]]> http://pinecroftschool.org/2010/04/pto-update/feed/ 0 http://pinecroftschool.org/2010/04/january-2010/ http://pinecroftschool.org/2010/04/january-2010/#comments Fri, 16 Apr 2010 00:54:27 +0000 jeani http://pinecroftschool.org/wordpress/?p=1806 January 2010

Dear Parents,

It seems almost surreal that a little girl of five, her left hand held firmly in her father’s right, her right hand in her mother’s left, could have said, “I want to be a painter,” and then immediately make it so. It was a Sunday afternoon in the winter of 1931, as they [...]]]> January 2010

Dear Parents,

It seems almost surreal that a little girl of five, her left hand held firmly in her father’s right, her right hand in her mother’s left, could have said, “I want to be a painter,” and then immediately make it so. It was a Sunday afternoon in the winter of 1931, as they stood before Van Eyk’s Mystic Lamb in the Cathedral of Ghent. Next day her father bought her an easel, oil colors, brushes, and she created her first work:  a small picture of a tree with a single apple. (From catalogue essay celebrating the work of Francoise Andre)

As an art educator, I love to read artists’ biographies to discover what shaped the development of their imaginations. Often it is an experience in childhood that gave birth to a visual language they matured over a lifetime. Einstein said that most of our behaviors are influenced by notions or feelings established in childhood. As the teacher of your children, I wish to generate an enthusiasm for seeing –wondering, imaging, and making– that will blossom throughout their lifetime.

We launched the school year with two painting projects, one of zinnias, the other of sunflowers. By stimulating a curiosity for the botanical world, especially the delicacy and intricacy of garden flora, the children learned the linear power of natural forms, their movement of growth, as well the rich language of color. Stem-by-stem, leaf-by-leaf, blossom-by-blossom we analyzed the growth pattern of the flowers and then built varied color palates. Form follows sight and sight follows imagination. The final paintings are singular in their expressive beauty.

One of the favorite subjects of study is the apple. With pencil and watercolors we made clear statements on paper that brought to life this humble form. Using various grades of pencils in conjunction with the tonal gradation scale, we sketched the spherical form, while observing the play of light and shadow upon the form. Then using these foundational studies as templates, we transferred their outline to watercolor paper. Using the same process of close observation, yet now through the lens of color, we rendered our images in watercolor.

Five autumn leaves for art class!  Following a request that each child collect five different leaves and bring them to art class, we studied families of shapes and ways to build pictures that convey the dynamic play of pattern.  From a giant pumpkin leaf, to a sumac fan, to the familiar oak leaf, the children had fun looking at the different shapes, different colors, and different vein patterns. Cutting out multiple versions of these shapes with colored construction paper, we then arranged these shapes along with geometric ones to make designs of contrasting and relating patterns in rhythmic rows.

From a study of many leaves, we shifted our focus to a concentrated study of a single leaf. Beginning with simple watercolor studies to capture the actual color, shape and venation of each leaf, we then translated our intimate renderings to large format paper using craft sticks as the drawing material. The leaves were filled in with rich ochre, reds, oranges and green. Playing with the idea of visibility and invisibility, our compositions introduced the game of hide and seek with a chameleon coming to rest upon the surface.

Sometimes I use stories and legends for inspiration. Leo Lionni’s “Fish is Fish” stimulated the creation of drawings of magical fish and a lovely Japanese tale titled “The Little Fingerling” was the back story for our finger puppets crafted from clay.

Haiku are miniature poetic statements; fleeting responses or impressions to the changes that flow through the four seasons. With literary arts instructor, Mrs. Elia, as our guide we wrote of things and creatures in this world that illuminated our poetic awareness of winter. To a background of Japanese flute music, we responded to our haiku with spontaneous gestures in Sumi ink, as well with a personal stamp that pictures one’s essence. These compositions in word and ink have a subtle, and at times humorous and descriptive quality. They reveal a delight in the fact that we are part of the inter-related world of creation.

In December, for our capstone project, we made seasonal ornaments of winter birds. With paper templates, we traced images of cardinals, blue jays and finches onto dough made from applesauce, cinnamon and glue and then carved them. These were baked and decorated lavishly with glitter and beads.

What a terrific term it was. Alongside three wonderful interns – Kathryn, Kate and Nadine – from Wheaton College and the generous help of two mothers – Kim Martinez and Cheryl Warburton – we spent our Fridays immersed in a world of lines, textures, shapes, color, clay, and glitter. I hope these experiences of wonder, discovery and making strengthen your child’s ability to follow his or her intuition and creative impulses.

With warmth and in anticipation of the next months ahead,

Anne West

Art Instructor