Art supplies Donation List Mrs. Rink - cups, misc containers, Oil paint box and misc brushes Mrs Wilson Mrs. Ford 2 tissue paper pads Mrs. Whitten oil pastels Thea Foundation 3500.00 worth of art supplies and 5 camera's
Rich sticky notes
Welcome
Welcome to The Art Studio
If you are a student please click on your class tab
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or the Administration Tab
Welcome Substitute- Please click the Substitute Tab
Art Contests
Art Contests 2010
High school students in grades 9 through 12 are invited to enter our annual Poster Contest for High School Students by creating a poster interpreting the theme One Person Can Make a Difference.
F.1.AI.4 Differentiate between implied and actual texture
F.1.AI.5 Demonstrate knowledge of spatial relationships
·foreground, middle ground, background
·one-point, two-point, aerial perspective
·overlap, placement, size, color
·illusion of depth and distance
F.2.AI.2 Demonstrate knowledge of movement and rhythm (e.g., repetition, variation, flowing)
F.2.AI.6 Demonstrate knowledge of contrast as it relates to the elements of art
F.2.AI.2 Demonstrate knowledge of movement and rhythm (e.g., repetition, variation, flowing)
Wire Sculptures
Lesson Plan Starter: Wire Sculptures
Plan ID: 2255
for grade level » High (9-12) duration » 5 sessions (about 40 minutes per session) media type » Sculpture subject integration » n/a
Creates a contour and modified contour line drawing of a garment or accessory and recreates it in wire. Learns how to manipulate line in the three-dimensional form.
Sample Artwork:
Materials (what you need)
Sketches of objects wire cutters Aluminum wire materials for base of sculptures
Procedure (what you need)
Students sketch several ideas based on the theme. Students begin by bending and shaping wire and learning how to create three dimensional forms to describe the objects volume and details.
Assessment
Criteria: •Demonstrates the ability to create a modified contour wire sculpture from a modified contour line drawing. •Create Emphasis within the sculpture by incorporating details. •Manipulate the wire to create volume and contour of the garment. •Demonstrate a variety of closures with the wire to maintain the sculptures integrity. Modified Contour Line- is a type of line that describes the edge of an object and defines the interior shapes
Discussion Questions
Alexander Calder Henry Moore
Follow-up Activities
Reductive carving- Moore Style
Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 2-K (9 - 12) Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others 4-J (9 - 12) Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists 5-J (9 - 12) Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions 6-G (9 - 12) Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
Art 1
Art 1 Frameworks
Course Title:Art I
Course/Unit Credit:1
Course Number:
Teacher Licensure:
Grades:9-12
Art I
Art I is a two-semester course designed to teach students to apply the elements of art and principles of design to the creative process.Art I students are expected to use a variety of media, techniques, processes, and tools to compose original works of art that demonstrate understanding of the elements of art and principles of design, awareness of aesthetic concerns, and the ability to communicate ideas through artwork.Students will critique and reflect on their artwork and the art of others.Students will exhibit artwork and will assemble portfolios that demonstrate successful completion of Art I student learning expectations.Art I is required by the Standards for Accreditation and does not require Arkansas Department of Education approval.
StrandContent Standard
Foundations
1.Students shall apply elements of art in artistic compositions.
2.Students shall apply principles of design in artistic compositions.
3.Students shall analyze historical and cultural aspects of art.
Creative Process
4.Students shall create original works of art using a variety of media, techniques, processes, and tools.
Reflections/Responses
5.Students shall reflect, evaluate, and respond to works of art.
Strand:Foundations
Content Standard 1:Students shall apply elements of art in artistic compositions.
F.1.AI.1
Analyze line
·types of line
ocontour
oimplied
ogesture
osketch
ooutline
ostructural
ocalligraphic
·quality of line
oweight
ovalue
oexpressive
odirectional
omedia influences
F.1.AI.2
Differentiate between shape and form
·positive and negative
·geometric and organic
F.1.AI.3
Demonstrate knowledge of color theory
·color wheel
·color properties
ohue, value, intensity
·color schemes
ocomplementary
oanalogous
omonochromatic
otriad
owarm or cool
osplit complementary
Strand:Foundations
Content Standard 1:Students shall apply elements of art in artistic compositions.
