Art and Music Tumblr Art of Dog Made Out of Words Tumblr

Energizing Collages!

ReNEW Schaumburg

Middle School Community Based Instruction &  Autistic Back up

Ms. Mia & Ms. Wildy

Student Artists in Ms. Wildy's class accept been working hard to learn and embrace new vocabulary.  For this arts-integrated lesson, we learned nearly the different types of Free energy and how they can change things in our ENVIRONMENT!  After checking in by sharing if we were feeling HIGH ENERGY or LOW Free energy, we reviewed our vocabulary and read a story about characters using heat energy and electrical energy.  Using the ASL sign for energy- we practical some of our creative dramatics skills to create PANTOMIMES for what happened in the story when free energy was used to alter something.  We and then created a SYMBOL for energy and students broke up into two groups to create a collage to demonstrate what happens to a flashlight or a pot of water when energy is practical.  Students chose color palettes to stand for light and steam to finish their pieces!

Arts Integration ReNEW Schools Schaumburg Creative Dramatics pantomime collage Energy Vocabulary Visual Art ASL accessibility MsMia SEL Social Emotional Learning

What is Home? Ogden exhibition- Finding Themes and Connections in The Crossover

ReNEW Therapeutic School

7th & 8th graders ELA & Social Emotional Learning

Ms. Mia & Mr. Robertson

7th and eighth form pupil artists from RTP take been developing their creative skills with Ms. Mia for two years and were finally able to run into their own work hanging on the walls of the Ogden Museum of Southern Art (thru May 22nd https://ogdenmuseum.org/exhibition/abode-is-a-sense-of-identify-a-sense-of-self/ )

After reading the Graphic Novel- The Crossover and learning about artist Tyrrell Winston- students answered the prompt "What is home?" by designing and painting halved basketballs.  Infusing elements of line, color, texture, shape, and symbol- these dazzling pieces uniquely expressed each creative person'due south response. Together we created a collaged "Backboard" of printouts from a google epitome search around a discussion on the theme of the book. Overall, this was a lengthy procedure and required planning and perseverance (even some virtual classes when we couldn't be together in person) but information technology was that much  sweeter when the artists were able to visit their own work aslope some of the nearly talented artists in The Due south.

Many thanks to Alicia, Jamal, Renzo, Derrick, Patrick, Mr. Robertson, Mr. Holmes, RTP,  the staff at Child smART and The Ogden for bringing this beautiful project to fruition!

Arts Integration ReNEW Schools RTP community collaboration Ogden Museum of Southern Art What is Home? Visual Art The Crossover Basketball Tyrrell Winston MsMia SEL Social Emotional Learning

Printmaking Positivity!

ReNEW Laurel/Sci-Tech CBI & ReNEW Therapeutic School

Social Emotional Learning & Visual Arts

Ms. Mia & Mr. Robertson, Ms. Boyce, Ms. Davis and a wonderful support team!

Equally testing season is upon united states and many students and teachers are feeling the exhaustion of a challenging year- we turned to our social emotional learning toolbox to talk about words, visuals, colors, and phrases that Assert us or remind usa of things that make the states Comfortable or ENCOURAGED.  After exploring those large emotional vocabulary words we shared about things that people have said to u.s. that have made us feel proud, loved, cared for, special, excited and positive. From that begin, we pulled out specific words and sketched on our planning document- adding elements of line, shape, and symbol to support our visions.  Each educatee chose a groundwork color that was comforting and we proceeded to transfer our planning sheets to styrofoam to carve out our words and designs.  We used the procedure of BLOCK-PRINTING to create flags to inspire and comfort us in the days and weeks ahead.

