Welcome to the art room and chess club web page
IN THE ART ROOM
Art is an important part of your child's elementary education, regardless of whether you think he or she will be the next Lawrence, Picasso or Cassatt. Children are active learners, and making art is a hands-on activity that expands the imagination and exercises creativity. In the art room we help to develop small motor control and hand-eye coordination. Making art sharpens the powers of observation and concentration and builds creative problem solving skills. Art helps students communicate creatively, and It's also lots of fun!
Please stop by to see our March/April art show. The work is being displayed on the first floor between the K-1 hall and the music room.
ART ROOM ACTIVITY
Whittier is full of artistically creative students. Sometimes their ability is first seen during the early kindergarten years, and it grows as the student does. Often times a students skills jump out during a particular project and continues to build as the year goes on. Some students prefer a certain medium, and their ability shows itself during one project and hides during another. We have worked on many projects up to this point, and here is a hint as to some of the things we have done:
KINDERGARTEN AND FIRST GRADERS
MOSAICS
Students saw a presentation on mosaics. Many of the children were very impressed with the complexity and colorful details found in some of the pieces. Students learned that mosaics were made with a variety of materials, including seeds, glass, and traditional tiles. All students were then asked to create their own simple mosaics using colorful paper.
EDWARD TULANE
The most recent assignment has been shared by the whole building. Students were asked to illustrate a portion of Edward Tulane book that appealed to them. Many, if not all of the illustrations were carefully considered and rendered. Older students were asked to use watercolors as their source of color, while younger students were given an option of a few different mediums to use.
WASSILY KANDINSKY
Wassily Kandinsky is one of my favorite artist to share with students. His abstract and non-objective pieces can be a challenge for 4/5s, and his Farbstudie is always fun for our primary students.
MARC CHAGALL
Marc Chagall's work is perfect for the K/1s. His story is interesting and his paintings are so imaginative, creative and child like. Ask your son or daughter why Chagall painted himself with so many fingers on one hand. I am curious to know how long they will remember the details of his story.
DANCING SNOWMEN
Our winter theme focused on snow, and that for young students means snowmen. When we work in tempera paints, I always re-visit the proper way of using these medium. I have asked students to focus on being patient artists, because tempera paints work best when artists take their time and allow the drying process to work for them. Wet on wet is not always a good technique to use with tempera paints. This year I wanted students to put a little life into their snowmen, so I asked them to have them dance. We talked about the various body positions that can be used to show, not just movement, but dance movements. They turned out great!
Ceramics
Clay is always fun, and time consuming. I not only want them to work in clay but also understand the process along with the hazards. We talk about where clay comes from, with just a slight mention as to how it is created. We have discussed the kiln, and how and why it is used. Students were constantly reminded that the drying process is a long one. After the clay pieces dried for five weeks, they were fired. Those pieces that survived the bisque firing were then underglazed, clear glazed and fired again. The hardest part for students is obviously the wait. The hardest part for me, is when I have to tell a student that their clay piece did not survive the firing process. The whole process was fun for everyone, and all of the pieces made it through.
Crayon Resist
This is an early project used to experience the colorful Fall season. Watercolors are re-introduced at this point. This medium is the most challenging form of painting for young students. Learning to control the flow of water takes a great deal of practice. I use the crayon resist technique to help students control their paints. As students get older, I try to use the technique less and less.
SECOND AND THIRD GRADERS
EDWARD TULANE
ILLUSTRATIONS
The most recent assignment has been shared by the whole building. Students were asked to illustrate a portion of Edward Tulane book that appealed to them. Many, if not all of the illustrations were carefully considered and rendered. Older students were asked to use watercolors as their source of color, while younger students were given an option of a few different mediums to use.
PAPER PORTRAITS
This was one of the beginning projects. It was a brand new school year, and everyone was happy to be back. This project was done as a self awareness exercise. Students were asked to create a self portrait through the use of construction paper. Mirrors were handed out so that students could take a close look at themselves. Construction paper, of various skin tones, were made available so that students could select the skin tone that came the closest to matching their own. We discussed facial features, and how although we share those features, we still have a unique look all our own.
CERAMICS
The clay project for our second graders was a sun disc. We discussed how many cultures used the symbol of the sun to represent a new beginning. Third graders have a traditional clay assignment called the Big Mouth. This project uses the largest amount of clay ever used, which can be very challenging for third graders.
PICASSO
Students were introduced to one of my favorite artist. We talked about his Blue Period, Rose Period, and Cubism. We settled on trying our hand at creating paintings that celebrated Cubism. Third graders created portraits in the style, and second graders drew houses. Check them out on Artsonia.com.
POSITIVE and NEGATIVE SPACES
Students created construction paper compositions focusing on positive and negative space. This was a challenging project that called for precise cutting and placement of shapes. Many students struggled with the concept but did well in the end.
OPTICAL ART
Students were introduced to creating Optical Art through the use of geometric shapes and a two color, coloring pattern.
