Although school is indeed back in session Studio 215 felt it important to show just how much integrity the students from Buckman Heights showed at the end of the school year last year. I hope you enjoy looking at the fantastic results of a show the students and I will never forget. They not only showed their own art work but were able to visit other studios and galleries at the Hungerford Building. So here we go again into a new year for both Studio 215 and the students at Buckman Heights. We will have our “School’s Out for Summer Part 3″ at the end of the 2012 — 2013 school year! Please check out more images by clicking on the exhibits tab.
It’s a process and the students came prepared to interpret the work of Jose Cruz onto their six panels. They broke into groups, brainstormed, started, we regrouped to talk about emphasis and focal point, as well as unity. They regrouped, sketched, had a critique moderated by Ms. Erwin and then got back to work. As they finished sketching I went over their line work with black tempera and got back to work with their collaborators to talk color. They blocked in with art stix and paint and then cleaned up. In two weeks they will be back at it to layer color and finish up. Week three is all about the installation. The parents were AWESOME! And I appreciate them so much as I do their children. What a wonderful experience. ♥
This is a test of the Studio 215 alert system. Had this been an actual emergency the attention signal you didn’t hear would be blasted through the television sets of America. Would anyone see or care? I can only say if Studio 215 is actually alerted to a real emergency it will give instructions in regard to having Beautiful Fun in the Rochester area if doomsday is upon us. Again… This is a test of the Studio 215 alert system. THIS IS ONLY A TEST
• Should each student showcase pieces from their portfolios?
• Should certain students show entire portfolios while others create live work?
• Should each student choose two pieces? One?
• Should they even show their work from school or create installation instead?
• Should we have stations or should we have a treasure hunt?
• Should we set up the weekend before or the day of?
So many decisions to be made… so many pieces of art, so many children with spirit, so much art to share, so much Beautiful Fun. Artwork highlighted created by fifth grader from Buckman Heights Elementary School in Greece, New York.
Studio 215 has risen to the fourth floor in Suite 433 in the Hungerford Building. The miracle actually occurred last November. Oh my… Studio 215 can be so naughty. E-mail Heather Erwin at Humanette66@gmail.com if you feel like stopping by to visit next week! It is Spring Break and this art teacher is going to take advantage of the time and be an artist for the week. Going to work on ideas for a collaboration with a certain artist from Texas. Should be Beautiful Fun indeed!
Another fifth grader’s reproduction project whose decisions led them to Portrait No. 1 by Joan Miró. So happy to be along for the ride on their artistic journey.
(Title: After Miro, Artist: Fifth Grader Buckman Heights, Date: 2012, Medium/Size: Mixed media on white paper, 18″ x 24″, Current Location: student portfolio, Greece, New York)
(Title: Portrait No. 1, Artist: Joan Miró, Date: 1938, Medium/Size: Oil on canvas, Current Location: Modern – Baltimore Museum of Art, Baltimore, Maryland)
Every year students reproduce a piece of artwork they find inspiring and learn about the artist who created it and it’s historical significance. It is a way to see how students creatively process a design problem and teach art history at the same time. What materials will they use to best get the result they want? The original may be a painting but the elementary student may not feel adept at recreating the image in that medium. What background color will they start with? Will they choose to find the contour lines to start their piece or will they chunk the visual information into basic shapes first? The teacher can see what developmental stage the student presents at by looking at their analytical thought process in regard to their usage of elements and principles. Here is one I found interesting not only for what is in the piece but for what the child chose to leave out.
(Title: After Chagall, Artist: Fifth Grader Buckman Heights, Date: 2012, Medium/Size: Mixed media on black paper, 18″ x 24″, Current Location: student portfolio, Greece, New York)
(Title: I and the Village, Artist: Marc Chagall, Date: 1911, Medium/Size: Oil on canvas, 6′ 3 5/8″ x 59 5/8″, Current Location: Museum of Modern Art, New York, New York)
It is incredibly satisfying to see the confidence grow as the fourth graders create contour line drawings of their shoes. After viewing the end results, I am sure you will see why they are so very proud of their accomplishments. This skill helps improve eye/hand coordination. Eye/hand coordination is the visual processing of information to guide hand movements. Eye hand coordination is necessary to a variety of daily, routine activities—from picking up a book to knitting a scarf. It accompanies many syndromes and conditions, such as autism spectrum disorders, cerebral palsy, decreased muscle tone, and certain visual disorders like optic ataxia. Many children with developmental delays also demonstrate poor eye hand coordination. Another example of how art is beneficial to the well being of ALL students.
Breaking the rules of proportion with collage techniques leads to wonderfully silly artwork. The newspapers I had collected were from February so President’s Day Sales were in high gear in the Democrat and Chronicle advertising supplements. Barack Obama, George Washington and Abraham Lincoln were abundant and the kids used their heads in many different sizes paired with everything from basketballs to… just about anything you can imagine. Lots of paper, 2-D art supplies paired with lots of glue, lots of creative risk-taking and most importantly lots of laughter.