. Ms. R's 3rd grade class enjoyed this painting project. 
Tuesday
November 2008
Color WheelMixing paints to make a color wheel
. Ms. R's 3rd grade class enjoyed this painting project.
. Ms. R's 3rd grade class enjoyed this painting project. November 2008
Art Theory
Meet the Color Wheel
Students worked in teams using manipulative to build on previous information regarding lines, shapes and forms and moved into color-vocabulary words and concepts were introduce such as color wheel, complementary colors, primary colors, secondary colors, warm and cool.
Meet the Color Wheel
Students worked in teams using manipulative to build on previous information regarding lines, shapes and forms and moved into color-vocabulary words and concepts were introduce such as color wheel, complementary colors, primary colors, secondary colors, warm and cool.
October
Art Around Town
Mixed Class
Poster Project
Serna Center
Overview: Working with students in a mixed classroom setting (grades 2-6, Macomber and Wittenborn) all of whom are deaf or hearing impaired to create a
poster design as an artistic form of communication.
The students went through many steps of creative development from research and sketching to lay-out and completed design. For the purpose of this project the class focused on theme of littering. The project was completed in 4 art sessions
over a period of 2 weeks.
This project was supporte in part by the ARI (Artist Residency Institute) and the UC Davis extension program.
Student work will be on display in the ground floor showcase at the Serna Center (central office for the Sacramento Unified School District) through November
Mixed Class
Poster Project
Serna Center
Overview: Working with students in a mixed classroom setting (grades 2-6, Macomber and Wittenborn) all of whom are deaf or hearing impaired to create a
poster design as an artistic form of communication.
The students went through many steps of creative development from research and sketching to lay-out and completed design. For the purpose of this project the class focused on theme of littering. The project was completed in 4 art sessions over a period of 2 weeks.
This project was supporte in part by the ARI (Artist Residency Institute) and the UC Davis extension program.Student work will be on display in the ground floor showcase at the Serna Center (central office for the Sacramento Unified School District) through November
October 2008
After School Landscape Art
The After School Academy is another service offered at David Lubin. The Academy provides a wide rang of after school programs available on a per session bases. The California Landscape collage featured on this site was created in our after school Landscape Art class. 21 Students’ grades 2-6 were provided visual source material and encouraged to use expressive colors and line. They were allowed to select their preferred drawing materials from oil pastels, construction paper crayons, pencils and colored pencils. This art piece was submitted to CSBA for consideration by the selection committee for Senator Darrell Steinberg.
The After School Academy is another service offered at David Lubin. The Academy provides a wide rang of after school programs available on a per session bases. The California Landscape collage featured on this site was created in our after school Landscape Art class. 21 Students’ grades 2-6 were provided visual source material and encouraged to use expressive colors and line. They were allowed to select their preferred drawing materials from oil pastels, construction paper crayons, pencils and colored pencils. This art piece was submitted to CSBA for consideration by the selection committee for Senator Darrell Steinberg.
September/October 2008
Egyptian Sarcophagus
The 6th Grade Egyptian Art project connects to the sixth grade Social Studies curriculum theme Ancient Civilizations. Over a period of 3 workshops students developed their own sarcophagus* design based on source material such as photos and books about ancient Egypt. Students were encouraged to use hieroglyphs and Egyptian god/goddess in their designs. Students developed 2 designs one on foil (gold/silver) and the other on paper. The third design element was a mummy drawn with white pencil on black paper. 
The project was assembled like a book with each layer opening up to expose the next design.
The gilded sarcophagus of King Tut is probably the best known of the Egyptian sarcophagi.
The 6th Grade Egyptian Art project connects to the sixth grade Social Studies curriculum theme Ancient Civilizations. Over a period of 3 workshops students developed their own sarcophagus* design based on source material such as photos and books about ancient Egypt. Students were encouraged to use hieroglyphs and Egyptian god/goddess in their designs. Students developed 2 designs one on foil (gold/silver) and the other on paper. The third design element was a mummy drawn with white pencil on black paper. 
The project was assembled like a book with each layer opening up to expose the next design.*A sarcophagus refers to the carved, usually stone case in which the linen-wrapped mummy was placed.
The gilded sarcophagus of King Tut is probably the best known of the Egyptian sarcophagi.Monday
September/October 2008
Name Tile
Using their name as a graphic starting point, 4th and 5th grade students developed a colorful abstract tile design. These designs are reminiscent of tile elements found in many of the Spanish missions. This was a three part workshop focusing on the elements of art (line,
shape and color) as well as the principles of design (balance and unity). Students developed sketches into finished drawings using pencil and then added color with makers and or colored pencils. Finished tiles were matted on construction paper and will be displayed as a group wall piece.
