Second graders at Laurel Dell Elementary School made their own murals by studying the great collage artists. We looked at art by Romare Bearden and other well known collage artists, looking at how they used textures, shapes and colors to layer their work. We began with a lively discussion of what a healthy neighborhood contains. What do we need besides a home, a school, a library, a hospital, a fire station and a police station? We divided up into teams to make the buildings, trees and parks that we needed. First we sketched in our sketchbooks. Then we turned the sketches into collages. We glued down the roads to provide a framework. Homes included apartment buildings and houses. One student made a motorcycle airplane; another student created a moon house! The art will be displayed in the hallway at school and added to throughout the year.
Third Graders at Laurel Dell Elementary School spent three afternoons making comics! They based their stories on super heroes they designed and created. Each superhero had a special power they used to address a problem in their community. One wolf character breathed fire to light up dark places; another had special hands to help pick up trash. They learned about making speech bubbles, thought bubbles, and background, foreground and middle ground. They also practiced drawing characters in profile so they faced each other while talking. One challenge was drawing characters in profile instead of facing forward. This was a great exercise in practicing that a story has a beginning, middle and end. And something exciting happens! We used a worksheet with question prompt to help the process along.
After making their rough sketches, students copied their best lines onto Bristol board – popular for its smooth, shiny, durable surface. They used special cartooning pens for the final inking. Finally those who had time and interest added color using colored pencils.
What do we look like? What do you see? These are some of the questions that kindergarteners and first graders pondered at Laurel Dell Elementary School.
Looking into mirrors, we touched our faces. Where are our eyes, noses and ears? What color is our skin? How do we show emotion with our expressions? Students started with a sketch, encouraged to draw themselves big enough to use the whole page. We drew faces, necks and the tops of shoulders. Once the sketches were done, students copied their best lines in Sharpie markers. At the following class, we added watercolor. It was important to know when to stop and how to use watercolors carefully so we didn’t make mud! Kindergarteners then decorated cardboard frames, using black and white pastels. First graders used white pencils on black frames. We told a story in the pictures and words we used. The results were wonderful. The portraits will be part of a spring show at the YIA gallery. Stay tuned!
Youth in Arts is thrilled to welcome Kylee Ortiz to our board. Kylee, has always been creative, and she had great support from her family when it came to pursuing her passion. Although she had access to visual art and music in school, much of her arts education was self-led. She explains, “I was lucky enough to have visual art in the classroom regularly although…I was not taught technique or guided to connect to the source of my creativity. Using my intuition, I did those things on my own, in school and out.” Her motivation to pursue the arts ultimately led her to get a Masters in Transformative Arts from John F. Kennedy University. It was there that she realized how omnipresent creativity can, and should be in education. “It wasn’t until I was at JFK that I realized everyone has a creative source, we’re all creators in our own right. Creativity is messy and sometimes dark and that’s ok.”
Kylee recognizes just how important arts education is to developing well-rounded, and confident leaders, “I recognize the transformational power of art and know that when young people are provided a safe space for art making and guidance accessing their creative source, their potential is limitless. With that belief, five years ago, my husband and I conspired a semester long, after-school pilot program. We facilitated transformational research-based art making, non-judgmental dialogue, and exhibited their art in a local gallery. Proceeds benefited a local non-profit.”
Kylee, is a Manager System Administrator at Kaiser Permanante by day, and a renegade prose and multi-media visual artist by night. She lives in San Geronimo with her husband and three children.
We are very thankful to have Kylee’s wonderful energy, compassion and creativity on our board. Thank you, Kylee!
By Shirl Buss, Architect and Educator
We had a wonderful session with the 4th grade students in Mr. Seligman’s class last week. Suzanne, John and I teamed the students in pairs.
Thank you so much for your support: Laurel Dell PTA, teachers and students, UC Berkeley’s Y-PLAN, and the California Arts Council
Families of kindergarten and first grade students joined together for an evening of literacy fun! Teachers Alejandra Vazquez and Krista Wallinger worked with reading specialist Maggie Stevens to share tools for new readers with students and their families. Participants received books to take home, and grown-ups practiced techniques for encouraging new readers.
Youth in Arts’ own Suzanne Joyal and Cathy Bowman (who is teaching the Walker Rezaian Creative Hearts Program with these students) designed a very special book for each child to make and utilize at home. It features the first letters that students learn, and each page is made from an envelope. Students drew a letter on each page, illustrated that page with words and pictures that start with the letter, then scrambled around the room searching for words that would go in each envelope.
