ISB ART "Water Installation" Presentation
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Transcript of ISB ART "Water Installation" Presentation
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the Water Installation
An Elementary School Collaborative Sculptural Installation with Artist in Residence Ann Weber
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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
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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?
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‘Water, water’
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artist in residenceHow to connect ES students with an Expert
How do you get an Artist in Residence at your school?
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ann Weber’s work
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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?
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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.
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5 main points of pbl
Exhibition
Multiple Drafts
Critique
Inquiry
Authenticity
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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?
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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
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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
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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.
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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
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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.
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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.
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Reporting assessment ES Art
Creates Art/Develops Ideas in Art/Reflects and Communicates about Art
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3-5 Assessment chart
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grade 2 reflection and Report
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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.
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“Water”
Imagination Sketching “Water”
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Observational Drawing
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Elements of Art G3
Elements of Art ‘Fractured drawings’
Watercolour Rain: Colour, Space, Shape & Texture
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Elements of Art G4
focus on Value
Cylinder Drawings using each element of art
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Digital Photos G5
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Artist Video and Discussion
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Initial Sketch
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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
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Manipulation of cardboard, coiling, weaving, overlapping techniques
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Construction help
With the help of Jane and Selma, our TAs, and the Maintenance department, the installation began to grow!
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Fun and Frustrations
keeping it fun
stapler issues
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Grade 5 Hot Air Balloonweaving &
layered sculpture
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Teapot, Steam Engine, Hot Tub
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Waterfall
Jesse
Fabric & plastic weaving
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2-D and 3-D water Pipes
3-D construction & placement
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kindergarten - grade 2 art
the elements of art are like building blocks
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kindergartners
Drawing “watery” lines in their first ever art class.
Drawing shapes of fish
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shape
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texture
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Color mixing
Reusing bottles to create “Oceans”
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kindergarten curators
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the finished river
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first grade elements
“Watery” lines
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states of matter: Solid, Liquid, gas
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texture
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adding to the river
with the helpof Teaching
Assistant, Ms. Selma
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shape
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grade 2
Painting Water (Line)
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Weaving a waterfall
“Mine looks like algae in the sea!” - Duncan
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the changing waterfall
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form & value
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moving the installation
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Grade 1 & 2 curators
“The kids are so excited to show me what they have done!” - Anne, Librarian
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sculptural forms
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preparing for a visiting artist
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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
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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
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the grand finale
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final ‘water, water’ installation