“致敬藝術(shù)家”

VPA不光在學(xué)術(shù)上追求卓越，在藝術(shù)方面也有著不一般的追求。

【資料圖】

我們的藝術(shù)課程結(jié)合了國(guó)內(nèi)外課程標(biāo)準(zhǔn)，從中提取精華，最后形成我們學(xué)校自己的課程體系。

在最近的單元中，我們的美術(shù)老師李皓帶著大家一起致敬藝術(shù)家，每個(gè)年級(jí)學(xué)習(xí)了不一樣的藝術(shù)家的風(fēng)格和表現(xiàn)形式。最終將孩子們的作品一一展示在我們的達(dá)芬奇藝術(shù)長(zhǎng)廊。

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A Tribute to the Artists

VPA not only pursues excellence in academics, but also pursues something different in art education.

Our art course is a combination of our national and international standards, we absorb the essence of both, and form our own curriculum.

In the current unit, our art teacher, Helena Li, guided students to pay a tribute to different artists. They learned different art styles and ways of expression according to their grades. In the end of the unit, we presented every child’s work in the Da Vinci"s Gallery.

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一年級(jí)“牽著線條去散步”

保羅·克利

保羅·克利是最富詩(shī)意的色彩建構(gòu)大師。二十世紀(jì)變化最多、最難以理解和才華橫溢的杰出藝術(shù)家之一。

學(xué)生作品

孩子們共同在一張紙上作畫(huà)，讓線條在紙上自由跳躍，隨后再用油畫(huà)棒、彩色粘土等材料上色。

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Year 1"Holding the Lines For a Walk"

Paul Klee

Paul Klee was a natural draftsman, and through long experimentation developed a mastery of color and tonality.

Students" Works

Children drew together on the same huge page of paper, let the lines freely "jump" on it, then they used pastels and clays to make it colorful.

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二年級(jí)“歐普藝術(shù)”

維克托·瓦薩雷里

維克托·瓦薩雷里被認(rèn)為是歐普藝術(shù)中最杰出的開(kāi)創(chuàng)者之一。圍繞光學(xué)和感知，他創(chuàng)造出了獨(dú)特的藝術(shù)美學(xué)。

學(xué)生作品

孩子們動(dòng)手剪貼，畫(huà)出一幅幅顏色絢麗的歐普藝術(shù)品。

孩子們興奮地在自己的作品前合影

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Year2 "Op Art"

Victor Vasarely

Victor Vasarelyis widely accepted as a "grandfather" and leader of theOp artmovement. He created unique art works based on optics and sensations.

Students" Works

Children made colorful op artworks through cutting, pasting, and coloring.

Taking a group photo excitingly

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三年級(jí)“原生藝術(shù)”

讓·杜布菲

讓·杜布菲，法國(guó)畫(huà)家、雕刻家和版畫(huà)家，西方繪畫(huà)史上的傳奇人物，戰(zhàn)后最具震撼力、最富創(chuàng)意，而又最不妥協(xié)的藝術(shù)家。他的風(fēng)格--原生藝術(shù)，即抽象藝術(shù)，以粗、生、澀、涂抹為特點(diǎn)，使用沙子、泥土、石膏、木片、油灰、瀝青、木炭等各種材料創(chuàng)作，表現(xiàn)天真童趣、原始、野性、隨意、怪異美。

學(xué)生作品

孩子們一起“頭腦大風(fēng)暴”，為自己的作品共同構(gòu)思。

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Year 3 "Art Brut"

Jean Dubuffet

Jean Dubuffet is perhaps best known for founding the art movement of Art Brut. Many of Dubuffet"s works are painted inoil paintusing animpastothickened by materials such assand,tarandstraw, giving the work an unusually textured surface, to present the beauty of innocence, originality, wildness, and strangeness.

Students" Works

Children were having "brain storm" all together to think about their works.

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四年級(jí)“米羅的外太空”

胡安·米羅

米羅是20世紀(jì)超現(xiàn)實(shí)主義繪畫(huà)大師之一。他的畫(huà)中往往沒(méi)有什么明確具體的形，而只有一些線條、一些形的胚胎、一些類似于兒童涂鴉期的偶得形狀。顏色非常簡(jiǎn)單，紅、黃、綠、藍(lán)、黑、白，在畫(huà)面上被平涂成一個(gè)個(gè)的色塊，卻充滿了隱喻、幽默、輕快，并且富有詩(shī)意。

學(xué)生作品

孩子們跟著米羅一起在“外太空”中遨游。

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Year 4 "Miro"s Outer Space"

Joan Miró

His work has been interpreted asSurrealismbut with a personal style, sometimes also veering intoFauvismandExpressionism. He was notable for his interest in the unconscious or thesubconsciousmind, reflected in his re-creation of the childlike.

Students" Works

Children was drawing with "Miro"s Outer Space."

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五年級(jí)“藝術(shù)圈中的音樂(lè)大師”

瓦西里·康定斯基

康定斯基被認(rèn)為是抽象藝術(shù)的先驅(qū)，他可以十分清晰地聽(tīng)見(jiàn)色彩，音樂(lè)對(duì)他的藝術(shù)產(chǎn)生了主要影響。他甚至把他的繪畫(huà)命名為“即興”和“結(jié)構(gòu)”，仿佛它們不是繪畫(huà)而是音樂(lè)作品。

學(xué)生作品

學(xué)生們用著大膽的配色，用線條配合上色塊，創(chuàng)造出獨(dú)一無(wú)二的抽象藝術(shù)。

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Year 5 "Musician in the Art World"

Wassily Kandinsky

Kandinsky is generally credited as one of the pioneers ofabstractioninwestern art. He could "hear" the colors, and music had a great influence in his art works. He defined his works into impressions, improvisations, and compositions, just like they are music sheets.

