last time, used a set of tangrams to build symmetrical designs. They then copied their designs into their sketchbook and drew and labeled the line of symmetry.
Last week the fourth graders were able to put those sketchbooks to use and they planned out their symmetrical positive/negative space project. We discussed symmetry as a type of balance in regards to the principles of art. We also discussed positive space as the main idea and negative space as the background and left over "scraps" between the shape of the main idea. I asked students to think of one symmetrical thing in nature and use their sketchbooks to draw and plan their artwork. Some students were able to move to the next phases of building and cutting their final design.
Job well done! |
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