本日、火曜クラス（キンダー&プライマリー）では「靴のデザイン」を行いました。
目玉が飛び出でんばかりの傑作ができています。
火曜キンダーキッズクラス
今日から新しい生徒さんが参加してくれました！
そして、僕に”絵”のプレゼント、、、うー感動です！！
さてさて、「靴のデザイン」で、初めに行う一番大切なこと。
それは”コンセプト”を作ること！
今回の授業では「お母さんにあげる靴」という素晴らしいコンセプトができました。
みんなが先生のお話をしっかり聞く事ができ、なおかつ子供が自分たちの意見を言うこともでき、とても充実した授業になりました。
できあがった靴のデザイン画は、子供たちの個性が反映された作品となりました。
素晴らしいですね。
上の2作品は5歳児の作品。しっかりと集中してできあがった傑作です。
上の作品は4歳児の作品。水彩の濃淡もあり、しっかりした作品です。
Slideshow of Kinder-kids class as above
火曜プライマリーキッズクラス
さすがはお兄ちゃんお姉ちゃんのクラスと言うべきでしょうか、年齢に合わせて難易度を高くしている「靴のデザイン」ですが、授業時間内に終わらせることができました。
ペーパークラフトになっている靴デザインテンプレートを使いながら、質の高いデザインを作り上げました。
いろいろな技法を”組合せて”制作する。これって難しいんですよ。
例えば、水彩絵具と色鉛筆というように、違った画材を同時に”効果的”に使うのは難しいのですが、子供たちは、それを高いレベルでやっていたのは驚きでした。
Slideshow of Primary-kids class as above.
Blog in English
In Today’s lessons (both Kinder and Primary-kids class), we conducted Shoe design with template sheets. All designed shoes drawn were astonishingly brilliant.
In Kinder-kids class, we had a new member, she gave her drawing for me, I was so glad to have it.
Let’s move on what we learned in the lesson, in the beginning of, each child needed to make a concept of designing a shoe. It’s the fundamental aspect of making arts I’d say.
The concept was to design the shoe for mum! That was so lovely one and the lesson itself was fruitful, all children paid their attention to my instructions, their own work and each other. I can say that all design shoes designed and painted definitely revealed how children deeply engaged with their work and the lesson content. 3 shoe-design paintings were created, shown as above, by children aged from 4 to 5 years old. Can you believe? If I was noticed the paintings without children’s ages, I couldn’t think 4 – 5 years old children did those. I’d say that many of you wouldn’t believe that if the paintings came up with no information the creators’ ages.On the one hand, in Primary-kids class, children made keyrings efficiently. The children employed a range of techniques, such as stippling, making patterns and colouring solidly, on their work. These techniques and in combinations strengthened the power of expression in the work. To get the work finalised, putting all parts (a keyring and a shrinky plastic) together using two pairs of pliers was conducted by children themselves.
Another class, in Primary-kids class, children also did Shoe design although the tack level was optimised (more complex) because children in this class were elder. However, the children had fully managed their work within the lesson time. I think their skills of time management have been improved compared with as they performed in the previous term. Moreover, the children employed a range of techniques as to watercolours and coloured pencils, these combinations were very effective in their shoe design work.
