The students learned all about the holiday Day of the Dead that is celebrated throughout Mexico and other South American and Central American countries to remember the loved ones they have lost. Students learned that Calaca is the Spanish word for Skeleton. The students also learned about sugar skulls and how during the Day of the Dead celebrations these sweet treats are decorated using symmetry, pattern, color, and repetition. The students took this knowledge and created a Calaca of their own using the artistic techniques learned from the sugar skulls and their knowledge of the different bones of the skeletal system. Come see our beautiful Sugar Skull Skeletons hanging in the foyer!
The students learned about artwork by famous artist, Alexandra Nechita. This artist began her career at the early age of eight years old – how cool! She incorporated stories in her abstract art and often made the artwork of a colossal size. Each class then read a story by famous author, Roald Dahl, and created a work of art that correlated with the summary of that story using the someone-wanted-but-so-then method of completing summaries. Look at our artwork and see if you can figure out our summaries!
Schipke’s Class – The Witches by Roald Dahl
Watts’s Class – James and the Giant Peach by Roald Dahl
Students created their own marionette skeleton and made a key to show several bones in the skeletal system. The marionettes then performed the song that the students had learned the previous week in music infusion. See the post below about the song!
Comparing and Contrasting. Venn Diagrams and paragraphs. It’ s a normal thing to do with literature! But why not with music; when you have two different versions of the same song? Students compared and contrasted the original and remakes of “I Will Always Love You” and “Smooth Criminal.” They used principles and elements of music to listen for timber, tempo, voices, and more!
Dun, dun, dun, dun, dun-dun, dun, dun-dun….You hear the music…You get an eerie feeling….and then you see him….Darth Vader! Movie makers use music to introduce characters, themes, plots and to peek our interests during a film. This week students were taught by … Continue reading →
While learning between incomplete and complete stages of metamorphosis, students compared it with the evolution of music. Students watched the video, Evolution of Music by Pentatonix, and looked for ways that music has changed since the beginning of time. From the beginning years of humming and chants, to adding additional voices and then instruments, the students saw and heard the evolution of music. Then in small groups, the students watched a quick metamorphosis video of either a grasshopper, salmon fly, or butterfly where they had to identify if the insect uses complete or incomplete metamorphosis. Students then presented their insect through the progression of music. The presentations started as the reader chanted the reading of the story of their insects’ life cycle. Students added voices and instruments as the progression of the stages deepened as the cycle continued along with showing their knowledge of the evolution of music.
I think that it was a good lesson! It was also a creative lesson! My favorite part was when she let us do the music with the instruments. I loved watching the video too. – Laila
My favorite part about this task is that we learned metamorphosis through music. – Arberney
I liked the part when we played our insects metamorphic cycle with music.- Kaylen
This week, we finished up a unit on Jim Henson. Students learned that he was born right here in MISSISSIPPI! We then learned that Henson was the creator of one of our favorite muppets, Kermit! After talking about how Henson created the children’s show Sesame Street to make learning fun, we wrote our own scripts and created our own children’s show skit. For the skits, students paired up had to teach their audience how to perform a simple procedure, such as making a sandwich or brushing their teeth. Once the students created their skits, they each worked to create their own muppet and performed their show for their class! They did an AWESOME job on these!!
This week the students became Botonists and learned all about plants and their life cycles. As a part of this study, the students read a fiction book called Plantzilla by Jerdine Nolen where a plant seems to come to life and becomes a part of a family. The students then created their own Plantzilla based on the book using the art elements of form and the principle of balance. Students had to create a 3D sculpture of their plant and had to use a variety of art techniques to create balance within their sculpture. The students also had to showcase the parts of a flower that they had been studying during the week. Make sure to come by our hall and see all of the great plants!
We have started our year learning about us….as in MISSISSIPPI! Did you know that our state can be broken into TEN geological regions? Our fourth graders do! We know their location, and why each region is grouped by that REGION! We have made personal watercolor maps using inspiration from Walter Anderson, a famous artist from our state, using his seven motifs design. We have even used dance to help us remember the geological regions. And we have partnered with Mr. Bryant, our visual art specialist, to create a permanent display for our campus! Look at this amazingly huge meaningful piece of work! Students used materials from each region to create a special textural design for its own representation, and its correct location. It’s the GEOLOGICAL REGIONS of Mississippi, y’all!
We are off to a great start this year in 4th grade! One of our first arts integration lessons included students looking at the works of Wassily Kandinsky. Students noticed that he planned out his works so that he could communicate through the colors.
Student have been studying place value. They were given a four digit number and wrote the number in standard, word, expanded, and short form. After showing that they could show the number in different ways, they replicated Kandinsky’s work.
The students then watercolor to crate a background similar to Kandinsky’s paintings. They then created shapes from construction paper to represent the number that they were given. They used 3D shapes for numbers in the thousands place and 2D shapes for the hundreds, tens, and ones. Examples of students’ work can be seen below.