Katherine Abolt Parks
Artist and Teacher
“Every child is an artist. The problem is how to remain an artist once he grows up.”
― Pablo Picasso
Students were given a work of art. This image was the middle of their story. Students were asked to work together and illustrate what came before and what came after in their story.
Students were given an empty museum and tiny replicas of art. They were asked to create their own exhibition as a group.
Students were given a work of art. This image was the middle of their story. Students were asked to work together and illustrate what came before and what came after in their story.
Art Central Program
The Blanton Museum of Art
Art Central began in 1977 and was developed in partnership with AISD to teach visual arts curricula, as well as foster deep engagement with works of art. Through this program, students in 4th grade visit the museum with their teacher during the school year and participate in guided museum visits and gallery activities led by Gallery Teachers who are UT graduate students. Classroom and Art teachers receive a full day of training at the beginning of the school year and professional development support throughout the year. Supplemental curriculum and resources are provided. Students receive an in-class pre-program lesson with their Gallery Teacher, free transportation and free admission to the museum. All the lessons align with Texas Essential Knowledge and Skills (TEKS) and English Language Proficiency Standards (ELPS).
I facilitated the incorporation of this program every year I worked at DES. The last two years we took all EIGHT 4th grade classes. Each 4th grade student participated in four field trips to the museum. It is truly an amazing experience for the students.
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4th Grade Mandalas and Rose Windows
Students learned and reviewed value changes and radial symmetry in nature as well as in art. They compared artworks from many cultures including Hindu and Buddhist mandalas as well as Catholic rose windows. Students were given a circle and they reviewed fractions as they folded their paper in to eight equal pieces. They created unique drawings using radial symmetry in the style of their choice. They used their original drawing to create a second work with colored glue on laminating film. The work was displayed in the main hall and filled our school with bright colors throughout the day.
5th Grade Pop Art
Fifth grade students learned about the work of Roy Lichtenstein and the style of Pop Art. Students then used a photograph of themselves to create work in the Pop Art style. They were required to use benday dots as well as a speech bubble to express themselves. I have also done different versions of this project in which the students were required to use onomatopoeia.
5th Grade Op Art and One-Point Perspective
Students learned about One-Point Perspective and Op Art. They also studied optical illusions. Students were then asked to create an example of Op Art using One-Point perspective.
5th Grade Surrealism and One-Point Perspective
Students learned about One-Point Perspective, atmospheric perspective, Salvador Dali, and Surrealism. They created three-dimensional geometric figures using their knowledge of one-point perspective. They added an organic element to create a surrealistic work. Then they added color using their knowledge of atmospheric perspective.
3rd Grade and Art Club Weaving
Every year I teach weaving to my 3rd graders. We study and compare weavings from around the world. We then learn about different techniques and vocabulary. Students create their own bookmark on a cardboard loom. My students love this project so much that many of them ask to do this again every year. I usually have art club create a more advanced version of this project.
4th Grade Printmaking
I have done several versions of the Styrofoam printmaking project with my 4th grade students
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One version of this technique is created after we study John James Audubon. Students are required to use their observation skills to draw an animal or insect of their choice from a photograph. After they draw, students then transfer their work to a piece of Styrofoam. The Styrofoam plate is used to create multiple copies of their work. Students then learn the process of numbering and titling their work.
Another version of this project is created after we study the Harlem Renaissance and Romare Bearden. The students create a drawing of a musical instrument used in Jazz music and then add rhythmic lines to their composition.
5th Grade Andy Warhol Printmaking
Students learn about Andy Warhol and his style of Pop Art. Students create a drawing of an ordinary object or a portrait. Their image is then transferred on to a Styrofoam plate. Students create many copies of their work and then practice the technique of reduction printing to create different color variations of the same image.
3rd Grade Picasso Portraits
Students learned about Picasso and the Cubist style of Art. They created a drawing inspired by Picasso. They learned about Picasso’s Blue Period and created monochromatic paintings using their Picasso drawings.