Welcome to our Arlington Super Blog Feature Term Three 2014
This is a selection of the children’s learning from the class weekly blogs home.
Nursery (3 and 4 Year Olds)
We continued work on sewing puppets to show Charlotte. Eva N. sewed “Rosy the Rabbit.” Odette sewed “Ruby the Rabbit.” Toby sewed “Paul the Mouse.” Griffin designed a Griffin Dragon puppet with wings and a crown.
Garden Shadows noticing patterns
We wondered . . . Why are shadows dark? Why does the length of shadows change? Are shadows the same as rainbows?
The children took it upon themselves to get a map and discuss Australia, plate tectonics and earthquakes!
The practice of handwriting patterns in a significant part of our program in the 5s. We practice patterns and basic movements to encourage movements left to right across the page. Today we looked at the group of letters u, v, w,y and b and completed pastel and dye wash patterns that follow the hand movement for this group of letters. We then continue our learning with little books containing a sentence that focuses on the same pattern using a pencil.
Today we played a number game where the children pretended to be a postman/woman and delivered ‘letters’ to corresponding ‘house’ numbers. The children were great at instantly recognizing the number of objects on the ‘letter’ and matching them to the numeral or ‘house’ number. We then worked individually to roll a dice and match place counters on a board up to 10. We talked about adding the numbers and some children had a go at writing some simple addition.
Orlando- I only needed to do 2 rolls to do it. I got 2 fives and it made ten.
Maia- 5+3+1+1=10. I will draw the circle so I know where they were.
Fin- 6+2 I have got two left so I need to roll two to get ten.
Oscar- 9+1 makes 10.
Mac- I have 5 + 3 + 2 and it makes 10
Hephzibah – I need a little blue counter to make a pattern.
Hamish- My roll was 2+2+1+5 and it equals 10.
Each day one of the children has the role of photographer and this includes using the iPad to take pictures and then choose and create a page for the blog and the day book in our room.
For 5 weeks we have enjoyed oral story telling with Charlotte. We had a focus on folk tales and used Charlotte’s stories as a springboard for exploring cross sectional drawings of the 3 bears house and creating our own magic village- this time with a ‘bird’s eye view’ of the village.
ART IN THE 5S
Art Update: Term 3, Self Portraits and Drawing From Life
This term we have embarked on a figurative drawing project, drawing ourselves, our friends and some specially invited ‘life models’. Below–Self Portraits using Conte on paper.
Over the course of the year we aim to return to these exercises and draw what we can ‘see’ (that which is ‘real’) rather than drawing what we ‘imagine’ (the later being something that we spend a lot of time doing in the 5’s–telling imaginative stories through artworks).
It was amazing how the children became so absorbed in the act of ‘looking’ and interpreting when they created these drawings. The 5’s might like to show you how to do this at home.
Below–’Life Drawing’, (Model: Alistair)
6S AND 7S (Years 1 and 2)
ART IN THE 6S AND 7S
Art: Our final ‘Sound Artworks’ Term 2. In Term Two the 6’s and 7’s made expressive abstract artworks in small groups by using collage, painting and stitching techniques to respond to music.
Stitching and detail on the artworks
This term in Art we focused on making connections to the 6s&7s classroom and music specialist project through a series of workshops responding to sound in visual formats. We listened to Vivaldi’s ‘Four Seasons’ with our eyes closed and made a series of conte drawings that responded to the emotions we felt using line-work and mark-making. We opened our eyes and listened to some contemporary music and added layers of watercolour to our artworks that showed the colours we ‘felt’ when we listened to the songs. We looked at the artwork of Kandinsky who was fascinated with painting the ’emotional power’ of music, without being tied to a recognisable subject matter.
