Subject Teacher: Anja Gharaibah
Contact: anja@askeris.no
Unit 5:
Picasso
Global Concept:
Personal and cultural expression
Key Concept:
Aesthetics
Related Concept:
Interpretation, Style
Conceptual Understanding:
Aesthetics of abstract styles are subject to interpretation
Aesthetics of abstract styles are subject to interpretation
Statement of inquiry
Students will understand that the aesthetics of abstract styles are subject to interpretation through an inquiry into the life and work of Pablo Picasso, his development as an artist and the creation of the first abstract style in art .
Questions of inquiry:
Factual:
- Who was Pablo Picasso
(Inquiry: Students will learn about the life and work of Pablo Picasso)
- Who was Pablo Picasso
(Inquiry: Students will learn about the life and work of Pablo Picasso)
Conceptual:
- Why was Picasso's work outstanding and important for other artists?
(Inquiry: Students will learn about Picasso's development as an artist and the creation of the first abstract style in art)
- Why was Picasso's work outstanding and important for other artists?
(Inquiry: Students will learn about Picasso's development as an artist and the creation of the first abstract style in art)
- Why did 20th century artists choose to paint abstract?
(Inquiry: Students will learn about the different ways of expression in realistic and abstract art and the reasons that led to the development of abstract styles.)
(Inquiry: Students will learn about the different ways of expression in realistic and abstract art and the reasons that led to the development of abstract styles.)
Debatable:
- Is there a more valuable style of art than others?
(Inquiry: Students will discuss the meaning of artistic expression.)
- Is there a more valuable style of art than others?
(Inquiry: Students will discuss the meaning of artistic expression.)
Grade 6 has been working a lot on abstract art. We've been looking at the life and work of Pablo Picasso, especially at some of his his portraits. The students were to create a mask-like abstract portrait in clay. To prepare and plan their mask, students created paper samples. Examples below:
Friday 24. March 2017
After the students had worked out the main facial features and a concept for their mask in paper, the clay masks were made. Students had to build the masks with different layers of shapes and add texture.
Friday 24. March 2017
Today we started our unit with a video about Pablo Picasso and his work. Students learned about different Periods in his life and his work.
seen in class:
Video link: Picasso at the Metropolitan Museum of Art
seen in class:
Video link: Picasso at the Metropolitan Museum of Art
intersesting to watch:
Video link: Picasso Museum, Barcelona
OBS: For our creative project with clay we'll need rolling pins. It would be great, if you have an old one in spare to bring to class. We could also wrap plastic foil around the rolling pin, so it can still be used for baking.
Unit 4:
Abstract Moose inspired by
prehistoric scandinavian rock carvings
Statement of inquiry
Students will understand that abstraction was an early form of artistic expression through an inquiry into prehistoric rock carvings from Alta, Norway and an exploration of the elements of art: texture.
Questions of inquiry:
Factual:
What is prehistoric art?
What is prehistoric art?
What are the rock carvings of Alta?
What are the elements of art?
Conceptual:
How can we create texture when drawing and painting?
How can we create texture when drawing and painting?
Debatable:
Is so called prehistoric art real ART?
Is so called prehistoric art real ART?
Global Concept:
Identities and Relationships
Key Concept:
Aesthetics
Related Concept:
Genre
Summary:
The aesthetics of genres like folk art can be formed by many people to express their identity
SUMMATIVE ASSESSMENT UNIT 4
TASK 1
Next: focus on the antlers. Exaggerate the antlers through enlarging them in size. Now, fill your moose drawing with pattern to create an abstract texture (simulate a texture).
Paint a background with watercolour, using salt to create another form of texture. Use only two colours for your sky and landscape. On a separate paper make different samples of colour combinations before you colour your landscape.
Your exploration (realistic drawings and pattern design will be part of your grade.
TASK 2
Test: You demonstrate your understanding of the relationship between prehistoric art and its context when you know how, why, and when prehistoric art was made.
---------------------------------------------------------------------------------------------------------------------------
Links to prepare for the test:
ALTA World Heritage Site in Norway
Rock Carvings In Tanum, Sweden Unesco World Heritage Site
Stone Age Art History
Friday 10. Feb. 2017
Grade 6 students worked on their final drawing of an abstract moose and practised to create patterns.
Next week we'll have a pre-test about prehistoric art to prepare for the summative task.
Homework due 17/2/17
prepare for pre test, use link below:
Stone Age Art:
https://www.youtube.com/watch?v=NdlQxISNpwY&list=PLzIVkK-TcXUEwQwxDPlKxFj-ZRnBQR0f_
Friday 3. Feb. 2017
Today students created an abstract version of a moose, after they had practised to draw a realistic moose. Below some examples:
Unit 3:
The Swedish Dala Horse
Statement of inquiry
Students will understand that folk art can express a culture’s identity through an inquiry into the history of the Swedish Dala Horse (Dalahäst) and the elements of art: colour and line.
