The artists at Bayside Elementary and Willow Creek Academy, working with youth in arts mentor artist Marguerite Etemad, made art to music.
First we gathered feeling words, bringing to our minds all the ways that we can feel. We looked at Georgia O’Keeffe’s abstract paintings for inspiration. Then the artists listened closely to the music. As they listened to the music they asked themselves the following questions. How does the music make me feel? What do I imagine?
Then they drew with oil pastels while listening to the music. Expressing their feelings and their imaginations in their work.
The artists listened to “Somewhere Over The Rainbow” by Israel Kamakawiwo’ole and “The Beat of My Drum” by Babatunde Olatunji while making their art.
2012 started off in fine style as art class was welcomed back with a fun “get back in stride” project. Students were given an option to be a interior designers or create their own banging custom taco truck. The energy was fun a upbeat as students were able to individualize their works with fun themes. This project will lead into a more in-depth interior design project-stay tuned!!-Peace Mr. K-Dub – Willow Creek Art teacher 5th-8th grades.
The first grade students in Ms. Duran and Ms. Enstice’s class are learning about plants, habitats and ecosystems this year in science. Both classes are working through a project-based approach. Ms. Duran’s class is learning about the rainforest and Ms. Enstice’s class is learning about the forest and it’s ecosystem.
As a beginning to this project both classes are learning about the different part of plants. To support and deepen this learning in art Mentor Artist Marguerite Etemad is working with these artists to learn how to observe.
To help us strengthen our observation skills we took a silent sensory awareness walk. We walked around our school using all our senses and paying special attention to leaves. Noticing how many different types of leaves there are. Noticing all the different shapes and sizes. Looking closely at each side of the leaf and noticing how the two sides are different. We spent extra time in our school garden.
We learned how to do pure contour and contour drawing.
We talked for about the whole process and then I asked: What did you like best? What did you notice/learn? What was easy? What was hard?
“I liked going on the nature walk. Drawing a leaf without looking (pure contour) that was hard.” – Greta
“ I liked coloring the leaves.” – Lily, Zebah, Collette and Diana
“I liked doing (drawing) the real leaves.” – Antonio
“I liked when we went out in nature and sat down and draw.” – Brianna
Teachers enjoy a creative painting project giving them tools and skills for future classroom beautification projects. Teachers were grouped by grade levels asked to come up with a phrase or slogan, brainstorm & sketch ideas, then given materials and a basic banner.sign and painting lesson. Great upful positive energy!
A Group Exploration of Line, Shape, Pattern
STRETCH / EXPLORE
Mentor Artist Marguerite Etemad began her art year with Willow Creek K-4th graders with a group exploration of line, shape and pattern. We did our exploration in crayons, oil pastels, colored pencils, and markers. Artists explored line and shape with the different materials and compared the results
Children moved to their table groups and worked together, encouraging them to stand if they liked, and explored line shape and pattern.
Matteo – “Look the oil pastels are getting lighter and lighter every time.”
Jason – “Look at my sun.”
Matteo -“Gosh, look at my blue sun. It’s amazing.”
Charlie – “It’s not gonna work. You put water on this.”
Johnathan – I’m not going to make an alien. I’m gonna make some stairs.”
Luke – Some plastic could be poisonous. It’s okay if they break. Hey I got black first then you got black first. See?
Ryan – Do you want to make houses?
EXPRESS ~ I asked them to stop, put their materials down and their hands on their heads and look at their work for a minute and asked them what do you see? and what do you wonder? What do you imagine? Does you drawing have a title, or a story? Do you want to put your name on the drawing? Where can you put your name to make it part of the drawing?
Abby – “I’m gonna draw my name on here.”
Zaiden – “He made a rainbow pattern and he made three rainbow fireworks. What’s always going in your body when you are quiet?”
Noel – “Your lungs. I like painting houses and making airplanes.”
Madeline – “I like to draw houses and like icecreams. (Oil pastels) they are wet like paint. You can erase it with your hands.”
Dante – “They’re a little like paint.”
We let a story emerge and added our names into our work so that our names were part of our art.
REFLECT ~ Then we took a gallery walk.
In Ms. Schmidt’s class while sharing about this art activity, I asked;
“What did you notice while you were drawing?
How are crayons and oil pastels the same and different?
