Visual Art

Foundation/1

During this past fortnight, students have continued to explore the artwork of Joan Miro, specifically looking at his use of lines, shapes and colour. They have learnt about how he was influenced by surrealism and created dream-like scenes in his paintings. Students were challenged to make their own paintings, using their knowledge of shapes, colours and lines. They copied how he uses various shapes to make items that resemble real-life things. 

Can you see a dog, a bird and a person in Miro's painting below?

Students had fun exploring how to use shapes and lines differently to create their own fantasy worlds. As part of this unit, they also learnt how to use watercolour pencils to add colour to their final pieces.

Here are some examples of the students' artwork:

As part of 'La Murga' celebrations, students have also been busy designing clapping sticks, which will hopefully feature in their dance on the day. We revised different line patterns and students used posca markers to make their colourful and intricate designs.

Making Clapping Sticks:

Grade 2/3

Throughout this fortnight, students have been learning all about Romero Britto and his 'Happy Art' movement. They have examined how he uses bright colours and patterns to create strikingly beautiful images. The Grade 2/3's were fascinated by the way he began his career, painting on newspapers on the streets of Miami, to become the most licensed artist in the world. As part of this unit, students chose an object or word, before outlining this image on a piece of paper and selecting different parts of the background to reflect his use of cubism. Students filled in the sections with various patterns and, upon completing their designs, were instructed to colour in their artwork using broad strokes with the markers. 

Here are some examples of the students' artwork:

Grade 4/5 and 6

The Grade 4/5's and 6's have concluded their clay modelling unit by constructing abstract clay faces inspired by Pablo Picasso. This final piece drew together all of the concepts taught throughout the unit of work. Students were encouraged to make large slab bases, using coils and spheres to make their faces. They needed to remember how to cut shapes from thin slabs and use slip, to 'glue' pieces of clay together. This session was purposefully taught as a two-hour class to ensure that students could take the time and care needed to create a final piece that represented their understanding of how to use clay and its techniques. Early finishers had the option to create a pet for their abstract person.