Last Thursday public artists, Georgina Humphries and Lindy de Wijn visited our art room to run kite workshops with the Grade 3/4s. The kites made in the workshops will be displayed at the Darebin Community and Kite Festival on Sunday 20th of March. These workshops were a wonderful opportunity for Bell students to work with professional artists and enabled them to create an artwork which would be on display for the thousands (yes thousands) of people, which visit the festival every year. If you have a younger child at Bell or perhaps a child in Grade 5/6, who didn’t get the opportunity to participate in the kite workshops, then come along to the festival where there will be free kite workshops for children. Below are a few snaps from our fun day!
The Grade 3/4 students have an exciting art lesson on the 18th of February! Two professional artists will be joining our art class to run workshops where students will be creating kite artworks, which will be exhibited at the Darebin Kite Festival in March. This is a great opportunity for students to be part of a vibrant community event, whilst having the experience of working with professional artists – Chelsea
This unit focuses on Our School Environment. Over the term, Preps will be collaborating to create a mural, which will depict the flora and fauna found in the school grounds. With a brightly colourful twist, students will be creating birds, snails, butterflies and Australian native flowers from a variety of different media. This unit aims to expose students to different art mediums, whilst slowly learning studio routines in the art room.
Grade 1 and 2
Grade 1 and 2 students will be sketching our beloved Bell Primary School grounds. With a particular focus on architectural drawing, scale and proportion, students will create snapshot sketches of our school, which will then be mounted for displaying. This project will allow students to develop their drawing skills. Following on from these sketches, students will again return to our grounds for inspiration by drawing cropped images of the grounds, which focus on line, colour and texture. These abstracted drawings will then be rolled up and placed into a large-scale collaborative sculpture, which will represent the students’ responses to their school grounds through the elements of art. Both these projects give students the opportunity to work both outside and inside the art room.
Grade 3 and 4
Students will have the opportunity to explore the grounds and collect materials, which they will use in their mobiles. Whilst creating this work, students will be encouraged to think about the design of their mobile and how they will incorporate found objects as well as handmade objects such as clay gumnuts and wire leaves. Students will learn how to fuse organic objects with the handmade to create an artwork that shows balance and harmony. In the last two weeks of the term, students will create quirky sketches using organic materials found in the grounds. These sketches will be inspired by the work of artists such as Tatsuya Tanaka and Victor Nune.
Grade 5 and 6
Grade 5 and 6 students will be creating cane and tissue paper lanterns inspired by willow lanterns from winter solstice celebrations in the United Kingdom. Students will learn how to construct a basic pyramid lantern using cane and tissue paper. Students will be able to choose how they would like to decorate their lanterns, whether it be by collecting leaves from the grounds and incorporating them into their work or drawing inspiration from the classroom by incorporating drawings of classroom materials or brick walls. Following on from this project, students will learn the art of sun-printing. Students will use their sunprints as a starting point for a monochromatic painting that will integrate form, line and repetition. Japanese wood block printing will inspire these artworks.
These beautifully delicate works were created by Grade 3/4 students during the Abstract Art unit in Term 4. Whilst creating these works, students learnt about rhythm, movement, contrast and repetition and began to understand the fusion between 2D and 3D, which form relief works.
Over the past year I have been trying to foster a culture of independent working skills, the ability to recover from mistakes and see mistakes from a different perspective and finally, to help students understand the importance of the developmental process of art making. In early Term 3 I interview a sample of students from Grade 1 – Grade 6 and asked them a variety of different questions relating to the topics mentioned above. The feedback and discussion was invaluable and already I’ve seen a shift in the students’ behaviour and how they view problem-solving, making ‘mistakes’ (or happy accidents as I like to call them) and being organised and independent. The poster in the photos below is a visual representation of the data I collected from the Grade 1 – Grade 6 think tank.
Below are the collaborative works of Grade 3/4 students, accompanied by snippets from their artist statements. Some of their conceptual thinking and artistic insight will blow you away. To see these works in the flesh, visit their classrooms and the corridor in the main building – enjoy!
“We chose blue and orange. Blue represents sadness and orange represents anger. Together they make frustration.”
“The yellow represents peace around the world and the darker colours represent poverty and war.”
“All the colours represent something different and that’s what makes our painting a masterpiece.”
“The gold represents that there is just a little bit of happiness, even in the hardest of situations.”
“We discussed a range of topics and eventually decided to choose the topic of an open mind and creativity. The blending and multiple colours, tones and shades are meant to eliminate the boundaries of the imagination in the mind.”
Drawing on inspiration from Visual Art with Chelsea, Grade 1/2 have created film music to describe what can be found in the desert. Sticks, Stones, Snakes, Lizards, Tumbleweeds, Dead Trees and Vast Open Spaces are just some of the things the students chose to recreate using anything and everything they could find in the music room. Some of my favourite music has been created in the desert, which is a place of seemingly infinite inspiration and mystery.
All of these soundscapes were performed live by the students while watching the accompanying video on the projector in the music room. Old school meets new school.
On Thursday, Grade 3/4 students were split into three groups. All groups had a large piece of paper. Group 1 had rulers, Group 2 had a range of eclectic objects and Group 3 used their bodies to trace. In their groups, students had to discuss how they were going to create an abstract artwork with the tools given to them, what their artwork would be conceptually about and how media and colour would infer their meaning. It was a fantastic start to this project! Students were excited, engaged and were able to work through disagreements by voting and compromising. Can’t wait to see what their finished artworks will look like!
The grade 3/4 students spent the whole of Term 3 creating these beautiful Dutch canal house sculptures. Now you may be thinking, “these aren’t landscapes?!” and you would be correct in thinking that. On their own, they are sculptures, but together they become an urban street-scape. There’s a display in the early learning centre, just outside 1/2R’s room – enjoy!