8th Grade Project: Radial Name Design

In our current unit we are learning about symmetry and the different ways things can be symmetrical.  This leads into our symmetrical name design project in which we use radial symmetry.

Beginning in our sketchbooks, we first worked out the way we wanted our names to look.  Having been shown example of radial symmetry and previous name projects, students take into consideration the many options that have in the design of their name.

Once they have completed their two initial designs, they move into the image transfer practice.  This gives students an awareness of the key determining factor in their design:  "How does the image transfer change the overall design?".

Kindergarten Project: The Dot

This project is inspired by Peter H. Reynolds' book "The Dot" which can be found at:
http://www.peterhreynolds.com/dot/

So just like the character Vashti, we began with a dot.  The first dots were cut from colored construction paper.  Our next series of dots were added with crayons.  We then used markers to finish our dot compositions.  So many dots and so many unique ways to use them.  

5th Grade Project: Impressionism and Monet

The 5th grade have begun this unit by viewing a presentation over both Impressionism and Monet.  They have learned that the Impressionist were very interested in the effects of light on their subjects.  Using this as our key point, we moved into our first practice looking at light on our subjects.

Our first subjects are some very shiny plastic toys.  Dividing our sketch page into two halves, we then did a line drawing of the toy.  Students were told to look specifically for the shinier spots on the toys and mark those on their line drawings.  Once this was completed, we began to color.  We used small marks (like the Impressionists did) with crayons to apply color.  Students first colored in the shinier spots then they added their subjects actual color around those shiny spots.

In our second half of our page we only used color to create our drawings, we used no line work or pencils. I encouraged them that this was not about the drawing but the idea of looking at light and color, this took the pressure off of them and they became more ambitious with their experimentation.

The students began to see the Impressionism in their own work, often stopping to view their work from a distance.  This because we use small marks to apply our color lead to a smoother appearance of the colors as you moved back from it.  Though once close to the work you could see the small marks - they particularly enjoyed this aspect of the Impressionism.