Back row, left to right: Ewan Kim, Daniel Merino, Thomas Stroud, Adam Ford, Stelling Harris, Jedrek Gribble, Kat Bowling, Fr. Jim Magee
Not pictured: Jules Bowling, Carter Brann, Abby Flowers, Nathan Wright, Cheyoung Yoon
Front row, left to right: Mr. John Bell, Garrett Stokes, Austin Ju, Raffy Balanay, Emma Brown Blick, Anna Phillips, Victoria Castillo, Brooke Owens, Claire McDonald Back row, left to right: Ewan Kim, Daniel Merino, Thomas Stroud, Adam Ford, Stelling Harris, Jedrek Gribble, Kat Bowling, Fr. Jim Magee Not pictured: Jules Bowling, Carter Brann, Abby Flowers, Nathan Wright, Cheyoung Yoon Fifteen of our 8th graders are shown wearing their 3D-printed cross pendants in the church before Mass on Wednesday, February 7th. Near the end of their first quarter Art Tech classes, eighth graders designed cross pendants with the Tinkercad computer-aided design app. Completed designs have been 3D printed. Five other students who finished the project were not in attendance on the day of this photo. The students used jewelry materials and hand tools to make their crosses wearable.
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As part of their research on U.S. presidents for a paper in Mr. Thomas's Social Studies class, 7th grade Art Tech students have been creating 3D virtual models of structures such as buildings, monuments, and vehicles with Tinkercad on their iPads. Each student's structure is associated in some way with the U.S. president that he or she is researching for their paper. Screenshots of students' CAD models, like those shown here, are being used as illustrations for their research papers. The 3D print of a Mesoamerican pyramid shown below was designed for a 6th grade social studies project by Jac Dupree with Tinkercad computer-aided design software. Mr. Bell provided technical instruction.
Second grade art students have recently been painting with watercolor around their paper bird constructions. Students drew, cut, and assembled relatively simple paper shapes to make the more complex structures of the birds. The watercolor shapes and linear crayon patterns in the sky echo the shapes of the birds and help create compositional unity.
The 3D prints of Mesoamerican pyramids shown here were designed by sixth graders Tate Myers and Cohen Hogan with Tinkercad computer-aided design software for a project in Mr. Melton's social studies class. Mr. Bell provided the students with technical instruction. Eighth grade Art Tech students designed cross pendants with the Tinkercad computer-aided design app. Shown below are 3D prints of some of their work, which can be worn on a string or thin chain.
Some sixth graders are making 3D-printable Tinkercad models of Mesoamerican pyramids for a project in Mr. Melton's Social Studies class. Mr. Bell is assisting with technical instruction. The pyramid shown here (as both a Tinkercad design and 3D print) by Landon Leitz was inspired by the Toltec-Mayan pyramid, El Castillo, which is located in the Chichen Itza Mayan ruins of Mexico's Yucatan peninsula. Near the end of their first quarter Art Tech classes, eighth graders designed cross pendants with the Tinkercad computer-aided design app on their iPads. Completed designs have been 3D printed. A hole for inserting a string or thin chain was designed into the upper section of each cross. The photo of the cross by Jules shows a string that passes through the top section. It has a jewelry latch at the ends of the string that is not shown in the photo. As part of their work for a project in Mr. Melton's Social Studies class, some sixth graders are choosing the option of creating Tinkercad models of Mayan and Aztec pyramids, as well as other structures, for 3D printing. Mr. Bell is instructing interested students in the use of computer-aided design technology. The first two 3D-prints of students' designs inspired by Mesoamerican pyramids are the works of Cohen Hogan and Haiden Simo. These students' Tinkercad designs, from which the prints were made, are shown here along with the 3D prints. Fourth grade art students have recently been creating sculptures which depict sailboats on waves. The hulls of the boats are origami structures. The masts are supported by a pyramid-like cardstock form that is carefully measured, cut, and taped in place. The masts and booms are made of drinking straws. Each student's boat is sealed with tape to make it impermeable to the water in the colorful paper mache coating. The boats are mounted on wave structures composed of wadded paper, cardboard, tape, and paper mache. The boats are attached to the waves with glue and one Phillips screw. Cotton is stretched and shaped to make the foam on the waves. Finished works from this project are currently on display in the school library.
