Humanity in its infinite beauty is made up of a complex array of diverse skin tones. Our Lower Elementary artists explored mixing a range of skin tones using tempera paints and simple color theory techniques.

Mixing skin tones is all about experimenting and playing around to get the right shade and tone; and that is where color theory comes into play! First, we took a look at the color wheel and studied the three sets of complementary colors: blue + orange, red + green, and yellow + purple. Complementary colors are opposite each other on the color wheel. Each child chose one set of complementary colors to start with in their mixing cup. The experimenting, problem solving and discovering began as soon as those two colors were mixed! For instance, we noticed that blue is a very strong color, so more orange is needed to create a more brown tone. Then we added some white to bring out the color a little and to make it more opaque. Students also discovered that adding more white created a lighter skin tone. The experimenting continued as each child went back and forth mixing, looking, adding color, and mixing again. If the color looked too red, for instance, we would refer to the color wheel to find it’s complement (green), add a few drops and mix it up! Too yellow? Add purple. And so on until their skin tone color was achieved. Some students even mixed up more than one to represent another skin tone different from their own!

Once each artist was happy with their mixed up color, they painted multiple papers with each skin tone color. The papers were then left to dry and will be used to create a collage art piece to represent the diverse array of skin tones. The magic of this color mixing process was that it allowed each child to discover the unique rainbow inside of both their own and their classmates’ beautiful skin!

Storytelling and art come together to support language acquisition in Spanish class. Lower and Upper Elementary students apply their reading and listening comprehension skills and use art to convey what they have interpreted. Upon being introduced to a new story, they identify key words by making connections with cognates and context clues.

One of their favorite things to do is write their own versions of the stories. Once we have seen certain vocabulary and target grammar structures in context, we participate in an activity called Story Asking. This is where students are orally given the skeleton of a story while given the opportunity to share their input with regard to character, setting, and plot development. Story Asking gives students confidence and a sense of ownership in the language acquisition process. 

The Primary and Kindergarten students participated in parachute play. Parachute games encourage cooperative, non-competitive play and reinforce turn-taking and sharing. While most gross motor activities for young children develop muscles in the lower body more than the upper torso, parachutes strengthen primarily shoulder, arm, and hand muscles. When children work together to make the parachute billow, they also refine perceptual motor skills and develop a sense of rhythm. Language activities are also be incorporated into most parachute games. Parachute games played were: “Merry Go Round,” “Climb the Mountain,” “Popcorn,” and “Running through the Tunnel.”  At the end of class, students helped roll up the parachute and had a chance to jump over Sammy the Snake!

Spanish students have been busy! Across all grade levels, we have been filling our time with stories, projects, and activities for a cumulative review. Primary and elementary students have taken stories about a snowman and a gingerbread man and made character comparisons in Spanish. Elementary students then designed their own snowmen, demonstrating their knowledge of clothing, colors, and body parts in Spanish. 

Middle school has completed virtual escape rooms, puzzles, character comparisons, and they have even written their own stories. They are presented with the opportunity to showcase all of their acquired language together in their spoken and written tasks. 

Gearing up for the holidays, we are taking a dive back into LatinX and Spanish culture to explore how the holidays will be celebrated around the world!