Spring has sprung–Happy May! Here is a peek into some Lower and Middle School artworks.
Kindergarten:
HOT DOGS, COOL CATS: George Rodrigue was born and raised in southwest Louisiana, “Cajun Country,” George Rodrigue preserved on his canvas what he feared was his dying heritage — including its land, people, traditions and mythology. It was a Cajun legend, the loup-garou, that spawned his most famous series, The Blue Dog. Kindergarten students learned about artist George Rodrigue and his creation of Blue Dog. After reading, Why is Blue Dog Blue? Students created their own inspired warm and cool dog and cat composition and after we discussed color schemes and color temperature.
CLAY TEXTURED OWLS: In clay, students sculpted and made textured hanging owls in honor of our school mascot. Using a variety of hand-building skills along with a variety of tools-including dry pasta to imprint texture and designs!
First Grade:
JOAN MIRÓ MAGICAL CREATURES: Joan Miró was a Spanish artist famous for combining abstract art with surrealism. He worked in a variety of media. Not only did he produce paintings and drawings, his body of work includes collages, murals, tapestries, and sculptures. Students took inspiration from Miró’s body of work and created their own combined abstract-surrealist figure highlighting a variety of symbols in the style of Miró .
Second Grade:
PAUL KLEE CAT and BIRD: Cat and Bird is a painting by Swiss German painter Paul Klee, created in 1928. It was made when Klee was a teacher at the Bauhaus Dessau. The painting depicts the wide face of a stylized cat with a small bird perched on its forehead. It is held in the Museum of Modern Art, in New York. Students examined Klee’s work and created their own composition focusing on symmetry and balance.
Third Grade:
NATIVE AMERICAN INSPIRED WEAVINGS: According to Navajo tradition, weaving is the most ancient and sacred practice of their people. Two spirits, the Spider People, brought hemp seeds to the Navajo. Spider Man taught them to make the loom, while Spider Woman taught them how to weave so that they could always provide for themselves. Third grade students took inspiration from this tradition and created these wonderful woven wall hangings. CLAY “SLAM” TRAYS: Third grade explored texture by creating a clay slam tray that they then used patterned textured plates and a variety of pasta to form impressions and designs in the clay. After they were bisque fired students added three coats of glaze–fired again into these colorful creations of form and function!
Fourth Grade:
CHINESE SCROLLS: A hanging scroll is one of the many traditional ways to display and exhibit East Asian painting and calligraphy. The hanging scroll was displayed in a room for appreciation; it is to be distinguished from the handscroll, which was narrower and designed to be viewed flat on a table in sections and then stored away again. Students used sumi brushes and ink to create these wonderful cherry blossom tree scroll designs. CLAY WALL POCKETS: Students created beautiful clay wall pockets demonstrating form and texture. Building on past hand-building techniques students learned how to attach a pocket and add a support to keep the structure intact while it dried. Using texture plates along with a variety of dried pasta shapes they added textural designs and patterns. After they were bisque fired students added three coats of glaze–fired again into these colorful creations where form meets function!
Fifth Grade:
GYOTAKU PRINTS: Gyotaku (from gyo “fish” + taku “stone impression“) is the traditional Japanese method of printing fish, a practice which dates back to the mid-1800s. This form of nature printing was used by fishermen to record their catches, but has also become an art form of its own. The gyotaku method of printmaking uses fish, sea creatures, or similar subjects as its “printing plates“. Prints are made using sumi ink and washi paper. It is rumored that samurai would settle fishing competitions using gyotaku prints. This original form of gyotaku, as a recording method for fishermen, is still utilized today, and can be seen hanging in tackle shops in Japan.
Sixth Grade:
ROCOCO INSPIRED NEEDLE FELTED SPRING EGGS: Rococo art, by nature, was elaborate, playful, filled with delicate colors, and often witty. Rococo is an artistic style which originated in the 18th century in France. Students created these wonderful Rococo inspired spring eggs using the art of needle felting. Needle Felting is the process of transforming wool into 3D objects using a barbed needle. When you felt wool, you’re agitating the fibers so they bond together, creating a solid fabric. Students adorned their springtime eggs with a variety of designs. From cherry blossom trees, to constellations. Once completed they gathered to hang on a birch tree.
CLAY CHIA PETS: Using traditional clay hand-building techniques each student successfully planned, engineered and crafted an animal sculpture. Modeled after the classic chia pet, incorporating drainage and texture for the seeds to adhere to. Each sculpture will grow into a tiny keepsake spring plant. Cultures believed Chia held mystical powers of strength, and energy. Warriors would load up on the seeds for an extra boost before long journeys. Ancient rituals centered around Chia as offerings to the gods.
Seventh Grade:
MATISSE PRINTS DU SOLEIL: Students created stand-out Heliographic prints using organic paper shapes, vibrant liquid watercolors, and sunshine. Discovering how varying areas of exposure to the light create stunning patterns. Looking closely at Matisse’s work, and inspired by his cut-paper shapes, they used sunlight to create their own color-saturated Heliograph prints on muslin fabric. MIXED-MEDIA CLAY LOOMS: Students started with a discussion on the uses of the first weavings (fishing nets, blankets, baskets, rugs, clothing). They then looked at examples of clay looms with themes. Some looms had circular weavings, others had a linear design. Unlike a traditional loom, the weaving in these works is meant to be permanent. Students created a textured clay slab into a loom. Next they will weave a design into the center choosing color fibers to complement their looms. The final touch is a wire hanger to display them!
Eighth Grade:
COLLABORATIVE BORDER MURAL: Each year the graduating class creates a Legacy Art Project leaving their mark and beautifying our campus! This year students created a mural border in the gym inspired by the artwork of the Harlem Renaissance.Students worked collaboratively creating the mural to include images and graphics that represent our school’s Core Academics, Core Virtues, Co-Curriculars, and school motto and mascot.
GOOD LUCK GNOMES: To celebrate their graduation students created Good Luck Gnomes. Using traditional clay hand-building techniques each student successfully created a unique and clever gnome figure sculpture. These gnomes are meant to hold deep meaning, symbolizing protection, good luck, prosperity, and hard work!
HOOD MUSEUM OF ART FIELD TRIP: After discussing in art class what makes a good photo and the history behind the image. Eighth grade students recently got to visit the museum and see the exhibit of Cara Romero: Panûpünüwügai (Living Light) explores the narrative artistic practice of Chemehuevi photographer Cara Romero. Spanning the past decade of her work, this exhibition presents a thematic examination of Romero’s complex and layered images, which celebrate the multiplicity, beauty, and resilience of Native American and Indigenous experiences.
