Spring Arts Showcase Program '24

spring

FRIDAY,MARCH22ND

OAKFARMMONTESSORI WELLNESSCENTER& ELEMENTARYARTSCENTER

4:00-6:00PM

Music program

4:30PM WELCOME AND INTRODUCTIONS

Montessori Wellness Center

LOWER ELEMENTARY:

1) Jumping on the Trampoline (Music: Anthony J. Showalter; Lyrics: Betsy Ley)

2) All the Pretty Little Horses (Traditional Lullaby)

3) I Like the Flowers (Traditional)

UPPER ELEMENTARY

1) Old Joe Clark (Traditional)

2) Fey O! (Traditional; Arranged by: Ruth Morris Gray; Language: Haitian Creole)

3) Bryn's Blessing (Music and Lyrics: Betsy Ley)

LOWER AND UPPER ELEMENTARY AURELIA SUITE (COMPRISED OF:)

Song of Preparation (Music: Ralph Vaughan Williams)

Walking Song (Music and Lyrics: Doug Krehbiel & Jude Krehbiel; Language: Cheyenne)

Sailing Song (Music: William Walker)

Parting Song (Music: Ken Medema, Lyrics: Betsy Ley)

We ask that you respectfully time your entrances and exits during song transitions so as to not disrupt the performers.

Music program

SECONDARY SOLOISTS

Violet Baughman: Voice

"From the Start" by Laufey

Jack Noye: Guitar

"Sleeping on the Blacktop" by Colter Wall

Sam Heineman: Acoustic guitar & voice

"Hotel Yorba" by the White Stripes

Ivy Witmer: Piano and voice

"Driver's License" by Olivia Rodrigo

Gretchen Lowe: Fiddle

"The Orange Blossom Special" by Ervin T. Rouse

HIGH SCHOOL CHOIR

1) Evening Song (Music and Lyrics: Christopher Rust)

2) A Million Dreams (Music and Lyrics: Benj Pasek and Justin Paul; Arranged by: Mac Huff)

3) The Seal Lullaby (Music: Eric Whitacre; Lyrics: Rudyard Kipling)

5:30 PM CONCLUSION AND DISMISSAL

We ask that you respectfully time your entrances and exits during song transitions so as to not disrupt the performers.

O a k F a r m M o n t e s s o r i W e l l n e s s C e n t e r

Music program

Lyrics

WALKING SONG:

English Translation (Original: Cheyenne)

Creation is a song, a song that we can see, A sacred gift, let's join the harmony

PARTING SONG

Now as we leave this place, Having worked together, Let us all remember this, That for it we are better

JUMPING ON THE TRAMPOLINE

How I love to jump on my trampoline

Jumping, jumping on my trampoline

Jumping up so high, jumping to the sky

Jumping, jumping on my trampoline

Jumping, jumping

Jumping, jumping on my trampoline

Jumping, jumping

Jumping, jumping on my trampoline

ALL THE PRETTY LITTLE HORSES

Hush-a-bye, don't you cry

Go to sleep you little baby

When you wake, you shall have

All the pretty little horses

Black and bays, Dapples and grays, Coach and six a little horses

Blacks and bays, Dapples and grays, Coach and six a little horses

O a k F a r m M o n t e s s o r i W e l l n e s s C e n t e r

Music program

Lyrics

I LIKE THE FLOWERS:

I like the flowers, I like the daffodils, I like the mountains, I like the rolling hills.

I like the fireside

When the lights are low, Boom de-yah-dah, boom de-yah-dah, boom de-yah-dah, boom deyah-dah, boom.

OLD JOE CLARK

Chorus: Round and round, Old Joe Clark, Round and round I say. Round and round, Old Joe Clark, I haven't long to stay

Verse 1: Old Joe Clark, he had a house sixteen stories high. Every story in that house was full of chicken pie

Verse 2: I went down to Old Joe's house -- stayed to have some supper Stubbed my toe on the table leg and stuck my nose in butter

Verse 3: Joe Clark had a violin, he fiddled all the day Anybody start to dance and Joe would start to play

BRYN’S BLESSING

May your heart be full, your arms open wide

May you always search for what's best inside

May you take the hands of your neighbors, too

May you live out love in all you do

May you seek the truth and tell it well

May you fight for hope and all hate dispel

May you find the beat of our common heart

That our love will never let us part

4:00PM GALLERY AND EXHIBITS OPEN

Art program

LOWER ELEMENTARY: Self Portraits

Lower Elementary students began this unit by learning about famous artists known for their portraits; such as Rembrandt, Frida Kahlo, Basquiat and Van Gogh We looked at a variety of styles of portraits from a range of time periods We then started our work learning the proportions of the face and practiced drawing our own faces using a mirror Students began work creating a plan for their final portrait including an original background, using colored pencils and looking again at their reflection for reference