Arts Integration ReNEW Schools SciTech ReNEWLaurel RTP printmaking MsMia SEL Social Emotional Learning Block Printing

ISL Dixon

Kindergarten Scientific discipline and Visual Arts

Jeremy Marie and Paul Malbrough Jr

The kindergarten classes were learning about the effects of pushing and pulling. And then i decided to do a lesson incorporating pull cord fine art. Zeb observed me do this lesson before in the week and gave me some bully feedback on how to improve it. I specifically went over contrast with the students before assuasive them to choose two contrasting colors for their inks. I then immune the students to play effectually with the arrangements of the strings while watching how said placements afflicted the outcomes of their swain classmates. The students were then excited to pull the strings and run across what the results that their decisions produced. I then told them to add together other fatigued elements to the works in either like or contrasting colors. The students and so played a game of describing what they saw in each other's art. This lead to some interesting conversation on perception in the post-obit class.

kindergarten visual art inking science

ISL Uptown

4th form Social Studies & Visual Art

Ms. Eliza / Ms. Sonia / Mr. Jean / Ms. Geraldine

In 4th grade Social Studies, students have been learning well-nigh Westward expansion and manifest destiny. In this particular unit, they have been learning about the transportation systems that revolutionized travel and encouraged settlement out w- the National Road, Erie Canal, and the Transcontinental Railroad.

We introduced students to the idea of postcards- how postcards are used to pigment a motion picture of a certain place and slogans tin can be a way to advertise these places. I had students pick one of the transportation systems they learned almost and create a postcard based on information technology. Nosotros and so brainstormed slogans that might assistance advertise these modes of transportation to potential users. Students then created a postcard that featured the mode of transportation, some natural resources that could be expected on its path, and wrote a slogan virtually it advertising it to the earth.

The next class we looked at pictures of the Transcontinental Railroad to jump outset our writing. Nosotros then brainstormed descriptive nouns and adjectives about the environs, the trains, and the different people depicted. Each educatee so wrote a letter embodying someone interacting with their called mode of transportation- these people ranged from workers, to travelers, to fish, to captains. They chose an imaginary recipient and wrote to them describing their time on either the road, railroad train, or boat highlighting the nuances of westward travel.

I loved to see the imagination that students brought into their images and letters-they wrote to people that were of import to them or added in images that they related to. The exercise allowed students to imagine what it would exist like to travel on these systems- why these modes of transportation were both benign and had farthermost consequences.

fourthgrade socialstudies isluptown visualart postcards

Einstein Sherwood Forest

1st Class, Social Studies, Visual Arts

Emily Chiarizio/ Erin Straub

The 1st graders in Ms. Straub'due south social studies class have been focused on beingness careful observers of the earth effectually them and showing their observations through artwork. In this lesson, students learned about the features of different types of landforms. After an introduction to the terms plains, desert, mountains, and several types of bodies of h2o, students made connections to when they have observed these landforms in real life. Nosotros and so looked at photographs of each landform and discussed the types of lines nosotros saw, noticing that the horizontal lines in the plains, the zigzag lines of mountain ranges, and the wavy lines seen in bodies of h2o.

Students then used their observations to illustrate a book showing each landform. Looking at photographs and working with colored pencils to draw the line types nosotros have been studying, students created colorful drawings on each folio, labeling each landform. Students were excited to share their completed books with their classmates and teachers. Ms. Straub said she is then happy with how arts integration has increased both grades and engagement in social studies!

einsteinsf visual arts socialstudies 1st grade landforms illustration

Edward Hynes Lakeview

5th Form

ELA + Visual Fine art/Verse

Mr Adam & Ms Maher

Ms Maher's fifth grade form has been learning near the elements of poetry including lines, stanzas, rhyme, rhythm, and meter. Through independent writing practices, students used an ABAB rhyme scheme to write poems about an impactful issue in their lives.

Through collaging with Mr Adam, students were able to visually convey the events and emotions from their writing. These creative artists sought out new ways to alter their pieces and express the intentional mood of their poems. Some students used ripped scraps of paper, some included only make clean edges with bright colors, and others intentionally frayed their pieces to convey distress or ability.

The most exciting moment for a majority of this course was the risk to share their work. The presenting educatee used their phase voice while their classmates expert active listening in a safe studio space. Both Mr Adam and Ms Maher continue to exist proud of the enthusiasm and dedication exhibited by these KID smART students!!