Using their name as a graphic starting point, 4th and 5th grade students developed a colorful abstract tile design. These designs are reminiscent of tile elements found in many of the Spanish missions. This was a three part workshop focusing on the elements of art (line,
shape and color) as well as the principles of design (balance and unity). Students developed sketches into finished drawings using pencil and then added color with makers and or colored pencils. Finished tiles were matted on construction paper and will be displayed as a group wall piece.
September/October 2008
Zebra Stripes
Students cut out vertical lines of their own design using scissors. The white stripes where glued to black paper creating an AB AB pattern.
First Grade project developing patterns using paper,scissors and glue.
Students cut out vertical lines of their own design using scissors. The white stripes where glued to black paper creating an AB AB pattern.
September/October 2008
Mr. Bones
What does the human skeleton look like?
2nd grade students imagine what the human skeleton looks like and then they get to meet and draw Mr. Bones
What does the human skeleton look like?
2nd grade students imagine what the human skeleton looks like and then they get to meet and draw Mr. Bones
September/October 2008
Op-Art
with 3rd Grade
Black and white pencil compositions using lines.
Checker board designs are simple patterns of squares alternating between two colors.In this project, students used simple geometry tools to make lines and circular shapes, then defined a pattern within the boundaries of the overlapping shapes using the repetition of only black and white.
with 3rd Grade
Black and white pencil compositions using lines.
Checker board designs are simple patterns of squares alternating between two colors.In this project, students used simple geometry tools to make lines and circular shapes, then defined a pattern within the boundaries of the overlapping shapes using the repetition of only black and white.
September 2008
Lines lines everywhere!
Kindergarten and First Grade artist composed pictures with straight lines.
Kindergarten and First Grade artist composed pictures with straight lines.
September 2008
Welcome, Kindergarten
This is Me!
Kinder Self Portrait project using crayons, pencil and colored pencils.
Welcome back to another fun year of art. Last year the art program involved not only materials, techniques and hands-on projects but also discussions regarding aesthetic and art history. I will continue building on that format this year as we as we explore the 7 elements of art. These are key ingredients used to develop and discuss art. Our spotlight artist for the entire year will be Pablo Picasso. Thanks to an increase in the resident arts budget from the PTG this year every student should receive at least 16 art classes. That means that your child will get 4 art history classes and a minimum of 12 studio work shops. We are fortunate here at David Lubin to have a designated art room, 5-D the room with the Mural outside as our central studio for all of these activities.
That’s just a brief outline of what we will be doing in art this year. If you would like more information about the art program please feel free to contact me at the school (Monday, Wednesday and Friday) or leave a message on the blog.
This is Me!
Kinder Self Portrait project using crayons, pencil and colored pencils.
Welcome back to another fun year of art. Last year the art program involved not only materials, techniques and hands-on projects but also discussions regarding aesthetic and art history. I will continue building on that format this year as we as we explore the 7 elements of art. These are key ingredients used to develop and discuss art. Our spotlight artist for the entire year will be Pablo Picasso. Thanks to an increase in the resident arts budget from the PTG this year every student should receive at least 16 art classes. That means that your child will get 4 art history classes and a minimum of 12 studio work shops. We are fortunate here at David Lubin to have a designated art room, 5-D the room with the Mural outside as our central studio for all of these activities.
That’s just a brief outline of what we will be doing in art this year. If you would like more information about the art program please feel free to contact me at the school (Monday, Wednesday and Friday) or leave a message on the blog.
Tuesday
portrait project
March-April 2008
Pop Art
After School arts academy
During the six weeks (six classes) this after school class explored the exciting world of Pop art through discussion, observation and hands on activities. Students were introduced to a variety of artist such as Andy Warhol, Claus Oldenburg, Jasper Johns, Peter Max, Robert Rauschenberg, Roy Lichtenstein and Wayne Thiebaud (to name a few). After School arts academy
Andy Warhol,
Campbell Soup, 1964
Campbell Soup, 1964
March-April 2008
Japonism
or Japonisme, the original French term, which is also used in English, is a term for the influence of the art of Japan on those of the West. The word was first used by Jules Claretie in his book L'Art Francais en 1872 published in that year.Works arising from the direct transfer of principles of Japanese art on Western, especially by French artists, are called japonesque.
