跟著VPA的孩子們一起致敬藝術家！

“致敬藝術家”

VPA不光在學術上追求卓越，在藝術方面也有著不一般的追求。

【資料圖】

我們的藝術課程結合了國內外課程標準，從中提取精華，最后形成我們學校自己的課程體系。

在最近的單元中，我們的美術老師李皓帶著大家一起致敬藝術家，每個年級學習了不一樣的藝術家的風格和表現形式。最終將孩子們的作品一一展示在我們的達芬奇藝術長廊。

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文

一年級“牽著線條去散步”

保羅·克利

保羅·克利是最富詩意的色彩建構大師。二十世紀變化最多、最難以理解和才華橫溢的杰出藝術家之一。

學生作品

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

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文

二年級“歐普藝術”

維克托·瓦薩雷里

維克托·瓦薩雷里被認為是歐普藝術中最杰出的開創者之一。圍繞光學和感知，他創造出了獨特的藝術美學。

學生作品

孩子們動手剪貼，畫出一幅幅顏色絢麗的歐普藝術品。

孩子們興奮地在自己的作品前合影

<<左滑查看英文 Swipe left for English

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

<<右滑查看中文

三年級“原生藝術”

讓·杜布菲

讓·杜布菲，法國畫家、雕刻家和版畫家，西方繪畫史上的傳奇人物，戰后最具震撼力、最富創意，而又最不妥協的藝術家。他的風格--原生藝術，即抽象藝術，以粗、生、澀、涂抹為特點，使用沙子、泥土、石膏、木片、油灰、瀝青、木炭等各種材料創作，表現天真童趣、原始、野性、隨意、怪異美。

學生作品

孩子們一起“頭腦大風暴”，為自己的作品共同構思。

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文

四年級“米羅的外太空”

胡安·米羅

米羅是20世紀超現實主義繪畫大師之一。他的畫中往往沒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。顏色非常簡單，紅、黃、綠、藍、黑、白，在畫面上被平涂成一個個的色塊，卻充滿了隱喻、幽默、輕快，并且富有詩意。

學生作品

孩子們跟著米羅一起在“外太空”中遨游。

<<左滑查看英文 Swipe left for English

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."

<<右滑查看中文

五年級“藝術圈中的音樂大師”

瓦西里·康定斯基

康定斯基被認為是抽象藝術的先驅，他可以十分清晰地聽見色彩，音樂對他的藝術產生了主要影響。他甚至把他的繪畫命名為“即興”和“結構”，仿佛它們不是繪畫而是音樂作品。

學生作品

學生們用著大膽的配色，用線條配合上色塊，創造出獨一無二的抽象藝術。

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文

以問題為導向的跨學科探究課程

我們從問題開始，以此為導向，開展單元課程。我們會向孩子們提問，比如我們會問他們“小時候有沒有在墻上亂涂亂畫的經歷？”“從這些作品中能看出什么元素和特點？” 同時，我們也鼓勵孩子們提問，充分發揮他們的好奇心。

網課時期老師讓孩子們自由畫線條

老師讓他們帶著問題去學習，產生自主能動性，通過自己的思考獲取知識與技能，而不是靠老師單方面灌輸。

課程大致分為四個步驟：

1

調研記錄

培養孩子們的觀察記錄的能力

比如我們整個單元的課程從學習線條開始，先是讓孩子們觀察生活中的線條，從家里找出和線條相關的東西，他們提到了頭發絲、毛線團、立交橋、鳥巢等。

2

探索

初步探索內容與材料

接著我們帶著孩子們做線條練習，讓他們聽著音樂，隨著音樂的節奏畫線條。我們還跟四年級的孩子們提到了斐波那契螺旋線、黃金分割，實現了跨學科的教學。

3

發展

深入探究所學的內容

在發展階段，我們給學生們展示了不同藝術家在線條上的表現形式，鍛煉孩子們的批判性思維。

通過向藝術家、他們的風格及藝術形式學習，并且繼續跨學科，我們的美術課變得豐富多彩。比如二年級的歐普藝術，結合了光學，五年級的康定斯基，結合了音樂。

4

呈現

作品的呈現及表達

在最后的呈現階段，我們選擇了環保材料做了廢物利用，比如五年級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做了畫框。

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文

我們的目標是將初高中的課程低齡化滲入，不管以后是否走上藝術的道路，我們都希望能讓孩子們從小養成一個有規律、有框架的思考方式。

我們還會給對美術抱有興趣，且愿意展示的孩子們布置微型展覽館，讓每個孩子都有機會展示自己的作品。

學生個人微型展覽館

每周四放學后我們還有“藝術實驗室”社團，孩子們可以在藝術中探索新的樂趣。

藝術實驗室

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

<<左滑查看英文 Swipe left for English

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.

<<右滑查看中文