{"id":131,"date":"2010-11-27T22:38:27","date_gmt":"2010-11-28T02:38:27","guid":{"rendered":"http:\/\/blog.dearbornschools.org\/garlinc\/"},"modified":"2014-12-17T13:32:44","modified_gmt":"2014-12-17T18:32:44","slug":"fifth-grade","status":"publish","type":"page","link":"https:\/\/iblog.dearbornschools.org\/garling\/student-artwork-2\/fifth-grade\/","title":{"rendered":"Fifth Grade"},"content":{"rendered":"

Art assignments are more than mere projects, they are holistic learning opportunities in which art creation is just one aspect of the overall learning experience. These experiences can include one-on-one discussion, class discussion, reading, writing, art creation, experimentation, movement, singing, and reflection. The product of these experiences\u2014the “art”\u2014demonstrates a student’s understanding of concepts, vocabulary, and craftsmanship.\u00a0\u00a0Below are a few examples of past projects.<\/span><\/p>\n

Australian Aboriginal Dot Painting<\/strong><\/h3>\n

Inspired by the dream paintings of the Papunya Aborigines of Australia, students created dot paintings of their journeys and dreams. \u00a0Each student wrote out a memory of a dream or a trip he or she experienced, then translated\u00a0the important\u00a0words into Aboriginal symbols. \u00a0The symbols were arranged into compositions and the best composition was chosen. \u00a0That composition was drawn with a pencil and then painted with the flat end of a pencil. \u00a0A limited color palette keeps each image in balance. \u00a0Many parents have told me that they have had these paintings framed.<\/p>\n

\"Australian<\/p>\n

\"pride\"<\/p>\n

 <\/p>\n

Cram Line Designs<\/strong><\/h3>\n

Fifth grade students started out the school year with an emphasis on line, detail, craftsmanship and pattern. \u00a0Students began by writing their names on paper, then slowly \u201ccrammed\u201d lines together to camouflage their names in plain sight. \u00a0Colorful borders were added to the exterior. Cram line designs can easily be made at home. All you need is a pencil and some paper!<\/p>\n

\"\"<\/strong><\/p>\n

\"kids\"<\/p>\n

Personal Coat of Arms<\/strong><\/h3>\n

Originating in the Medieval era, a coat of arms is an arrangement of bearings, or images, often depicting on and around a shield, symbolizing family ancestry and distinctions. \u00a0Each student created a list of important people, objects, animals, and ideas, and designed an arrangement of these elements into a coat of arms composition. \u00a0Each coat of arms is subsequently recreated as a clay relief sculpture.<\/p>\n

\"shield<\/p>\n

\"\"

Students create and write about a coat of arms full of symbols about their families<\/p><\/div>\n

\"GE

Each student creates a clay relief sculpture of their coat of arms. A background base supports the sculpture and holes are added to the corners<\/p><\/div>\n

\"GE

After the clay is fired, students used glaze or paint to color their ceramic pieces<\/p><\/div>\n

\"GE

Wires are strung through holes in the clay, enabling their artwork to be hung on the wall<\/p><\/div>\n

 <\/p>\n

Decorative Plaster Masks<\/strong><\/h3>\n

Masks are interesting to people of all ages. \u00a0After learning about masks and discussing their usage, students used plaster and paint to create their own.<\/p>\n

\"plaster\"<\/p>\n

\"plaster2\"<\/p>\n

 <\/p>\n

Imaginary Countries<\/strong><\/h3>\n

A child\u2019s interests, aspirations, and impressions reveal themselves through their artwork. \u00a0By imagining, designing, and creating a map of their own fictional countries, our students are displaying what is important to them in the real world, and how they\u2019d like the world to be.<\/p>\n

Students thought about, discussed, and answered numerous questions about what their own imaginary country would be like, while also learning about the standard features on maps such as projections, compass rose, scale, and a key or legend. \u00a0The maps were created with pencil, water color paint, markers, and colored pencils, with the assistance of plastic shapes, rulers, and a healthy imagination.<\/p>\n

\"map\"<\/p>\n

\"Imaginary<\/p>\n

 <\/p>\n

Paul Klee Cityscape<\/strong><\/h3>\n

Students created their own versions of cityscapes inspired by the artist Paul Klee. \u00a0These cityscapes focused on the same design principles and color theory as Klee: contrast, geometric shapes, warm and cool color dominate compositions, and saturated colors.<\/p>\n

\"city\"<\/p>\n

 <\/p>\n

Grid Self Portraits<\/strong><\/h3>\n

Students learned how to draw a replica of an image by dividing it up into a grid and focusing on one square at a time. Now any picture can be copied, it just takes some patience and practice!<\/p>\n

\"gridportrait\"<\/p>\n

\"grid3\"<\/p>\n

 <\/p>\n

Yarn Weaving by Ms. Ashley<\/strong><\/h3>\n

Students learned how\u00a0use a simple loom to create a colorful yarn weaving. \u00a0Different colors of yarn\u00a0were chosen to represent different members of each student’s family. \u00a0Some students even turned their weavings into bracelets!<\/p>\n

\"zahraa\"<\/a><\/p>\n

\u00a0<\/strong><\/p>\n

Totem Poles<\/strong><\/h3>\n

Students used recycled objects to create their own versions of totem poles. \u00a0Each totem represented a part of each student’s personality, and was combined together with others to create a totem pole. Together, the totem poles symbolized our diverse and wonderful class.<\/p>\n

\"totem\"<\/p>\n

 <\/p>\n

\"\"<\/p>\n

\"Fifth

Fifth graders cheering<\/p><\/div>\n","protected":false},"excerpt":{"rendered":"

Art assignments are more than mere projects, they are holistic learning opportunities in which art creation is just one aspect of the overall learning experience. These experiences can include one-on-one discussion, class discussion, reading, writing, art creation, experimentation, movement, singing,… <\/p>\n

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