The first graders of the 1B and 1S art classes proudly display their "Mr. and Ms. Mousey Head" paper sculptures in the group photos shown below. Details of the project are visible in the closeup photos of artwork by Devenie Delph and Teddy Compton. In this geometry-based project, students internalize the concept of the cone by making them from paper plates. The cone serves as the base form upon which each student works creatively to give his or her mouse a unique personality. Materials include colored tissue paper, a glue/water mixture, card stock, yarn, corn, pom poms, cotton, tape, and paper clips. Sixth graders in art tech class were given a challenge to program an EV3 robot to follow the edge of a black line and throw three target objects into the robot's catcher box. Color sensor readings are used to adjust drive motor speeds so the robots move along the edge of the line. The robots were built by students in our Friday robotics group. The paper catcher boxes were built and attached by sixth graders. Bruen and Haiden are shown in the video titled "6th grade line follower challenge-2023-24.mov" as they are cheered on by friends while successfully running robots autonomously with code that they wrote on their iPads. The KB and KE art classes recently completed their paper maracas. This geometry-oriented sculpture project helps students understand the concept of the cylinder by making one. The cylinder is the base form upon which students used paper, unpopped popcorn, cotton, glue, and tape to express their creativity. Kindergarten assistant teachers Mrs. Baker (KB) and Mrs. Edmison (KE) graciously assist Mr. Bell during the kindergarten art classes. They are shown in the photos with their classes. From the 6th grade Art Tech classes, a plant cell pillow by Maddy Wakefield, a cell pillow by Logan Kendrick and a teddy bear pillow by Lilly Hass appear below. The STEAM-based plant cell project teaches basic sewing skills and reinforces science content. Creating animal pillows encourages students to express themselves more freely with cloth sculpture. Sixth graders Preston Edmison and Jay Blick solved a coding challenge to make autonomous Lego Spike Prime robots use color sensors to follow a line, shoot a ball, pick up two objects, and return to base. They wrote the programming code on their iPads and downloaded it to the robots. Fellow students cheer them on as they run the robots and catch the ping pong balls in the video titled "SPCS 6th grade line follower catapult robots.mov". Students in our Friday after-school robotics group built the robots for use with coding challenges in the Art Tech classes, as well as for their own work. Sixth grade art Art Tech students have recently been creating plant and animal cell pillows by using the running stitch and the whip stitch to sew their creations. The pillow designs of this science-related STEAM project are based on students' drawings of reference illustrations. The organelles of the cell pillows were affixed to the surface of the cloth with fabric glue. Students stuffed their pillows with poly-fill.
Second grade art students are shown here as they put the final touches of paper mache on their paper and cardboard cross sculptures. Fifth grade art students have recently been creating relief sculptures of sea animals. Students used the grid method to draw from photos. They transferred their drawings of aquatic animals to Styrofoam sheets which they cut out with hacksaw blades. One end of the blade has been wrapped with paper and tape to make a protective handle. The form of each animal is built with paper and tape on the Styrofoam base, which most students have reinforced with splints made of popsicle sticks and tape. The back of the sculpture remains flat so that it can hang on a wall when finished. After sculpting the form of the sea animal, students will apply paper mache and glitter glue to create a colorful skin. They will make hanging hooks with paper clips and screws.
A relief sculpture is a form of art that projects from a background surface. When hung, these sea animal sculptures will appear to emerge from the wall, in the way that the head on a coin projects from a flat surface. |
Mr. John Bell, Art TeacherMr. Bell focuses on an interdisciplinary approach to teaching and presented STREAM (Science, Religion, Technology, Engineering, Art, and Mathematics) workshops at the Diocesan Teacher Conference, as well as multiple workshops throughout his years in the Diocese. Archives
April 2024
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