<![CDATA[NEWTON BATEMAN ELEMENTARY SCHOOL - Bateman Art Blog]]>Wed, 10 Jun 2026 10:20:03 -0500Weebly<![CDATA[Acrylic Value Portraits]]>Tue, 05 May 2026 02:17:32 GMThttp://bateman.cps.edu/bateman-art-blog/acrylic-value-portraitsAs in the previous post, 8th graders learned to recognize light sources by way of shadows, midtones, and highlights before carefully selecting a digital photograph of a "role model" of their choice that would be suitable for a Shepard Fairey-style portrait effect. Using a handful of image altering processes students prepared two images: one for transfer, one for reference. Carbon paper was used to transfer outlined printouts onto 16"x20" canvases and reference images were then used by students to fill in their portraits using anywhere between 3 to 7 greyscale acrylic values. For backgrounds, students were encouraged to add a color and/or design that would contribute additional meaning or mood to their overall portrait. 
]]><![CDATA[Scratch Art Value Portraits]]>Sun, 05 Apr 2026 02:15:57 GMThttp://bateman.cps.edu/bateman-art-blog/scratch-art-value-portraitsTo prepare for this project, 7th Grade students learned the importance of recognizing highlights and shadows in order to identify the direction and intensity of light sources within an image. They were then encouraged to find a photo of a chosen role model, exhibiting a range of dramatic tones across the individual's face. Through a series of digital and analog steps, students then recreated these their portraits atop scratch board by distinguishing lighter and darker values through scribbling and hatching methods. 
]]><![CDATA["Bright Futures" inspired by the work of Aaron Douglas]]>Mon, 09 Mar 2026 00:48:06 GMThttp://bateman.cps.edu/bateman-art-blog/bright-futures-inspired-by-the-work-of-aaron-douglas5th and 6th grade students observed and discussed artwork of Harlem Renaissance painter, Aaron Douglas, whose concentric shapes of color layered over silhouette figures represented the past, present, and future of African Americans in the early 1900s.  Expanding from the previous, introductory lesson involving silhouettes and oil pastel blending, students were asked to create a scene (including a figure, setting, & symbol) depicting a "bright future" as it pertained to them. With the help of graduated sized sticker shapes, layers of blended oil pastel were then added to reference Aaron Douglas' signature style. 
]]><![CDATA[Oil Pastel  Silhouettes]]>Mon, 09 Feb 2026 02:57:12 GMThttp://bateman.cps.edu/bateman-art-blog/oil-pastel-silhouettesFollowing a mini lesson on color pencil shading using overlapping monochromatic colors, 5th and 6th graders applied similar techniques in learning to blend analogous oil pastel colors to achieve gradient effects. We looked at photographs exhibiting strongly backlit subjects to demonstrate the lighting conditions necessary for a silhouette effect before students chose digital images easily identifiable by their silhouette to transfer atop their desired color gradient. 
]]><![CDATA[Large Format Grid Method Projects]]>Mon, 26 Jan 2026 03:00:18 GMThttp://bateman.cps.edu/bateman-art-blog/large-format-grid-method-projects7th and 8th grade students worked to develop their drawing skills in creating large-scale reproductions of digital reference images of their choice.  Artists were able to work alone (~12"x18") or with partners (~18"x24") and had their choice of coloring and/or shading materials, depending on their desired, finished appearance. The end results offer a celebration of different art styles and subject matters that speak volumes about the diversity of interests and aesthetic preferences of the student artists. 
]]><![CDATA[What the winter season means to me...]]>Wed, 21 Jan 2026 02:54:16 GMThttp://bateman.cps.edu/bateman-art-blog/what-the-winter-season-means-to-me5th and 6th grade students expanded on their typography unit by filling up a chosen outlined image related to winter with various sizes, shapes, and directions of text related to the season. Some students chose holiday song lyrics to fill-up their image, while others chose associative words. Surrounding the image, students explored the use of watercolor pencils for controlled, vibrant designs. 
