Something to fly My idea. (Grade 5) part 2

The japanese page is this page.

 

Students from class C.

 

We have been working hard to finish the ‘skeleton’ of our work.

The pattern of the frame (as in the longitudinal and latitudinal pieces) has appeared in shapes other than a globe.

These frames are going to be covered with papier-mâché but are quite beautiful pieces of art in their own right.

These are some work focusing on the shape of the bands.

This is one of the aspects of using card to make these.

You can easily adjust the size and shape of the frame.

It was fun to watch people trying to think about their work.

Next time we will add the papier-mâché.

I’m looking forward to seeing it.

Flying in the sky (Grade 5)

The japanese page is this page.

 

 Students from class C.

 

We will make structures from papier-mâché.

First we need to build the frame.

 We first made the shape of a sphere. 

 It was similar to what the students did in Grade 1 for ‘The mysterious egg’.

Lots of people remembered doing it from this.

We also used skills which we used during the 2^nd semester of Grade 5 when the students made 3D models from circles.

 Joining the pieces using a stapler was one of the skills which was useful again here.

Using what we had learned in Grade 2 things went very smoothly.

Thinking about the theme when designing was quite difficult. We came up with some different ideas as we made the frames.

You can see some of the ideas here.

Drawing on a bumpy surface (Grade 5) part 4

The japanese page is this page.

 

Students and work from class C.

 

We coloured our finished canvas.

Students worked with their own theme and objectives.

For example this work is called “Road to the future”.

The road seems to pass from left to right.

It probably tries to capture some of the various events and challenges a road to the future might hold.

It has an interesting title and idea.

 

 This activity used a lot of paint. These are the empty tubes of paint.

 “Teacher, can I stick as well?”

Someone said as their work filled up.

 

There are many different ways of colouring, like spraying with a straw…

You can make different points from the top.

 People stood up to try and finish their work at the end.

 If you stand up you can see across your whole work.

 Those who finished early could help others who hadn’t.

 “Square Earth”

 “Factory”

Painting a bumpy surface. (Grade 5) part 3

The japanese page is this page.

 

Students from class A.

We made our uneven surface from materials brought to class, and then covered it with liquid clay.

Today we will add colour.

 We didn’t want to try and make the surface smooth to paint, instead enjoy how it is different to painting onto paper. 

 You needed to think about how to paint this in reverse.

You can see different shades of colour on the liquid clay.

It creates a very effective image.

Some people have changed the shape of their ‘canvas’ using scissors.

The feel of the piece has changed from when it was all white.

We can think of new colours and textures for the piece.

Some people stand when doing their work.

There was also work to write a description of the work.

The art room had a variety of unique works.

 

Painting onto a bumpy surface (Grade 5) part 2

The japanese page is this page.

 

Students from class C.

 

We first had to cut the hard-board for our work.

There was a big sound from the vibrations of the metal saw cutting.You need to be careful and avoid injury.

After being told how to use it safely the students could use the saw.

In grade 5 the students get used to using similar machines to this, like the sewing machines in Home Economics class.

Gradually they relaxed and could smile.

After cutting the hardboard we could put the cut pieces side by side.

The way these pieces are put together comes from artistic intuition, rather than trying to make something.

Moving each piece in different places until it suddenly seems ‘good’.

The hardboard becomes our canvas.

We glue materials we have collected onto the board.

The students developed their own composition, with random pieces or repeating patterns.

The designs could create some interesting and beautiful pieces.

“Is that liquid clay going to be wasted?”

People have asked.

 “Teacher, what can we use the liquid clay for?”

Students asked.

We are looking at the roughness of the surface we make, but also the colours.

After being painted with white clay there are still some irregularities of colour.

 

Painting onto the rough surface is very different to painting onto paper.

The size of our work means that it is too big to put onto the drying rack.

We needed a new way to dry…

Film cannisters! We used lots of film cannisters.

Since digital cameras became popular it seemed lots of children didn’t know what these were, or what they could be used for.

 This piece now looks like a blank canvas. I’m sorry to the artist, I don’t know which way is up or down with the photo.