graders celebrated the many talents and skills of being a Catholic School
Student! What better way to show our love and appreciation of St. Elizabeth
School than to combine our artistic gifts with our Catholic faith!
Students in 7th
grade used their artistic talents and knowledge of Saints, Holy figures and
Catholic icons to create these beautiful “batik” works of art. The students
took inspiration from some of the great masters including Fra Angelico, Leonardo
da Vinci and Raphael. 7th graders made these wonderful representations during
art class at St. Elizabeth School to commemorate Catholic Schools Week!
7th Grade completed their work using a "batik" process. The traditional
technique uses hot wax, cloth and dye, but in our process students used sharpie
markers, crayons, water and ink. They began their drawings with a pencil sketch
and then outlined their sketch using the fine point markers. Students applied
crayons, using varying degrees of pressure, to add color. They then put a clean
water wash over their paper and crumpled up their artwork into a ball to create
wrinkles throughout the paper. After that students laid their artwork flat on
the table and used a black ink and water mixture to cover the entire artwork.
Before drying, students used wipes to rid the paper of any excess ink on their
work. The wrinkles attracted the ink and created small lines, or striations,
within the artwork.
end result produced a very interesting antique look to the pieces. These
aesthetics bring to mind the longevity and deep, spiritual faith of
Catholicism. The imagery of the Holy Saints and people, in addition to the
batik process, evokes powerful emotion in viewers.
addition to showcasing their extreme talent, this lesson demonstrates the faith,
knowledge, discipline and morals that are integral to every Catholic School
This is the 2nd Annual Collaborative School
Masterpiece at St. Elizabeth School and we’re hoping to make it a yearly
tradition! This year students in grades K through 8 each worked on a different
aspect of this huge mural. The theme for this year was, “We Are Thankful for
Our City and Community.” We focused on different aspects of our city and,
specifically, the Washington Heights community that we are thankful for. As
students worked on the project we discussed ways in which we can help to make
our city and community a better place to live. Students also brain stormed
about the different features of the city and Washington Heights that they
appreciate most during this time of Thanksgiving.
Students in Kindergarten worked on making the clouds
that you see in the city sky. Students in K-1 and K-2 worked on the important
developmental skills of cutting and gluing to complete the fluffy clouds.
Kindergarteners used cotton, paper, glue and scissors to create their clouds.
Students in classes 1-1 and 1-2 used their knowledge of
line as an important Art Element to create colorful oil pastel and watercolor
resist stars in the sky. First graders made different lines using the
oil pastels and then painted over their lines in bright watercolors to reveal
the resist underneath. The students used their creativity and knowledge of line
to express emotion while they created their stars in the New York City sky.
Students in both second grade classes contributed
all of the birds that you see within the mural. Students in classes 2-1 and 2-2
were given a demonstration on how to use simple shapes to create more complex
drawings. Students relied on the important Art Elements of shape and line to
create their birds, focusing first on shapes and then defining their drawings
using contour lines.
Students in both third grade classes came together
to design the blue-sky background for the masterpiece. Third graders used cool
colored pastels to create the huge background. Classes 3-1 and 3-2 crowded into
the art room to have the experience of working together, or collaboratively, in
a very large group. Students used Vincent van Gogh’s “Starry Night”
painting as inspiration for the sky. The outcome was a beautifully crafted sky
containing movement, color and creativity.
Fourth graders created all of the figures, or
people, you see within the mural. Students were given specific dimensions for
their figures and were asked to keep them to scale. This required the use of
rulers and math within the art class. 4th graders were also asked to
keep in mind proper body proportions while creating their people. Once fourth
graders added color to complete their people, they then cut them out so they
could be added to the city scene.
The fifth grade’s contribution took the form of motor
vehicles. Students in the fifth grade made cars and busses and even one
bike, all of which add to the hustle and bustle aspect of the city. Students
used several materials when creating their cars including markers, colored
pencils and oil pastels. Students were also asked to keep their cars to a
certain size, again to keep the scale of all things in the mural consistent and
The sixth graders’ role was to create several
apartment buildings and storefronts. Students worked in groups to design the
different structures of the buildings. The class focused on details such as how
many stories the buildings would have, what store (if any) would be on the
ground floor of their buildings and other minor details such as windows, doors,
etc. Positive collaboration was key to the success of these drawings.
The seventh grade had the task of creating some very
important monuments within the city mural. Students in this class also worked
in groups to create the Statue of Liberty, St. Elizabeth Church, The George
Washington Bridge and the Chrysler Building. This class, very successfully,
worked to create accurate dimensions for their landmarks and designated group
members to perform certain tasks. Seventh graders had to use mathematical
equations when trying to determine proper dimensions for their landmarks.
Positive interactions and a good group dynamic contributed to the creative and
successful completion of these monuments.
The eighth grade also worked in groups to create
several other monuments and different facets of the mural. One group was
responsible for creating the train, one group made The Empire State Building,
another made trees, one created the Metropolitan Museum of Art, one group
created apartment buildings, some students worked to create sidewalks for the
mural and others created small details you see within the city (lampposts,
traffic lights, fire hydrants, garbage cans, etc.). Students in this class used
many different media to complete their art, while focusing on the contour lines
within their drawings.
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