Japanese Day 2015!
October 29, 2015
The students have been working on portraiture and investigating famous artist and styles of art. We a started with self portraits inspired by Picasso and cubism. Looking at photos of ourselves we deconstructed our faces and rearranged them using both front and profile views.
We then looked at portraits in this years Archibald competition as well as many other famous portraits from various styles and eras. The students have been working on a portrait of a person of their own choice in a style of their own choice.
We have had to put that on hold briefly while we pursue a wonderful opportunity to enter the Lion’s Club International Peace Poster Competition. The theme is “Share Peace”. The students have been enjoying exploring what that concept means to them and how to create visual image of it.
It’s amazing to think that all around the world their are students aged 11-13yrs working on this right now!
There are many rules to follow in the competition including; no text, numbers, characters, attaching anything, being aged between 11-13yrs old on the 15th Nov 2015 and specific size.
We also had to get sponsored by a Lion’s Club which one of my friends was able to help me with. The Lion’s Club of Melbourne Chinese have kindly sponsored us and have been very efficient and helpful in getting us started. They will provide the first level of prizes for our students. There will be one runners up and one winner in our school- this is the club level. The winning poster from our school continues to the District level and if successful to the National level and then to the International level. Fingers crossed! Someone could win a trip to the awards ceremony with 2 members of their family!
For more information:
We will also be using clay later this term.
During last term as well as early this term we have focused on Australian art that tells a story. We looked at some Aboriginal art and some famous early settler paintings. The students were studying Aboriginal and early settlers life in class. They enjoyed sharing their learning using the visual arts.
The students were inspired by the “Heidelberg school of artists” and their 5″x9″ cigar box exhibition from many years past. These Australian Impressionist artists went camping used these wooden boxes to paint inside so that they could carry their work back to the city without any damage to it. Many of the grade 3/4 students at HWPS were inspired to use modern boxes eg. IPad boxes to do their paintings about early Australian settler’s life. They could base it on 1. An everyday activity from the past, 2. A significant event, 3. A significant person.
These works will be on display shortly.
We are now working on a construction unit. The first project is connected with their biology unit in class. They are making artistic animal masks considering the appearance of the texture of an animal of their choosing and its features.
They have free choice of materials and need to make sure the joins are not visible(‘Supertac’ glue has been popular- a thick version of PVA). The students have been very excited about being able to use whatever materials they like to explore a theme. Many have said it is their favourite project of the year.
We look forward to showing you our masks in a few weeks time. We will continue with construction sculptures for the rest of the term.
I hope you have been enjoying the art hanging in the corridors including our Still Life fruit paintings inspired by Cezanne (French, Post Impressionist) and pointillist fruit inspired by Seurat’s dot painting style (we memorised his name by saying Sir Rat) and Cubist fruit inspired by Braque (pencil, lines and shading).
The students learnt about layering paint during the Cezanne project. We started by placing fruit and a jug they way we wanted and sketching this into our visual diaries. Next we painted a yellow background and once dry, we drew the still life onto it. We painted over the pencil lines with purple paint to add some dimension to the fruit- shading the edges. In the following week we started painting the base colours of the table under the fruit with dab, dab, dab brush strokes and curved small brush strokes for our fruit and jug. The week after that we added light and dark shading to our fruit and painted the wall behind them in the background with dappled colours to capture the effect of sunlight on a kitchen wall. In the final week we watered down PVA glue and used it like brushstrokes over top to give an oil painting effect.
This term we are tapping into the classroom unit about the garden. We are researching ideas including; sketching plants around the school and learning to draw enchanted creatures. These will be used for our shoebox dioramas of an enchanted garden. PLEASE BRING A SHOE BOX.
This term Foundation students are linking their art with their classroom learning about community. We are doing 2D and 3D mixed media art about buildings and people in our community. These photos show the students working collaboratively as they make a 3D head to represent a person in our community. (They will use half each for the face). This will be joined to a 2D body. They are learning about the technique – papier mache.