F.1.AI.4
Differentiate between implied and actual texture
F.1.AI.5
Demonstrate knowledge of spatial relationships
·foreground, middle ground, background
·one-point, two-point, aerial perspective
·overlap, placement, size, color
·illusion of depth and distance
F.1.AI.6
Demonstrate knowledge of value
·neutral (achromatic)
·gradation (e.g., light and dark, full range of values)
·value contrast (e.g., high key, low key)
Strand:Foundations
Content Standard 2:Students shall apply principles of design in artistic compositions.
F.2.AI.1
Demonstrate knowledge of complex patterns as they occur in the environment and in works of art (e.g., motif, random, alternating)
F.2.AI.2
Demonstrate knowledge of movement and rhythm (e.g., repetition, variation, flowing)
F.2.AI.3
Demonstrate knowledge of proportion and scale
F.2.AI.4
Demonstrate knowledge of different types of balance
·asymmetrical (informal)
·symmetrical (formal)
·radial
F.2.AI.5
Demonstrate knowledge of unity and harmony as it relates to the elements of art and principles of design
F.2.AI.6
Demonstrate knowledge of contrast as it relates to the elements of art
F.2.AI.7
Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
Strand:Foundations
Content Standard 3:Students shall examine historical and cultural aspects of art.
F.3.AI.1
Analyze selected artworks and observe changes over time in media, styles, and techniques
F.3.AI.2
Demonstrate an understanding of the various purposes for creating art in the context of self, family, community, social and global perspectives
·aesthetic
·careers
·functional
·historical and cultural
·therapeutic and social
·interdisciplinary
F.3.AI.3
Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
Strand:Creative Process
Content Standard 4:Students shall create original works of art using a variety of media, techniques, processes, and tools.
CP.4.AI.1
Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art
CP.4.AI.2
Create artworks that show awareness of elements of art, principlesof design, and aesthetic concerns
CP.4.AI.3
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.4
Render contour and gesture drawings as preliminary sketches or as finished products
CP.4.AI.5
Compile a sketchbook that includes various techniques, observations, and art experiences
CP.4.AI.6
Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
CP.4.AI.7
Create work(s) of art from direct observation using wet and dry media
·gradation
·simulated surface qualities
CP.4.AI.8
Create works of art in wet and/or dry media to solve color design problems
·simulate observable colors using transparent and opaque applications
·apply color theory by mixing colors in wet and/or dry media
Strand:Creative Process
Content Standard 4:Students shall create original works of art using a variety of media, techniques, processes, and tools.
CP.4.AI.9
Demonstrate a printmaking process(e.g., monoprint, collagraph, relief, drypoint, silk screen)
CP.4.AI.10
Collaborate with others to create artwork
CP.4.AI.11
Use a transfer method to replicate an image (e.g., grid, light box, window, opaque projector, tracing paper, graphite)
CP.4.AI.12
Use additive and/or subtractive methods to produce a relief or sculpture in-the-round(e.g., carving, casting, modeling, assemblage)
CP.4.AI.13
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Strand:Reflections/Responses
Content Standard 5:Students shall reflect, evaluate, and respond to works of art.