Instructions in the book encourage parents to help their children find more words to add to the envelope pages, and then to take the words out to practice reading and writing. Since the binding of the book is just two holes, a rubber band and a popsicle stick, parents and students can continue to add pages as new letters are added to their word wall!
We are also working on refining the Letter Dance: combining sounds and shapes and movements which we can choreograph with words–stay tuned…
Thank you to our supporters~
By YIA Sachiko Moran, UCLA World Arts & Culture intern
Staff Miko Lee and Suzanne Joyal recently presented at the Kennedy Center VSA Intersections International conference in Atlanta on the upcoming IEP Arts Lesson Exchange. They introduced the concept to teachers and asked for their feedback and ideas on how to make it meaningful and useful to them and their students.
For years YIA has seen the impact that arts has on all students and particularly students with disabilities. For students with special needs, teachers must make the time to fill out Individualized Evaluation Plans (IEPs). Often times, when creating these plans, arts are left out of the picture.
YIA began working with a small group to create the beginning of an IEP Arts Lesson Exchange. This will be a free searchable database of arts activities for teachers and teaching artists to access in order to reach all types of learners. Through this exchange, YIA hopes that teachers and artists alike can contribute and benefit from one another’s knowledge and skills, making arts education more accessible. YIA knows that there are countless motivated educators that are keen on sharing and learning. The IEP Arts Lesson Exchange will be a platform on which they can do so.
To add your own activities and learn more go here.
Shout out to UCLA World Arts & Culture intern Sachiko Moran who created the rainbow and tested out the online forms.
By Mentor Artist Tracy Eastman
Short Elementary School’s 2nd and 5th grade “Green Team” were delighted to paint a large mural to brighten up their newly planted garden in the front of the school. Julie Ryan, the 2nd-grade teacher and leader of Green Team, and I decided the most fitting subject matter for the garden mural would be California native flowers, as that was what her students were currently studying. There was, however, a challenge with how and where to display a mural in their garden area. The portable building where the mural was to be painted was said to be transported to another school in the next couple years. For this reason, we opted for a portable mural that would be painted on two recycled vinyl banners. This would allow the 18-foot-long mural to be rolled up and transported to any new location.
Students practiced sequencing (before and after), and also reflected on all of our recent work with observational drawing, imaginative monster drawing, horizon lines, landscapes, and color mixing as they worked in teams of 2 or 3 to imagine the adventure a horse might have in Daisy Come Home. We put all of the images together in a book for the classroom, and now they can practice writing to add words to their part of the story. These students participated in the Walker Rezaian Creative Hearts project last year, and we are able to build on all of their prior knowledge.
Daisy Come Home, By Ms. Nunez’ first graders and Suzanne Joyal (A mostly true story).
A long time ago, before there were cars and lights and motors, my great-grandparents Josie and Buggy lived with their horse Daisy on a farm near the ocean. Every day when the weather was good, Buggie would load his tools onto his wagon, harness Daisy to the front, and ride to the dock at the edge of the ocean. He would load his tools onto his rowboat. Before he got in his boat to row to an island, he would pat Daisy on the rump, and say “Daisy Go Home!”
And every day, Daisy would go straight home to Josie. At the end of the day, Josie would pat Daisy on the rump again, and send her back to the dock to bring Buggie home.
Until the day she didn’t come straight home, and went on an adventure all by herself! No one knows what she did. Where would YOU go if you were Daisy?
Following are a few of the imaginings of Ms. Nunez’ students. Daisy changed colors, went to the mountains, ate some apples and blueberries, made some friends, walked through a snow storm, went to Chuckie Cheese’s, got lost in a rainforest, and even met some dinosaurs!
Thank you for your support, California Arts Council!
By Mentor Artist Cathy Bowman
For the past year, Oak Hill students have been exploring painting and sculpture. We ended the year with a student exhibit that featured several exciting projects. The display featured masks, paintings, drawings and two collaborative works based on the number paintings of artist Jasper Johns. It was important for students to get a chance to survey their own work as well as the art made by their friends. It was hard not to touch the art!
One of the projects the students liked best was using tape to separate space on pieces of canvas. The artists applied oil pastels and paint; once dry, they removed the tape. Some students enjoyed pulling off the tape more than painting! There were surprises of color and lines everywhere, and decisions to be made about whether to leave parts of the canvas bare. We finished off the project by using letter stencils. The artists were very creative and used the stencils randomly, rather than spelling out recognizable words or names.
Another popular project was making sculptures based on the work of Alberto Giacometti. Students began by making wire forms and then covering them with foil and clay. Once the clay dried, the sculptures were painted. Some students made human forms while others created animals.Older Entries »