6th Grade Shadow Plays - The First Reel!

For the last couple classes 6th Grade students have worked in pairs and individually to draw backdrops using a transparency sheet and sharpies, and a cast of cut-out characters using card stock paper, laminate, sharpies, and popsicle sticks to create their own Shadow Play short film.

Thursday, students completed their experiments with color, design, and movement while using light to bring their artwork to life and we began filming.

Visit the 6th Grade Art Studio Page to view other posted films and future posts as editing is finalized on these shadowy shorts.

Printmaking - Paper Stencil Screen Prints on Fabric

7th Grade Colorful Stained Glass Designs
7th grade students have begun to design their own stained glass windows. Using simple straight-sided shapes, students were encouraged to consider symmetry when filling their frame with their design. Students used geometric stencils and rulers to mark out the shapes that would represent their cut glass.. Designs drawn on paper were transferred onto laminate and color was applied using sharpie. Students were encouraged to view their mini design using the overhead projector to simulate sunlight through glass.

Today, students continued finalizing their (first) designs and continued their design into a larger 81/2"X11" format. Students used the same principles as before, designing on paper first then using a transparency overlay with colored sharpies to explore color combinations and compositions. 

6th Grade Shadow Play!

A couple weeks ago, 6th grade students were introduced to shadow puppets in the screening of Shadow Puppets, a short film. For the last couple classes students have worked in pairs and individually to draw backdrops using a transparency sheet and sharpies, and a cast of cut-out characters using card stock paper, laminate, sharpies, and popsicle sticks to create their own Shadow Play short film.

Today students completed their experiments with color, design, and movement while using light to bring their artwork to life and we began filming. Movies will be posted on the 6th Grade Studio Page as they are edited and ready for viewing.

8th Grade Gets a Bright Idea
Last week, 8th grade students were introduced to the process of transferring photographs from a printed copy onto watercolor paper. Today, students began transferring photos onto light muslin cloth that can be sewn onto tote-bags, t-shirts, pillows, and more; all skill-building techniques in preparation for the spring repurposed fashion show.

Students used magazine images, fabric, a folding tool, and gel medium (non-toxic) to transfer pristine photos into grainy reinterpretations of the original. Unlike the watercolor paper, the fabric did not need to be presoaked and the magazine images did not require a lot of rubbing to transfer the image, but still necessitated a lot of patience because the thin magazine paper could tear.  Unlike the colorful and detailed  transfers of inkjet images onto watercolor paper, the magazine images on the fabric were hazy and cloudy. Students and I discovered that a little light brought the image out distinctly. Next week students will transfer inkjet images on fabric to see if the results will be clearer and brighter than the magazine print transfers.

7th Grade Enlarges Their Ideas

As an introduction to the future creation of small stained glass windows, students were shown a simple youtube tutorial on "How to Build a Stained Glass Window." Students learned about the basics of creating a stained glass plan, cutting the glass, framing the pieces, soldering, and completing a window from scratch.

Last week students began to design their own versions of a stained glass window. Using simple straight-sided shapes, students were encouraged to consider symmetry when filling their frame with their design. Students used geometric stencils and rulers to mark out the shapes that would represent their cut glass.. Designs drawn on paper were transferred onto laminate and color was applied using sharpie. Students were encouraged to view their mini design using the overhead projector to simulate sunlight through glass.

Today, students continued finalizing their (first) designs and continued their design into a larger 81/2"X11" format. Students used the same principles as before, designing on paper first then using a transparency overlay with colored sharpies to explore color combinations and compositions. Some students to a design break and worked on color composition filling-in a blank stained glass pattern with color.

6th Grade Prepares Their Shadows for the Light

Last week, 6th grade students were introduced to shadow puppets in the screening of Shadow Puppets, a short film. This child created short film illustrates some basic tricks for telling a simple story through shadow imagery and movement. Through a brief in-class demonstration, students were shown how to use an overhead projector to project a shadow puppet story on the Art Studio wall. Students worked in pairs and individually to draw backdrops using a transparency sheet and sharpies, and creating props and a cast of cut-out characters using card stock paper, laminate, sharpies, and popsicle sticks.