This term will see students finishing off their learning of Hiragana Characters and their Ten Ten Characters. We will be using apps and other programs such as Quizlet to help build upon our knowledge and there will be assignments and assessment centred around the topic of Hiragana Characters. Students will also be emailing our sister school and bettering their understanding of Japanese word order.
A: あ、い、う、え、お (a, i, u, e, o)
Ka: か、き、く、け、こ (ka, ki, ku, ke, ko) が、ぎ、ぐ、げ、ご (ga, gi, gu, ge, go)
Sa: さ、し、す、せ、そ (sa, shi, su, se, so) ざ、じ、ず、ぜ、ぞ (za, ji, zu, ze, zo)
Ta: た、ち、つ、て、と (ta, chi, tsu, te, to) だ、ぢ、づ、で、ど (da, ji, zu, de, do)
Na: な、に、ぬ、ね、の (na, ni, nu, ne, no)
Ha: は、ひ、ふ、へ、ほ (ha,h i, fu, he, ho) ば、ぶ、ぶ、べ、ぼ(ba, bi, bu, be, bo)
ぱ、ぴ、ぷ、ぺ、ぽ (pa, pi, pu, pe, po)
Ma: ま、み、む、め、も (ma, mi, mu, me, mo)
Ya: や、ゆ、よ (ya, yu, yo)
Ra: ら、り、る、れ、ろ (ra, ri, ru, re, ro)
Wa: わ、を、ん (wa, o, n)
This term Grade 34 students will be developing their reading and writing for Hiragana Characters. Students will be learning the ‘handy hints’ for Characters to assist in their learning of the Hiragana writing script. We will be using Hiragana apps and other programs such as Quizlet to help build upon our knowledge.
‘A’ Line あ、い、う、え、お (a, i, u, e, o)
‘KA’ Line か、き、く、け、こ (ka, ki, ku, ke, ko)
‘SA’ Line さ、し、す、せ、そ (sa, shi, su, se, so)
‘TA’ Line た、ち、つ、て、と(ta, chi, tsu, te, to)
‘NA’ Line な、に、ぬ、ね、の(na, ni, nu, ne, no)
‘HA’ Line は、ひ、ふ、へ、ほ (ha,h i, fu, he, ho)
‘MA’ Line ま、み、む、め、も(ma, mi, mu, me, mo)
‘YA’ Line や、ゆ、よ (ya, yu, yo)
‘RA’ Line ら、り、る、れ、ろ(ra, ri, ru, re, ro)
‘WA’ Line わ、を、ん (wa, o, n)
(There is a total of 46 Hiragana Characters)
For the first few weeks of Term 3, students will be revisiting numbers, their age and Kanji Characters. Students will then learn the Japanese vocabulary for family members and various grammar patterns. Calligraphy along with other Japanese cultural activities will also be explored this term.
1一 ichi 11十一 jyu ichi
2 二 ni 12十二jyu ni
3三 san 13十三jyu san
4四 shi/yon 14 十四jyu shi
5五 go 15 十五jyu go
6六 roku 16十六jyu roku
7七 nana/shichi 17 十七jyu nana
8八 hachi 18 十八jyu hachi
9九 kyu 19十九jyu kyu
10 十 jyu 20 二十 ni jyu (2 lots of ten)
This term Foundation students will be revisiting the Japanese for greetings and they will be introduced to the Japanese Hiragana writing script. Students will also develop their cultural knowledge through folk tales, songs and other interactive activities.
Greetings – Start of term 4
こんにちは – konnichiwa (hello/good afternoon)
おはよう- ohayo (morning)
おはようございます – ohayo gozaimasu (good morning formal)
さようなら – sayonara (goodbye)
バイバイ- bai bai (bye)
じゃまた – jya mata (see you later)
Hiragana Characters – Later in the term
あ、い、う、え、お – a, i, u, e, o
か、き、く、け、こ – ka, ki, ku, ke ko