RR.5.AI.1
Critique artworks in terms of history, culture, and aesthetics
RR.5.AI.2
Evaluate the content and manner in which subject matter, symbols, and images are used in the student’s own work and works of others
RR.5.AI.3
Reflect upon the personal, social, and global impact of art (e.g., self, gender, family, community, historical, cultural, environments, visual cultures)
RR.5.AI.4
Communicate ways that the social, physical, natural, and/or economic environments affect visual art and the ways visual art affects these environments (e.g., conservation, recycling, emerging environmental issues)
RR.5.AI.5
Respond to a range of subject matter, symbols, and/or ideas used in communications media
RR.5.AI.6
Participate in the process of exhibiting student artwork (e.g., plan, select, promote, install, attend)
RR.5.AI.7
Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Glossary for Art I
Achromatic
Lacking color; black, gray, or white; also known as neutral
Actual texture
Texture of real or authentic objects; the way a surface of a real object feels to the sense of touch
Additive method
A sculptural technique or process of modeling; adding, combining, or building up materials
Aesthetic
The quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things
Aesthetics
The philosophical study of the nature and value of works of art and how people respond to art with their senses, intellect, and emotions; synonym for the philosophy of art
Alternating
A pattern that occurs when different elements in a work of art repeat themselves in a predictable order
Analogous
Colors that are next to each other on the color wheel, with one hue in common
Architectural renderings
Drawings of architectural structures
Artistic expression
Ways artists communicate ideas and feelings
Assemblage
A 2-D or 3-D artistic composition made by combining various objects; an additive method
Asymmetrical
A type of balance in which the parts are unequal in size, shape, form, etc., but still produces a balanced visual weight; another name for informalbalance
Balance
A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Calligraphic
The technique of creating expressive, decorative lines in a work of art
Calligraphy
The art of beautiful and/or expressive writing
Carving
A sculptural technique in which a tool is used to cut away materials to create a desired form
Casting
A sculptural technique in which a liquid is poured into a mold and hardens into a form
Center of interest
The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Collage
Artwork made by attaching various materials to a surface; to put together
Collagraph
A print made from a printing plate of a low relief collage
Color
An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength
Color schemes
Plans for organizing colors, which includes monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Color theory
The study of spectral colors and their interrelationships
Colors that are directly opposite on the color wheel such as red and green, and when used near each other, create optical vibrations, or when mixed together will tend to subdue intensities and produce a grayed hue
Contour
The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object.Blind contour refers to drawings using one continuous line made by looking at the object only, not at the drawing surface.
Differences; juxtaposition of dissimilar elements in a work of art
Direct observation
Looking at real life and actual objects to create art
Direct observational
Art created by looking at real life and actual objects
Directional
Line that refers to actual or implied movement, or to an angle or a point of view; may provide structure and basic organization for a drawing
Dominance
A space where elements assume more importance than others in the same composition or design; an area of interest
Drypoint
A method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; Lines and tones in the printed image often have a velvety appearance.
Elements of art
The basic visual tools artists use to create a work of art:line, shape, form, texture, color, value, and space
Emphasis
A principle of design that can be achieved through placement, contrast, size, etc.; the special attention or importance given to one area or element in an artwork
Environment
Natural or man-made surroundings
Environmental
Relating to the environment
Exhibit
To show or display artwork
Expressive
Qualities that communicate feelings, moods, and ideas to the viewer through a work of art; Expressive lines seem to reflect the artist’s emotions or feelings.
Fiber arts
Artwork created from any threadlike, fiber material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, sewing)
Focal point
A specific area or point of convergence that draws the viewer’s attention first
Form
An element of art that is 3-D, and, therefore, includes the dimensions of height, width, and depth
Formal
Balance found in a work of art in that, when optically divided in half, each side is arranged exactly as the other; see symmetrical
Functional
Artwork that has an intended purpose other than aesthetic beauty
Gesture
An exercise in art education commonly used as a warm-up; A gestureline refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist.A gesture drawing refers to a drawing done quickly to capture movement.