Today students continued to experiment with color, design, and movement while using light to bring their artwork to life. Students are finalizing their work form filming next week.

8th Grade Transfers Images and Their Plants
8th grade students were introduced to the process of transferring photographs from a printed copy onto watercolor paper. In the coming weeks students will begin transferring photos onto light muslin cloth that can be sewn onto tote-bags, t-shirts, pillows, and more; all in preparation for the spring repurposed fashion show.

Students used inkjet photos, watercolor paper, a folding tool, and gel medium (non-toxic) to transfer pristine photos into grainy reinterpretations of the original. Students found that the process required pre-soaked paper and a lot of patience rubbing the image with the folding tool to get a satisfying end result. All (including myself) were amazed each time the transferred image was revealed.

8th graders also began their class by sketching their own hand-built flowerpot (with pre-potted plants placed in or beside them) and then by planting their flowering plant into their finished pots. Students considered the needs of their plant based on the size and configuration of their pot. Some students found themselves filling in extra space, while others found the need to reduce their plants original dirt amount. Students will attend to their plants weekly to clip away dead debris and water.

7th Grade Designs with Light in Mind
 As an introduction to the future creation of small stained glass windows, students were shown a simple youtube tutorial on "How to Build a Stained Glass Window." Students learned about the basics of creating a stained glass plan, cutting the glass, framing the pieces, soldering, and completing a window from scratch.

Today students began to design their own versions of a stained glass window. Using simple straight-sided shapes, students were encouraged to consider symmetry when filling their frame with their design. Students used geometric stencils and rulers to mark out the shapes that would represent their cut glass.. Designs drawn on paper were transferred onto laminate and color was applied using sharpie. Students were encouraged to view their mini design using the overhead projector to simulate sunlight through glass.

Printmaking Exploratory Makes Their Mark

6th Grade "Sets the Scene" with Light and Shadows

6th grade students were introduced to shadow puppets in the screening of Shadow Puppets, a short film. This child creating short film illustrates some basic tricks for telling a simple story through shadow imagery and movement. Through a brief in-class demonstration, students were shown how to use an overhead projector to project a shadow puppet story on the Art Studio wall. Students worked in pairs and individually to draw backdrops using a transparency sheet and sharpies, and creating props and a cast of cut-out characters using card stock paper, laminate, sharpies, and popsicle sticks.

Students experimented with the use of color, design, and movement while using light to bring their artwork to life.

Over the coming months, 6th Grade students will explore multiple materials that create layers of color and design, and the effects of light and shadow on the layers they create. Ultimately, 6th grade students will create a lamp from "scratch" (cord is included) using tyvek, watercolor, silhouettes, and other materials for structure. The explorations students engage in over the next month will strengthen their overall understanding of the materials they will use to design and make their lamp.

8th Grade Transforms and Transfers Images into More

Students used inkjet photos, watercolor paper, a folding tool, and gel medium (non-toxic) to transfer pristine photos into grainy reinterpretations of the original. Students found that the process required pre-soaked paper and a lot of patience to get a satisfying end result. All were amazed each time the transferred image was revealed.

8th grade students were introduced to the process of transferring photographs from a printed copy onto watercolor paper. In the coming weeks students will begin transferring photos onto light muslin cloth that can be sewn onto tote-bags, t-shirts, pillows, and more; all in preparation for the spring repurposed fashion show. 

Printmaking Subtracts to Add the Image

7th Grade Wire Jewelry and Mini Metal Art Works

7th Grade students will be working with metal and glass this fall into spring. Over the coming months students will be given lessons to increase their skills in working with metal and glass, cumulating into projects such as jewelry, slumped glass bowls, and stained glass windows.

