New Ideas, New Words
Classes continued to learn about art history this week.
2nd
We continued to learn about Matisse as we began learning terms for different groups of colors. As we studied the Fauvism movement, we learned the difference between saturated colors (bright, intense, vivid colors) and neutral colors (browns, grays, black, and white), as well as warm colors (red, orange, yellow) and cool colors (blue, green, violet). The color wheel was introduced, as well as the primary triad, a set of saturated colors (blue, red, and yellow) which can be used to make any color we need.
3rd
Third graders built on what they learned last week about M. C. Escher and the Alhambra. We continued to learn more about different way to make repeating designs. We studied symmetry (mirrored patterns) and tessellations (interlaced puzzle piece patterns). M. C. Escher realized that by using tessellations in his artwork, he could combine his love for math with his love for art. We began looking for lines of symmetry in patterns. This enabled us to discover the difference between radial symmetry (symmetry that begins at a center and goes out) and linear symmetry (regular symmetry). We finished by discussing instances of tessellations appearing in nature.
4th
Our class learned more about Hokusai and the woodblock printing processes used in the first Japanese print shops. We discovered implied lines and looked for ways that line can suggest texture through a variety of thicknesses and patterns. As we examined his prints more closely we learned how art can preserve cultural traditions without using words.
5th
In fifth grade we continued learning about Durer and the Renaissance. We learned about patrons, wealthy people who sponsored public artworks. As the printing press became commonly used, and the wealth of the middle class grew, we saw how cheap, accessible prints allowed for new subject matter and freedom for artists. Renaissance artists often used symbolism to communicate ideas and stories in ways that everyone could understand.
2nd
We continued to learn about Matisse as we began learning terms for different groups of colors. As we studied the Fauvism movement, we learned the difference between saturated colors (bright, intense, vivid colors) and neutral colors (browns, grays, black, and white), as well as warm colors (red, orange, yellow) and cool colors (blue, green, violet). The color wheel was introduced, as well as the primary triad, a set of saturated colors (blue, red, and yellow) which can be used to make any color we need.
3rd
Third graders built on what they learned last week about M. C. Escher and the Alhambra. We continued to learn more about different way to make repeating designs. We studied symmetry (mirrored patterns) and tessellations (interlaced puzzle piece patterns). M. C. Escher realized that by using tessellations in his artwork, he could combine his love for math with his love for art. We began looking for lines of symmetry in patterns. This enabled us to discover the difference between radial symmetry (symmetry that begins at a center and goes out) and linear symmetry (regular symmetry). We finished by discussing instances of tessellations appearing in nature.
4th
Our class learned more about Hokusai and the woodblock printing processes used in the first Japanese print shops. We discovered implied lines and looked for ways that line can suggest texture through a variety of thicknesses and patterns. As we examined his prints more closely we learned how art can preserve cultural traditions without using words.
5th
In fifth grade we continued learning about Durer and the Renaissance. We learned about patrons, wealthy people who sponsored public artworks. As the printing press became commonly used, and the wealth of the middle class grew, we saw how cheap, accessible prints allowed for new subject matter and freedom for artists. Renaissance artists often used symbolism to communicate ideas and stories in ways that everyone could understand.
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