Students" Works

Students used colors boldly, combined lines with chunks, and created their unique art works.

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以問(wèn)題為導(dǎo)向的跨學(xué)科探究課程

我們從問(wèn)題開(kāi)始，以此為導(dǎo)向，開(kāi)展單元課程。我們會(huì)向孩子們提問(wèn)，比如我們會(huì)問(wèn)他們“小時(shí)候有沒(méi)有在墻上亂涂亂畫(huà)的經(jīng)歷？”“從這些作品中能看出什么元素和特點(diǎn)？” 同時(shí)，我們也鼓勵(lì)孩子們提問(wèn)，充分發(fā)揮他們的好奇心。

網(wǎng)課時(shí)期老師讓孩子們自由畫(huà)線條

老師讓他們帶著問(wèn)題去學(xué)習(xí)，產(chǎn)生自主能動(dòng)性，通過(guò)自己的思考獲取知識(shí)與技能，而不是靠老師單方面灌輸。

課程大致分為四個(gè)步驟：

1

調(diào)研記錄

培養(yǎng)孩子們的觀察記錄的能力

比如我們整個(gè)單元的課程從學(xué)習(xí)線條開(kāi)始，先是讓孩子們觀察生活中的線條，從家里找出和線條相關(guān)的東西，他們提到了頭發(fā)絲、毛線團(tuán)、立交橋、鳥(niǎo)巢等。

2

探索

初步探索內(nèi)容與材料

接著我們帶著孩子們做線條練習(xí)，讓他們聽(tīng)著音樂(lè)，隨著音樂(lè)的節(jié)奏畫(huà)線條。我們還跟四年級(jí)的孩子們提到了斐波那契螺旋線、黃金分割，實(shí)現(xiàn)了跨學(xué)科的教學(xué)。

3

發(fā)展

深入探究所學(xué)的內(nèi)容

在發(fā)展階段，我們給學(xué)生們展示了不同藝術(shù)家在線條上的表現(xiàn)形式，鍛煉孩子們的批判性思維。

通過(guò)向藝術(shù)家、他們的風(fēng)格及藝術(shù)形式學(xué)習(xí)，并且繼續(xù)跨學(xué)科，我們的美術(shù)課變得豐富多彩。比如二年級(jí)的歐普藝術(shù)，結(jié)合了光學(xué)，五年級(jí)的康定斯基，結(jié)合了音樂(lè)。

4

呈現(xiàn)

作品的呈現(xiàn)及表達(dá)

在最后的呈現(xiàn)階段，我們選擇了環(huán)保材料做了廢物利用，比如五年級(jí)的作品就是在我們廢舊的紙殼上完成的，多余的紙殼我們還拿來(lái)做了畫(huà)框。

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Problem-Oriented Interdisciplinary Inquiry Course

We usually start with questions to open our units. We would post questions to children, such as "Have you drawn on the wall when you were little?" "What elements and characteristics can you see from these works?" And we also encourage children to ask questions, to express their creativities.

Free Drawings During Online Class

Our teacher will guide them through questions, and they will have agency to study. They will learned the knowledge and skills with independent thinking, and not only from teacher"s words.

The course is divided into 4 steps:

1

Research

Develop children"s ability to research

For example, our whole unit started by learning lines, and we asked children to observe the lines in daily life. They mentioned hairs, knitting wool, flyovers, nests, and so on.

2

Explore

Briefly explore the content and materials

Then we took them into line practice, we asked them to listen to the music and draw lines according to the rhythm. We also mentionsFibonacci Spiral and golden ratioto have the interdisciplinary teaching.

3

Develop

Develop into the content

During this period, we showed students the different styles from different artists, to encourge them to use critical thinking skill.

By learning from the artists, their styles and ways of expression, and continuing theinterdisciplinary teaching, our art class had plenty of fun. For example, we learned Op Art in Year 2 and it incorporated optics, and in Year 5, we had music with art.

4

Present

Final Expression

In the end of the whole process, we chose to use recycled materials to protect our planet. For example, the artworks from Year 5 were created on cardboards, and the rest of the cardboards was used to make the frames.

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我們的目標(biāo)是將初高中的課程低齡化滲入，不管以后是否走上藝術(shù)的道路，我們都希望能讓孩子們從小養(yǎng)成一個(gè)有規(guī)律、有框架的思考方式。

我們還會(huì)給對(duì)美術(shù)抱有興趣，且愿意展示的孩子們布置微型展覽館，讓每個(gè)孩子都有機(jī)會(huì)展示自己的作品。

學(xué)生個(gè)人微型展覽館

每周四放學(xué)后我們還有“藝術(shù)實(shí)驗(yàn)室”社團(tuán)，孩子們可以在藝術(shù)中探索新的樂(lè)趣。

藝術(shù)實(shí)驗(yàn)室

在VPA，每一門課程學(xué)的都不光光是學(xué)科上的知識(shí)，我們希望通過(guò)各個(gè)科目來(lái)給予孩子們終身的財(cái)富，那就是：有邏輯的思維模式以及解決問(wèn)題的能力。擁有這些“小腦筋”和“超能力”，孩子們走到哪里都不怕。

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Our goal is to make the course for middle and high school lower for the young kids. Whether they will pursue in the field of art or not, we hope they can form an organized way of thinking.

We also provide opportunity for children who love art and are willing to show their works. We set up a micro art show for everyone to present their works.

Micro Art Show of a student

Every Thursday we have a club called Art Lab after school, and it"s a time for children to explore more fun ways of doing art.

Art Lab

At VPA, every class is not only teaching the knowledge of that single subject, we hope to provide the life-long "wealth" for students, and that includes: the way of thinking with logics and the ability to solve problems. Children who own those "brains" and "super powers" will not be afraid to go anywhere.

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