Next our classroom transformed into an art museum as we continued our study of van Gogh. We explored his characteristics, forces that affected him, and techniques used in his art, first through his letters and then through his paintings. With some at the tables and some on the carpet, students analyzed painting after painting at the SMART Board, pulling out common features and techniques, describing the mood and tone, and inferring why van Gogh may have painted each. We also viewed a slide show of van Gogh's paintings set to the song "Starry, Starry, Night" and a 3 D animation of his paintings that was very cool. I enjoyed students' connections and insight, but what I really loved was how it seemed like a group on a visit to an art museum instead of kids in a classroom. These students amaze me every week with their abilities.
Construction Concepts began with a vocabulary review. Next students viewed a video clip of the Tacoma Narrows Bridge. We analyzed its structural failure and brainstormed possible reasons why, then viewed two clips of experts explaining what really happened. Surprise, surprise...the students were right in their conjectures. Next, groups shared their vocabulary evidence and then put their understanding of these terms to the test, constructing a structure to support a dictionary using spaghetti, gumdrops, and two sizes of marshmallows. Ask your child how her or his group's structure performed under stress, and see below for some photos.
Four students shared Franklin Findings today. We learned about igneous rocks, the eye, Star Wars, and a special shell necklace from Hawaii. These led to the "audience" having question after question, so don't be surprised if your child asks to investigate.
Homework this week:
1. Create a sketch of what you want to "paint like van Gogh".
2. Bring a cover up if you like. We'll be painting with acrylic next week!
3. Write a paragraph about your structure and what we did in science today using as many vocabulary words as you can.