These are just some of the beautiful impressionistic paintings that were completed earlier this year.
Grade 3 students have become experts on the artist, Pablo Picasso. They have learned about Cubism, his Blue Period, and other facets about Picasso’s work.
Using tempera paint, students created Picasso-inspired pieces that currently adorn McKinne Lounge. These young artists worked diligently for 7 classes to make both the paintings and the frames. The frames were constructed from old Winterfest gingerbread house boxes.
Grade 2 students recently created unique and colorful shoes in their art class. The shoe-building project was a fun way for young artists to explore paper sculpture. The girls first studied Andy Warhol’s shoe advertisements from the 1960’s, then designed the type of shoe they wanted to build. Girls used templates for flip-flops, flats, high tops, and more, working with tape and glue for construction. The final step was applying color by using liquid starch and tissue paper. Below is a closer look at a pair of rainbow-inspired shoes.
Art students began this project by choosing an image of their favorite candy. The image was cropped to create an interesting composition. Using the technique of scale and proportion students drew their images and painted them using Gouache paint (an opaque paint that is a cross between watercolor and acrylic, known for its saturated brilliant color).
Pop Art is a style of art based on simple bold images of everyday items, such as soup cans painted in bright colors. Pop artists create pictures of consumer product labels and packaging, photos of celebrities, comic strips, and animals.
Earlier in the school year Grade 3 students made beautiful California Self-Portraits as part of their Social Studies curriculum. Saaya did the above piece and and shared this:
My favorite place in California is Pinnacles National Park because the slight breeze on your face feels nice. If you ever decide to go on a hike with no work, good luck! If you do go there are big rocks.
Maggie Jo Feldman is in her 7th year at The Hamlin School. She is the force behind a plethora of beautiful artwork that regularly adorns Stanwood throughout the year.
1) Tell us about your approach to teaching middle school art.
I believe that everyone can be an artist if they want to. I like to introduce a project/artist and have a discussion with students, getting them to explore an artist or technique so they can discover what is important about the work. I also like to remind students that just because an artist is famous and in a museum, doesn’t mean you have to like them. My classroom is built around the model of an art studio, there is a lot time for students to work individually and get into their work. So much of their day is about collaboration, it is nice for them to work solo and get to focus inward. I want my classroom to not only reflect the traditional studio environment, but also to be a different place than an academic classroom.
2) What do you enjoy most about working with young artists at Hamlin?
Hamlin students are pretty amazing in that they are really passionate about many things. They are so eager and excited to take on new challenges, especially if those challenges involve being creative and expressive. They come up with the most interesting things. As a teacher, it is most satisfying to see girls complete a project that they initially thought was out of reach. I love seeing that surprise and happiness of completion.
3) Tell us about your own artwork, we’ve heard it has received recent accolades.
For the last 3 years I have been working extremely hard on developing work around the refugee crisis, and gun violence, while also looking into the language of the Constitution. I taught myself to sew and developed a style using free-motion embroidery. It has been exciting for me (after all these years of making art), to be acknowledged with exhibitions and awards for my work. This year I was awarded several awards. The one I’m most proud of was the honor for excellence in stitchery from the Fiberarts Guild of Pittsburgh. My work has recently been shown in Rhode Island, Ohio, Virginia, San Rafael, Los Angeles, and is currently in an exhibition at the San Jose Museum of Quilt and Design. I also have a piece that is slated to be in an exhibition at the Fort Collins Museum of Art in 2020. Thanks for letting me brag. I guess I’m pretty excited about it all!
4) Who are your artistic influences?
I really love conceptual art and look to the work of Ai Weiwei, Yoko Ono, Joseph Beuys, Richard Long, and Glenn Ligon. When I was painting, I looked to Bay Area figurative artists such as Wayne Thibeaux and Richard Debunker. These artists have influenced me over the years, but if you look at my work, I’m not sure you would see the influences.
5) What is one piece of advice that you can give a beginning artist?
Don’t compare yourself to others. Keep working. Keep looking. Keep being critical. Don’t forget to look at the world around you, it is totally inspiring. Draw from your own experience. There are many different styles, making things look realistic is not the only way. Carry a sketchbook. Remember that learning to make art is much like learning anything. It takes practice, patience and some passion.
Cubism was an art movement that revolutionized European painting and sculpture in the early 20th century. The essence of Cubism is that instead of viewing subjects from a single, fixed angle, the artist breaks them up into a variety of areas, so that several different aspects of the subject can be seen simultaneously.
Cubism began in 1906 with two artists, Georges Braque (French) and Pablo Picasso (Spanish) who were living in Paris, France. They were both innovative artists in search of new ways to express space and form in painting. The two worked together closely until World War I broke out in 1914.
Grade 7 students studied the characteristics of Cubism by looking at examples of Pablo Picasso, Paul Cezanne and Georges Braque.
The project began by creating a drawing from a still life set up with Ukuleles. To get the effect of Cubism, lines were drawn across the paper, first to break up the space with the ukuleles shown from different vantage points. The drawings were then turned into paintings using a limited color pallet, which is one of the characteristics of a Cubism painting.
Grade 7 students recently completed vibrant pop culture mash-up art pieces. The project began with students choosing and researching an iconic painting. Girls then selected a pop culture reference to incorporate into their work. This project provided the opportunity for girls to delve deeper into the mechanics of painting. They learned how to: use different size and style brushes, mix paint effectively, refine their brush work, and explore the way a painting is created.
The above piece by Annabelle L. mashes Sponge Bob with The Great Wave Off Kanagawa by Katsushika Hokusai.
Earlier this month, Grade 8 students explored craftivism in their art elective. Craftivism is a form of activism centered on practices of craft. Craftivism includes, but is not limited to, various forms of needlework, including yarn-bombing or cross-stich. Craftivism is a social process of collective empowerment, action, expression and negotiation.
Writer Betsy Greer coined the term craftivism in 2003 in order to join the separate spheres of craft and activism. Her favorite self-created definition of the term states, “craftivism is a way of looking at life where voicing opinions through creativity makes your voice stronger, your compassion deeper, and your quest for justice more infinite.”
Inspired by ghosts and the approach of Halloween, Grade 1 students recently turned McKinne Lounge into a beautiful Pac-Man game. During the research process, girls watched videos of Pac-Man to better understand details about the game. Students had the opportunity to work on their tracing and cutting skills when creating the various color cutouts. In the coming days, Ms. Kallem will be using the art display as part of a math measurement lesson with Grade 3 girls.