Picasso and "Pochoir"

Post & Lesson Contributed by Ally Bernstein,  Assistant Teacher

 

For our second day exploring the work of famous 20^th century artist Pablo Picasso, we read a beautiful story titled “Just Behave, Pablo Picasso!” written by Jonah Winter and illustrated by Kevin Hawkes. This story led to a discussion of the ways in which we might break artistic rules and take risks, and the idea that there is no “correct” way to make art.

For our project, we explored a technique that Picasso was fond of – the stencil! Called “pochoir” in French, creating a stencil with one color of opaque paint naturally lends itself to the flatness that is central to cubism. Tomorrow, we would return to a more in-depth discussion of cubism, but for now we experimented with bold colors and shapes.

Jacob

We made stencils out of thick paper, and then gently painted them in with brushes. The trickiest part of this project was creating a clean edge, however the technique was extremely gratifying even when the paint crept under the stencil's edges. Some students created stencils that suggested specific figures or shapes, while other students opted for organic forms that lifted off the page. Students were also successful at pairing beautiful colors of paint with the color of their background paper.

Elise

Elise

Dexter

Jadon

Leila

Leila

Jessica

Joey

Joey

Chan

Isaac

Yinka

Emily

Laila

Anika

Jordan

While this was our first foray into stenciling, it was so fun that it surely won’t be our last!

Polar Expedition Journals

Post & Lesson Contributed by Ally Bernstein, Teacher Assistant

Expedition Journals

Traversing Oak Park on an extremely chilly day can feel like a journey, but it’s nothing compared to the travels of Ernest Shackleton! Today’s lesson on extremely cold environments involved some research, a lot of imagination, and a ton of delight.

"You Wouldn't Want to be a Polar Explorer: An Expedition You Would Rather Not Go On"

We read a fun book* about Ernest Shackleton’s daring expedition to the Antarctic on the ship Endurance. Shackleton and his crew were stranded by ice floes, and it took him many long journeys to reach Elephant Island (an inhospitable island) and South Georgia, where they sought help. Amazingly, not a single human life was lost on this journey – but it didn’t sound fun! Frostbite, hunger, cold and storms all threatened Shackleton’s crew. But he persevered and, with a lot of ingenuity, was able to seek help for his shipwrecked men.

*You Wouldn't Want to be a Polar Explorer: An Expedition You Would Rather Not Go On by Jen Green

Lucy with her journal ready to go!

We created our own expedition journals, using accordion books that we created ourselves using paper and cardboard. These beautiful little journals were perfect for writing down tales of our imagined exploits. Students were encouraged to create a fantasy trip to the Arctic (the North Pole, think polar bears) or Antarctica (the South Pole, think penguins).

Lucy's completed expedition journal

The level of creativity and care that students took to craft their expedition journals was impressive. Students wrote about floods of penguins, strange organisms dwelling at the bottom of frozen lakes, animal encounters and more. Beautiful illustrations made the journals feel convincingly real. Thankfully, we did not need to make an actual treacherous expedition to a polar area – we could rely on our imaginations to take us there instead! 

From left tot right, Joseph, Ben and Theo making the covers to their expedition journals

Norah, (front) and Joel, (back)

Jackson

Joseph

Emily, with animals from both polar regions

Emily, 1st and 2nd page entries

Emily, 3rd and 4th page entries

Jackson, aerial view of the land and sea

Norah's journal with illustrations of all the wildlife encountered on her journey

Shlok, making notes about ermines and penguins

Emory adding entries to his expedition journal

Emory's journal: day one: drawing of the ship with science lab below

Emory's journal, day one, continued, documenting his arrival

Ethan with completed journal

Theo and a panoramic illustration of a narwhal (see close-ups below)

Theo's narwhal and squid, left side

Theo's narwhal, turtle and fish, left side

 

Theo's travels on the reverse (part 1)

Theo's travels on the reverse (part 2)

Dexter's amazing journey to Lake Vostok, documenting a flood of penguins on Day 2

Dexter: Day 3, drilling and a swim with the penguins; Day 4, discovers Spiduchai

Dexter: Day 5, More Spiduchai holes discovered; Day 6: Finds New Species "Cragonite"

Dexter: Day 7, finds huge Triops; Day 8 Adds "Grasri" to the list of discoveries

Ms. Bersnstein's journal (top)

Ms. Bersnstein's journal (bottom)

Sculpture and Juxtaposition

Hi Families,

For this lesson on sculpture, Ms. Bernstein led the class in a collaborative installation project. Our first order of business was to discuss the idea of juxtaposition in depth.  Students discussed the idea of juxtaposition between material, art, color, shape, size and texture. We looked at work by artists such as Nina Katchadourian and Yoan Capote as examples of how pairing things that are different can create tension and interest in an artwork. We also looked at yarn bombing (knit pieces attached to trees, benches and other outdoor objects) as an example of how texture and color can brighten and enliven an urban space.

Peyton's completed form

The students' project was inspired by yarn bombing and the idea of juxtaposition in a sculptural piece. Our materials were simple: we began with colorful yarn, the rings from ice cream container lids, tape rolls, and broken hangers (graciously donated by Ms. Hayes, Beye's beloved substitute teacher and textile designer). Some of the lids were configured as simple looms for students who wished to weave. Students were also invited to wrap and stretch yarn, keeping in mind the idea of contrast between material, color and form.

Carson first "finger knitted" with yarn to create a more dimensional weaving!

Heidi's woven form

After diving in with the materials at hand, students began to incorporate more unusual material in their work, to add textural contrast and unexpected moments. Pipe cleaners, recycled plastic, tulle and other textile "scraps" were soon added to each piece. As the pieces became more dimensional, each student's creation became different in tone.

Shlok at work with circular and oval elements

Emory combining shapes to form new shapes, both positive and negative

As students finished wrapping, weaving, tinkering and tying, Ms. Bernstein collected the pieces, which are now installed on the 2nd floor landing just above the auditorium. Please stop by some time to enjoy this curiously beautiful collaborative sculpture!

Joel and Elijah's collaboration

Wislon, wrapping yarns

Lucy with wrapped sculptural element

Peyton at work

Jackson with a random weaving of materials

Ginger's wrapped disk

Jessica at work

Anika's completed form

Jadon's completed form

Elise (we think her color selection looks familiar : )

Jadon with 2nd form with a focus on negative space

Emory's completed form