second grade
Posted by Rhonda Mueller, 12/1/03 at 7:28:48 AM.
SECOND GRADERS (for first semester, scroll down past third quarter)
The third quarter of second grade art continues with a study of portraits. the portraits we create in this unit are purely three dimensional and are self-portraits. This study is a focus on process and use of materials in the creation of three dimensional sculptures. Students first create a tin foil mold of their face. The next step involves using the tin mold to create a paper mache like replica of their face. Once the paper mache piece has cured, students may use a realistic or an abstract style to finish their sculpture using paint and three diemnsional materials such as raffia.
In the first semester of this school year, second graders are focusing on the creation of portraits in a variety of ways. I accessed students' prior knowledge of portraiture by first asking them to simply draw a picture of themselves. I do this for a variety of reasons. First I need to see where students are in terms of creating the human figure. This first drawing is also a great reference for students. In the few days they spend in the visual arts rotation, they make tremendous improvement in their skill. This first drawing helps them to recognize just how much they have improved!
In order to define 'portraits", we compare and contrast a number of artworks. Students are given a selection of artworks, some of them portraits, some realistic, some abstract, and yet others are pictures of three dimensional works some of which are also portraits. I divide students into groups and ask that they divide the works of art into two categories, which they have to define. Groups are able to define for themselves what a portrait is. They also compare realistic work and abstract works, discovering the qualities that put these works into each category. In this way, we also address the second LPS core ability - Connecting with Art.
We address the first LPS core ability, employing the creative process, more in the second quarter when students generate several ideas, select one and create the selected idea. This project takes on a more three dimensional form than works of art from the first quarter.
The third core ability is addressed as students learn how artist use color to express specific emotions. Students discuss in the whole group, interpretations of the artists' meaning in a variety of artworks. As we talk about the artists' intentions, we are also addressing the seventh core ability - Talk About Art. We also spend class time talking and writing about our own artworks - reflecting and assessing on the works created in class.
The fourth core ability - Know the Language of Art - is addressed on a continual basis. Students are encouraged to use the names of elements and principles as they talk about art, create art and assess their work. We have focused on the elements of value, color and line and the principles of contrast and emphasis.
The fifth core ability - Creating Art - is something we address every day. AS we explore new materials for creating works of art, and build onthe skills developed in using familiar tools, we create!
The sixth core ability refers to the identification of art careers. Not only do we recognize the portrait artist as a professional, but we also discuss reasons that second graders might use their portraiture skills.
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