Classroom Connections
GRADE 6 Art Class
Ms. Ropple's Groups 61, 63, 65, and 67
Something New!
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Class Projects
Quarter 1:
1. Artist Mascot Activity
Each group chose a mascot whose last name began with the letter of their group. The class held a scavenger hunt to compile a list of names, then voted for the one that sounded most interesting. The following class, we learned some biographical information about the selected artist and saw examples of their artwork.
2. Introduction to Portfolio Art Homework
We learned about the two types of homework assignments that are required each term: Imagine and Observe. More information here!
3. Art Elements
What are the ingredients in a visual image? The Art Elements! We learned to see
point - line - shape - form - value - color - texture - pattern - space
as a group of recognizable parts that make up anything visual. Artists make decisions about the types of each element they use in their art. An artist's style and message depends upon these choices.
4. Element-Tree
Each student artist created an original composition based on the theme of a tree. Any tree -- real or imagined, one or many, big or small. Any size, and made with any 2D media. Within the design students needed to include at least three different types of each art element, such as fuzzy lines, smooth lines, bumpy lines; organic shape, geometric shape, symmetrical shape, etc. Also, we began learning about the Principles of Design, which describe the ways parts of a work of art (the elements) can be put together in order to create a specific effect. As part of this assignment, students needed to consider balance and imbalance, movement and stasis, and variety.
5. The Beginnings of Art
Where did art come from? Why did it start? We've looked at some of the earliest art in the world and identified characteristics of style, imagery, and media. (Lascaux, Altamira, & Chauvet caves.) Students theorized about why the art was made and learned about the relationship between early man's survival and the images they created. One quality of prehistoric art is the use of contour lines -- sometimes detailed, sometimes abstracted. In class, we learned a technique for drawing accurate contour lines and practiced copying a black and white image using line. We next experimented with line quality and wax resist in the creation of a composition based on the theme of "Our Inner Animals." Students chose an animal that represented them in some way and created an interesting line drawing from a visual resource, such as a photo. They then developed the lines to have a variety of line qualities and experimented with watercolor wash.
Symbols
Students learn about symbols as pictures that represent more complex ideas. We look at some of the earliest art from the Ancient Near East that developed symbols as communication tools, as well as contemporary symbols we see around us today. Students design their own graphic symbols and then create clay pendants that show their individual signs.
Narrative
Once symbols appeared in culture, narrative art (art that tells a story) was not far behind. Artists from ancient times began assembling symbols together in a composition to relate stories of mythology, important events and accomplishments. Students look at and learn about this important time in art when artists made the leap from abstract, isolated symbols to complex, layered narratives. Studio projects include clay figure sculpture, comic strip design, and clay relief sculptures.
