When we teach a language we are working with an essential tool. A tool that we use to express feelings, emotions, ideas, opinions. But to give organized ideas, opinions based on facts, express feelings and emotions in a correct and deep way, we need to not only know the code but also activate thinking skills like inferring, comparing, thinking about alternatives and solutions.
So in this second term, with Grade 8, we started activating and analysing some thinking skills through the vision of short films and readings that allow them to learn how to improve their thinking.
The purpose is to talk and reflect on topics like bullying, friendship, tolerance and empathy allowing them to use the language in a more free way, even if they make mistakes while they are speaking. The following step is to analyse the language, reflect on the usage and do a metacognition on how they express their ideas. This is important because we are working on something that they produce and comes from their creativity. Finally, the third step is to put their thoughts and ideas into words, but in a more accurate way.
In this opportunity we worked on a Pixar short film “For the birds” and talked about acceptance and tolerance.
Could you draw an animal so that it looks realistic? This is a hard enough task, but the Grade 7’s have taken this several steps further in Art. Their end of the unit task is to draw an animal, add patterns and zentangles (complex intertwining patterns!) and then to colour it all – in just 4 hours, oh and to write a reflection about how it all went!
The images here are just three from 7S, but all the students in Grade 7 have made an excellent effort. The works below are the results of just two hours of work… so some people have plenty of work to do. From their pencil drawings, they added ink, then they will add a colour scheme as they finish the piece. Well done Grade 7.
Middle School Art Teacher
We have been learning about the growth and changes of animals. We have classified animals, learned about their characteristics and unique facts, studied their life cycles and changes they go through growing up, as well as the way they care for their young ones. As a cross-curricular activity with art, we decided to make mosaics depicting reptiles. First, the students drew the reptile of their choice using a pencil. Most drew them by memory and others decided to research on their devices to find reptile pictures that inspired them the most. They then cut the colored paper of their choice in small squares and they glued it on their designs. Finally, they continued to develop their fine motor skills by cutting their reptiles and gluing them on another piece of card paper. Well done, Grade 2, on your hard work, persistence, and patience, as this project needed several days to be completed!
Ms. Artemis Stergiou
Grade 2A Teacher
We have had a busy start in Grade 4! In Maths, we have been working on place value, estimating and multiplication and division. We have also written personal narratives and now we are focusing on settings in Language Arts. Lots of exploring about the Phoenician empire has been happening in Social studies.
In Art, we started the year by looking at Romero Britto, first creating our own self-portraits, then designing our own pictures in his style. This week, we have started looking at Miro and surrealism. We looked at his painting of the Harlequin and created our own surrealism pictures based around this carnival.
Grade 4G Teacher
“Surrealism is destructive, but it destroys only what it considers to be shackles limiting our vision.”
― Salvador Dali
Our Grade 8 students are on a surreal journey, learning about great surrealist artists and developing their own artistic skills along the way. This week they were given six photographs (one at a time) that they had to draw and develop into a piece of art. When you look at the work below you may spot certain trends – the skateboard features heavily, but generally not the guy riding it. The eagle’s head appears often but not the details – the feathers or just a beak. Trying to keep the work dreamlike is certainly a skill – have a look at these examples and decide whether the students have been successful in their work. (Please note these are sketches only – completed in less than an hour and certainly not finished pieces!)
“Exit, pursued by a bear.”
― William Shakespeare, The Winter’s Tale
Grade 8 Art Teacher
A few years ago, there was an artistic trend where adults bought books filled with black patterns, then spent hours colouring them. The original name for these patterns is ‘zentangles’. We were told that the hobby was a relaxing and stress-busting activity. For those of us who are creative, this was not news, and many people relieve intensive meetings with detailed doodles. Last term, Grade 7 learned how to draw patterns, beyond the simple geometric shapes learned in Elementary. Creating coherent designs is a complex process from the initial ideas drawn in pencil, to the somewhat laborious task of outlining in permanent pen. And then comes the fun bit… the colouring! Look at these examples from Giacomo, Helena, Luigi and Lucia. Notice the details and time spent creating this artwork.
Want to find out what really caused the grand Roman Empire to collapse? Read UIS’ new comic team’s latest release and discover the political ambitions, economic crises, and intricate balances between causes and effects, which drew the final curtain on one of the greatest empires the world has ever seen. The Grade 5 comic strip creators reveal the buildup to the final meltdown in a series of sequential drawings, each created by a single artist, yet striving to maintain unity and coherence in the overall design. The project saw the graphic artists discussing potential frames, then moving from gathering sketches and ideas, to drawing basic initial shapes, adding details, and going over the whole drawing in black ink. Evoking key ideas using sparse dialogue and lettering proved especially challenging. Stay tuned for the team’s next publication! They’re already brainstorming their latest area of exploration… Medieval Europe!
Grade 5 Teacher
In Nursery 3, the students have been learning about themselves and their families. To explore some of the differences and similarities both inside our families, and between them, we asked each family to help with a weekend home project where the children had to trace, cut and decorate the hands of different family members.
Children enthusiastically completed the assigned ‘homework’ and brought their finished work to school for their peers and teachers to see. In class, we used the hands for a variety of purposes, such as sorting according to size (small for children, big for grownups), counting the fingers from 1-5, and much more. Soon we will place the hands on the display board right outside the N3 classroom for everyone to come and have a look.
Autumn gives us so many beautiful scenes of vibrant colours and textures! So to bring the outside into our classrooms for Autumn week, Grade 4 decided to take a moment to capture the season by creating a landscape which was decorated using the italica handwriting that we’ve been working on so far this term. The children loved working closely together, snuggled up on the floor making their mark collectively, which resulted in a stunning piece of art work. We thought that hanging it outside the dining room would be a good place to show it off to the rest of the school. We were delighted to discover that it had inspired some Grade 1 children to have a go at making their own pictures with letters, who took a trip upstairs to Grade 4 to show us their work.
Grade 4A teacher
It’s common, when creating a self-portrait, to focus on external features, color of skin, shape of face, texture of hair… everything that is seen with the outer eye. The Grade Five class tried to shift their perspective, expressing their vision of themselves as seen with their inner eye. The focus was on using color and shape to represent the feelings, emotions, and passions that live deep inside. “We are all different!” commented one student. “Yes, and we are all the same!” replied another. It was eye-openingto hear the students sharing the reasons behind their choices: “I chose blue here because I love to be by the sea. It makes me feel calm.” “This is the color I would love to be.” An interesting chat followed about a hypothetical world in which each of us could choose our own color.
Grade 5 teacher