]]><![CDATA[WRITE IT LOUD!]]>Tue, 02 Dec 2025 04:22:21 GMThttp://bateman.cps.edu/bateman-art-blog/write-it-loud5th and 6th grade students observed and discussed the typography work of graphic designer, Deniz Ackerman, before practicing techniques meant to help blend their preconceptions of  distinctions between writing and drawing. Students were invited to bend, stretch, and squoosh letters in ways they had not previously considered in order to fill-up space and make a statement. Acrylic markers were used to illuminate their words and, in some cases, add shadow and reflection marks for a sense of three-dimensionality. 
]]><![CDATA[Class Grid Collaboration]]>Tue, 02 Dec 2025 04:10:27 GMThttp://bateman.cps.edu/bateman-art-blog/class-grid-collaborationThis project involved each student recreating a single grid section of a larger composition. Students were asked to use mathematical concepts and collaborate with classmates in order for their artwork to align with surrounding classmates’ sections. This project served as an introduction for our current unit, centered around the grid drawing method.
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​The 8th grade art pieces all reference work by Frida Kahlo, Diego Rivera, and Franz Marc. These artists’ use of bold colors and expressive lines were the primary reason for their choice, as these are features conducive to the grid drawing process. Students sketched their individual sections in pencil and used oil pastel for coloring and blending.

The 7th grade art pieces all reference the work of British artist, Bob and Roberta Smith (his artist pseudonym pays homage to his sister). His artwork centers around sign writing, activism, and advocacy for the Arts.
]]><![CDATA[Quarter 1 Studio Projects]]>Sun, 09 Nov 2025 19:16:27 GMThttp://bateman.cps.edu/bateman-art-blog/quarter-1-studio-projectsAdditional weeks between the conclusion of unit projects and the beginning of Quarter 2 were devoted to self-directed, studio projects by 7th and 8th graders. Depending on the time available to them, these projects varied significantly in size and scope, and represent a large range of materials available for use within the art room. A number of students seized this opportunity to create collaborative projects, such as the chipmunk portraits and Halloween-movie composition seen below. 
]]><![CDATA[Square 1 Art Wrap-Up]]>Sun, 09 Nov 2025 18:26:19 GMThttp://bateman.cps.edu/bateman-art-blog/square-1-art-wrap-up5th and 6th grade students recently completed their Square 1 art projects, serving as a culmination of the doodle methods they'd explored throughout the first quarter. Students created varying sized drawings related to a unifying theme and were asked to pay close attention to maintaining consistent negative space within their design. Liquid watercolor was applied to the backgrounds for a vibrant effect and images were outlined with fine line Micron pens to help enhance contrast. 

Student designs will soon become available for purchase in various forms (mugs, magnets, candles, jewelry, etc.) through the Square 1 website. In addition to creating family keepsakes that support our student artists, funds from these sales will help support future arts programming at Bateman Elementary. 
]]><![CDATA[Bringing Attention to the Negative Space]]>Wed, 08 Oct 2025 02:42:19 GMThttp://bateman.cps.edu/bateman-art-blog/bringing-attention-to-the-negative-spaceStudent projects at both the 5/6th and 7/8th levels have focused on the bringing attention to   n e g a t i v e   s p a c e   in their art making as a way to help achieve more harmonious compositions. The 5/6th grade color blob characters seen below were inspired by the doodle designs of Kira Kira Doodles and the 1/8" inch tape resist works were inspired by the paintings of contemporary artist, Cecilia Biagini. 
]]><![CDATA[Exploring Line, Shape, and Space via Two Period Mini Lessons]]>Thu, 11 Sep 2025 01:52:00 GMThttp://bateman.cps.edu/bateman-art-blog/exploring-line-shape-and-space-via-two-period-mini-lessonsTo begin the school year, we have been focusing on the fundamental elementals of line, shape, and space while developing mini projects inspired by techniques utilized by artists past and present. 7th and 8th grade students have made ballpoint pen hatching compositions modeled from the line work of Albrecht Dürer, as well as calligraphy pen designs atop watercolor washes in the style of Joan Miró's constellation series. Meanwhile, 5th and 6th grade students have been looking towards more contemporary artists for inspiration. Flowing line compositions were created with Mr. Doodle's meditative art-making approach in mind, while intersecting line compositions were drawn from the cubist-like doodles of Jon Burgerman. 
