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2023-11-23 9265 0

杭州威雅幼兒園 | 小小「康定斯基」和「安徒生」是如何練成的


杭州威雅幼兒園文化藝術(shù)周

前不久,杭州威雅幼兒園的孩子們度過了一個妙趣橫生的文化藝術(shù)周。

孩子們第一次知道了世界閱讀日的存在,還在老師精心準(zhǔn)備的各種工作坊中,每天體驗抽象派圓點藝術(shù)創(chuàng)作,更夢幻聯(lián)動小學(xué)部、中學(xué)部校長及師生一起讀故事、編故事、演故事……在這次文化藝術(shù)周里,孩子們天天都是充滿創(chuàng)造力的小小畫家和作家!

01

一周精彩課堂

歡迎進(jìn)入我們的藝術(shù)課堂!


從周一到周五,孩子們都沉浸在簡單、有趣、自由的藝術(shù)創(chuàng)作氣氛中。有趣的是,這周孩子們的任務(wù)只是畫“點”,卻產(chǎn)生了繁星般的精彩作品。


星期一

小班毛毛蟲班的孩子們第一次進(jìn)入了顏色的“魔法學(xué)校”,他們要探索用兩種顏色混合得出第三種顏色。藍(lán)色加上黃色會變成什么顏色呢?粉紅色需要由哪兩種顏色調(diào)配產(chǎn)生呢?

很快,我們就看到五彩斑斕的點點在畫紙上呼之欲出,如浩瀚星空中的點點繁星,仿佛有生命的悅動。

大班貓頭鷹班的孩子們學(xué)習(xí)另一種調(diào)色,他們要掌握如何通過添加黑色或白色來使顏色漸變的技能。孩子們在老師演示后化身“魔法師”,成功得到一個漸變的圖案;再用此圖案作為基底,選擇工具進(jìn)行二次繪制,畫出了一個會流動的 “點”。

星期二

小班的孩子們繼續(xù)探索混合顏色,并認(rèn)識了一位偉大的抽象藝術(shù)家——康定斯基。受他著名的圓形藝術(shù)作品的啟發(fā),融合前一天所掌握的的顏色混合技能創(chuàng)作了新的同心圓畫作。

貓頭鷹班的孩子們深度學(xué)習(xí)康定斯基的幾幅名畫,大家興致勃勃地分享了自己的感受。在孩子們的感官中,我們看到了名畫純粹、天真的另一面。

鑒賞之后,開始創(chuàng)作!首先從概念開始,老師告訴孩子,可以通過不斷地畫點和線分別形成“忙碌點” 和“路徑”來完成一幅康定斯基風(fēng)格的畫作。他們還重新認(rèn)識了黑色線條的“神奇魔法”,孩子們發(fā)現(xiàn),若把黑色線條作為一幅畫的“路徑”,就可以將看畫者的注意力吸引到畫作的不同部分!

瓦西里·康定斯基 (Wassily Kandinsky)

1866年出生于莫斯科。他創(chuàng)造的“抽象繪畫”概念不僅推動了20世紀(jì)及21世紀(jì)的藝術(shù)發(fā)展,亦深刻影響了諸多藝術(shù)家的實踐以及對現(xiàn)代主義的認(rèn)知。他提出,繪畫是用點、面、線、色彩傳達(dá)精神和情感,與觀眾共同激起內(nèi)心與精神的震蕩。

星期三

孩子們更深一步邁入抽象藝術(shù)的殿堂。

小班孩子借助彈珠“共同創(chuàng)作”???!彈珠也在紙上彈跳,繪制出從未想象過的有趣圖案。完成這一項任務(wù),需要大家團隊協(xié)作完成,還需要身體力行,全身配合。孩子們從一開始感到新鮮好玩,到思考如何讓彈珠“畫”出腦海中的效果,最后形成完整作品……

大班的孩子們認(rèn)識了一位新的抽象藝術(shù)大師——杰克遜·波洛克。并學(xué)習(xí)如何用畫筆輕彈顏料,創(chuàng)作出不同的滴畫圖案。

沿用前一天類似康定斯基的學(xué)習(xí)方法,小貓頭鷹們又一起合作創(chuàng)作了波洛克風(fēng)格作品。一幅幅精彩揮墨之作呈現(xiàn)出完全不同的創(chuàng)意,令我們在這些稚嫩的畫作中看到了一個個自由快樂的靈魂。


杰克遜·波洛克(Jackson Pollock)

20世紀(jì)抽象表現(xiàn)主義代表人之一,他創(chuàng)造了滴畫創(chuàng)作方式,特點為油漆的線性絞線滴落并拋出,融合繪畫,染色,圖像和非圖像。波洛克被公認(rèn)為20世紀(jì)最重要的美國藝術(shù)運動的領(lǐng)袖。他的冒險和創(chuàng)新方法激勵了后來的藝術(shù)家充滿激情地突破常規(guī)。