Gradation
Any way of combining elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures)
Harmony
A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
High key
Composed of mostly lighter values of a color
Hue
The name of any color wheel color found in its pure state
Implied
Suggested or perceived, but not actually present; Impliedline refers to the way objects or a series of points are arranged to produce the effect of seeing a line in a work when a line is not actually present, such as a series dots that are perceived as a line.Impliedtexture refers to a texture in a work that is perceived by the viewer but has no physical form, such as a drawing of rough bark; the way a surface appears to feel; a texture which can be seen but not felt
Informal
A type of balance in which the parts are unequal in size, shape, form, etc., but still produces a balanced visual weight; see asymmetrical
Intensity
The brightness (purity) or dullness (strength) of a color or hue
Interdisciplinary
Involving two or more academic disciplines
Line
An element of art that refers to a mark on any surface; a moving point
Low key
Composed of mostly darker values of a color
Modeling
Shaping clay or other pliable material by pinching, pulling, or other manipulation
Monochromatic
A color scheme that uses only one hue and the tints, tones, and shades of that hue
Monoprint
A print in which ink or paint is applied to a flat surface and paper laid upon it to make a print which will be one-of-a-kind
Motif
A design or designed image that is repeated with little or no change
Movement
A principle of design; the way in which the elements of art are organized so that the viewer’s eye is led through the work of art in a systematic way
Outline
A drawing made which defines the perimeter of a form
Patterns
The repetition of anything in a design (e.g., repetition of shapes, lines, or colors)
Portfolio
A purposeful collection of an artist’s own work
Principles of design
Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Printmaking
Transferring an image from one prepared surface to another to produce one or more copies
Proportion
A principle of design that may be described as the relationship between objects with respect to size, number, amount, etc.
Radial
An organized pattern or design emanating from the center of a circular format; usually has symmetrical properties
Random
Occurring without an identifiable pattern
Relief
A sculptural technique in which the design is a raised surface on a flat background
Repetition
A principle of design concerned with repeated shapes, lines, or motifs to help create movement or rhythm in an artwork
Rhythm
A principle of design that involves the repetition of elements of art to create the illusion of movement or a visual beat or tempo; Types of rhythm include regular, alternating, progressive, flowing, random.
Scale
Relative size, or ratio, of an object as compared to others of its kind, to different objects, to its environment, or to the human figure; ratio of an object as related to other parts of the same object
Sculpture in-the-round
Freestanding sculpture meant to be seen from all sides
Shape
An element of art that refers to an enclosed space that is 2-D, or flat, and, therefore, limited to the dimensions of length and width
Silk screen
A stencil printing process where ink is forced through a prepared screen using a squeegee with one color per screen; also called serigraphy
Sketch
Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketchlines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Space
An element of art that refers to an area surrounding objects or figures, both positive and negative
Split complementary
One hue and the hues on each side of its complement on the color wheel
Structural
The skeletal, supportive lines in natural and man-made objects (e.g., veins within a leaf, trusses of a roof, girders of a suspension bridge)
Subtractive method
A method of creating a sculpture or printing plate that involves removing materials to achieve a finished product
Symmetrical
An equilibrium created by identical parts that are equally distributed on either side of a real or imaginary central axis in mirror-like repetition; see formal
Texture
An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Triad
A color scheme based on any three colors, three steps apart on the color wheel
Unity
A principle of design that can be achieved through the use of elements of art and other principles of design; the coherence of a work that gives the viewer the feeling that all parts of a piece are working together to create a feeling of completeness or wholeness
Value
An element of art that refers to lightness or darkness
Value contrast
Deliberately placing light against dark to produce a desired effect
Visual cultures
The imagery in all kinds of media that encompasses the visual as well as the ideas, beliefs, and other conceptual realms that function in the immediate environment and globally, including all or nearly all of what people experience visually (e.g., fashion, advertising, comic books, video games, signage, politics, music)
Visual measurements
Techniques for approximating the size relationship of one object to another object or one part of an object to another object
Weight
The psychological or visual importance of an area, element, or heaviness of an object; Weight as a quality of line refers to the thickness or heaviness of a line
Art 11
Rich sticky notes
Art II student learning expectations
Art II
student learning expectations
Art II is a two-semester course designed for students
who have successfully completed Art I.
Art II students shall further expand their knowledge of the
elements of art and principles of design through the research, production,
and criticism of visual art.
Students are expected to use a broad variety of media, techniques, processes,
and tools to create original, complex compositions that reflect personal growth,
solve visual art problems, and communicate ideas.
