In this project, Middle School students used flower petals to construct mandala designs. First, students learned about the history of the mandala by looking at and discussing historical and contemporary mandala artworks. The name, mandala, comes from the Sanskrit word for circle and refers to the sense of wholeness created by circular forms. In Buddhism, mandalas represent the ideal form of the universe and are a physical representation of meditation. Next, students were given a variety of flowers and were asked to visualize ways of creating a well-balanced radial composition through arranging the flower petals into a symmetrical or asymmetrical design. Students strategized ways to complete their design by pressing the petals, using rulers, and arranging the petals before gluing down. Working with non-traditional art materials in this way allowed the students to gain a deeper understanding of working with multiple parts to create a whole. Each flower petal mandala is unique and colorful, just like the individual who created it! 🙂

In Physical Education class, students participate in warm-up games prior to the class activities.  Warm-up games this month were:  “Pluck the Turkey,” “Happy Thanksgiving,” “Happy Holidays,” and “Grinch Tag.” In the game “Pluck the Turkey,” students try to pluck as many turkey tails as they can.  If a tail is plucked, the student can come see Mrs. Pascarella for another tail.   In the game “Happy Thanksgiving” and “Happy Holidays” students have to pick a food or object that is associated with that holiday.  Students line up on one end of the gym and one tagger is in the middle.   For example, when the tagger (the caller) calls out “are there any turkeys?”  Those that chose to be turkeys would then try to run to the other side of the gym without getting tagged.  If tagged, he or she will join the tagger in the middle.  The game goes on until there are one or two students left that have not been tagged.  In “Grinch Tag,” all run around as elves preparing gifts for the holidays.  The Grinch is holding a green ball and tries to tag the elves with the ball and stop them from making presents.  Two students (Mr. and Mrs Claus) are holding a red ball and help the elves that are frozen to get back into the game and start running again.  In The purpose of these warm-up games are for students to work on their cardiovascular endurance, loco-motor skills, and prepare their bodies for activity so that they are less prone to injury.

Students in Kindergarten through fifth grade started a floor hockey unit this month.  The Floor hockey skills of dribbling, passing, and shooting were introduced.  To practice dribbling, we engage in an activity called “Walk Your Dog,”  Dribble Knockout, Dribble Relay, Keep-away, Knock the Pin, Steal the Bacon, and Sideline Hockey.  We practice these hockey skills in order to help students develop hand-eye coordination, agility, balance, and group cooperation.  At the end of each class, students participated in sideline hockey.  Sideline hockey is a game where only two to three students from each team come out to the court while the rest of their teammates are on the sideline and can help make passes.  Small sided games allows for students to be more actively participating in team games.

Lower and Upper Elementary students explored form, color, and pattern to create whimsical clay cake boxes. To start, we discussed the Pop Art movement and looked at the paintings of artist Wayne Thiebaud who is widely known for his colorful works depicting desserts such as pies, ice cream cones, cupcakes, pastries, and cakes. Students were very inspired by his artwork and began sketching their own cakes and cupcakes, letting their creativity soar as they chose its flavor and toppings! Lastly, students filled in their drawings with chalk pastel using shading and layering techniques.

Next, students translated their 2D drawings into 3D form using clay. The clay skills they learned and explored were the slip and score attachment method, pinching method, molding, coiling, slab rolling, smoothing and glazing. First, students designed paper templates using rulers to assist the building process. Then we rolled out slabs to use for the sides of our cakes and cupcakes, cut out the shapes using our templates, and then slipped and scored the parts together.

Lastly, I demonstrated several methods to design the top (such as coiling, pinching, and carving) and students choose what they wanted to do. Some students added cherries, candles or even little figurines! As long as they slip and scored properly, they were free to add any toppings they wanted. The tops were left unattached so their cakes and cupcakes can function as little boxes to keep things inside! After they are fired in the kiln once, students will paint them with unique colors using low temperature underglazes which will then be fired once more to become glossy.