星期四

小班的小朋友們在這一天探索了拼貼法創(chuàng)作。老師不設(shè)標(biāo)準(zhǔn)答案,任何色彩、任何形狀在孩子們隨心所欲地“解構(gòu)”下都有其意想不到的“新生”。

貓頭鷹班又學(xué)習(xí)了另一種創(chuàng)作手法——“負(fù)空間”。依然在點上展開創(chuàng)作,大班孩子學(xué)習(xí)用空、白的空間來構(gòu)建圖像。他們通過在圓點周圍裝飾,在作品中心留下空白,創(chuàng)造“負(fù)空間”圓點。

星期五

經(jīng)過一周的藝術(shù)學(xué)習(xí),藝術(shù)展覽火熱出爐!

整個幼兒園擺滿了孩子們一周創(chuàng)作的所有藝術(shù)作品,類型豐富、色彩炫目。家長們也受邀來觀賞孩子的大作。除此之外。可愛的現(xiàn)代主義大作還吸引了來自小學(xué)、中學(xué)的師生共賞。好不熱鬧!


所有的孩子都參與到了文化藝術(shù)周,他們沉浸在新事物的學(xué)習(xí)中,并掌握了探索和表達(dá)自我的新技巧。


這一周,幼兒園產(chǎn)生了許多有趣的畫作,我們很開心孩子們能徜徉于創(chuàng)造和想象的自由海洋。通過最終的藝術(shù)作品,我們看到了他們內(nèi)心更深邃且豐富的世界。


Natasha Baker

幼兒園外方園長

02

特別的故事會

文化藝術(shù)周期間,幼兒園每天都有一位嘉賓朗讀者到訪,為孩子們帶來各種有意思的故事。杭州威雅執(zhí)行校長Tig Mooney先生和中方校長孫玲女士帶著他們喜歡的書與小朋友們分享,小學(xué)部、中學(xué)部的中外方校長和老師們紛紛熱情加入到朗讀者的隊伍中。
每一天,小朋友們都萬分期待——今天是哪一位“嘉賓”帶來什么樣的故事呢?

Tig Mooney先生聲情并茂地給孩子們讀了《我們?nèi)カC熊》的故事。很多孩子對這個朗朗上口的故事很熟悉,中間跟著Mooney先生一起念讀本中的疊句。

孫玲女士則向大班的孩子們介紹了著名翻譯家傅雷次子傅敏的書信集。處于垂髫年華的孩子們雖然尚未能品出人生的濃郁滋味,但對書信中父親和兒子的故事非常好奇,大家爭先恐后提出了很多充滿童真的問題,孫玲校長都一一耐心回答。

嘉賓朗讀者們以各自獨特的方式講述每一個故事,有的老師使用音樂給故事創(chuàng)造節(jié)奏,有的老師融入了角色表演,還有的老師甚至加入了基本數(shù)學(xué)技巧和預(yù)測等方法。

星期五下午,一些小學(xué)生也來到幼兒園陪小朋友一起閱讀。小學(xué)生與孩子們一一成對,大孩子扮演“小老師”幫弟弟妹妹們讀故事看畫冊,解答疑惑……

我們開心地看到一幕幕威雅大小孩童十分融洽的互動場景,展現(xiàn)美好的天性,這將是他們?nèi)松袩o比美妙的成長回憶。

03

孩子們的收獲


激發(fā)孩子畫畫的愿望需要鼓勵。鼓勵不是說一番不切實際的話,或給孩子樹一個達(dá)不到的標(biāo)桿,也不是提筆幫孩子畫。


“那就隨便畫一筆,看看能畫出什么。” 有智慧的老師用這句話開啟了孩子的自我發(fā)現(xiàn)之門。門一旦打開,求知的愿望和解決問題的方法便隨之而來。


于丹

幼兒園中方園長


動眼、動手、動腦,感官聯(lián)結(jié)全發(fā)展

對幼兒園孩子來說,藝術(shù)創(chuàng)作和識字技能學(xué)習(xí)中包括必不可少的手部控制練習(xí)。像剪紙、畫畫、搭積木、做黏土等活動都有助于發(fā)展孩子的精細(xì)運動技能、協(xié)調(diào)性和靈巧性,鍛煉他們的手部肌肉,進(jìn)而穩(wěn)固地掌握握筆、寫字的動作技能。