Students will critique artwork and reflect on the impact of art upon society as well as societal influences on art.
Students will exhibit artwork and will assemble portfolios that reflect personal growth and demonstrate successful completion of .
Art I is a prerequisite for this course.
The Standards for Accreditation requires a one-half unit course of
“Survey of Fine Arts”
or one-half unit of an advanced art or advanced music course.
Art II may be used to fulfill this requirement
Rich text note
Art II Fine Arts Curriculum Framework Revised 2008 Arkansas Department of Education
CP.1.AII.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.1.AII.2 Create artworks that show deliberate choices in the use of elements of art and principles of design as well as aesthetic concerns CP.1.AII.3 Produce complex compositions through the use of spatial relationships (e.g., layering, planes, texture, visual tension) •figure•portrait•still life•architectural studies•perspectives•direct observational drawings CP.1.AII.4 Render contour and gesture drawings as preliminary sketches or as finished products CP.1.AII.5 Utilize sketchbook to show development of ideas toward a final product CP.1.AII.6 Communicate ideas that reflect artistic growth by generating multiple solutions to specific visual art problems CP.1.AII.7 Create a work of art that demonstrates an understanding of visual cultures CP.1.AII.8 Create work(s) of art from direct observation using wet and dry media•gradation•simulated surface qualities•effects of light/chiaroscuro3
Art II: Creative Process Fine Arts Curriculum Framework Revised 2008 Arkansas Department of Education Key: CP.1.AII.9=Creative Process. Standard 1. Art II. 9th Learning Expectation Strand: Creative Process Content Standard 1: Students shall create original works of art using a variety of media, techniques, processes, and tools. CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) CP.1.AII.10 Create multiple images using a printmaking process (e.g., collagraph, relief, drypoint, silk screen) CP.1.AII.11 Collaborate with others to create artwork CP.1.AII.12 Use a transfer method to replicate an image (e.g., decoupage, acetone, tape, glue) CP.1.AII.13 Use additive and subtractive methods to produce a relief or sculpture in-the-round (e.g., carving, casting, modeling, assemblage) CP.1.AII.14 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography) CP.1.AII.15 Create a body of artworks that share an underlying visual idea, content, or theme CP.1.AII.16 Create artwork that is inspired by•interdisciplinary connections•art history•cultures• careers 4 Art II: Reflections/Responses Fine Arts Curriculum Framework Revised 2008 Arkansas Department of Education Key: RR.2.AII.1=Reflections/Responses. Standard 2. Art II. 1st Learning Expectation Strand: Reflections/Responses Content Standard 2: Students shall reflect, evaluate, and respond to works of art during the creative process. RR.2.AII.1 Critique artworks in terms of history, culture, and aesthetic theories (e.g., imitationalism, contextualism, formalism, emotionalism) RR.2.AII.2 Evaluate the content and manner in which subject matter, symbols, and images are used in the student’s own work and works of others RR.2.AII.3 Reflect upon the personal, social, and global impact of art (e.g., self, gender, family, community, historical, cultural, environments, visual cultures) RR.2.AII.4 Communicate ways that the social, physical, natural, and/or economic environments affect visual art and the ways visual art affects these environments (e.g., conservation, recycling, emerging environmental issues) RR.2.AII.5 Respond to a range of subject matter, symbols, and/or ideas used in communications media RR.2.AII.6 Participate in the process of exhibiting student artwork (e.g., plan, select, promote, install, attend) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews) RR.2.AII.8 Reflect upon ways in which art concepts can be projected into lifelong learning experiences in various disciplines
Glossary for Art II
Glossary for Art II Additive method A sculptural technique or process of modeling; adding, combining, or building up materials Aesthetic The quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things Aesthetic theories Various ideologies used to study the nature and value of art Architectural studies Various detailed, 2-D representations of planned or actual structures Assemblage A 2-D or 3-D artistic composition made by combining various objects; an additive method Calligraphy The art of beautiful and/or expressive writing Carving A sculptural technique in which a tool is used to cut away materials to create a desired form Casting A sculptural technique in which a liquid is poured into a mold and hardens into a form Chiaroscuro In drawing and painting, the treatment and use of light and dark, especially strong contrasting of light and shade to produce the effect of modeling; literally means “light and dark” Collage Artwork made by attaching various materials to a surface; to put together Collagraph