Once completed, they moved on to painting their portrait We started with painting the largest areas first, then working our way to the final details

LOWER ELEMENTARY: Monet Oil Pastel/Watercolor

During this lesson we studied Claude Monet and his love of painting his garden outdoors. We explored many impressionism works and how to determine if a painting is from that movement. Students then used oil pastels and watercolors to re-create either Monet’s Water Lily painting or Bridge over a Pond of Water Lilies painting. Our goal was to use the pastels to outline the details, and then use the watercolor to fill in the large paper. Students had the option to add dashes and dots using a paint stick at the very end. We focused on using short brush strokes and vibrant colors to create an Impressionism style.

LOWER ELEMENTARY: Open Art (3rd Years)

Open Art is a class where 3rd year students get to use the Art and STEAM room as their studio Students start the school year by completing a skills checklist to ensure they can safely use common materials from each workspace Skills we cover include: hot glue, cardboard saws, air dry clay, Sculpey clay and more! An Open Art plan is required before each project is started The plan asks the student what they are making, why, and what materials they will need There is also a spot for a quick sketch to help them visualize their work The plan helps keep the projects thoughtful and encourages students to think through their process Finished work is displayed in the gallery for one week, to practice sharing work with our community Please enjoy some work students chose to leave for this showcase

M a i n G a l l e r y

Art program

LOWER ELEMENTARY: Van Gogh Diorama

Lower Elementary continued their study of Impressionism by learning about Vincent Van Gogh We studied his interesting life and work For this project we focused on Van Gogh's painting Bedroom in Arles. Students created a 3D room diorama inspired by Van Gogh and had creative freedom to create any room they wanted, containing at least two pieces of furniture and having a surface treatment We started this work by creating a plan, mapping out the type of room and furniture they would create, and also how they would paint the inside and outside of their box. Students had a lot of materials to choose from to create the diorama. Materials included: small wood pieces, dollrods, popsicle sticks, flooring samples, cardboard, fabric samples just to name some. To start their work, each student received a box and was instructed to tape the flaps closed, practicing ripping tape The next step was to learn how to safely use a cardboard saw to cut the other flaps off the box. Next, we painted the inside and outside of our boxes, using small brush strokes to stay in the impressionism style. Students then received a lesson on hot glue gun safety and usage for building furniture and attaching things to their work The next lesson was how to make fabric and paper details, such as rugs, books, and artwork for the walls. From kitchens to bedrooms, students created amazing, detailed dioramas!

UPPER ELEMENTARY: Self Portraits

Upper Elementary students studied Rembrandt, a master of portraits, who was hired to paint many people in his lifetime We also explored other famous artists known for portraits such as: Leonardo DaVinci, Van Gogh, Frida Kahlo, and Vermeer, and looked at many different styles of portraits. Students worked hard to practice drawing realistic faces and learning how to create proportions of the face We started by introducing mapping proportions of the face, and using our reflection to practice drawing what we see. Students also learned about value and shading, and how to apply those techniques to our portrait work. Finally, we used chalk pastels to recreate our initial plan, exploring different chalk techniques and blending our work O a k F a r m M o n t e s s o r i E l e m e n t a r y A r t C e n t e r M u l t iP u r p o s e D a n c e R o o m

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Art program

UPPER ELEMENTARY: Block Printing

During this unit, students started by studying a variety of styles of printmaking by different artists We explored Mary Cassatt’s printmaking work (and paintings) and discussed why she and her work was so important. A woman painter in the late 1800’s-early 1900 was not common. She also focused on women doing domestic labor in her work, something else that was looked over by society at the time From this lesson, our theme for this project is “Home ” Students had the choice between taking the theme literal, and creating a design of their home, or designing a work that represents home. After students created their design, they traced it onto our styrofoam printing block. The next step was to use a pen to make our lines bolder on the printing block to ensure a good print Lastly, students used brayers to roll ink onto the printing blocks and transferred the ink to paper Each student was required to do 5 prints in black, and then 5 in color.

UPPER ELEMENTARY: Cubism Sculpture

During this unit, students learned about the Cubism art movement and works by Picasso We looked at many examples of works in a cubist style. Our goal for this project was to create a sculpture portrait in a cubist style that was freestanding and showed texture. Students had many choices of materials, such as cardboard, doll rods, and materials from our found object center. Using a variety of materials and hot glue, students worked through building these free-standing sculptures Then, students used paint, fabric, or paper to create a surface treatment. Lastly, we added finishing touches of yarn, do-dads, or items that did not need a surface treatment.

