Events

Painting Explorations

Painting Explorations

Painting Explorations is a sequence of 5 lessons in painting and is a part of a larger Family Program Initiative titled Art Explorations. It introduces beginner learners to concepts of mark making, color mixing and paint applications. The whole sequence is developed based on the artistic uses of painting, experimentation, and encourages students to come up with innovative uses of painting medium. Each lesson is self contained and reinforces prior knowledge as well as points out the ways to go in the future. Students learn by making, observing and listening to each other as well as reflecting on the art made by famous artists. The goal of the sequence is not just to teach about art but to help students develop important habits of mind such as :

  • Persisting
  • Thinking and Communicating with Clarity and Precision
  • Managing Impulsivity
  • Gathering Data Through all Senses
  • Listening with Understanding and Empathy
  • Creating, imagining and Innovation
  • Thinking Flexibly
  • Responding with Wonderment and Awe
  • Thinking about Thinking (Metacognition)
  • Taking Responsible Risks
  • Striving for Accuracy
  • Finding Humor
  • Questioning and Posing Problems
  • Thinking Interdependently
  • Applying Past Knowledge to New Situations
  • Remaining Open to Continuous Learning

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Lesson #5. Using Shapes

Things we learned:

  1. All things in the world can be painted using shapes.
  2. Shapes can connect and make new shapes.
  3. Shapes remind us of things in the world like crowds, eyes, rain, ears, an egg e.t.c.
  4. Important habits of mind learned-

    Thinking Flexibly-training your mind not to fixed on a single solution. For example David is able to change the way his images look from one thing into another because he is flexible in his thinking.

    Responding with Wonderment and Awe- having an ability to be surprised and be able to add your own thoughts to a story.

    Thinking Interdependently-collaborating, Davis and Jacob worked on a big painting together creating one image.

    Applying Past Knowledge to New Situations-relating things from our lives to the story we red.

    Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

    We read a poem translated from Yiddish to Russian by Lev Kvitko “Ð’ Гости” and made a painting about it.

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Lesson #4. Mixing Brown Using Primary Colors

Things we learned:

  1. Mixing paints together produces new color
  2. Mixing all three Primary colors makes brown.
  3. Brown can be different – dark or light, greenish or reddish.

Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

We had looked at at another painting by Paul Klee.

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Lesson #3. Mixing Primary Color

Things we learned:

  1. Mixing paints together produces new color
  2. Mixing Primary colors makes Secondary colors. Red+Yellow=Orange, Red+Blue=Purple, Yellow+Blue=Green
  3. We can use thick and thin brushes for different type of painting. Thick brush is good for spreading and layering and thin brush is good for making lines, small dots and marks.


Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(other things that could be that color, developing associations) and Innovation(mixing new color).

We had looked at at another painting by Mark Rothko.

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Lesson #2. Color mixing

Things we learned:

  1. Mixing paints together produces new color
  2. Using thick brush we can spread paint and cover a lot of space quickly.
  3. Paint can be layered.
  4. Mixing new colors can remind us of things in the world like grass and trees.

Important habits of mind learned- Creating(spreading paint in different ways creates a visual effect, for example spreading paint with swirly motion loos like a hurricane or twister) , imagining(things that could be that color) and Innovation(mixing new color).

We had looked at at another painting by Paul Klee.

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Lesson #1. Brushstrokes and mark making

Things we learned:

  1. Moving hands in different ways produces different types of marks
  2. Different marks remind us of things in the world. Zig zag reminds us of the mountains and wavy lines remind of the water.

Important habits of mind learned – Creating(creating different lines remind us of things), imagining(we imagine things that look like the marks we make and learn to associate visual representation with the object) and Innovation(combining marks together allows us to invent new images).

We had looked at art by Paul Klee.

It seems very basic but I actually believe that children need to explore a lot in order to be comfortable with anything, especially making marks or creating visual images. They actually enjoy it even if it is something very familiar to them and get great satisfaction from doing something they already know.

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Kick off party

Painting titled “Night and Day” using primary colors by children ages 2-8.

Tot Тусовка

Tot Тусовка

more photos here…

Stamp printmaking project with parents and children under 3 years old at the kick off event for Tot Tusovka.

In this exploration project we used the stamps with various shapes and paint as well as some found objects like top part of the “matreshka” nesting doll and a large lego piece to make shapes of various size circles and squares. Similarly to our Sukkot Printmaking Project various shapes can be used along with partially cut fruits and vegitables.