A print made from a printing plate of a low relief collage Color An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength Color juxtaposition A color theory in which two or more colors are placed side by side Color theory The study of spectral colors and their interrelationships Communications media Computers, television, comic books, cameras, graphic novels, advertising, packaging, cell phones, etc. Contextualism An aesthetic theory based on the context in which it was created Contour The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object. Blind contour refers to a drawing using one continuous line made by looking at the object only, not at the drawing surface. Contrast Differences; juxtaposition of dissimilar elements in a work of art Direct observation Looking at real life and actual objects to create art Direct observational Art created by looking at real life and actual objects Drypoint A method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; Lines and tones in the printed image often have a velvety appearance. Elements of art The basic visual tools artists use to create a work of art: line, shape, form, texture, color, value, and space Emotionalism An aesthetic theory that places emphasis on the viewer’s feelings, moods, or emotions in response to a work of art Environment Natural or man-made surroundings Environmental Relating to the environment Exhibit To show or display artwork Fiber arts Artwork created from any threadlike, fibrous material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, and sewing) Formalism An aesthetic theory that places an emphasis on the elements of art and principles of design Gesture An exercise in art education commonly used as a warm-up; A gesture line refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist. A gesture drawing refers to a drawing done quickly to capture movement. Gradation Any way of combining the elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures) Imitationalism An aesthetic theory that places emphasis on realistic representation Interdisciplinary Involving two or more academic disciplines Modeling Shaping clay or other pliable material by pinching, pulling, or other manipulation Portfolio A purposeful collection of an artist’s own work Principles of design Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety Printmaking Transferring an image from one prepared surface to another to produce one or more copies Relief A sculptural technique in which the design is a raised surface on a flat background Sculpture in-the-round A freestanding sculpture meant to be seen from all sides Silk screen A stencil printing process where ink is forced through a prepared screen using a squeegee with one color per screen; also called serigraphy Sketch Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation. Subtractive method A method of creating a sculpture or printing plate that involves removing materials to achieve a finished product Texture An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness) Value An element of art that refers to lightness or darkness Visual cultures The imagery in all kinds of media that encompasses the visual as well as the ideas, beliefs, and other conceptual realms that function in the immediate environment and globally, including all or nearly all of what people experience visually (e.g., fashion, advertising, comic books, video games, signage, politics, music) Visual tension A tenuous balance maintained in an object between opposing formal, allegorical forces or elements often causing anxiety or excitement; sometimes referred to as edginess
Assemble a portfolio
RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
To save your artwork to the hartfordart gallery go to file, scroll down password: redboots
Rich sticky notes
Sumo Art Lesson Plan
11/22/2010
Mrs. Barnes Art 5th grade Students will go to the Sumo Art Website by typing the proto page address into the Internet Browser, click on the sumo paint tab and click on the sumo paint link then create a piece of artwork.
type this address into the internet browser
http://www.protopage.com/hartfordart#HighSchool
Make sure you type the address correctly.
Click on the green Sumo Paint tab and then
Click where it says "Open Sumo Paint"
Next to the artist pallet
(and wait a few minutes for the website to load)
Try all the tools and add lots of layers from the tool bar at the top. To undo something, click edit at the top To save your artwork to the hardford art gallery
Login to the sumo hartfordart gallery
go to file: click: save to sumo account login as:hartfordart
Impac Lab Research Day Art Students will research Rembrandt works of art. Create a word document and paste a postage stamp size copy of 10 of your favorite Rembrandt works of art. Also include the title and museum where the work resides. Save your document on the my computer desktop under SHARED DOCUMENTS. Be sure to save it as your name and 1st or 2nd period. When you have finished continue to explore the museum site for more artwork and artists.
