Let’s talk about line…

In order to help students understand the element line, I chose to break Starry Night down to its essence. Utilizing just white line on black paper the students explored how to create the principle of movement with line. We first concentrated on the stars and how Van Gogh used line to create movement around them to create a glorious sky! The students took off and I think most would agree that fourth graders can show off what they know now about how to combine the elements and principles. Next? To apply this to a work that is their own landscape! It’s imperative for students to integrate knowledge into a new construct.

“School’s Out for Summer Part 2″

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.

Fishing for ideas for “School’s Out for Summer Part 2″ show at the Hungerford

Heather Erwin, Artist, Educator, Collaborator• 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.

After Miro…

Heather Erwin, Artist, Educator, Collaborator

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)

“After Chagall…”

Heather Erwin, Artist, Educator, Collaborator

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)

Contour line drawings of fourth graders’ shoes

Heather Erwin, Artist, Educator, Collaborator

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.

Heather Erwin, Artist, Educator, Collaborator

Heather Erwin, Artist, Educator, Collaborator

Heather Erwin, Artist, Educator, Collaborator

Third Grade Art Club: Last Day

Heather Erwin, Artist, Educator, Collaborator 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.