]]><![CDATA[A New Look to a Familiar Space]]>Wed, 27 Aug 2025 02:33:43 GMThttp://bateman.cps.edu/bateman-art-blog/a-new-look-to-a-familiar-space​Room 322 has a new look and feel to it, as Mr. Schreiber takes on the distinct role and responsibility as the middle school visual arts teacher at Bateman Elementary. A few new additions to the space include, LED-lined whiteboards, a flying paper mache luchador, post-it note window pixel art, and a "Mini Masterpiece" wall, on which students are invited to share and exchange visual inspiration. Stay tuned for more to come!
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]]><![CDATA[Alma Thomas Inspired Landscape Paintings]]>Fri, 21 Mar 2025 14:47:35 GMThttp://bateman.cps.edu/bateman-art-blog/alma-thomas-inspired-landscape-paintings​Students in 5th grade created a landscape painting inspired by the abstract and colorful style of Alma Thomas. They explored color mixing techniques and applied rhythmic, mosaic-like brushstrokes to capture movement and energy in their compositions. Through this process, students developed an understanding of how color, pattern, and texture can evoke emotion and bring their landscapes to life.
]]><![CDATA[Reverse Acetate Self-Portraits]]>Fri, 21 Mar 2025 13:16:33 GMThttp://bateman.cps.edu/bateman-art-blog/reverse-acetate-self-portraits​For the 7th-grade painting project, students explored color and texture in a bold and expressive way. Each student began by drawing their own self-portrait onto acetate. They then applied acrylic paint to the reverse side, working in layers to build depth and vibrancy. Once the painting was complete, students created textured paste paper, using various tools and techniques to add visual interest and contrast to their work. Finally, they added finishing touches with Posca markers, enhancing details and bringing their self-portrait to life. 
]]><![CDATA[Identity Masks]]>Fri, 07 Feb 2025 06:00:00 GMThttp://bateman.cps.edu/bateman-art-blog/identity-masksFifth graders explored self-identity through a creative and reflective art project. They began by sculpting masks using plaster craft, then created mind maps to brainstorm personal traits, interests, and values. Using these mind maps as guides, students collaged imagery and text onto their masks, incorporating magazine clippings, drawings, and symbols to represent their unique identities. The result is a collection of vibrant and meaningful identity mask portraits that showcase their creativity and individuality.
]]><![CDATA[Tessellations]]>Fri, 07 Feb 2025 06:00:00 GMThttp://bateman.cps.edu/bateman-art-blog/tessellationsFor our 6th-grade drawing project, students explored mathematical and artistic concepts by employing reflection and rotation techniques. Each student designed up to four unique tiles, showcasing their creativity and understanding of symmetry. These tiles were then repeated systematically to form a large-scale tessellation composition, resulting in visually dynamic patterns that highlight the interplay of geometry and art.
]]><![CDATA[Graffiti Fence Name Designs]]>Tue, 28 Jan 2025 02:43:57 GMThttp://bateman.cps.edu/bateman-art-blog/graffiti-fence-name-designsEach student had the opportunity to design a unique name tag that reflects their individuality and artistic expression. Through this project, students explored various graffiti styles, colors, and techniques, learning about the cultural significance of street art. The final designs were painted on popsicle stick fences and then placed in a foam holder to give the illusion of grass. 
]]><![CDATA[Op Art Compositions]]>Fri, 24 Jan 2025 21:06:13 GMThttp://bateman.cps.edu/bateman-art-blog/op-art-compositionsIn our drawing unit, students explored the concepts of movement and space by studying the Op Art movement. Op art, short for optical art, is a style of visual art that employs optical illusions. Op art works are often abstract, with many well-known pieces created in black and white or contrasting colors. Students learned to create the illusion of form, movement, and space by using various art elements, including line, shape, and color.
]]><![CDATA[Square 1 Art: Keith Haring Composition]]>Mon, 04 Nov 2024 19:27:25 GMThttp://bateman.cps.edu/bateman-art-blog/square-1-art-keith-haring-composition​For their first project, 6th-grade students focused on the artist Keith Haring. Haring was an influential American artist and social activist known for his vibrant, cartoon-like imagery and social commentary. Emerging in the 1980s, he gained fame for his public art, including chalk drawings in subway stations, as well as his bold, colorful paintings featuring recurring motifs such as dancing figures, hearts, and dogs. Using his artwork as inspiration, students created their own compositions in the style of Keith Haring using permanent markers.
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