In science, we have been studying light! A couple of the terms that we have been learning about are refraction and reflection along with how light travels. We have also been looking at artwork by the famous artist Vermeer, because he was a light expert creating beautiful painting that captured light. Later this week, we will be making an art piece inspired by O’Keeffe using our knowledge of our new terms translucent, opaque, and transparent. When learning these three new terms, we studied tempo and how each of these words would move with rhythm. We assigned opaque a slow tempo because it is blocking light, translucent a medium tempo since it is letting some light through, and the fastest tempo was represented transparent letting all light through. Student created the rhythms and preformed them for the class.
This past week students began researching famous artist’s in preparation for the upcoming annual 4th grade living wax museum. Below are some of the stations that students worked in to learn about their famous artist:
Students spent a lot of time researching this week in two different stations. Students used informational books, encyclopedias, and internet searches to use in their research. Students did a great job reading the information and deciding which facts are important enough to include in their biography about their famous artist.
Student watched several videos at the computer station to learn all about 5 different main styles of art. It is important that the students know these styles in order to better understand which style of art their particular famous artist used and how their style is different from other styles. After the computer station, students went to the COW station (COW stands for computer on wall) where they worked with the teacher on analyzing art to determine which style was used and also relating each style of art to a style of dance. The students had to create a dance at the end to show both styles. It was a lot of fun and also very informative!
ART CRITICISM STATION:
Throughout the year students have learned a critiquing strategy known as Art Criticism to analyze any type of art whether it be visual, dance, music, etc. The strategy takes the students through four phases of analysis: describe, analyze, interpret, and evaluate. The students viewed a variety of artworks created by their famous artist and chose the one their group liked the most to critique.
The students have already completed a lot of work, but we have TONS more to do! Keep looking back for more sneak peeks at our work and join us on Wednesday, May 9, 2018 from 1-2 PM to see fifteen famous artists come to life in Nora Davis Magnet School’s Annual Fourth Grade Famous Artist Living Wax Museum!
Last week, we wrapped up our unit on Space. We learned about all of the planets and other objects in our solar system. In one of our centers, students were asked to choose a planet that they felt like should be explored. They were told that they had to research the planet by watching a short video and find reasons and evidences as to why their planet should be explored. In order to showcase what they found, they had to create a lyrical dance using facts that they learned from the video. Below, you will see one group performing their dance for the planet Venus.
On Thursday, 4th and 5th grade students involved in the annual Musical performed three shows for students and parents. This year’s musical, We Are Monsters, featured werewolves, vampires, and humans. The theme was that of friendship and how although we may be very different we can still all be friends. Below are some pictures from the musical.
We have been learning to identify acute, right and obtuse angles. Also we have been learning to use a protractor to measure them. We have looked for angles around the room, drawn them, made them with our body, but recently we also looked for them in art prints. Students had a total of 12 prints to analyze looking for three angles and measuring one on each print. It was a great way to looking for angles in a different way!
This week, students have been learning about simple, series, and parallel electrical circuits. Teachers showed students the painting Broadway Boogie Woogie by Piet Mondrian. Students looked at the painting and identified the types of lines that Mondrian used (parallel, intersecting, perpendicular). We also identified different kinds of electrical circuits that can be found in the painting. Students then created a replication of Mondrian’s painting to either show a series or parallel circuit. Once the art was created, students had to identify the source, loads, connectors, and whether or not the circuit was open or closed.
We have been shaking a leg since we have returned back at school from our snow days. We have so much to learn before we kick the bucket; ha, I’m not pulling your leg. We have been writing a lot of poetry, researching poets, and creating PowerPoints, but the icing on the cake was this idiom art that we made. We learned about space in art while showing the figurative meaning of idioms. So fun. So funny. So not literal. Thankfully, we aren’t couch potatoes, and since we are all in the same boat, we have to beat the gun and keep pushing on until May! Holy Cow, there isn’t much time left in 4th grade! There is NO time to feel under the weather!
For the past week, we have been learning about equivalent fractions. In order to further understanding, we had students create equivalent fraction robots. Before creating the robots, we talked about how we could turn trash into treasure. Students looked at trash art by artists around the world. Once they had an idea of how to create their robots, students had a sheet that they had to multiply and divide in order to find equivalent fractions. The fractions represented each body part. Students had to go find the body part that matched the equivalent fraction they found in so that they could put together their robot.
The students learned about the Harlem Renaissance and that the Charleston is a famous dance craze from that era. Students studied the movements of the Charleston and used these moves to showcase their learning of equivalent fractions.
The students began with a fraction and had to find one equivalent fraction by multiplying and one by dividing. The students then correlated this to medium, high, and low levels of movement in dance.
- High Level – Equivalent Fraction Found by Multiplying (the numbers of the fraction are getting higher)
- Medium Level – Beginning Equivalent Fraction
- Low Level – Equivalent Fraction Found by Dividing (the numbers of the fraction are getting lower)
Come by our hall and see videos of the students showcasing their dances. Each class has a QR code linked to their video on a display in the hall.