We discussed abstraction and making artworks using form, colour and line without visual references in the world.The 6s&7s were investigating democracy in the classroom so in Art we formed small groups and collaborated to make artworks that showed ‘sound’ and ‘dance’ using collage. The results were incredible and the art room was strangely silent for the entire session as the children listened intently to the music. We became scientists for a session and used bright dyes and eyedroppers to create drip paintings that showed movement. The dye blended to create new colours and the droplets looked like they were dancing on the page as they joined together.
There is more to come for 6s and 7s shortly.
8S AND 9S (Years 3 and 4)
There were lots of facts that the children categorised during writing time. They have been writing opinion pieces so it was important to differentiate between FACT and OPINION. Example: Fire is hot = fact — Mick is cool = opinion.
Looking at balanced forces
Further into the inquiry circle, the class has continued to find out about the forces of motion and is putting ideas together with some experiments.
ART IN THE 8S AND 9S
Art: Book Sculpture Exhibition, Term 3. The 8s and 9s exhibited their amazing book sculptures in the Kevin Borland Hall. They also projected their Music videos and advertisements which they made with Karoline last term.
The exhibition designers (Harry, Riley and Lucas) became obsessed with creating a symmetrical feel to the show. During an hour of curatorial debate they discussed ‘matching’, ‘lining up’ and ‘balancing things’.
The children’s artist statements were incredible because they described their working process in depth, especially the amount of time they had put into their artworks.
Eve Artist Statement June 2014: I liked making the books. At first I couldn’t do the folds right but then I got it. I found it hard to decide what style to do because there were so many choices – I could curl it, or do more folds, or do different folds, I could even cut the book. When we finished we decorated it. Some people glued and some people spray-painted it and I decided to spray-paint mine. It is amazing how a book can become an artwork. First we got we got old encyclopedias. Then we folded it into triangles and it took a long time, but I finally did 65 and then I curled the folds which was a lot easier and last of all I decided to spray paint it. I did gold silver and metallic blue. I liked making the book sculptures.
10S AND 11S (Years 5 and 6)
Our Writing Wednesday workshops also began this term and have been a real treat.
We begin the day with a grammar session and have looked at such terms as metaphors and onomatopoeia. In the middle part of our day we focus on a particular writing style. We have looked at and written Opinion pieces, Procedural and Personal Response texts and the art of letter writing.
Our appreciation of writing and language has grown so much so that many of our budding writers entered an Australia wide writing competition!
Focus: Investigating the qualities of different types of graphs and what we use them for.
We took our understanding of data gathering to a new level and looked at Bar graphs, Scatter graphs and Line graphs. Each type has a different purpose
A bar graph is for comparing data sets
A scatter graph can be used to show means, averages and trends
A line graph can be used to show rate as well as trends over time.
Although this looks like some type of line meditation below, Matthew is actually looking at the initial stages of a pie chart. We took data using a tally chart, and collected it on a line using different colours to represent data sets. We them looped our line into a circle, thus giving us the segments for our pie graph. Then we confirmed our findings by converting our raw data into percentages. To do this you take the data set collected and divide this by the total number of data inputs. E.G : if there were 5 children who wore red shoes out of possible 31 you would go: 5 / 31= 0.161 Then you times 0.161 by 100 and hey presto… Percentage
The 10s and 11s have made a curtain every second year since the building of Kevin Borland Hall in the 1960s. This year they have broken with the traditional ‘Preshil paint’ and have decided to make a patchwork curtain which involves each child making a square. They are also going to write letters to their future selves to be opened when they are in year 12.
ART IN THE 10S AND 11S
Art: Poetry Project, Term 3
The ‘Poetry Project’ is well under way as the children use their own poems as inspiration to create visual artworks. The 10s and 11s are highly capable and will be self managing their project’s over an extended period of time, the way an designer or artist would. Before they commenced each child was required to produce a proposal that outlined:
1. Their concept/ideas
2. A timeline
3. The materials they required
4. Artists they would be referencing.
Below is an indication of the diverse materials the 10s and 11s have elected to work with. Angus is hand painting his poem about the Hawthorn Football Club onto an old football which he has decided to spray paint a base colour gold.