YAY, Blithesome LEARNING!

kidsmartnola visual arts poesy collage ela 5thgrade hynescharterschool nola joyfullearning new orleans kidsmart artwork studentartwork

Hynes UNO Charter School

2nd Grade, Social Studies & Visual Arts

Ms. Brigid / Ms. Russell

Last semester Ms. Russell'south social studies course explored means to learn almost our neighborhoods and communities using the visual arts. One of our projects was a landscape print made from styrofoam stamps.

We began past brainstorming different things that encounter everyday in our metropolis's landscape - bridges, the Superdome, cars, houses, towers - and practiced drawing our own. We then transferred those drawings onto a piece of styrofoam past applying pressure with a pencil.

Students then spent a grade working individually with Ms. Brigid and Ms. Russell to create their prints, rolling their own ink with a brayer and placing their stamp onto a colorful piece of paper.

Hynes UNO Lease School

1st Grade - Social Studies & Visual Art

Ms. Brigid and Ms. Doussan

Ms. Doussan's students only wrapped upwards a social studies unit on cities, neighborhoods, and landmarks. Nosotros went on observational walks to discover landmarks in our own neighborhood in Gentilly, and learned fine art vocabulary words like "horizon line," "landscape painting," and "printmaking."

This multimedia landscape painting was a project that took many weeks to complete. Students began by drawing a horizon, trees, and plants using colorful oil pastel. They then spent two classes adding water color to their landscapes. Finally, they created styrofoam prints of buildings or other landmarks that they observed in their own neighborhood, or in the neighborhood by Hynes. Using a brayer and some washable ink, students added the landmarks to their mural paintings.

With help from the students, Ms. Brigid and Ms. Doussan created a gallery wall displaying our paintings outside of the classroom. I am then proud of how difficult Ms. Doussan'south grade worked to complete this project. Each footstep turned out beautifully and reflects their creativity and perseverance!

social studies hynesuno visual art landscape printmaking

Edward Hynes Lakeview

2nd Grade - Social Emotional Learning & Visual Art

Mr. Adam & Ms. Lyons

Ms. Lyons 2nd grade class discussed the connectedness betwixt their local community and Mardi Gras. Students were asked to reverberate upon what a float representing themselves may look like if they were to ride in KID smART Krewe of Y'all. Their float needed to include a representation of their interests, an overall theme, and a personalized dubloon.

Some students were interested in designing a flashy float, while others were more than focused on what their float riders would throw to their community. Being able to distinguish what their community would benefit from was something students felt passionately about. Students pointed out that Mardi Gras is all nigh neighbors having fun and helping ane another.

KID smART'due south Krewe of YOU throws:

• chaplet
• food
• blimp animals
• habiliment
• king cake
• money
• homes
• smiles

Mr. Adam & Ms. Lyons were very proud at the empathy their creative students are able to express and the customs needs that they are able to recognize.

sel visual art mardi gras kreweofyou student work drawing social emotional learning community neighbors joyfullearning secondgrade

Langston Hughes University

1st Grade, ELA & Theatre

Ms. King /Ms. Garland

Ms. Garland's students are learning nigh fables and story structure. Fables have a moral or a lesson at the finish. Nosotros decided that at the ripe old age of 6, a lot of us have learned lessons that nosotros can laissez passer down to the adjacent generation. We are taking lessons from our own lives and writing fables!

In order to understand story construction, we worked backwards. First, we came up with our morals or lessons, and and so figured out what action caused that event, and what activeness acquired THAT consequence, and what started it all in the first identify.

We then separate the phase and actors into 3 sections: Showtime, Middle, and Stop. We acted out our fables going forward.

Some of our morals are: Don't take your brother'southward iPhone, Don't run with milk, and Never requite your unicorn hot sauce.

In this video, the moral of the story is: Never apply a pocketknife to open a locked door!

Once we've rehearsed our fables, nosotros will make an illustrated collection of our fables so that our niggling siblings and cousins will be well prepared for life.

LHA Ms.Rex Ms. Garland 1st Class ELA Theatre Fables

International Schoolhouse of Louisiana WB

5th Form Social Studies and Drama/Theatre

Mr. Ojaiden A. and Zeb Hollins 3

5th graders have been answering the question, 'What were the effects of European exploration, invasion, and employ of force on Indigenous peoples of the Americas?' Students take been utilizing drama/theatres strategies (pantomime, tableau, and improvisation) to enact moments from the 'Plummet of the Inca Empire; Labor Systems; and The Columbian Exchange'.