CARTOGRAPHY
We began our map making assignment with a discussion on map facts. What are some of the things that we must have on our maps? We decided that our maps must have a compass rose, a key, land, and water. Students were asked to make sure that they used their creativity when making their own maps. Imaginary maps were acceptable and recommended.
FOURTH AND FIFTH GRADERS
LINE SHAPE COLOR
We began the year with a reintroduction to some of the art elements: Line, shape, color, and space. The students were to create a non-objective composition using the listed elements. I am so pleased with the way students are able to receive an art assignment and get right to work without a lot of additional explanation. Many of these compositions are simply beautiful and so original.
KEITH HARING
Mr. Haring, a super star artist, made his mark on the world. He began his rise in the art world by drawing on empty ad panels found on the walls in New York's subway system. The public loved his art so much, he became world famous quickly. Our large paintings were done in recognition of this fine artist.
PAUL KLEE
We looked at some of the beautiful work of artist Paul Klee (clay). We began by laying a chalk background bfore adding a subject to our composition. Some students struggled with determining a subject, while many knew exactly what they wanted to do. The struggle is an important part of the life of an artist. Many say that a struggle must come before growth.
WINTER LANDSCAPES
Color was the focus of these tempera painting. White dominated these compositions, but students were asked to find a way to add color to make these painting s more interesting to the viewer. Students were also asked to add a detail of their very own. All students were successful at varying degrees.
EDWARD TULANE
ILLUSTRATIONS
The most recent assignment has been shared by the whole building. Students were asked to illustrate a portion of Edward Tulane book that appealed to them. Many, if not all of the illustrations were carefully considered and rendered. Older students were asked to use watercolors as their source of color, while younger students were given an option of a few different mediums to use.
MATH PAINTINGS
Students were asked to create a paintings that relate to math. They were to focus on whatever math they are working on in their classroom. We talked about math symbols and puzzles, and to my surprise a few students understood the Fibonacci sequence. Some of the compositions were very straight forward while others were more unique in their rendering.
POINTILLISM
Many students learned about artist Georges Seurat and the painting style that made him memorable. Students were then challenged to come up with a subject for a pointillism composition. Once the subject was determined students were to sketch out the idea on a sheet of paper. Color was to be added by using the pointillism style. Patience is a must for this assignment.
POP ART
The clay assignment for our 4/5 multiage classes relate to Popular Art, an art style made famous by artist Andy Warhol. Students were asked to think of their favorite foods, and select one that could be re-created in clay. Certain foods would be much more effective in clay than others, so students had to be selective. A few students selected bacon as their favorite food, while others took a much healthier route by choosing fruits.
ARTSONIA.COM
Whittier School has been a participant in a worldwide art gallery site known as Artsonia. Artsonia allows us to share students' artwork with family and friends near and far. Many of our artists have acquired large fan clubs made up of family and friends. Some of our artists have had fans from places as far away as Germany. Because of the world-wide access, Artsonia makes a point of protecting every child's privacy. Last names are never shared with the general public. First names have a numerical code to ensure that students who share common names can be distinguished. Every artist also has a security code number. This number is needed to directly access your child's work. Contact Mr. Patterson for that security code.
My goal has always been to include every artist in the school, but to date that goal has eluded me. The good news is that families can now upload artwork from home. All you will need is a digital camera, a computer and internet access. Once you have registered with Artsonia, you may add your child's artwork immediately.
Students' work may be purchased on t-shirts, bags, mouse pads and more, without the pressure of timelines. Work may be purchased today, next week, or next year. Please support our artists and your children.
Visit our online gallery now.
http://www.artsonia.com/schools/school.asp?id=102533
STARRY KNIGHT CHESS CLUB
2013 TOURNAMENT NEWS
The tournament was held Saturday March 16th, 2013 at Longfellow school. Our team arrived around 8:00 a.m. eager and nervous. I learned, after talking to many of the coaches, that most teams were made up of fourth and fifth graders, while our team had only one fifth grader in the ranks. Each team member had to play three rounds. Each win earned us 2 points, a draw meant 1 point, and no points for a loss. Our team played well, and all nervousness faded away as each team member sat down with their first opponent. In the end, we missed third place by one point, but had a very successful tournament. Our future is bright, with the talent that we have, we will be back.
Our tournament players were led by co-captains, Alex Yuan and Vince Lee. The rest of Whittier's team consisted of: Charlie Matyas, Isaac Rechtin, Mykal Waters, Aiden Klass, Jack Van Dyke, Sebastian Aguilar-Ripley, Lucas Kult-Banout, Camari Bolger, Pablo Gonzalez, Evan Villarreal, Ezra Stukel, and Dante Stukel.
Our STARRY KNIGHT CHESS CLUB has always been open to both girls and boys, but getting girls to join has been a struggle in the more recent years. Next year I am out to get more girls into this game. I am seeking a female staff member, who plays chess, to join me. It won't be another chess club but it will be a chess group for girls only. "Girl Power Chess" is what we will call it. The idea is to get them playing and hopefully slide them right over to chess club in the long run. Girls need to know that they can learn and play chess as well as anyone, even boys.