Today students were shown a demonstration of how to make two different wire bracelets. Both designs required patient metal manipulation, done by hand, and following step-by-step instructions. This year's 7th grade projects will require attention to detail, patience for process steps, and safety when handling tools. These skills will be the underlying focus of each weeks activities as we prepare for our bigger stained glass project this winter.

6th Grade Holds Tyvek up to the Light

Over the coming months, 6th Grade students will explore multiple materials that create layers of color and design, and the effects of light and shadow on the layers they create. Ultimately, 6th grade students will create a lamp from "scratch" (cord is included) using tyvek, watercolor, silhouettes, and other materials for structure. The explorations students engage in over the next month will strengthen their overall understanding of the materials they will use to design and make their lamp.

Today students used small sheets of tyvek and a light box to explore the possibilities of color and imagery when materials are added. Students used watercolor paint, sharpies, construction paper cut outs, laminate strips, embossing metal designs, and more to explore the artistic possibilities when light is added.

8th Grade Reworks Images to Create New Designs

8th Grade students this year will get to present a repurposed-fashion Fashion Show to the Berkeley School community this spring. In preparation 8th graders will be working over the coming months on graphic design, sewing, and the articulation of a style or culture through clothing. Today, students used stock photos to cut, color, and glue together a new image, message or theme optional.

7th Grade Manipulates Metals and Learns Stained Glass Basics

7th Grade students began class this week, with a 10 minute observation contour drawing of a common Art Studio tool, e.g. scissors, 3-hole punch, stapler, and others. Students remarked on the ease of replicating the lines of these objects in proper perspective compared to past objects such as the potted flowers or the jars of misc objects. The clean lines and sharp corners of today's drawing subjects gave students a chance to achieve higher realism and strengthen their mark-making confidence, while still increasing their skills with a sustained 10 minute exercise. Students needing an extra challenge were given a stylus pen to create their sketch without the possibility of erasing.

7th Grade students will be working with metal and glass this fall into spring. Over the coming months students will be given lessons to increase their skills in working with metal and glass, cumulating into projects such as jewelry, slumped glass bowls, and stained glass windows.

Today, students continued to work with embossing metal, wire, and other materials creating complex art cards showcasing their explorations in miniature works of art. As an introdution to the future creation of mini stained glass windows, students were shown a simple youtube tutorial on "How to Build a Stained Glass Window." Students learned about the basics of creating a stained glass plan, cutting the glass, framing the pieces, soldering, and completing a window from scratch. 

6th Grade Designs in Color

6th Grade students began class this week, with a 10 minute observation contour drawing of a common Art Studio tool, e.g. scissors, 3-hole punch, stapler, and others. Students remarked on the ease of replicating the lines of these objects in proper perspective compared to past objects such as the potted flowers or the jars of misc objects. The clean lines and sharp corners of today's drawing subjects gave students a chance to achieve higher realism and strengthen their mark-making confidence, while still increasing their skills with a sustained 10 minute exercise. Students needing an extra challenge were given a stylus pen to create their sketch without the possibility of erasing.

Over the coming months, 6th Grade students will explore multiple materials that create layers of color and design, and the effects of light and shadow on the layers they create. Ultimately, 6th grade students will create a lamp from "scratch" (cord is included) using tyvek, watercolor, silhouettes, and other materials for structure. The explorations students engage in over the next month will strengthen their overall understanding of the materials they will use to design and make their lamp.

Today, students continued using multi-layer, multi-media, complex layout techniques, 6th grade students are applying their metal and watercolor skills to creating a finished art card. Students were challenged to create an art card (a work of art that is 2 1/2" x 3 1/2" in size) that had a minimum of 2 visible layers, 3 materials, and structured as either a card with folded panels or in a dyptic, tryptic, etc card set.

8th Grade Continues with Clay!

Students have been instructed on the different stages of clay ware: greenware- still maluable, leather hard- fragile and breakable, bisqueware- after the first kiln firing, and final glaze piece- after liquid glazes are applied and the piece is fired for the last time. Students have learned to apply underglazes to greenware OR bisqueware and that liquid gloss glazes MUST be applied ONLY to bisqueware. Students have chosen their construction process and the color theme of their flower pots, all creative inspiration is cultivated and supported on an individual basis.