In the above photos, students are identifying the parts of a stage. A diagram of the stage is outlined on the classroom floor using blue tape. Students are asked to stand, and walk to designated areas of the phase. After learning nigh the parts of a stage, students will utilize this information to present original works, and aid frame a afterward performance in the KID's tent at Jazz Fest 2022.

isl drama socialstudies stage children'stheatre

Einstein Sherwood Forest

5th Grade, Math, Visual Art

Ms. Chiarizio / Mrs. Thompson

Mrs. Thompson'southward 5th grade math students take been working to integrate fractions into the creation of cocky-portraits. On a planning sheet, students computed the hours of their days, respective fractions, and brainstormed the sights, sounds, tastes, smells, and feelings of each role of their day. After sectioning off watercolor paper into fractions – each inch of a nine"x12" represents ane/12th or two hours of their day – they sketched in objects and textures to stand for their mornings, afternoons, and evenings. Each segment was then painted with watercolors or colored with colored pencils or markers. To dissimilarity the bright colors of their visual timeline, we used a photo stencil to trace and cut out their silhouettes from black paper and glued them to the background of their days. Finally, students composed a "Where I'k From" verse form and wrote the poem on their silhouette in white pencil.

I learned and so much from working with my students on this project, from how to better give directions and how much time is really needed for students to create work they are proud of, to the style a project can vary depending on how the students have interpreted the prompts and made decisions in their unique artistic processes. More importantly, equally a form level, nosotros learned almost some of the big and small details that brand upwardly our day-to-day lives. Mrs. Thompson's students were able to share a window into where they are from and what makes them who they are.

math visualart 5th class cocky portraits EinsteinSF watercolors

International School of Louisiana ISL DIXON

Kinder French Scientific discipline Visual Arts

Ms. Dutron Mr. Malbrough

Ms. Dutron'south French Kinder class is working on a unit well-nigh healthy environments and pollution. The earth'due south waterways and sea creatures have been the specific focus of this unit. We showed the students videos of sea turtles and other marine animals either getting defenseless in trash or mistakingly eating things similar Styrofoam cups or plastic bags. To give the students some practice with collages besides every bit collaboration I drew two large sea turtles (roughly 2x3 feet) and separated them into two groups. I then gave each kid a small ziplock amorphous full of (cleaned) irish potato scrap pocketbook clippings. The students were then instructed to use the clippings to "colour" the turtles for their groups. Each kid was to completely cease ane section of the turtle or its shell before moving onto a new section. The students apace made up rules for each other similar "but use red on this calibration" or "the shiny side is for the bubbles". I really had to go in mid class and describe bubbles for the students since 1 pointed out that the turtles couldn't jiff otherwise lol. In the terminate there were nigh no incidents and the students worked really well together, with each team coming up with their own unique turtle designs. The following class the students were given smaller drawings that they could now decorate individually using clippings also equally colored pencils for mixed media pieces.

kindergarden visual art science collage fine art collaboration

Esperanza Charter School
1st, Visual Fine art & Social Studies
Ms. Andrea / Ms. Morales and Ms. Small

As an introduction to, and celebration of, Louisiana culture, 1st grade social studies students made their ain king cake collages!

We started with a base layer, the male monarch block itself. Side by side we tore paper into small $.25, using the traditional Mardi Gras colors of purple, dark-green, and gold.

Finally, to resemble icing, we arranged and glued the paper bits on the base layer—an art grade known equally collage. Nosotros used a repeating pattern of purple, green, and gold; purple, green, and gold.

It was delightful to meet all the variation possible from a few simple ingredients; how even with the same three colors and blueprint, everyone's work turned out so unique, then beautiful!

collage pattern social studies visual art showtime grade arts integration louisiana king block mardi gras culture esperanza esperanza charter school ms. andrea ms. morales ms. small

stjohnsurpery.blogspot.com

Source: https://kidsmartnola.tumblr.com/

Share this post