同樣的,聽故事、讀故事、看故事書環(huán)節(jié)能讓孩子通過每日的語音教學(xué)鞏固拼讀能力,為閱讀和書寫打下基礎(chǔ)。

藝術(shù)活動為孩子們提供了必要的感官輸入,在他們的語言詞匯尚未系統(tǒng)建立的狀態(tài)下,不受形式局限的藝術(shù)創(chuàng)作能幫助孩子以多維的方式表達(dá)他們的感情和情緒。

廣泛的知識版圖

在幼兒園的整個學(xué)習(xí)過程中,跨學(xué)科的學(xué)習(xí)和發(fā)展十分重要,杭州威雅幼兒園采用IEYC教育模式,文化藝術(shù)周活動以此為理論基礎(chǔ)展開,能比單一的上課對孩子產(chǎn)生更有裨益的影響。學(xué)生能收獲廣泛的實用技能,以及各種激發(fā)他們創(chuàng)造力和想象力的系統(tǒng)知識。

自由給吾自信

保護和發(fā)展孩子們與生俱來的寶貴創(chuàng)造力和想象力是威雅幼兒園老師們所一直堅持的。老師帶領(lǐng)孩子認(rèn)識新的藝術(shù)家、繪畫和故事;隨后的大部分時間都給孩子發(fā)揮。無論是緊密遵循所學(xué)的技巧,還是以自己獨特的方式探索,都值得被鼓勵。

不害怕嘗試新事物,敢于冒險,不懼犯錯;在過程中鍛煉個體堅韌堅毅、獨立和自我激勵等品質(zhì),習(xí)得批判性思維和解決問題能力。孩子初嘗酣暢淋漓地表達(dá)之樂,漸漸發(fā)展出自主性,未來之路也能為自己的選擇而篤定前行,充滿信心。

團隊協(xié)作,傾聽與表達(dá)

中學(xué)部藝術(shù)老師的Miss Izzy給幼兒園孩子帶來的聯(lián)合創(chuàng)作課上,孩子們興奮不已,從嘴里蹦出一個個天馬行空的創(chuàng)意??墒翘嘞敕嗽趺崔k呢?

老師給予充足的時間和耐心,讓大家各抒己見,引導(dǎo)孩子表達(dá)、傾聽,直到找到合適的創(chuàng)作方案。

讓孩子從小就學(xué)會分享想法、互相幫助、協(xié)商和引導(dǎo)他人的品質(zhì)和能力,那么他們在當(dāng)下和未來更高年級的階段能更順利地融入團體,更高效地達(dá)成學(xué)習(xí)目標(biāo),激發(fā)出超越認(rèn)知的潛能。

"繪畫是自我發(fā)現(xiàn),每一位優(yōu)秀的畫家都在描繪自己的本色。"
——杰克遜·波洛克

杭州威雅幼兒園文化藝術(shù)周

Recently, the pupils of WASHZ Kindergarten had an incredibly fun and lively Art and Literacy Week. It was their first time learning about World Book Day, and they got to experience various workshops meticulously prepared by their teachers. Every day, they engaged in abstract dot art creations and had dreamlike interactions with the principals, teachers, and students from the Lower School and Upper school while reading stories, creating stories, and performing stories together. Throughout this Art and Literacy Week, the pupils were imaginative little painters and writers, brimming with creativity everyday!
01

A Wonderful Week to Learning

Welcome to our art workshop!

From Monday to Friday, pupils are immersed in a simple, fun, and free atmosphere of artistic creation. Interestingly, this week, their task was simply to draw yet it resulted in spectacular works like shining stars.


MON

The pupils of the Caterpillar Class seemed to enter the for the first time. They explored mixing two colors to create a third color. What color does blue become when combined with yellow? Which two colors are needed to create pink?
Soon, we witnessed colorful dots emerging on the drawing paper, resembling countless stars in the vast night sky, as if pulsating with a vibrant life.

The pupils of the Owl Class learned another advanced technique of color mixing. They mastered the skill of creating gradients by adding black or white. After the teachermagiciansdot.s several famous paintings. Everyone enthusiastically shared their own feelings. In the pupilss time to start creating! The process began with the concept. The teacher told the pupils that they can create a Kandinsky-style artwork by continuously drawing dots and lines to form ‘busy dots’ and ‘pathways’.

The pupils boldly created overlapping shapes and colors to produce ‘busy dots’. They also rediscovered the magical power of black lines. They realized that if use black lines as the ‘pathways’ in a painting, it can attract the viewer transition from curiosity to concentration.

The kindergarten pupils also learned about a new abstract art master, Jackson Pollock. They learned how to lightly flick paintbrushes to create various dripping patterns.
Following a similar learning approach to Kandinsky, these little owls collaborated once again to create Pollock-style artworks. Each piece of splendid ink splattering presented completely different creative ideas, allowing us to see the free and joyful souls within these tender paintings.