Students continue to work with clay, stacking coils, slabs, and spheres to create a new flower pot for their observation drawing flowering subjects. Using various hand building techniques, such as slab, coil, braids, and spheres students score and slip their pieces together until reaching the assigned specifications of 6"Hx4"D. Students also continued to practice their centering and on the wheel so they can keep their new skills sharp.

6th Grade Take Experimental Processess and Create Miniature Artworks
Using multi-layer, multi-media, complex layout techniques, 6th grade students are applying their metal and watercolor skills to creating a finished art card. Students were challenged to create an art card (a work of art that is 2 1/2" x 3 1/2" in size) that had a minimum of 2 visible layers, 3 materials, and structured as either a card with folded panels or in a dyptic, tryptic, etc card set.

Students rose to the challenge creating complicated visual series, lining folded panels in metal, creating latches for miniature doors and all with stunning color, intentional compositions, and inviting content.

8th Grade Puts their Best Face Forward
During my unfortunate absence on Wednesday, 8th graders had the opportunity to contribute their self-portraits to the "One Community, Many Faces" campus project begun during the Fall Festival and inspired by a 2/3 student's experiences in Copehagen. Students and families in the K-8 Berkeley School community have been contributing to this project currently on view outside the east Art Studio door. 

“The world is so empty if one thinks only of mountains, rivers & cities; but to know someone who thinks & feels with us, & who, though distant, is close to us in spirit, this makes the earth for us an inhabited garden.” ― Johann Wolfgang von Goethe

7th Grade Adds Wire and a Couple Other New Twists to Their Art Cards 
7th Grade students will be exploring metal and glasswork until the new year. Many of the ways they will explore new material explorations and composition techniques with be through the miniature medium of artist trading cards.

Continuing to explore their metal and watercolor skills from last week, students were challenged to create an art card (a work of art that is 2 1/2" x 3 1/2" in size) that has a minimum of 2 visible layers, 3 materials, and is structured as either a card with folded panels, or in a dyptic or tryptic card set.Students were introduced to the process of adding additional panels to the 2 1/2" x 3 1/2" standard art card to create doors that open onto a hidden area. A folded art card can be of any shape or size when unfolded, but the entire piece must still be able to reduce back to the standard 2 1/2" x 3 1/2".

They were also shown how the visual story can be continued or strengthen by creating a dyptic or tryptic using multiple art cards side by side in a vertical or horizontal orientation.

Printmaking Exploratory Begins with Mono-Prints

6th Grade Adds the Element of Surprise and Explores a Visual Series

Continuing to explore their metal and watercolor skills from last week, students were challenged to create an art card (a work of art that is 2 1/2" x 3 1/2" in size) that has a minimum of 2 visible layers, 3 materials, and is structured as either a card with folded panels, or in a dyptic or tryptic card set.

Students were introduced to the process of adding additional panels to the 2 1/2" x 3 1/2" standard art card to create doors that open onto a hidden area. A folded art card can be of any shape or size when unfolded, but the entire piece must still be able to reduce back to the standard 2 1/2" x 3 1/2".

They were also shown how the visual story can be continued or strengthen by creating a dyptic or tryptic using multiple art cards side by side in a vertical or horizontal orientation.

8th Grade Flower Vessels

Students continue to work with clay, stacking coils, slabs, and spheres to create a new flower pot for their observation drawing flowering subjects. Using various hand building techniques, such as slab, coil, braids, and spheres students score and slip their pieces together until reaching the assigned specifications of 6"Hx4"D. Students also continued to practice their centering and on the wheel so they can keep their new skills sharp.