Artists who were influenced by Japanese art include Manet, Pierre Bonnard, Henri de Toulouse-Lautrec, Mary Cassatt, Degas, Renoir, James McNeill Whistle (Rose and silver: La princesse du pays de porcelaine, 1863-64), Monet, Vincent van Gogh (left Portrait of Pere Tanguy example of ukiyo-e influence in Western art) Camille Pissarro, Paul Gaugin, and Klimt. Some artists, such as Georges Ferdinand Bigot, even moved to Japan because of their fascination with Japanese art.
There were many characteristics of Japanese art that influenced these artists. In the Japonisme stage, they were more interested in the asymmetry and irregularity of Japanese art. Japanese art consisted of off centered arrangements with no perspective, light with no shadows and vibrant colors on plane surfaces. These elements were in direct contrast to Roman-Greco art and were embraced by 19th century artists, who believed they freed the Western artistic mentality from academic conventions.
Japonism also involved the adoption of Japanese elements or style across all the applied arts, from furniture, textiles, jewellery to graphic design.
or Japonisme, the original French term, which is also used in English, is a term for the influence of the art of Japan on those of the West. The word was first used by Jules Claretie in his book L'Art Francais en 1872 published in that year.Works arising from the direct transfer of principles of Japanese art on Western, especially by French artists, are called japonesque.
Artists who were influenced by Japanese art include Manet, Pierre Bonnard, Henri de Toulouse-Lautrec, Mary Cassatt, Degas, Renoir, James McNeill Whistle (Rose and silver: La princesse du pays de porcelaine, 1863-64), Monet, Vincent van Gogh (left Portrait of Pere Tanguy example of ukiyo-e influence in Western art) Camille Pissarro, Paul Gaugin, and Klimt. Some artists, such as Georges Ferdinand Bigot, even moved to Japan because of their fascination with Japanese art.There were many characteristics of Japanese art that influenced these artists. In the Japonisme stage, they were more interested in the asymmetry and irregularity of Japanese art. Japanese art consisted of off centered arrangements with no perspective, light with no shadows and vibrant colors on plane surfaces. These elements were in direct contrast to Roman-Greco art and were embraced by 19th century artists, who believed they freed the Western artistic mentality from academic conventions.
Japonism also involved the adoption of Japanese elements or style across all the applied arts, from furniture, textiles, jewellery to graphic design.
March-April 2008
Landscapes and still-lifes
Using watercolors and chalk pastels
students created works of art based on nature.
Saturday
grade
January-February
Claes Oldenburg
"I make my work out of my everyday experiences, which I find as perplexing and extraordinary as can be. "
Corridor Pin, Blue, 1999,
by Claes Oldenburg and Coosje van Bruggen
In the mid-1960s Claes Oldenburg began to make drawings of monuments based on common objects, such as a clothespin or a pair of scissors, challenging the notion that public monuments must commemorate historical figures or events. The artist's selection of discredited or obsolete objects extends to those remembered from childhood. As a youngster he enjoyed playing in his father's office with a typewriter eraser. In the late 1960s and 1970s he used the eraser as a source for drawings, prints, sculpture, and even a never-realized monument for New York City.
"I make my work out of my everyday experiences, which I find as perplexing and extraordinary as can be. "
Corridor Pin, Blue, 1999,
by Claes Oldenburg and Coosje van Bruggen
In the mid-1960s Claes Oldenburg began to make drawings of monuments based on common objects, such as a clothespin or a pair of scissors, challenging the notion that public monuments must commemorate historical figures or events. The artist's selection of discredited or obsolete objects extends to those remembered from childhood. As a youngster he enjoyed playing in his father's office with a typewriter eraser. In the late 1960s and 1970s he used the eraser as a source for drawings, prints, sculpture, and even a never-realized monument for New York City.
November-Decmeber 2007
Surrealism OverviewSurrealism is a style in which fantastic visual imagery from the subconscious mind is used with no intention of making the artwork logically comprehensible.
Founded by Andre Breton in 1924, it was a primarily European movement which attracted many members of the chaotic Dada movement. It was similar in some respects to the late 19th-century Symbolist movement, but deeply influenced by the psychoanalytic work of Freud and Jung.
The Surrealist circle was made up of many of the great artists of the 20th century, including Jean Arp, Max Ernst, Giorgio de Chirico, Man Ray, Joan Miro, and Rene Magritte.
