ISB ART "Water Installation" Presentation

the Water Installation

An Elementary School Collaborative Sculptural Installation with Artist in Residence Ann Weber

who are we? Jenny, teaches 3rd, 4th and 5th

10th year at ISB

ES Art CAL (Curriculum Area Leader)

also teachers ES Performing Arts (music, dance, drama)

Jesse, 3-5 Visual Arts

1st year at ISB

Jennifer, Kindergarten - Grade 2 Visual Arts

1st year at ISB

We see students twice every 6 day rotation

Introduction

Visiting Artist: Ann Weber

Project Based Learning

Curriculum focus on the Elements and Principles of Art, Standard 2.

How could we involve K-5 students in a meaningful art experience with all of the above?

‘Water, water’

artist in residenceHow to connect ES students with an Expert

How do you get an Artist in Residence at your school?

ann Weber’s work

Ann Weber’s Sculptural Proposal for on-site ISB

“I  will  be  engaged  in  exploring  sculptural  forms  that  relate  to  Water  such  as  fountains.    The  fountain  forms  will  be  inspired  by  the  environs  of  Beijing:  architecture,  people,  parks  ,  shop  windows,    contemporary  art,  history,  Chinese  fountains,  ‘who  knows’  etc.

My  large  forms  made  out  of  cardboard    will  hold  ‘water’  or  be  resting  on  top  of  ‘water.’    But  instead  of  using  real  water,  students  will  create  cardboard  sculptures  that  are  interpretations  of    molecules  of  water,  microbes  and  organisms  found  in  water.”

Why water?

Some ideas from Ann

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project-based learning

What is PBL and how did we try to use it?

Project-­‐based  learning  is  a  systematic  teaching  method  that  engages  students  in  learning  knowledge  and  skills  through  an  extended  inquiry  process  structured  around  complex,  authentic  questions  and  carefully  designed  products  and  tasks.  

We  are  learning  about  PBL  ourselves,  this  is  our  journey  of  shaping  an  ES  sculptural  installation  project  using  the  PBL  ideas  and  goals.

5 main points of pbl

Exhibition

Multiple Drafts

Critique

Inquiry

Authenticity

unit framework

Enduring Understanding: Artists create sculptures inspired by the world around them.

Essential Questions:

Why do we create art?

How do we create art?

What factors influence artists ideas and processes?

1. inquiry

Inquiry

Students  craft  provocative,  open-­‐ended  questions  or  challenges  that  cannot  be  easily  answered  or  solved.  

The  launch  /  inquiry  for  teachers    

The  launch  /  inquiry  for  students  

2. authenticity

Authenticity:  Student  projects  have  real  world  relevance,  have  a  product-­‐oriented  outcome,  evaluate  performance  authentically,  and  target  an  authentic  audience.

Ann Weber: Visiting Artist

GIN conference

PBL

ISB Community

3. multiple drafts

Multiple Drafts:    Students  create  multiple  drafts  for  feedback  with  ongoing  opportunities  to  improve  their  work  and  create  high  quality  products.      

ReElection  and  ongoing  critique  helped  students  discuss,  solve  problems  and  make  improvements  to  the  work.  Sketches  and  drawings  became  some  of  the  multiple  draft  work.  

4. exhibition

Exhibition: Students  exhibit  products  or  present  solutions  and  explain  their  work  to  others  and  respond  to  content-­‐  and  process-­‐focused  questions.    

Process  Documentation  

Letters  written  to  Ann  Weber

Student  Questions  and  Sharing  with  Ann  Weber

Community  Comment  Board

5. critique

Critique Students  engage  in  formal  critique  sessions  to  learn  from  each  other’s  work  and  from  each  other’s  feedback  in  a  structured,  safe  context  that  includes  critique  of  the  process  and  product.

Student  reElection

Final  discussion  and  sharing  with  Ann  Weber.  

standards-based

Standard # 2: Using knowledge of structures and functions

ISB ES Art Benchmarks and Learning Targets

Describe how different expressive features and organizational principles cause different responses. LT: Interprets what was communicated in an artwork by analyzing the interplay of the elements of art and principles of design.

Know the difference among visual characteristis and purposes of art in order to convey ideas. LT: Understands and demonstrates the differences between genres in art. Shows understanding when using the vocabulary of the elements of art.

Use visual structures and functions of art to communicate ideas or creat visual results. LT: Creates visual results or communicates ideas using the elements of art and principles of design.

Reporting assessment ES Art

Creates Art/Develops Ideas in Art/Reflects and Communicates about Art

3-5 Assessment chart

grade 2 reflection and Report

learning to let go

With lots of conversations, sharing and collaboration, each teacher had her own journey in each classroom. We all deal with multiple grade levels, teaching styles, and classroom management.

“Water”

Imagination Sketching “Water”

Observational Drawing

Elements of Art G3

Elements of Art ‘Fractured drawings’

Watercolour Rain: Colour, Space, Shape & Texture

Elements of Art G4

focus on Value

Cylinder Drawings using each element of art

Digital Photos G5

Artist Video and Discussion

Initial Sketch

Grades 3, 4 & 5 project Brainstorm

Water in GAS form=hot tub, tea pot & steam engine

Water as a LIQUID=waterfall, river and leaky pipes

Water as a SOLID= icicles, ice cubes, snow

Manipulation of cardboard, coiling, weaving, overlapping techniques

Construction help

With the help of Jane and Selma, our TAs, and the Maintenance department, the installation began to grow!

Fun and Frustrations

keeping it fun

stapler issues

Grade 5 Hot Air Balloonweaving &

layered sculpture

Teapot, Steam Engine, Hot Tub

Waterfall

Jesse

Fabric & plastic weaving

2-D and 3-D water Pipes

3-D construction & placement

kindergarten - grade 2 art

the elements of art are like building blocks

kindergartners

Drawing “watery” lines in their first ever art class.

Drawing shapes of fish

shape

texture

Color mixing

Reusing bottles to create “Oceans”

kindergarten curators

the finished river

first grade elements

“Watery” lines

states of matter: Solid, Liquid, gas

texture

adding to the river

with the helpof Teaching

Assistant, Ms. Selma

shape

grade 2

Painting Water (Line)

Weaving a waterfall

“Mine looks like algae in the sea!” - Duncan

the changing waterfall

form & value

moving the installation

Grade 1 & 2 curators

“The kids are so excited to show me what they have done!” - Anne, Librarian

sculptural forms

preparing for a visiting artist

questions from grade 1

Why don’t you paint it? –Jayden 1-CS

Why don’t you draw on it? – Jacqueline 1-CS

What is your favorite sculpture? –Rachel 1-LM

What’s the smallest art project you made? –Jacob 1-LM

What is the biggest thing you ever made? Matthew & Jason 1-CS

How do you not fall in the dump when you grab the cardboard? –Teddy and Axel 1-LM

Questions from grade 2

Why do you make them so big? –Chaeyoon 2-PKWhen did you start making sculpture? –Justin 2-NC Does the dumpster smell bad? –Dante 2-JAWhy don’t your sculptures fall down? –Duncan 2-LVHow long did it take you to make the chess piece sculpture? - Barbara 2-JA

Why did you choose this job? Annie 2-LV Why do you make art? –Stella 2-LV

the grand finale

final ‘water, water’ installation