Optical art as inspired by M.C. Escher

In continuation of the studies that our whole school enjoyed during our Master Artist Exhibit focusing on M.C. Escher, students in fifth and second grade have undertaken optical art projects that link artistic quality with mathematical skill and understanding.

These works are made using math tools and reasoning to approach precision while offering a trick to the eye that entrances students. Art concepts of contrast in composition and complimentary and triadic color sets are encountered as the pieces are created. These works are both satisfying to complete and a great link between curricular areas as we work towards STEAM+ modeling in instruction.

Great job young artists!

International Music

1) Gajah Mina from Tyler Yamin on Vimeo.


I'm not sure if you've heard, but our World Music Program has been stellar this trimester, with Brazilian rhythm, dance, and song teacher Stefanie Schmitz and Balinese Gamelan musician Tyler Yamin welcoming our young musicians to encounter unique instruments and traditions.

Our PTA, through the Center for World Music, has arranged for a complete Gamelan orchestra to be hosted on our campus for our students' use. As students enter they remove their shoes and take their positions. Within minutes they are creating fascinating, mesmerizing music. Examples of two Gamelan pieces are found above.



 

Celebrating Art Together

Student-designed art show programs (I have one or two left if you'd like a copy)

Thank you for attending our annual Del Mar Heights Art Show! The media and innovations center was transformed with vibrant, thoughtful work representing every child in the school on exhibit. Thank you for supporting the creative work of our students and taking your time to enjoy the evening with me.

Escher would be proud...

As a continuation of our studies of emerging from our Master Artist Exhibit of a few weeks ago, our students have been enjoying the perplexing, challenging, and gratifying arts in the area of optical illusion and effects. Both the second and fifth grades have taken on new projects in this vein with other grades to follow. The math and logic thinking that goes into this type of art is a perfect connection to classroom experience and helps put a very practical spin on subjects that can seem to be devoid of creative spark. On the contrary, as we have seen with Escher, math and engineering are linked inextricably to the creative process. As we first dream, we can then do- and to articulate the whole of the process is the goal.

ArtPartners: Mark Sherman

ArtPartners at Del Mar Heights School: A program to connect students to artists and their work

Students at Del Mar Heights Elementary School will have the opportunity to learn about the work of professional artists through a new program at their school. ArtPartners is an initiative created and coordinated by art teacher Andrew Smith. ArtPartners brings local artists into the school classrooms to share about their life, work, motivation, and process of creation. “I want to demonstrate to our students that creativity and art in practice is not limited to the classroom or to the world of the art show.” reflects Mr. Smith, “I want students to understand that art is a living, active part of the lives and livelihoods of adults and artists in our community.” Artists scheduled to visit Del Mar Heights as participants in the ArtPartners program include local painters, sculptors, textile designers, photographers, surfboard designers, and performers.

The first artist to participate in ArtPartners during this school year was local watercolorist Mark Sherman. He spent an afternoon with fifth-grade students sharing about his work and helping them explore their own creativity in his chosen medium. The fifth grade students responded with interest as they learned from Mr. Sherman and engaged in a simple proportion activity. Later, Mr. Sherman will be back to work on watercolor technique with the students. 

The fifth grade is just in mid-stream on two other large projects, a collaborative mural and a "Ghost ship" printing. However, it's easy to press pause on such things when an opportunity to visit with an practicing artist arises. Please enjoy one of his paintings below and see more of his work in the Del Mar Art Center.

Thank you, Mr. Sherman!

Totems of Self

As part of Fifth-Grade studies students learn about the major Native American groups that are indigenous to our country. Each of these groups has a unique and storied aesthetic tradition. Even our local groups, the Kumeyaay, have traditions of pottery and basketry that are notable-as studied by our third graders.

The People of the pacific northwest have a tradition of creating totems both in isolation and on their famous totem poles as a way of telling stories, relaying importance, memorializing an individual, and communicating emotion.

Our students studied this tradition and then chose an animal totem whose characteristics represented them in a style of conceptual self-portraiture. I, for instance, am the beaver since in the tradition of the Tlinglit tribe the beaver is wise, creative, productive, and very, very handsome (okay, maybe I added that one).

We also looked at the formline design aesthetic that is used on totem poles. Formline design is typified by balance between dark and light colors, concentric shapes, soft edges, dramatic eyes and mouths, flattening of form, symmetry, and ovoid charateristics. Using this study we drew our own formline design totems.