Jackson Pollock

One of the representatives of abstract expressionism in the 20th century, created a unique style of drip painting. His characteristic approach involved allowing paint to drop and splatter through linear movements, merging painting, coloring, imagery, and non-imagery. Pollock is recognized as a leader of the most important American art movement of the 20th century. His adventurous and innovative methods inspired later artists to passionately break conventions.

THR

The preschoolers explored collage techniques on this day. The teacher didn masterpieces. In addition, the lovely works of modernism also attracted teachers and students from the primary and middle schools to appreciate together. What a lively atmosphere!


All the pupils participated in the Art and Literacy Week, immersing themselves in the learning of new theories and acquiring new skills for exploration and self-expression.


Throughout this week, the kindergarten produced many fascinating artworks, and we are delighted to see the pupils reveling in the freedom of creation and imagination. Through their final art pieces, we witnessed their inner worlds becoming deeper and more enriching.

Natasha Baker

The Executive Head of WASHZ Kindergarten

02

Special Story Time

During the Art and Literacy Week, the kindergarten had a guest storyteller visiting every day, bringing interesting stories for the pupils. Mr. Tig Mooney, the Executive Principal of WASHZ, and Ms. Sun Ling, the Chinese Principal, leading to share their favorite books with the pupils. The principals and teachers from the Lower and Upper school enthusiastically joined the team of guest storytellers.


Every day, the pupils were eagerly anticipating who the ‘guest’ would be and what kind of story they would bring.

Mr. Tig Mooney passionately read the story ‘Wes desire to draw, encouragement is needed. Encouragement does not involve unrealistic words or setting unattainable standards for the child, nor does it mean taking the pen and drawing on behalf of the child.


‘Just make a random stroke and see what you can create.’ With these words, a wise teacher opens the door to self-discovery for the child. Once the door is open, the desire for knowledge and the ability to solve problems will naturally follow.


Pamela Yu

Chinese Principal of Kindergarten


Engaging the senses through hands-on activities promotes overall development

For kindergarten pupils, art activities and literacy learning involve essential exercises for hand control. Activities like paper cutting, drawing, building with blocks, and working with clay help develop pupils innate creativity and imagination is a constant focus for the teachers at WASHZ Kindergarten. Teachers introduce pupils to new artists, painting styles, story creators, and writing styles, and then provide them with ample freedom. They have the freedom to closely follow the learned techniques or explore in their own unique ways, both of which are worthy of encouragement.

By not being afraid to try new things, daring to take risks, and not fearing mistakes, pupils develop qualities such as resilience, independence, and self-motivation. They acquire critical thinking and problem-solving skills through the process. Pupils experience the joy of expressing themselves wholeheartedly and gradually develop autonomy, building a deeper level of self-confidence.

Pupils who grow up in such an educational environment can confidently move forward on their chosen paths in the future. Possessing these lifelong qualities is more valuable for long-term growth and learning success than simply memorizing for high scores.

Collaborative teamwork skills

During the collaborative art class led by Miss Izzy, an art teacher from the Lower School, the pupils were thrilled and bursting with imaginative ideas. But what do we do when there are too many ideas?

The teacher provided ample time and patience, allowing everyone to express their opinions and guiding the pupils to express and listen to each other during the collaborative process, until they found a suitable creative solution.

By teaching pupils from a young age to share ideas, help one another, negotiate, and guide others, they develop qualities and abilities that enable them to integrate smoothly into groups in the present and in higher grades in the future. This equips them to achieve learning objectives more effectively and unleash their potential beyond cognition.


Painting is self-discovery. Every good artist paints what he is.

--Jackson Pollock

關(guān)于我們

杭州威雅學(xué)校坐落于杭州蕭山區(qū)仙女湖畔,占地面積200余畝,學(xué)校于2021年9月正式開學(xué),為3至18歲適齡學(xué)生提供高品質(zhì)教育和寄宿選擇。

秉承全人教育理念,杭州威雅不僅專注于學(xué)生卓越學(xué)術(shù)能力的培養(yǎng),還通過提供豐富多元的超越課堂的學(xué)習(xí)體驗和機會,挖掘每一個學(xué)生天賦潛能,幫助他們今后順利進(jìn)入世界知名大學(xué),并在日益全球化的環(huán)境中取得成功打下堅實基礎(chǔ)。

ABOUT US

Wycombe Abbey School Hangzhou (WASHZ) has integrated the best of international and Chinese education for children aged 3-18 from China and overseas. We focus on each pupil's personal growth and development and aim to cultivate future leaders who have both a profound understanding of Chinese culture and a truly global perspective, who are innovators and collaborative team players, as well as having compassion and a keen sense of social responsibility.

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