7th Grade Experiments with Water, Wax, Metal, and Color

7th Graders were given the opportunity to explore some old and new materials utilizing the Art Card "canvas." Demonstrating a resist technique using wax resist (for ceramics) and water color, students watched as an almost invisible image came to life with the addition of liquid watercolors. The wax resist is a liquid and can be painted with a a paintbrush onto watercolor paper in any desired image or design. Applying liquid watercolor paint on and around the dried wax resist causes the watercolor to slide off or bead up soaking only into the paper; unwanted beads can be dabbed off with a paper towel or kleenex. 

Students were also given an embossing metal demonstration using a uniball pen to emboss a design into the metal and to add color with sharpies to the indented (embossed) lines and spaces. The result is a multidimensional image with added sheen. Students were also shown how to layer their designs using an exacto knife to cut away areas of the watercolor and/or the embossing metal to show the design underneath. This layering technique will assist them in future classes to create a multilayered "finished" Art Card.

6th Grade Experiments with Elements and Pigments

6th Graders were given the opportunity to explore some old materials in new ways utilizing the Art Card "canvas." Demonstrating a resist technique using wax resist (for ceramics) and water color, students watched as an almost invisible image came to life with the addition of liquid watercolors. The wax resist is a liquid and can be painted with a a paintbrush onto watercolor paper in any desired image or design. Applying liquid watercolor paint on and around the dried wax resist causes the watercolor to slide off or bead up soaking only into the paper; unwanted beads can be dabbed off with a paper towel or kleenex. 

Students were also given an embossing metal demonstration using a uniball pen to emboss a design into the metal and to add color with sharpies to the indented (embossed) lines and spaces. The result is a multidimensional image with added sheen. Students were also shown how to layer their designs using an exacto knife to cut away areas of the watercolor and/or the embossing metal to show the design underneath. This layering technique will assist them in future classes to create a multilayered "finished" Art Card.

8th Grade Begins to Create

In their first studio class, 8th Graders completed their first observation drawing of a potted flowering plant and they will continue to draw the same plant once a month as the plant grows and blooms. Students will make clay pots to repot the plants in the coming months, and in the spring we will plant them outside and continue our observation drawings once a month outside. Today student's began creating their flower pots using various clay hand building techniques, such as slab, coil, braids, and spheres. Students also continued to practice their centering and on the wheel so they can eventually make a 6"Hx4"D flower pot on the pottery wheel.

6th Graders Get Their Hands Dirty!

After their 10 minute observation contour drawing exercise, 6th Grade students watched and commented as I demonstrated the techniques for preparing clay and "throwing" it on the wheel 

to create vessels. Students were shown the mechanics of the pottery wheel, the bat, and the tools needed to work on the wheel.

Demonstration included attaching the batt to the wheel, the perfect speed for centering the clay, how to center your clay (don't let the clay bully you!), tricks for shaping the clay into different forms, and how to remove the vessel from the batt. Today students worked on wedging their clay, centering in on the wheel, and attempting many manipulations before sacrificing their "muddy" creations to be reconstituted for future use and giving the wheel to the next eager student. Ultimately, 6th graders will get the opportunity to create various types of vessels over the school year.

6th Grade Chooses Their Subject
6th Graders in the 2012-2013 school year will be asked to supplement their studio time
with 5-15 minute exercises or project research. These "Weekly Studio Tasks" will be assigned in class, and recorded in the students AB planners. All tasks are posted on the Studio Blog and any
 handouts or worksheets will be provided in hard copy and digital form.

As their first task 6th grade students were asked to bring in an object that would be their drawing subject during the next class observation contour drawing exercise. Students were asked to
consider bringing something that had personal (not monetary) value or interest to them.
These objects were arranged by the students for their 10 minute study and the sketches were completed in their Middle School sketchbooks.

The student sketchbooks are used over the course of the 3 years to graduation. They are a class time tool that remains in the studio for use during drawing exercises, material and technique notes, and project planning. Students decorate the outside of their books to their own tastes using many materials, such as paper, cray-pas, duct tape, and even spray paint as shown in the slide show below.

8th Graders Discover the Wheel!