Here are some of their responses.
“Oil pastels are more oily than crayons.” Zachary
“That oil pastels are more dark”. Riley
“Oil pastels make a noise when you draw.” Magnus
“Only when you go really fast.” Riley
“One spread out one didn’t.” Louise
“The pastels when I was drawing slowly they didn’t make even a sound and when I used the crayons they didn’t make a sound.” Ithaka
“When I used the crayons they squeaked.” Tarri
“The oil pastels are the coolest thing ever.” Charlotte
“When you put pastels first and crayons then and put more oil pastels they spread.” Addie
The first graders when asked these questions responded:
“Oil pastels are different because texture, looks like it has holes.”
“Oil pastel brighter, pencil darker than crayon”
“I learned something new, (materials) are different because they have different textures.”
“Oil color a lot. Feels like it’s a little slippery, looks like its wet.”
“Oil darker and smooth”
“Its slippery.” (oil pastel)
The first grade artists spent a lot of time talking with each other about how to make their drawing and where to put things.
Each drawing represents one school day during the 2010-11 school year, during which time Toczylowski worked as an arts specialist with Youth in Arts in the Sausalito Marin City School District.
Toczylowski taught grades K-5 at both the regular public school, Bayside Elementary, and the charter school, Willow Creek Academy, which reside on the same campus. The black-and-white ink drawings explore the personal and political experiences of a teacher working in a diverse community. From the small, inspiring moments of working directly with students to challenging situations that highlight the social and racial inequities prevalent in schools, Toczylowski gives us glimpses of the 21st century American classroom.
Student work is exhibited through process books that document the students’ arts learning experiences. Using student quotes, photos, and tangible examples, these books make visible the student-centered curriculum YIA encourages in the classroom.
By displaying Mentor Artist and student work together YIA intends to show the influence that professional artists can have in K-12 education.
Closing: Saturday, Nov. 5, 4-7 pm
Visit the Youth in Arts Gallery Monday through Friday 11-2 or by appointment (415-457-4878).
Our June 11th Lights On! Exhibit highlighted the work of fifth graders from Willow Creek Academy. This final project combined their skills in collage, writing, and photography to communicate their internal thoughts, hopes, and dreams.
The young artists have been thinking about what might be going inside the mind of Molly, the main character in their language arts book, Indian Captive. With their classroom teacher, Nathania Jacobs, they did an Open Mind Project in which they explored Molly’s interior world. Ms. Jacobs prompted them with questions like, What are her deepest thoughts about life? What does she imagine for her future? What does she wonder and hope for? What does she wish and dream about?
Working with Mentor Artist Brooke Toczylowski the students were then asked to ponder these same questions about themselves and to use their art skills to ENVISION and EXPRESS their own inner world. Explorations in photography and collage throughout the year-long residency with Brooke served as scaffolding for this final collage project displayed here in the inaugural Youth in Arts exhibition. This integration project is part of a larger Who Am I? curriculum being created by Youth in Arts, which uses art to link students’ personal voice to social studies and language arts standards.
During the Light On! Opening Mentor Artist Brooke Toczylowski was available to facilitate a hands-on component. Viewers were invited to use the fifth graders work as inspiration and then to take their own photograph and create a personal collage. The walls in the art making studio below outlined the steps in the project and offered ideas and advice.
The hands-on component was extremely popular, with parents getting just as involved as their students. One of the priorities of the Youth in Arts Gallery is to provide and inspire these art making opportunities that are designed in conjunction with the gallery exhibit.
First Graders in Ms. Duran and Ms. Jackson’s class at Willow Creek Academy studied the rainforest all year using a project-based learning approach. The culminating performance consisted of large murals, shadow puppets, and a rainforest musical!
Working with YIA Mentor Artist Brooke Toczylowski in art class the artists learned about plants and trees from the rainforest and created large murals that highlighted their discoveries about science and color mixing. See the previous blog post entitled How Can I Be a Scientist AND an Artist? to check out the process.
After an INSPIRING Teacher Professional Development with Daniel Barash, a shadow puppet master and the Director of the Shadow Puppet Workshop, the rainforest musical took on a shadow puppet form. Kids created shadow puppets out of simple materials and got excited about practicing their performance. For a packed house they sang songs and bounced their shadow puppets across the three stages.