K.1
Dear Family,
Today in art we learned to recognize and make thick and thin
lines. We learned that using thick and thin lines together can
create visual excitement. We looked at a Navajo weaving and a
Tlingit Chilkat robe to discover some of the visually exciting ways
that artists can use thick and thin lines, and then we made our
own thick and thin- line blanket designs.
At home you could look for more combinations of thick and thin
lines in your clothing and upholstery, as well as in nature (that’s
what inspired the Native artists we learned from). You could also
make more thick and thin line designs by using colored pencils
and crayons on the same picture.
K.2
Dear Family,
Today we learned to recognize and make straight, curved and
slanted lines. We learned that using different directions of line
together can create visual excitement. We looked at a circus
picture by 19th century American folk artist, W.H. Brown and a
20th century abstract painting by Arshile Gorky to discover some
of the visually exciting ways that artists can use different
directions of line. Then we made our own circus pictures using
lots of different directions of line.
On a walk you could look for different directions of line in the
trees, buildings and people around you. We noticed that curved
and slanted lines can make things look like they are moving. Is
that true on your walk as well?
K.3
Dear Family,
Today we learned to recognize and make rough and smooth
lines. We learned that rough and smooth lines can imply
different textures in nature. We looked at two different ink
paintings – one from Japan (man with pine needles) and one
from Korea (chipmunks and grapevines) – in which artists
suggested several different textures from nature. Then we made
our own ink paintings of an outside place, using rough and
smooth lines to show different textures.
At home you could go on a treasure hunt to find as many rough
and smooth textures as you can. Do you have more rough or
smooth textures in your house? How about outside? You could
make rubbings of various textures with a thin sheet of paper and
a soft black crayon, used on its side. See if you can figure out
which objects match each rubbing!
K.4
Dear Family,
Today we learned that artists can make art with actual
textures – surfaces we can feel, and art that implies texture –
or looks like it would feel certain ways to the touch, even when
it’s smooth and flat. We looked at two different paintings – one
by Katsushika Hokusai from Japan (Boy Juggling Shells) and one
by the American painter, Jackson Pollock (Sea Change) – in
which the artists either suggested several different textures or
made real ones. Then we made our own real texture picture out
of glue, and another drawing with chalk pastels that implied the
textures of our favorite toys!
K.5
Dear Family,
Today we learned that when a line bends around to meet itself it
makes a shape. We learned that wiggly shapes from nature are
called organic shapes. And we learned that the line that goes
around the outside of a shape is called an outline. We looked for
outlines on a House Mask from New Guinea and in a crazy
picture of space aliens by American artist Kenny Scharf. Then we
used organic shapes and outlines to make our own crazy space
alien pictures!
At home you could play the mystery outline game, where people
in two different rooms secretly trace the outlines of something in
the room. When the people come back together, try to guess
what the mystery outline shows!
K.6
Dear Family,
Today we learned that shapes that have math names – like circle,
square, rectangle, triangle – are called geometric shapes. We
looked for geometric shapes in two works of art, a quilt by an
anonymous artist from 19th century America, and woven hat by
an anonymous 5th century Wari artist from Peru. We learned
how to fold and cut paper to make four different geometric
shapes from a square, and then we glued the shapes we made
together to make new designs.
At home you could look for geometric shapes in your house and
out on walks. Our human-made world is full of them! Your child
can practice naming the different geometric shapes s/he can
find, and cutting up recycled magazines or the newspaper into
geometric shapes to make his/her own new geometric
inventions.