8th Graders had the special honor of christening the studios two new pottery wheels. After their 10 minute observation contour drawing exercise, students watched and commented as I demonstrated the techniques for preparing clay and "throwing" it on the wheel to create vessels. Students were shown the mechanics of the pottery wheel, the bat, and the tools needed to work on the wheel. Demonstration included attaching the batt to the wheel, the perfect speed for centering the clay, how to center your clay (don't let the clay bully you!), tricks for shaping the clay into different forms, and how to remove the vessel from the batt. Ultimately, students will create planters for the flowering plants 8th graders will continue to draw once a month throughout the school year. Students will also work over the next few months to create a dinner set of 4 cups, bowls, salad, and dinner plates.

7th Grade Exercises and Plays in the Art Studio

Middle School students begin every studio class with a 10 minute silent observation contour drawing. Sometimes the observation subject is a still life and other times it is an object or environment chosen inside or outside the studio. Students are encouraged to study the object they are drawing, checking in visually every 5 seconds to confirm the angle, shape, or texture of the next line they are about to draw. Today 7th Graders completed their first observation drawing of a filled glass vessel that they will continue to draw once a month to increase their familiarity wit the object, and to strengthen their confidence with perspective and proportion in general.

Group drawing games in the Art Studio are important for fun, team building, 

and increasing organizational skills.

Scribblish, a game played the first day of class, encourages drawing, writing, and interpretive skills. Fashioned upon the idea of telephone, it is best played with 4+ participants. Here's how you play: The 1st person draws a picture in the first folded square on the scribblish sheet and passes it to the person next to them. The second person looks at the picture and writes what they think is happening in the picture in the second folded square. Here's where it gets tricky! Before the second person passes the sheet to the third person, they fold down the first square (with the drawing) so the third person can not see the drawing. The third person reads the writing and then draws a picture of how they think that would look. Then before the third person passes it to the fourth they fold and hide the drawing (1st square) and writing (second square) so that the fourth person can only see their drawing on the third square. The fourth person looks at the picture and writes what they think is happening in the picture. Repeat until your sheet is full. Sometimes the beginning and end match, and other times they are as different as night and day!!

6th Grade in the Art Studio

6th Graders enjoyed their first experiences with the Middle School Studio expectations and exploration possibilities in store for their next 3 years at the Berkeley School. Beginning with a 10 minute observation contour drawing, in their new sketchbooks, students tackled the complications of hand-eye coordination, representing proper proportions, and self-doubt. The objects sketched today will be revisited once a month until the new year to track changes and developments in their looking and drawing skills.

8th Grade in the Art Studio

8th Graders were the first to have Art Studio classes this week. 8th graders have kicked off the new school year with observation drawings, material introductions, and fun group drawing activities.

Middle School students begin every studio class with a 10 minute silent observation contour drawing. Sometimes the observation subject is a still life and other times it is an object or environment chosen inside or outside the studio. Students are encouraged to study the object they are drawing, checking in visually every 5 seconds to confirm the angle, shape, or texture of the next line they are about to draw. Today 8th Graders completed their first observation drawing of a potted flowering plant that they will continue to draw once a month as the plant grows and blooms. Students will make clay pots to repot the plants in the coming months, and in the spring we will plant them outside and continue our observation drawings once a month outside.

Group drawing games in the Art Studio are important for fun, team building, and increasing organizational skills.

Scribblish, the game in the slideshow below, encourages drawing, writing, and interpretive skills. Fashioned upon the idea of telephone, it is best played with 4+ participants.  Here's how you play:   The 1st person draws a picture in the first folded square on the scribblish sheet and passes it to the person next to them. The second person looks at the picture and writes what they think is happening in the  picture in the second folded square. Here's where it gets tricky! Before the second person passes the sheet to the third person, they fold down the first square (with the drawing) so the third person can not see the drawing. The third person reads the writing and then draws a picture of how they think that would look. Then before the third person passes it to the fourth they fold and hide the drawing (1st square) and writing (second square) so that the fourth person can only see their drawing on the third square. The fourth person looks at the picture and writes what they think is happening in the  picture. Repeat until your sheet is full.
Sometimes the beginning and end match, and other times they are as different as night and day!!

