Our journey of getting ES Art students connected and working with a Visiting Artist. This is the whole presentation shown at Ararte Hong Kong. Could be adapted to any grade levels.

1. the Water
Installation
An Elementary School Collaborative Sculptural Installation
with Artist in Residence Ann Weber

2. who are we?
Jenny, teaches 3rd, 4th and 5th
10th year at ISB
ES Art CAL (Curriculum Area Leader)
also teachers ES Performing Arts (music, dance, drama)
Jesse, 3-5 Visual Arts
1st year at ISB
Jennifer, Kindergarten - Grade 2 Visual Arts
1st year at ISB
We see students twice every 6 day rotation

3. Introduction
Visiting Artist: Ann Weber
Project Based Learning
Curriculum focus on the
Elements and Principles of
Art, Standard 2.
How could we involve K-5 students in a
meaningful art experience with all of the
above?

4. ‘Water, water
’

5. artist in residence
How to connect ES students with an Expert
How do you get an Artist in Residence at your school?

6. ann Weber work
’s

7. Why water?
Ann Weber’s Sculptural Proposal for on-site
ISB
“I
will
be
engaged
in
exploring
sculptural
forms
that
relate
to
Water
such
as
fountains.
The
fountain
forms
will
be
inspired
by
the
environs
of
Beijing:
architecture,
people,
parks
,
shop
windows,
contemporary
art,
history,
Chinese
fountains,
‘who
knows’
etc.
My
large
forms
made
out
of
cardboard
will
hold
‘water’
or
be
resting
on
top
of
‘water.’
But
instead
of
using
real
water,
students
will
create
cardboard
sculptures
that
are
interpretations
of
molecules
of
water,
microbes
and
organisms
found
in
water.”

8. Some ideas from Ann
!
!

9. project-based learning
What is PBL and how did we try to use it?
Project-­‐based
learning
is
a
systematic
teaching
method
that
engages
students
in
learning
knowledge
and
skills
through
an
extended
inquiry
process
structured
around
complex,
authentic
questions
and
carefully
designed
products
and
tasks.
We
are
learning
about
PBL
ourselves,
this
is
our
journey
of
shaping
an
ES
sculptural
installation
project
using
the
PBL
ideas
and
goals.

10. 5 main points of pbl
Exhibition
Multiple Drafts
Critique
Inquiry
Authenticity

11. unit framework
Enduring Understanding: Artists create
sculptures inspired by the world around them.
Essential Questions:
Why do we create art?
How do we create art?
What factors influence artists ideas and
processes?

12. 1. inquiry
Inquiry
Students
craft
provocative,
open-­‐ended
questions
or
challenges
that
cannot
be
easily
answered
or
solved.
The
launch
/
inquiry
for
teachers
The
launch
/
inquiry
for
students

13. 2. authenticity
Authenticity:
Student
projects
have
real
world
relevance,
have
a
product-­‐oriented
outcome,
evaluate
performance
authentically,
and
target
an
authentic
audience.
Ann Weber: Visiting Artist
GIN conference
PBL
ISB Community

14. 3. multiple drafts
Multiple Drafts Students
create
multiple
drafts
for
:
feedback
with
ongoing
opportunities
to
improve
their
work
and
create
high
quality
products.
ReElection
and
ongoing
critique
helped
students
discuss,
solve
problems
and
make
improvements
to
the
work.
Sketches
and
drawings
became
some
of
the
multiple
draft
work.

15. 4. exhibition
Exhibition: Students
exhibit
products
or
present
solutions
and
explain
their
work
to
others
and
respond
to
content-­‐
and
process-­‐focused
questions.
Process
Documentation
Letters
written
to
Ann
Weber
Student
Questions
and
Sharing
with
Ann
Weber
Community
Comment
Board

16. 5. critique
Critique Students
engage
in
formal
critique
sessions
to
learn
from
each
other’s
work
and
from
each
other’s
feedback
in
a
structured,
safe
context
that
includes
critique
of
the
process
and
product.
Student
reElection
Final
discussion
and
sharing
with
Ann
Weber.