MIDDLE SCHOOL: Wearable Art

In Wearable Art, our students had the opportunity to create anything that can be worn. To start this work, students created a plan and did some research to determine what materials they would need, and what methods to use to reach their goal. Many students created customized shoes by painting them with acrylic paint. Other students made jewelry, hair clips, hats and more!

MIDDLE SCHOOL: Still Lifes

Art program

Our Middle School students have been working on still life drawings in their regular art classes In the Secondary art center we have set up a “lounge” area, with seating surrounding a table, for drawing still lifes. We started this lesson with learning about value and shading using graphite pencils. We applied that knowledge to some warm up still lifes using single geometric forms. We also studied perspective and contour lines We have moved on to our final still life that has many fruits and fabric included, for a range of values and textures. The students also learned to create an interesting composition in their final work, while paying close attention to the shadows and highlights to create a realistic work of art.

HIGH SCHOOL: Drawing Fundamentals

High school students learned the basics of graphite drawing in our first Drawing Fundamentals class. We started with learning about the materials used for graphite drawing: the different types of pencils, shading stumps and erasers. Next, we explored how to create different values with graphite. We then did some exercises drawing single geometric forms, focusing on capturing the highlights and shadows Finally, we started our large still life drawing, choosing an interesting composition, and doing our best to capture a realistic rendering of the still life.

HIGH SCHOOL: Print Making

Printmaking students worked on a variety of printing techniques during this semester-long class. First, we started with block printing; a type of printing that uses a rubber block that is carved and printed like a stamp. Students first made an original design, considering positive and negative space, as well as the image printing in reverse Each student was required to print 10 paper prints and 5 prints on any other surface. After this work was completed, students had the choice to create another block print, screen print, or experiment with Geli-plates. Screen printing is a process of creating a screen (like a stencil) using a photo sensitive emulsion and a transparency (black image printed on plastic film) Then students used their screen to print on paper and other materials of their choice. Students who experimented on Geli-plates created monoprints (single prints).

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Art program

HIGH SCHOOL: Creative Writing Class (Scholastic Arts)

Creative Writing is a full year course designed for students who are serious about writing as a creative art form. During the year, students produce original works of creative nonfiction, poetry, short story fiction, and drama. The course requires students to adhere to the basic principles of good writing, but also encourages students to explore their creative interests Students share their work with classmates and offer constructive criticism to each other in a workshop format. Because good writing starts with careful reading, the course also requires students to complete short reading assignments and analyses of style.

For the showcase, students were tasked with choosing only 3-5 pieces of writing to display at the event They had to make these chosen pieces “ready to display” and had to also prepare an artist statement, label, and mat. Please enjoy the stellar work these high school students have created.

HIGH SCHOOL: Graphic Design Class (Scholastic Arts)

Graphic Design combines artistic expression and technological finesse, serving as a platform for visual storytelling. This course provides students with a foundation in design principles and mastering industry-standard software like Adobe Photoshop, Illustrator, and InDesign, alongside key production techniques Students dive into projects mirroring real-world design studios, using drawing tablets, digital cameras, scanners, and printers to realize their visions. They also collaborate on crafting the school's yearbook, capturing cherished memories. Evaluation includes project outcomes and assignments, and culminates in a year-end portfolio review, highlighting their artistic growth

For this showcase, students will highlight their work on a faux album cover, infusing their designs with personal flair and creativity. Additionally, they'll showcase their submissions for the Scholastic Art and Writing Awards held earlier this year, reflecting their dedication to artistic excellence and innovation Please enjoy these works and may they inspire you to follow your artistic pursuits!

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Thank

you for attending the

OAK FARM MONTESSORI

ARTS spring

SHOWCASE

At Oak Farm Montessori School, we truly believe that each human is an artist in their own way. Art is all around us! We strive to foster a love, appreciation and understanding of creativity, art, music, and design that we experience everyday. We integrate Montessori principles and arts education to create an enriching program that helps build and reach each student's potential through meaningful work. Through the arts we help connect many subject areas like math, science and humanities. The Arts help children foster social and emotional skills that will help them throughout their life. Children are encouraged to express themselves in unique ways through different art and music processes and materials as lessons are presented.

Betsy Ley

Leigha VandeZande Meg Rowlison Music Teacher Art Teacher Art Teacher