Questions of inquiry:
Factual:
What is folk art?
What is folk art?
What is the Swedish Dala Horse?
What are the elements of art?
Conceptual:
How can we explore colour through printing?
How can we explore colour through printing?
Debatable:
Is folk art old fashioned?
Is folk art old fashioned?
Global Concept:
Identities and Relationships
Key Concept:
Aesthetics
Related Concept:
Genre
Summary:
The aesthetics of genres like folk art can be formed by many people to express their identity
Unit 2:
Dia de los muertos
The Mexican day of the dead
Statement of inquiry:
Students will understand thatVarious cultures have differing views of life and deathThrough an inquiry intothe Mexican "Dia de los muertos” and its artistic expression in Mexican Art and Folk Art.
Key Concept:
Identity
Related Concept:
expression, visual culture
Related Concept:
expression, visual culture
Questions of inquiry:
Factual:
What celebration is the Mexican "Dia de los muertos"? What do Mexican sugar sculls symbolise?
Conceptual:
How does the Dia de los muertos find its artistic expression in Mexican Art and Folk Art? How can an understanding of the Elements of Art: line, colour, and shape help us to make artistic choices when creating a sugar scull?
Debatable:
Do we still need cultural celebrations like the Dia de los Muertos in our modern lifes?
Rubric
Friday, 11th November, 2016
Today all students worked hard on their sugar sculls. Amazing results so far! Grade 6, please remember to come in on Thursday and Friday between 12.00 and 12.30 if you want to continue and finish your sculls!
Homework
Watch the video about the Dia de los muertos traditions again.
Watched in school:
National Museum of Mexican Art
Dia de Los Muertos: A Brief Overview
National Hispanic Cultural Center
TIP! Also worth watching:
Friday, 4th November, 2016
Grade 6 continued to work on their sugar scull drawings. We focused on symmetry, pattern and space.
No Homework
Friday, 28th October, 2016
We started today's lesson with the student's ideas how to create a positive and inspiring working atmosphere in the artroom. The class came up with good suggestions to reward positive attitude and behaviour, which we put in practice right away. At the end of a lesson we nominate and reward:
- the artist of the day (for constant efforts)
- the group with best behaviour and attitude
- students who showed action and initiative (for example in their homework)
with house points.
We also agreed on consequences for undesired behaviour.
1. student receives a reminder to our classroom agreement
2. student gets a verbal warning
3. letter to parents
It was a pleasure to teach grade 6 today and to give so many house points for their good effort! Thumbs up!
Students started their sugar scull drawings today. We focused on symmetry and pattern.
Here some examples:
No Homework
Friday, 21st October, 2016
Grade 6 started their new unit about the the Mexican Day of the Dead / Dia de Los Muertos.
These are the videos we watched in class (find more in the Art folder on the shared MYP drive):
https://www.youtube.com/watch?v=0G8B1FPypOk
Homework, due 28th October
Draw patterns and decorative elements that you can use for your sugar scull. Find detils and inspirations here.
Homework, due 28th October
Draw patterns and decorative elements that you can use for your sugar scull. Find detils and inspirations here.
Unit 1:
Art in Ancient Egypt
Statement of inquiry:
Most Ancient Egyptian Art was not meant to be seen.
Global Context: Orientation in time/space
Key Concepts: Culture
Related Concepts: style, visual culture
Questions of inquiry:
Factual:
What was the purpose and function of Ancient Egyptian Art?
What was the purpose and function of Ancient Egyptian Art?
Conceptual:
1.) How does their art reflect Ancient Egyptians culture and beliefs?
2.) Why does Egyptian art seem to not have changed over more than 3000 years?
1.) How does their art reflect Ancient Egyptians culture and beliefs?
2.) Why does Egyptian art seem to not have changed over more than 3000 years?
Debatable:
‘Egyptian artefacts in museums around the world should be returned to Egypt’.
Your Assessment Task and Rubric:
https://drive.google.com/open?id=0B2hrUCs79CczVWliN2drVGhjbjA
‘Egyptian artefacts in museums around the world should be returned to Egypt’.
Your Assessment Task and Rubric:
https://drive.google.com/open?id=0B2hrUCs79CczVWliN2drVGhjbjA
Friday 30th September, 2016
Today grade 6 students worked on the layout of their posters and started to draw and decorate a border for their posters.
Students can chose Hieroglyphics or Egyptian bandage designs to decorate their border.