These drawings are then etched into a printing block so the image can be replicated. As the project is finished each child will be able to print their own totem portrait and also a totem pole including their classmates' totems. Finally, we will make class totem poles with every students' print included to be hung in the Multi-Use Room.

This beautiful project blends social-studies academic instruction with personal reflection and a mass of technical art skills. Well done Fifth -Grade!

Interpreting the Revolutionary War as inspired by Jasper Johns' "Flags"

Jasper Johns is a well-regarded American artist from the mid twentieth-century. His work typically dealt with the reimagining of standard symbols- numbers, targets, letters. His "American Flag" series was incredibly evocative of the layering of social and political conversation during the period that he worked during. Issues such as war and equity were at the fore, and his work with the symbol of the American Flag became a nuanced vision of those issues.

As the Fifth Grade students study the American Revolutionary War, there is an opportunity to reflect on that period of our country's history. The struggle for independence, the hope for security, the longing for self-governance all must be thought of as the defining ideas of our country's birth. And as all great social changes are accompanied by tremendous art, I have tasked our students to use technical skill (tape striping, resist painting, three-dimensional craftwork) to create interpretive representations of some aspect of the Revolutionary War or period.

The process is simple and freeing. First, I uncovered what students know about the Revolutionary war period. Then, we learned about Jasper Johns and his "flag" series. Guidelines were given and brainstorming ensued. Sketchbooks were opened and every student produced a plan for a project that was approved by me for further development. Production has now begun and the art pieces are tantalizing and insightful.

This is the type of project that allows for a wide range of final products. Some paintings will be great successes in their outcomes, some sculptures will reach their goals. Others will be a bit less than what the initial vision dreamed. These are all learning experiences of value. In the end, it is the act of synthesizing information, applying it to a new integrative schema, and problem-solving with a coach by your side that creates deep learning. I am proud to coach our young artists forward.

Now, we see some final results. How interesting and textured, how individual and creative. Traces of personal innovation and problem solving are everywhere in these pieces. Connecting social studies, art history, technical work, and truly innovative, individual thinking is a fine activity.

Interpreting the Revolutionary War Through the Lens of Jasper Johns' "Flags"

Two of Johns' Flags

Jasper Johns is a well-regarded American artist from the mid twentieth-century. His work typically dealt with the reimagining of standard symbols- numbers, targets, letters. His "American Flag" series was incredibly evocative of the layering of social and political conversation during the period that he worked during. Issues such as war and equity were at the fore, and his work with the symbol of the American Flag became a nuanced vision of those issues.

As the Fifth Grade students study the American Revolutionary War, there is an opportunity to reflect on that period of our country's history. The struggle for independence, the hope for security, the longing for self-governance all must be thought of as the defining ideas of our country's birth. And as all great social changes are accompanied by tremendous art, I have tasked our students to use technical skill (tape striping, resist painting, three-dimensional craftwork) to create interpretive representations of some aspect of the Revolutionary War or period.

The process is simple and freeing. First, I uncovered what students know about the Revolutionary war period. Then, we learned about Jasper Johns and his "flag" series. Guidelines were given and brainstorming ensued. Sketchbooks were opened and every student produced a plan for a project that was approved by me for further development. Production has now begun and the art pieces are tantalizing and insightful.

This is the type of project that allows for a wide range of final products. Some paintings will be great successes in their outcomes, some sculptures will reach their goals. Others will be a bit less than what the initial vision dreamed. These are all learning experiences of value. In the end, it is the act of synthesizing information, applying it to a new integrative schema, and problem-solving with a coach by your side that creates deep learning. I am proud to coach our young artists forward.

Initial planning sheet:
_________________________________________________________________________________

Jasper Johns inspired Flag Art

A response to The American Revolutionary War 

Name:___________________________

First, Let’s learn about Jasper Johns’ Flag paintings together and talk about his choices.

Requirements:

1. The flag must be a large­ scale organizing symbol in your work

2. Colors must be consistent with the patterning of the flag, though variations on reds and blues are encouraged

3. Text which evokes or makes the viewer think about something in the Revolutionary War must be legible in your work.

4. Any medium is valid, though our timeframe and resources will affect your allowable choices

What are some ideas you have for your work?