I set up a large piece of watercolor paper, watercolor palettes of paint, several brushes, and a bucket of water for Libby. Libby and I looked at some landscape paintings to see how artists use horizontal, vertical, and diagonal lines in their landscapes. Libby created her own interpretation to depict the ocean, sky, clouds, and sunset. She is so artistic that it is a joy to work with her!

I set up an espresso pot and tea pot for Aiden to draw. We reviewed sighting proportions by measuring and comparing the widths and lengths of the objects. We discovered that the width of the espresso pot is equal to its midsection height. By taking the time to measure before drawing, Aiden can confidently begin to draw the objects in proportion. Also, as parts of the whole relate to one another, the size of the part and its placement on the page will determine the rest of the drawing.

Aiden learned this drawing principle because he placed the espresso pot in the picture plane up higher to the left and closer to the margin of the paper. As a result, he did not have enough room for the top of the pot or the handle. Eventually, he will learn that placement on the picture plane affects the drawing’s outcome. His use of line to show darks and lights is quite skilled! Aiden is improving in his drawing, and it is a joy to see! Keep up the good work, Aiden!

Cam had two art periods today: 90 Minutes. He worked on color theory. He made a color wheel by mixing equal parts of red, yellow, and blue paint to make secondary colors and equal parts of one primary and one secondary to make tertiary colors. Then he selected a hue or color and created tints and shades with it. He also demonstrated in paint analogous and complementary color schemes. He enjoyed painting, and I encouraged him to start working with paint on canvas. All of a sudden, Jackson Pollock was in the art room! Cam came alive in his Abstract Expressionist painting. He was focused and energized and wants to keep working on canvas with paint! Bravo, Cam!

I also gave Cam a Weekly Art Exit Thoughts sheet to fill out. The questions posed help him to reflect on his work this past week. This reflection is part of the art making process, and it will inform his progress and assessment.
Weekly Art Exit Thoughts:
1) How did you use your own unique ideas and creativity in your work this week?
2) Did you learn a new skill or improve upon a skill this week?
3) What did you communicate through your artwork this week?
4) Did you try a new material or technique, or did you do something familiar?
5) Did you show another student your work and ask for feedback?
6) Was there a challenge or problem in your work this week and how did you resolve it?
7) What is your plan or goal for your artwork for next week?

Aiden had two art classes today: 90 minutes. We are beginning to practice sighting proportions: the relationship of the parts to the whole. It is an important drawing skill that artists use in representational work: people, places, and things. I set up three objects for Aiden to practice drawing using sighting: a blender pitcher, a measuring cup with handle, and an electric mixer with the beaters attached. He learned how to use his pencil, extended straight arm, and one closed eye to measure relationships: 1) How wide is the blender compared to its height? 2) What is the width of the space between the measuring cup and the handle compared to the width of the measuring cup? 3) How long are the beaters compared to the body of mixer?, etc. He chose to draw the blender pitcher with skillful shading and highlights. Building upon his negative space drawing of a chair, he paid attention to the negative spaces and the relationships of the parts to the whole.

I also gave Aiden a Weekly Art Exit Thoughts sheet to fill out. The questions posed help him to reflect on his work this past week. This reflection is part of the art making process, and it will inform his progress and assessment.

Weekly Art Exit Thoughts:
1) How did you use your own unique ideas and creativity in your work this week?
2) Did you learn a new skill or improve upon a skill this week?
3) What did you communicate through your artwork this week?
4) Did you try a new material or technique, or did you do something familiar?
5) Did you show another student your work and ask for feedback?
6) Was there a challenge or problem in your work this week and how did you resolve it?
7) What is your plan or goal for your artwork for next week?

Cam had an extra art class today. Since he is thinking about his next project and enjoys landscapes, I wanted him to look at the landscapes of Arthur Dove. Cam’s work reminds me a little of Dove’s landscapes. I provided Cam with a book of Dove’s work to look at and be inspired by. He said he was not interested in Dove’s work. He wanted to work in clay again to create a three-dimensional piece. He started a 3-D flower and is thinking about form and structure.

Aiden had an extra art class today. Since Aiden has been absent due to illness, I wanted to give him some time to get caught up with his textbook reading before we proceed in the book. I had him read Chapter 7 during class to better understand the concept of the negative spaces drawing of the chair before attempting it again. He said he understood and was able to summarize the concept perfectly. I had his paper and view finder ready. He started the drawing and demonstrated a better understanding. He will finish it in Upper School Art Studio this afternoon.

Cam had 90 minutes of art today. In his first session, Cam finished his drawing with asymmetrical balance, movement, directional force, texture, and values. It is a stunning landscape! Cam can think deeply about his composition and solve visual problems. He is open to pushing himself to grow as an artist! Excellent work, Cam!

During the second half of art at the end of the day, Cam needed inspiration for his new project. We joined the lower school in the cafeteria. Cam played the guitar and the piano and then decided he would work in clay. He created a three-dimensional lizard. I asked him to keep thinking about his new creative project. Being in a different environment, playing some instruments, and working in clay can offer fresh insight.

Aiden worked on another negative space drawing of a chair by drawing the negative spaces. The concept is as follows: once the negative spaces are drawn, the chair is drawn. It is a right brain concept that the left brain has no interest in because it cannot label and name the parts of the chair. This exercise can be challenging because we want to draw the chair and not the spaces around it. Aiden used problem solving and critical thinking in using the lines in the floorboards under the chair as a guide. He was successful!

Libby created and designed a "Mini Me" artwork where she was able to design and craft her hair, a bow in her hair, her face, her shirt, her arms and hands, her legs in pants, and her shoes. She glued the parts together to create a mini Libby.

Libby demonstrated good use of skill in coloring, assembling, and design. We are off to a great start!

Aidan was going to draw another chair by drawing the negative space. However, he is out today. This is an approved planning period.