The following links shall help you to create your poster:
Border design:
https://drive.google.com/open?id=0B2hrUCs79CczLUV5UlptMTdEYlU
Bandage designs
https://drive.google.com/open?id=0B2hrUCs79CczX0tZeDdiZ3oybUk
Hieroglyphics
https://drive.google.com/open?id=0B2hrUCs79CczUk5RQ3UxZUxEcGc
Balance between text, illustration and background:
Info graphic
https://drive.google.com/open?id=0B2hrUCs79Ccza2FkeTBsdW5PeDQ
Your assessment criteria:
Your assessment criteria / link to rubric
Friday 21th September, 2016
No Art lesson due to a field trip to an exhibition with grade 5.
Friday 16th September, 2016
As a part of our inquiry into Ancient Egyptian Art, students have made face drawings in the style of Ancient Egyptian painting - heads shown from the side, eyes and shoulders from the front. We used oil pastels for brighter results.
I greatly enjoyed to see students do the brave step from their pencil drawing to the pastel colouring! The results are stunning!
I can't stop looking at the these Egyptians! They really show personality, just like the grade 6 artists who created them. Well done!
Today grade 6 students worked on the layout of their posters and started to draw and decorate a border for their posters.
Students can chose Hieroglyphics or Egyptian bandage designs to decorate their border.
The following links shall help you to create your poster:
Border design:
https://drive.google.com/open?id=0B2hrUCs79CczLUV5UlptMTdEYlU
Bandage designs
https://drive.google.com/open?id=0B2hrUCs79CczX0tZeDdiZ3oybUk
Hieroglyphics
https://drive.google.com/open?id=0B2hrUCs79CczUk5RQ3UxZUxEcGc
Balance between text, illustration and background:
Info graphic
https://drive.google.com/open?id=0B2hrUCs79Ccza2FkeTBsdW5PeDQ
Your assessment criteria:
Your assessment criteria / link to rubric
Friday 21th September, 2016
No Art lesson due to a field trip to an exhibition with grade 5.
Friday 16th September, 2016
As a part of our inquiry into Ancient Egyptian Art, students have made face drawings in the style of Ancient Egyptian painting - heads shown from the side, eyes and shoulders from the front. We used oil pastels for brighter results.
I greatly enjoyed to see students do the brave step from their pencil drawing to the pastel colouring! The results are stunning!
I can't stop looking at the these Egyptians! They really show personality, just like the grade 6 artists who created them. Well done!
Homework
Browse the Art folder (MYP drive) reading tab. You'll find various information about Ancient Egyptian Art. Can you tell 5 facts about Egyptian art? The drawing tab provides you with templates you can use for home drawing.
Friday 26th August, 2016
Today Grade 6 students were introduced to their first unit: Art in Ancient Egypt. We talked about the statement of inquiry and the inquiry questions we want to answer throughout the unit.
Note: All students took a print version of the unit summary home, which shows slightly different questions of inquiry. After our class discussion today I adjusted the Debatable Question to the prior knowledge of the students. I also added a second Conceptual Question.
We watched a video about Ancient Egypt (link below) and I was very glad to see the class watching and listening carefully. All questions about the seen could be answered by the students! Great job grade 6!
The students chose to take a reading task home instead of reading about the History of Ancient Egypt in class next Friday. Why? To save their class time for more creative activities! I hear you grade 6! ;-)
A digital copy of their homework can be found the shared MYP drive- G6 Arts.
This is the link to the video
Browse the Art folder (MYP drive) reading tab. You'll find various information about Ancient Egyptian Art. Can you tell 5 facts about Egyptian art? The drawing tab provides you with templates you can use for home drawing.
Friday 26th August, 2016
Today Grade 6 students were introduced to their first unit: Art in Ancient Egypt. We talked about the statement of inquiry and the inquiry questions we want to answer throughout the unit.
Note: All students took a print version of the unit summary home, which shows slightly different questions of inquiry. After our class discussion today I adjusted the Debatable Question to the prior knowledge of the students. I also added a second Conceptual Question.
We watched a video about Ancient Egypt (link below) and I was very glad to see the class watching and listening carefully. All questions about the seen could be answered by the students! Great job grade 6!
The students chose to take a reading task home instead of reading about the History of Ancient Egypt in class next Friday. Why? To save their class time for more creative activities! I hear you grade 6! ;-)
A digital copy of their homework can be found the shared MYP drive- G6 Arts.
This is the link to the video
Friday 19th August, 2016
Our 1st art lesson started with an art quizz about all kinds of art and art styles across the world and times.
Students then worked on a collaborative project as an introduction to this unit which will be continued next lesson.
Homework:
Read through the handout about Egyptian Art. (A dicital copy can be found on the shared MYP drive- G6 Arts.)
Homework:
Read through the handout about Egyptian Art. (A dicital copy can be found on the shared MYP drive- G6 Arts.)
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