Monthly Archives: June 2014

We need your help!

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Dear Bell Community,

The Grade 5 & 6 Art and Music program in term 3 will focus on an inquiry project. This project will look at the connections students make with sound art. We need your help. If you can donate any of the following objects and materials that would be great. Please deliver to the art room.


  • Wire

  • Cutlery

  • Whisks

  • Bottle caps

  • Old saucepans

  • Metal coat hangers

  • Nails

  • Tinfoil

Cardboard and Wood

  • Cardboard tubes (especially long, e.g fabric tubing)

  • Sheets of cardboard

  • Wooden spoons

  • Dowl

  • Sticks


  • PVC piping

  • Beads

  • Garden hose

  • Ice-cream/yogurt containers

  • Buckets

  • Pegs


  • Rice and legumes

  • Pasta

  • Latex gloves

  • String and wool

  • Leather off-cuts

  • Grease proof paper

Lascaux paintings continued…

As the students entered the art room they saw the tables had all been pushed together and draped down the sides was black cloth. Inside the ‘cave’ they could hear the sound of a thunderstorm and when they peaked inside they could see candles (battery operated) flickering. I created a Bell P.S ‘cave’ for the students to paint their papier-mâché rocks in, as a way of helping them understand and experience what it might of been like to paint in cramped, dark conditions during the Paleolithic time period. Here are a few snaps from the cave – enjoy!

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Lascaux Cave Paintings

This term, the Year 5/6s have been learning all about the Lascaux cave paintings in France. I lead a series of discussions on the history and science behind these unique and amazing cave paintings. The students used dirt, pastels, charcoal and chalk to create these terrific ‘cave’ drawings. They should be really proud of these works!

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Zebras and The Serengeti

This term, the Year 3/4s have been learning about the Serengeti and creating zebra sculptures. The students started with sketching zebras in their art journals and then moved on to make sculptures made from cardboard, wool and pegs. Simultaneously, the students painted a Serengeti mural that their zebras will be displayed on in the coming weeks. I love how unique their zebras look from one another!

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A great way to teach colour theory is with the children’s book Elmer. I read this delightful story to the Year 1/2s and then we discussed primary and secondary colors and tints and shades. Collaboratively, the students worked on the large scale Elmer, using objects to create texture and shape, while also working on their own miniature Elmers made from tissue paper squares. I know the kids are just as excited as I am to hang Elmer up in the corridor – enjoy!

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Year 1 and 2 Lion Masks

As part of the Animals in Art unit this term, the Year 1/2s created lion masks. As a class, we looked at lion anatomy, learnt some lion facts and I demonstrated the different approaches one could take to draw lion faces. While the students worked on their masks I played the Lion King soundtrack – boy did we have fun! Check out their ‘safari’ photo shoot in the slideshow below!

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Having a hoot of a time!

At the beginning of this term the Preps created these delightful owl collages. During class time we looked at different pictures of owls and discussed their features, read owl stories and I ran a series of guided drawing workshops to help the students feel confident to create their owl works. These wonderful works are housed in their art journals.

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Vocal Sketches Compositions

The voice is one of the most versatile of all instruments. As a music educator I love the way students have complete agency over their creativity when using their voice to express themselves. The creative performances that you can hear below are from grade 5/6 students. Working in small collaborative groups the students were first given a series of 4 sketches. Each group was then to choose one and using varying voice sounds create a short composition to match the sketch. The next phase of the unit the students still in their collaborative groups then had to draw their own sketches on A3. These sketches were then used to create new voice soundscape compositions. When these were mastered the students were then give a different sketch created from students from other classes and again were to interpret the sketches into voice soundscapes. Below are some examples.


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