Students in the Lower School Art Studio are given the opportunity to explore working in a variety of different media. They are encouraged to experiment, engage and create using paint, clay, collage, sculptural and digital media in a structured and supportive environment. The art studio work is closely tied to studies in their classroom as well as Art History ranging from Prehistoric Art to Contemporary Art. Lower School Artists develop a series of sequentially taught skills throughout their art experience. Students attend art class once a week for 40 minutes in half-classroom divisions and 80 minutes for Fifth grade students in a half-year interval.
Kindergarten: Ferguson, Rutledge
Students in Kindergarten are introduced to the creative art process. They are visited in their classroom once a week for 60 minutes. Art is closely integrated with classroom studies. Reading material is carefully chosen for the project and shared at the beginning of lessons. Kindergarten students are exposed to different media in the familiar setting of their own classroom and are assisted by classroom teachers.
First Grade: Gomez, Pinkus, Yoo
Students in first grade are introduced to the art studio and the adventure that is creating. The goal of the first grade year is to establish a confident, positive and enthusiastic attitude toward creating. Students are introduced to a variety of two and three-dimensional media: tempera painting, clay, paper collage, watercolor, monochromatic printing, and oil pastel. The areas covered include: the process of color mixing, concept of scale, introduction to clay and glazing, control of line and shape organization. Students are also exposed to Art History and encouraged to critique and discuss artwork.
Second Grade: Hess, Rouse, Shechtman
Students in the second grade continue with their exploration of creating, and are encouraged to challenge themselves and explore new ideas. Standards of completeness, refinement and clear organization of design are stressed in all media. A continued study of Art History and evaluation continue in the second grade. Young artists continue to develop and refine their skills in both two and three-dimensional media. A long-term project includes integration with Science studies as young artists research then create ceramic Biome bowls.
Third Grade: Fahrig-Pendse, Hess, Hutchison
In the third grade art program, design and color theory concepts are re-defined as students explore pointillism, and simple observational drawing. Students are encouraged to develop fine craftsmanship and a better sense of communication between the artist and the “viewer”. Students will integrate classroom concepts with projects based on the culture of Africa. Students will develop a better understanding of critique and participate in sharing their own opinions on process and product. Third grade artists will also chose their own artist as the subject of continued study.
Fourth Grade: Fleisher, Haon, Walker
Students are encouraged in the fourth grade art studio to use their imagination in new and exciting ways, and challenged to think “outside of the box”. Students in the fourth grade continue to apply their classroom concepts by creating chitons for the school sponsored Greek Day. This lengthy project stresses clarity, control of all elements, designing with basic geometric shape and cohesive figure and ground relationships. The design is based on the classical golden rectangle and is later printed on costumes. Students will be introduced to digital manipulation as a way of creating art. Fourth grade art is integrated to work in the computer lab as students create storyboards then film and edit their own claymation movie based on an Art History timeline.
Fifth Grade: Mainwaring, Steacy, Stetzer-Goldberg
Building on the foundation of first through fourth grade art, the fifth grade curriculum continues to emphasize creative exploration and building self-confidence in individual creative decisions. There is an emphasis this year on a more sophisticated understanding of art making. Fifth grade students will enhance their language about art through discussions of specific vocabulary terms. Art history slide lectures on ground breaking 20th century art styles will help students reinforce their understanding of the “formal elements” in art: line, shape, scale, symmetry, asymmetry, balance, contrast, pattern. Specific art projects, using paint, clay, and drawing will have a culturally diverse emphasis and connect, at times, with the classroom curriculum of Islamic and medieval studies. Fifth grade art will continue to work in the computer lab as students explore digital photography and Photoshop.
The Tigers Studio 