Art Cards are being reintroduced this year. An Art Card is a 2 1/2" x 3 1/2" card that can be designed and decorated using any materials or art techniques to create imagery and content. Because of the small working space, Art Cards are a great medium to explore new materials and ideas without feeling like you have to fill a huge space or create a perfect work of art. Art Cards have been created by past middle school students, and The Berkeley School won the 4th and 5th Annual Artist Trading Card contest hosted by the magazine SchoolArts.
5th Annual Artist Trading Card contest Winner and contestants (link)

In their first class, 8th graders completed an art card exercise that combined the size of the art card and the group participation of the Dadaist game The Exquisite Corpse. Students drew an image on half of an art card (white and black paper) utilizing the 2 predrawn lines at the base. After all the halves 

are completed students, match their white half to the corresponding black half (matching A to 1, 

B to 2, etc). The results are surprising!! 

2011-2012 Middle School Yearbook

The 2011-2012 Yearbook is running hot in its final stages of production and editing. Yearbook Club members have spent the last weeks taking student, teacher, and staff photos for this year's publication.
Pages highlighting this year's Middle School experience include Dances, Sports, Field Trips, Community Building, The Lion King, and more!


This year's cover art has been created and the front and back cover contest was held last week, deciding this year's front and back cover winners - Teo O. (Front) and Josh K. & Trevor S. (back cover). As always all entries will be published on inside pages.

Teo's Front Cover Design

Josh and Trevor's Back Cover Design

8th Grade Students and Parents are requested to participate in this timeless publication by creating 8th Grade Good-Bye Pages (students) and 8th Grade Graduate Congratulations Pages (parents). These pages are due June 1st and can be delivered to the Main Office or via email to bhill@theberkeleyschool.org
Have fun designing your 1/2 page celebrations and know that anything you create will be meaningful to the overall publication.
Good-Bye Template/info
Link to Congratulations Template/Info

6th Grade Installation Art

6th Grade Sand Mandala Installation

6th graders spend an hour each week developing, planning, and crafting the details of artwork intended not for personal use, but to be enjoyed by the entire TBS Community.

This group of four students, Joe S., Max M., Crystal, and Margaux, explored the use of color and pattern using sand. They explored many different versions of an interactive installation, paper installations, and bottle installations before settling on the Sand Mandala pictured below. You can view the Sand Mandala in the South window of the Art Studio on the University Campus.

Team and Collaborative Work in the Middle School Art Studio

TBS works in all subject areas to cultivate a sense of community, social responsibility, and individual self-confidence by encouraging students to participate in group projects and activities. 

6th and 7th Grade TBS Logo Installations

6th and 7th Grade TBS Logo Installations

In the independent spirit of the Berkeley School, students in the 6th and 7th grade created marker on acetate reinterpretations of the TBS Logo. Exploring color, texture, and pattern, students created original works within the parameters of the TBS Logo font and graphic layout.

You can view these changing installations on the Main Office door, the Depot main door, the Middle School main door, and the Art Studio Door.

Reimagined Books for the 

Imagine/Reimagine Art Show at the Berkeley School

Beginning with a donation of books from a middle school library in San Francisco. Eighth graders chose from this lot of recycling-bound books to use in their altered book project. Sorting through titles, sizes, eras, content, colors, and their own relationship with books and reading or grappling with the content of a book, students made their choices.

Some students had a clear vision of the altered book they wanted to create, others had a sense of an alteration technique  they wanted to perform, such as folding or cutting out pages in the book. Starting with ideas, concepts and sketches recorded in their sketchbooks students began their projects. Students worked an average of 16 hours creating the detailed work presented in this year's Art Show, many adopting themes into their visuals that were inspired directly from the the subject matter in the book chosen, but every student heightened the visual possibilities housed in the words and structures of everyday publications like cookbooks, textbooks, history books, fiction, and illustrated children's books.