Miss Yuli

This week, in celebration of the 2026 Lunar New Year, UHIS conducted a variety of art activities under the theme “The Year of the Red Horse.” Students used paper plates to create shaking horse crafts to explore movement, and also expressed horses in many creative ways through horse pencil drawings, horse-themed collage artworks, and painting horses on traditional Korean hanji paper. In addition, they observed the horse images on Mappae and learned about its role and historical meaning. Through this lesson, which incorporated traditional themes and a wide range of materials, students learned how to express the form and movement of horses while also developing a greater interest in Korean culture.

This week, in celebration of the 2026 Lunar New Year, UHIS conducted a variety of art activities under the theme “The Year of the Red Horse.”

Students used paper plates to create shaking horse crafts to explore movement, and also expressed horses in many creative ways through horse pencil drawings, horse-themed collage artworks, and painting horses on traditional Korean hanji paper. In addition, they observed the horse images on Mappae and learned about its role and historical meaning.

Through this lesson, which incorporated traditional themes and a wide range of materials, students learned how to express the form and movement of horses while also developing a greater interest in Korean culture.

This week, the year1-2 kids explored the artwork of Keith Haring, focusing on how he showed movement using simple figures and bold lines. After looking closely at his artworks, kids used their own bodies to act out different poses and movements, just like the energetic figures in Keith Haring’s work.

Inspired by Keith Haring’s style, kids drew human figures with bold outlines and filled them with bright, colourful colours. They practiced showing many different movements through simple shapes and playful poses.

In addition to drawing on paper, kids watched videos to learn about the many kinds of artwork Keith Haring created, including large murals and public art. After trying out their own ideas, kids used large sheets of paper to draw big moving figures and express movement in a fun and creative way.

In this lesson, students explored the ballerina artworks of artist Edgar Degas and took part in an activity focused on expressing a variety of ballet movements and poses. They observed the postures, gestures, and colours in Degas’ ballerina paintings and learned about his life and artistic world.

Using a prepared ballerina template, students cut out the arms and legs and connected the joints with split pins, allowing the ballerinas to move like real figures. By adjusting the angles of the arms and legs, students experimented with different ballet poses and gained a natural understanding of balance and movement in the human body.

In the final stage, students decorated their ballerinas using coloured pencils or markers, and added tutus and headpieces made from coloured paper and tissue paper. Through this activity, students developed their observation and expressive skills while creatively exploring how movement can be represented in art.

This week, Year 5–6 students explored Julian Opie–style portrait drawing by creating self-portraits inspired by his distinctive approach. Rather than drawing detailed facial features such as eyes, noses, and mouths, students focused on expressing their identity through simplified side-profile portraits that highlighted their hairstyles, clothing, and overall silhouette, in the style of Julian Opie’s work.

Students used photographs of themselves as reference, carefully observing shapes and outlines. Some students chose to place tracing or film paper over their printed photos to help capture clean lines and proportions, while others drew directly from observation. With extra time, students also experimented with creating pop art–inspired Julian Opie–style faces, further exploring bold lines and simplified forms.

Through this activity, students developed their skills in observation, visual simplification, and personal expression, while gaining a deeper understanding of contemporary portraiture and Julian Opie’s artistic style.

This week, Year 7–9 students continued developing their hamburger packaging projects, building on the brand identities they began last week. They worked further on refining their burger brand names, logos, slogans, and typography, carefully considering how layout, colour, and lettering work together to communicate a clear and engaging brand identity.

In addition to the hamburger container box, students expanded their designs to include a take-out drink cup and a matching cup carrier. This allowed them to think more deeply about how a consistent visual style can be applied across multiple packaging items, while also considering practical elements such as function and usability.

Through this project, students explored the full process of branding—from creating a hamburger brand identity and business slogan to designing the burger box, take-out cup, and cup carrier. While some projects are still in progress, many unique and creative designs have already emerged, each reflecting the student’s individual style and ideas. We are looking forward to seeing how these designs will be completed next week.

This week, the children completed their mobiles, carefully balancing shapes and assembling their artworks so they could move gently in the air. They showed patience and fine motor skills while bringing their three-dimensional pieces to life.

After finishing their mobiles, the children spent time drawing pictures they would like to express on the lids of hamburger boxes. This activity encouraged them to think about how their drawings could fit onto a different surface, helping them explore new ways to use their ideas beyond paper.

Overall, it was a joyful week that continued to develop creativity, careful making, and imaginative thinking through both three-dimensional and drawing-based activities.

This week, students completed their Pointillism artworks inspired by Post-Impressionist artist Georges Seurat. By patiently applying dots of colour, they were able to see how individual marks come together to form images and visual effects.

Students who finished their Pointillism pieces explored the ballet paintings of Edgar Degas. They observed how Degas captured movement and gesture, then practiced expressing motion through drawing. Students also shared their thoughts and discussed the artworks they found most interesting.

Overall, this week continued to build connections between art history and creative practice, while encouraging careful observation, expression, and discussion.

This week, Year 5–6 students completed their large-scale collaborative drawing inspired by the work of Julian Opie. By carefully connecting their individual drawings, they successfully brought together simple lines, repeated figures, and movement into one unified artwork.

After finishing the collaborative piece, students spent time learning more about Julian Opie by exploring and answering questions about his work and artistic style. This reflection activity helped deepen their understanding of contemporary art and reinforced the ideas of visual communication, observation, and collaboration.

This week, Year 7–9 students continued working on their hamburger packaging project, further developing their burger brand designs. They refined their logos, brand names, slogans, and typography, focusing on how layout, colour, and lettering work together to communicate a clear brand identity on the hamburger box.

Students who completed their hamburger box designs began a new challenge: designing a cup carrier to accompany their burger packaging. This extension task encouraged them to think about how a consistent visual style can be applied across different packaging items, while also considering function and usability.

Through this ongoing project, students are continuing to build their understanding of graphic design, branding, and typography, while developing creativity, originality, and problem-solving skills.