Paper Mache Pets

2 balloons form the armature for this sculpture

“H,” a highly organized, intrinsically motivated 6^th grade artist, listened carefully at the beginning of the quarter about to the description of the choice-based classroom. She understood that students would be doing the authentic work of artists – identifying an idea, a process and a product to work on.

"A" painting her paper mache sculpture - the 2nd dog to come to life in the studio

She came in the next day with a plan: she would make a papier mâché panda. The plan she carried in to the classroom included thumbnail sketches, images captured from the computer, a list of needed materials and the steps she would take toward completion. Over the next several classes, “H” organized her materials, started to construct the panda and planned intermediate goals. She worked on her sculpture to completion, only stopping to help other classmates who became interested in starting similar projects.  

Tandem Painting

In the studio- classroom, student artists sometimes choose to work side-by-side on similar ideas, or work together on one idea...

5th grade friends work to make a group of pastel paintings that fit together together and tell a story

sometimes producing twin paintings or connected drawings.

Twin paintings with a camping theme are painted side-by-side

Sometimes a more experienced artist peer-coaches a less experienced artist.

6th grade friends work with care to make a set of "name art" drawings, so each will have one to take home.

 Sometimes friends make friend-paintings

Exploring Monochroma

This 7^th grader was thinking about a painting she saw in a museum in Europe during a family trip last summer. She recalled that she was very attracted to a particular painting because of the artist’s use of many shades of mostly one color. She thought she would explore this idea of a monochromatic color scheme by dividing her paper into measured strips, and creating a value scale – an arrangement of shades and tints of just one hue, from very dark to very light.

Working carefully with a ruler and black, white and red paint, “L” built her painting from left to right, until the whole page was filled with vivid stripes.   

The Art of the Palette

Sometimes, preparing a palette is an art by itself - here a 6th grade student prepares to make a sponge painting in an innovative way.

Authentic Integration

Dwelling by "K," Grade 6

One of the strengths of the studio-concept in art is that students “turned-on” by content or concepts in other disciplines have a ready setting in which to pursue and extend their knowledge. Content and concepts originating in social studies or science classes may be interpreted through a variety of art materials and methods, integrating learning across disciplines.



Dwelling made with mixed media, by "C," Grade 6

While not everyone in the studio-classroom will want to set aside their own important work to explore themes relating to outside classroom work, some do. Supporting emergent curriculum, that which is initiated by student interest and inquiry, is a strength of the studio-learning concept in the CBMS art program.

The Invention of Art

The Invention of Art - Clay plaque by "E" grade 6

WHAT IS ART?

Every time I think I know what art is, I think of exceptions, additions or omissions. “Art,” states my friend Diane Jaquith, co-author of Engaging Learners through Art,…is a big subject.” Diane has a mathematical answer to the question: 

“Head + Heart + Head = Art”

Today I asked students to contribute their answers to this question. Here are a few of their responses:

“Art is the creation of interesting inklings.”

“Art is the expression of thoughts by physical manifestation with various materials used.”

“Art is stuff you make.”

“Art is sexy”

“Art is exploring your mind.”

“Art is everything.”

“Art is whatever you want it to be.”

“Art is something that grabs your imagination and makes it into something wonderful.”

“Art is …devotion to what you love.”

“Art is willingness to evolve, creativity, imagination.”

“Art is creative thinking and inspired crafting.”

“Art is inspiration.”

Book Artists

Book by "H" - 7th grade

Shortly after our temporary paper marbling station closed, a bookmaking center sprang up as one way for students to make artistic use of the collection of beautiful papers they created.

Once the bookmaking center was up and running, it seemed like an apt time to introduce papermaking. Some students crafted handmade papers for use in handmade books, others used these papers as covers for their books.

5th grade

Learning about book construction became a passion for some, and several beautiful, functional unique books resulted.