Students studied artist Mikalene Thomas’ dazzling painted and bejeweled portraits, then mixed bold paint colors and created a self-portrait that projects power and shows a direct gaze. Students then embellished their finished paintings with rhinestones.
Second graders studied Paul Klee’s painting “In the Night Garden.” Students then sketched after receiving the prompt, “What kind of flower would you like to grow in an imaginary garden?” The answers should be based on students’ interests, which is why we ended up making prints of “pizza flowers,” “football flowers,” or “rocketship flowers.”
“Thinking With a Line” Circle Prints
Third graders reused an everyday item, the cardboard lining from a roll of tape, to experiment with printmaking. Each student dipped the cardboard roll in black paint, and then printed the form repeatedly on a page. After the paint dried, students used color blending techniques to fill the spaces they created with similar colors of oil pastel.
Students studied four national parks- the Florida Everglades, Shenandoah, Mammoth Cave and Acadia. Students then used principles of perspective and contrasting color choices to create painted landscapes.
Fourth graders were each assigned a state to study in social studies. In art, we studied illuminated letters from the Middle Ages, and also looked at a few modern interpretations of letters formed by different objects. Students then used facts about each state to create themed banners for their presentation boards at their State Fair.
Students study the drawings of M.C. Escher as well as classical Islamic geometric motifs to create tessellations. Tessellations are mathematically-generated designs that fit together like puzzle pieces. They are repetitive and contain no gaps or overlaps.
Fifth graders studied Adinkra prints from Ghana, which are traditionally carved from gourds and are used to make ceremonial patterns on cloth. Students then chose from 10 different Adinkra designs which correspond to the Bullis core academic and institutional values. Once students selected their design, they transferred it onto a block and used linoleum cutting techniques to carve away the negative space and create 12 prints.
Students used hand-building and slab construction techniques to create detailed and realistic ceramic sculptures of their favorite foods.
Students used software to alter digital portraits, and created a latch hook pattern. They then hooked the rugs, one piece of yarn at a time. The rugs each contain 3600 yarns, and took between two and six months to complete.
Fifth graders studied the painted assemblages of artist Elizabeth Murray, and watched a video on her process and style. Then we worked collaboratively to design sets for “Wonka,” the 5th grade play. We used Murray’s aesthetic to design playful elements for four different scenes in the play.
Seventh grade students study the aesthetic idea of organized texture and complete a project in ceramics using texturing techniques in clay. In addition, they explore the same idea on paper, using paint, collage or any other supply to create a 2D art work using the ideas of abstraction, organization and texture.
Inspiration for works vary from person to person. Over the course of time, an artist can have dramatic shifts in his/her style. As a young artist, students researched contemporary artists to find inspiration who served as a springboard for their final project.Each artist carefully considered concept, approach, material, presentation as well as the Elements of Art and Principles of Design.
Every artwork is unique with a specific perspective and point of view. Some art is more focused on political commentary, responding to an event, preparing for a campaign, or a combination of the two. Students participated in a conversation about visual campaigns, art with strong messages with a purpose. Each student chose a topic or event to address. Some involved social commentary about 9/11, sexual assault, gender inequality, etc.The project allowed for freedom of media. Some chose mixed media and three-dimensional elements while others prepared a projected image and a presentation with music.
Pinch pot/Spirit Animal: A pinch pot is a simple form of hand-made pottery produced from ancient times to the present. It is one of the most basic forms of hand built pottery. The pinching method is a means to create pottery that can be ornamental or functional, and has been widely employed across cultures and times.Students combined two pinch pots to create a clay spirit animal, a creature that embodies their personal interests and character.
Coil Vessel: Coils, also referred to as "chord," is another hand-building technique with a long tradition. The structure of the ceramic is based on the design of the coils being layered on top of one another. Students designed and built a coil vessel by rolling each individual coil, stacking and blending to form a sturdy form.
During the final unit, students were to combine handbuilding techniques to create a complex, sophisticated ceramic sculpture. Using pinch pot, slab construction and coil, they placed a personal connection on the design of these final projects.
Inspiration for works vary from person to person. Over the course of time, an artist can have dramatic shifts in his/her style. As young artists, students researched contemporary artists to find inspiration as a springboard for their final projects. Each artist carefully considered concept, approach, material, presentation as well as the elements of art and principles of design.