Class IV Blog post
Class blog post Class #4
For our fourth project, we decided to mix it up and give students opportunities to move around, interact with different media, and see color mixing in different perspectives. First, we introduced the idea of color mixing and gave them freedom to choose what they wanted to do.
The first station dealt with shaving cream color mixing. Every student took a bag, filled it with shaving cream, add food coloring, then drawing with it like icing on a cake. This allowed students to play and focus on sensory art. Allow some students loved to simply spend time with the material, we saw the students learning through what colors they wanted to make and how. For example, one of our students, Brady, wanted to make the color, green. He expressed his desires and discovered that to make green shaving cream, he had to add yellow and blue. To go a little further, Brady started to explore the idea of the intensity of color. If he put more food coloring in the shaving cream, it was going to be a much brighter color. Our students value playing and exploration and this project was based off of process art, which we have learned is their favorite throughout the semester.
The second station revolved around acrylic paint and unusual tools to apply the paint with. All students were given red, blue, and yellow paint, sponges, and a bundle of straw/sticks. The taped down piece of paper allowed them to use and apply the paint however they wanted to while watching the color reveal other colors. As each student applied different colors over other colors, they started to see that it was changing. Jared, one of our students, was able to express and identify the colors by pointing. Many of our students are at different levels when it comes to color theory, but every single student express their discovery, learning, and excitement in different ways. At this station, students started to personally connect to colors. Brady loves Chuck E Cheese and that was his reasoning for making purple. He had a motivation behind his color mixing and it was really cool to see him develop personal relevance to his artwork.
The third station allowed students to push forward in watercolor and drawing. Because we have incorporated this material in other projects, students were already familiar with how to use it. Although they had background knowledge, we gave them options to use colored pencils and crayons under watercolor for resistance and take a closer look into how colors can be mixed. There were more than just primary colors provided so students had more freedom to mix unusual colors. The ultimate takeaway was that students got to draw, paint, or do both at this station. They could draw circles, or something that interests them. One of our students, Kale, loved the idea of drawing fire so he started to explain what colors he thinks represents heat and what colors represents cold. After, we set out and organized cold and hot colors. Kale discovered ways he could communicate what he was drawing because of the colors he drew with.
By listening to the needs and desires of our students, we have been able to step forward into new projects knowing that the students will be fully engaged and personally connected to the piece of art. These stations allowed freedom, discovery, and simulation though three dimensional and two dimensional art.
For our fourth project, we decided to mix it up and give students opportunities to move around, interact with different media, and see color mixing in different perspectives. First, we introduced the idea of color mixing and gave them freedom to choose what they wanted to do.
The first station dealt with shaving cream color mixing. Every student took a bag, filled it with shaving cream, add food coloring, then drawing with it like icing on a cake. This allowed students to play and focus on sensory art. Allow some students loved to simply spend time with the material, we saw the students learning through what colors they wanted to make and how. For example, one of our students, Brady, wanted to make the color, green. He expressed his desires and discovered that to make green shaving cream, he had to add yellow and blue. To go a little further, Brady started to explore the idea of the intensity of color. If he put more food coloring in the shaving cream, it was going to be a much brighter color. Our students value playing and exploration and this project was based off of process art, which we have learned is their favorite throughout the semester.
The second station revolved around acrylic paint and unusual tools to apply the paint with. All students were given red, blue, and yellow paint, sponges, and a bundle of straw/sticks. The taped down piece of paper allowed them to use and apply the paint however they wanted to while watching the color reveal other colors. As each student applied different colors over other colors, they started to see that it was changing. Jared, one of our students, was able to express and identify the colors by pointing. Many of our students are at different levels when it comes to color theory, but every single student express their discovery, learning, and excitement in different ways. At this station, students started to personally connect to colors. Brady loves Chuck E Cheese and that was his reasoning for making purple. He had a motivation behind his color mixing and it was really cool to see him develop personal relevance to his artwork.
The third station allowed students to push forward in watercolor and drawing. Because we have incorporated this material in other projects, students were already familiar with how to use it. Although they had background knowledge, we gave them options to use colored pencils and crayons under watercolor for resistance and take a closer look into how colors can be mixed. There were more than just primary colors provided so students had more freedom to mix unusual colors. The ultimate takeaway was that students got to draw, paint, or do both at this station. They could draw circles, or something that interests them. One of our students, Kale, loved the idea of drawing fire so he started to explain what colors he thinks represents heat and what colors represents cold. After, we set out and organized cold and hot colors. Kale discovered ways he could communicate what he was drawing because of the colors he drew with.
By listening to the needs and desires of our students, we have been able to step forward into new projects knowing that the students will be fully engaged and personally connected to the piece of art. These stations allowed freedom, discovery, and simulation though three dimensional and two dimensional art.