Solomon’s Chair at JCC of Manhattan

Solomon’s Chair at JCC of Manhattan

Generation R

This big scale Installation containing 42 separate pieces will invite audiences of all ages to actively participate throughout the course of 3 days while it will be on display at the auditorium space at the Jewish Community Center in Manhattan. The audience will be able to rearrange the pieces and construct their own Solomon’s Chair, an amassing artifact that originally emerged as a result of genius engineering and magic. As artists we are inspired by the idea of opening space for people to actively engage with the art and offer everyone a chance to participate in the making off the project. Similarly to how The original Solomon’s Chair changed based on who had approached it, our installation will change as more and more people pass through it.


Chavurah Reunion teen group

instructions for printing

Reflection notes from Pre-k classes:

Nov 22 Solomon’s Throne

November 22

The Making of Solomon’s Chair

The installation will be accompanied by artist talk with Misha Sklar and Zhenya Plechkina. Families and children of all ages are invited to participate in a special art making workshop inspired by the making of Installation, with Zshuk artist and teacher Zhenya Plechkina.

The installation will be open 10am-6pm November 20-22.

The 2 art making workshops will take place:

Saturday November 20

2:15-3:00 and 3:00-3:45(space is limited)

Zshuk Channel


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“For no king was the throne made like it, and no kingdom could produce similar ones.  This throne was made as follows: Twelve lions of gold stood upon it, and opposite to them twelve eagles of gold, a lion opposite and eagle, and an eagle opposite a lion. The right paw of the golden lion was toward the left wing of the golden eagle, and the left wing of the golden eagle was toward the right paw of the golden lion. The sum of all the lions upon it was seventy-two, and there were the same number of eagles. Towards the top, where the king’s seat was, the throne was round. It had six steps of gold, as it is written: ‘The king made a throne of ivory, and this throne had six steps’ [1 Kings 10:18-19]. Upon the first step lay a golden ox, and opposite to it a golden lion; upon the second step lay

a golden bear, and opposite to it a golden lamb; upon the third step lay a golden panther, and opposite to it a golden owl; upon the fourth step lay a golden eagle, and opposite to it a golden peacock; upon the fifth step lay a golden cat, and opposite to it a golden hen; and upon the sixth step lay a golden hawk, and opposite to it a golden dove. Upon the throne stood likewise a golden dove, holding a golden hawk in its claws. Thus one day will all nations and languages be delivered into the hands of King Messiah, and into the hands of the house of Israel….”

Megillah Esther, Targum Sheni

image source: painting “The Judgment of Solomon”, 1649 by Nicolas Poussin

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This project is made possible with a grant through Mini Grant From COJECO and CWW .


The Conversation 2010

The Conversation: Jewish In America (project of “The Jewish Week”) is a unique project based on a simple concept: bringing together about 55 American Jews who are leaders or potential leaders in their respective fields to talk about the future of Jewish life in this country and what it means to be Jewish in the 21st century.

A drawing is a way to have a conversation

more images

Zshuk artist Zhenya Plechkina had led a conversation about drawing, identity and personal expression.

Who came to The Conversation?

http://theconversation2010.com/who.php

Sukkot printmaking project

Sukkot Decoration printmaking mural using fruits and vegetables is a first kick-of event by Zshuk Children’s Art Initiative. At the Jewish Community Center of Manhattan Zshuk’s artist Zhenya Plechkina had lead two early childhood groups from Russian Shabbat Club Sundays in creating a fabric mural using fruits and vegetables as stamps. more images

Lesson Plan for Sukkot printmaking project

Gesher Jewish educator’s training workshop.

Gesher Jewish educator’s training workshop.

Mask Project

What we did:

  • we looked at Persian art from 6th century
  • we used recycled materials and paper mache technique to create a sculptural mask
  • we had mixed colors and painted masks

Personal Map Project

In this workshop organized by COJECO (Council of Jewish Emigre Community Organizations) Zhenya Plechkina introduced a group of talented and enthusiastic Russian Jewish college students  fom Project Gesher to watercollor techniques and various approaches to creating a personal map project based on the images of the map of Israel. Students had evoked their personal experiences in relationship to the land of israel and expressed it in their paintings. By the end of this two and a half hour exploration students had shared their ideas and personal stories with the rest of the group. more images

Lesson Plan for Jewish educator’s early childhood workshop