Category Archives: Expressive Arts
Snow Day!
Even though it was the first day of Spring, the nursery children had great fun playing and exploring the snow. They made snowmen, slushes, pretended to be snow ploughs and all this was filmed by our GoPro team! They even filmed themselves giving an update on the new nursery. By lunch time the snow had cleared so the boys and girls asked to have bubbly water, pretending it was snow and burst into Christmas songs!  The children were very excited to wear their new waterproof suits.
St Patrick’s Day in the nursery !
Today we celebrated St Patrick’s Day in the nursery. We had shamrock toast for breakfast, created our own pots of gold at the end of the rainbow then participated in some Irish dancing. The dancing had some tricky maneuvers, but we felt healthy afterwards.
Crystal Grotto at Jupiter and the P2/3 response to it!
Crystal Grotto at Jupiter Artland P2/3
P2/3 visited the artwork entitled The Light Pours Out of Me at Jupiter Artland. They were using their senses to describe the artwork and they talked about the artist and the other senses she uses in her art such as the taste of her chocolate room!
Back in class they solved a design challenge to create an amethyst grotto as a class display. They made artworks with salt crystals and shades of purple acrylic paint. They also used triangles to make a geometric design. They used paint but also an Art app called Art Set. This can be downloaded free.
We learnt new words for purple such as mauve, periwinkle and magenta.
We also saw a smooth shiny material called obsidian. Can you find out more about this glass-like rock? can you find out more about the artist who made the huge grotto. What is her name? What other sculptures has she made?
p2/3 Claywork and Mixed-Media Wheels
P3/2 visit Jupiter Artland
Drama in P7/6
LI: We are learning to use a range of drama conventions to explore themes such as hopes, fears and desires.
SC: I can discuss what an issue might be.
I can say how a character might be feeling.
I can demonstrate how a character might be feeling.
Last week we used role play to explore issues as a starting point for our story writing.
Children worked in small groups and each group were given a scenario card. The children then had to think about and discuss the characters involved in the scenario, how they might be feeling and how they might demonstrate their feelings through what they say, tone of their voice and their expressions. Once the individual groups had developed their scenes we all got together to perform our drama for the rest of the class. Each group did extremely well in demonstrating their feelings and thoughts through the conventions of drama and the other children were able to guess what the issue was. I’m sure we have a few budding actors and actresses in our class.
Our drama lesson will now help us when we start to write our story about our chosen issue.
Touching tales of tsunami survivors
We are learning to write an interview with a survivor of a tsunami.
Success Criteria:
I can use features specific to interviews including:
-an introduction to set the scene of the interview
-the name of the person speaking on the left, followed by a colon
-relevant and appropriate questions and responses
-a new line for each speaker
-adjectives to describe the feelings and emotions of the survivor
I can use question marks correctly
This week, our IDL lessons have focused on the natural disaster, tsunamis. We learned all about the key features of a tsunami including how it is caused and how it can affect the land and population. We then used our own and the school devices to research the 2004 Boxing Day tsunami, collating and sharing our notes on our P5B class OneNote. We demonstrated our developing skills of writing in our own words and using bullet points to organise our notes, as well as learning how to insert a picture into our section of the OneNote.
Now knowing about the devastation that the Boxing Day tsunami caused, we watched an interview with one of the survivors that the film ‘The Impossible’ was based on. We learned all about her terrifying experience then looked at other examples of interviews, learning about the layout and important punctuation that we had to include. We used all of this knowledge to write our own interviews with a survivor of a tsunami.
When we were finished, we presented our interviews to an audience using our drama skills of expression, volume, pace and tone to portray appropriate feelings and emotions of the survivors.
Modern Art Gallery Trip January 2017
 
Primary 2/3 loved their trip to the galleries of modern art in Edinburgh on Monday. They were going to look at some of Joan Eardley’s paintings and drawings. They were asked lots of questions by Fraser, an artist guide. They had to respond with what they saw and felt about the art works. James thought that Fraser was really kind and he learnt that anyone can be an artist. James found out that artists have to do a sketch before they do a painting. Cara learnt that Joan had done a lots of seascapes and landscapes. Rhuairdh learnt that Joan also painted portraits of children from Glasgow and the streets.
Miss Brolls ran two painting workshops to teach the children how to paint in layers, using ‘dirty’ colours. The children had to mix their colours on a palette using yellow ochre, cobalt blue, white and black. They made washes of colour with lots of water. They saw statues and artists’ models and Lucas loved Vulcan the large iron giant sculpture.
James learnt that dark colours such as grey and black shading a colour makes it ‘dirty’. He also used dry brush strokes to create more texture with his layers.
Now P2/3 have added dried grasses from Catterline, where Joan worked to add a final layer. Their mini-masterpieces are displayed in the art room in school.
By Cara, James and Rhuairdh with some help from Miss Brolls