17. standards-based
Standard # 2: Using knowledge of structures and functions
ISB ES Art Benchmarks and Learning Targets
Describe how different expressive features and organizational principles
cause different responses. LT: Interprets what was communicated in an artwork
by analyzing the interplay of the elements of art and principles of design.
Know the difference among visual characteristis and purposes of art in
order to convey ideas. LT: Understands and demonstrates the differences
between genres in art. Shows understanding when using the vocabulary of the
elements of art.
Use visual structures and functions of art to communicate ideas or creat
visual results. LT: Creates visual results or communicates ideas using the
elements of art and principles of design.

18. Reporting assessment ES Art
Creates Art/Develops Ideas in Art/Reflects
and Communicates about Art

19. 3-5 Assessment chart

20. grade 2 reflection and Report

21. learning to let go
With lots of conversations, sharing and
collaboration, each teacher had her own
journey in each classroom. We all deal with
multiple grade levels, teaching styles, and
classroom management.

22. “Water”
Imagination Sketching “Water”

23. Observational Drawing

24. Elements of Art G3
Elements of Art ‘Fractured drawings’
Watercolour Rain: Colour, Space, Shape & Texture

25. Elements of Art G4
focus on Value
Cylinder
Drawings using
each element of
art

26. Digital Photos G5

27. Artist Video and Discussion

28. Initial Sketch

29. Grades 3, 4 & 5 project Brainstorm
Water in GAS form=hot tub, tea pot & steam
engine
Water as a LIQUID=waterfall, river and leaky
pipes
Water as a SOLID= icicles, ice cubes, snow

30. Manipulation of cardboard, coiling, weaving,
overlapping techniques

31. Construction help
With the help of Jane and Selma, our TAs, and
the Maintenance department, the installation
began to grow!

32. Fun and Frustrations
keeping it fun
stapler issues

33. Grade 5 Hot
Air Balloon
weaving &
layered
sculpture

34. Teapot, Steam Engine, Hot
Tub

35. Waterfall
Fabric & plastic
weaving
Jesse

37. 2-D and 3-D water Pipes
3-D
construction &
placement

38. kindergarten - grade 2 art
the elements of art are
like building blocks

39. kindergartners
Drawing “watery” lines in
their first ever art class.
Drawing shapes of fish

40. shape

41. texture

42. Color mixing
Reusing bottles to create “Oceans”

43. kindergarten curators

44. the finished river

45. first grade elements
“Watery” lines

46. states of matter: Solid, Liquid, gas

47. texture

48. adding to the river
with the help
of Teaching
Assistant, Ms.
Selma

49. shape

50. grade 2
Painting Water (Line)

51. Weaving a waterfall
“Mine looks like algae in
the sea!” - Duncan

52. the changing waterfall

53. form & value

54. moving the installation

55. Grade 1 & 2 curators
“The kids are so excited to show me what they have
done!” - Anne, Librarian

56. sculptural forms

57. preparing for a visiting artist

58. questions from grade 1
Why don’t you paint it? –Jayden 1-CS
Why don’t you draw on it? – Jacqueline 1-CS
What is your favorite sculpture? –Rachel 1-LM
What’s the smallest art project you made? –Jacob 1-LM
What is the biggest thing you ever made? Matthew &
Jason 1-CS
How do you not fall in the dump when you grab the
cardboard? –Teddy and Axel 1-LM

59. Questions from grade 2
Why do you make them so big? –Chaeyoon 2-PK
When did you start making sculpture? –Justin 2-NC
Does the dumpster smell bad? –Dante 2-JA
Why don’t your sculptures fall down? –Duncan 2-LV
How long did it take you to make the chess piece sculpture?
- Barbara 2-JA
Why did you choose this job? Annie 2-LV
Why do you make art? –Stella 2-LV

60. the grand finale

61. final ‘water, water installation
’