Rich sticky notes
Art I student learning expectations
Art I student learning expectations
A two-semester course designed to teach students to apply the elements of art and principles of design to the creative process. Art I students are expected to use a variety of media, techniques, processes, and tools to compose original works of art that demonstrate understanding of the elements of art and principles of design, awareness of aesthetic concerns, and the ability to communicate ideas through artwork. Students will critique and reflect on their artwork and the art of others. Students will exhibit artwork and will assemble portfolios that demonstrate successful completion of Art I student learning expectations.
Mini African Masks
Lesson Plan Starter: Mini African Masks
Plan ID: 432
by Kimberly Butts (submitted Mar 17, 2003) St. Gilbert School - IL, United States for grade level » High (9-12) media type » Sculpture
Students will study Nigerian Masks and Culture. They will then learn about and use symmetrical balance, tactile texture, pattern and form as well as clay modeling skills to create their own miniature, African-style mask.
Sample Artwork:
Materials (what you need)
Prints of African Masks Self-Hardening Clay Water containers Water Various items for adding texture Clay Modeling Tools Plastic Wrap
Procedure (what you need)
Talk to students about Nigerian culture and art. Discuss the purpose that masks have in African cultures as well as their basic characteristics. Demonstrate ways to form and texture the clay and how to slip and score pieces together. Students should begin by sketching several ideas on paper. They will then select their favorite design and begin forming their masks. At the end of the hour the student should scratch his/her name onto the back of the mask form and wrap it in plastic. When the project is complete just leave it unwrapped so that it can dry completely. You can use markers to add color to the dry mask if desired.
Discussion Questions
What do you think masks are used for in Africa? What type of balance do these masks have? Do they have texture, if so what kind?
How do your eyes “travel” through an image?What “traffic signals” create the direction/path for your eyes to travel on? (Use images of paintings (color) for discussion purposes)
What if there was no color to help mark the way?What methods could an artist use to guide the movement of your eyes? (Use images without color for discussion)
Now we will take it a step further.In advertising, words are used to create the paths our eyes follow.What if we can’t read the words?
Can you create an image that creates movement and rhythm using black and white text as texture?
critique and reflect, ssemble portfolios
Students will critique and reflect on their artwork and the art of others.
Students will exhibit artwork
and will assemble portfolios that demonstrate successful completion of Art I student learning expectations.
Identity Hats
Lesson Plan Starter: Identity Hats
Plan ID: 3854
for grade level » High (9-12) duration » 5 sessions (about 50 minutes per session) media type » Collage subject integration » Other
1. Use problem solving to construct a functional 3-dimensional form out of a variety of art materials. 2. Communicate ideas and themes through their art work using collaged visual images. 3. Show workmanship and cotrol over chosen media by applying processes and specific collage techniques.
Sample Artwork:
Materials (what you need)
Tag board Newspaper tape glue magazines sissors
Procedure (what you need)
This is a great project to get to know the students in your classes the first week of school. Introduction: Explain to the students that they are going to create a piece of artwork that will introduce them to you and the rest of the students. They will be creating their own personal "Identity Hat". Goals: 1. Their hat form should be one that represents their personality. ( it might be a ball hat, a top hat, a cowboy hat, ect.) 2. The images they put on their hat should represent their likes, dislikes, things that are important to them, and aspects of their personality. 3. Since it is their hat, it must fit their head. 4. They must cover the entire form with collaged images they find from a magazine, or they can also use some of their own art work to collage on. 5. The construction must be stable and have all part attached well or glued down well.
Process: 1. Student are given several strips of tag board about 2-3" thick and 18-20" long. They are to use this to create an armature of the hat form, fitting it around their head to make sure it fits. They can staple or tape these together. 2. They will then use newspaper to tape and build up over the armature until they have the form they want. They can use additional pieces of tag board to create bills, rims, ect. 3. Once the form is created make sure everything is taped down flat so their is a fairly lump free surface. 4. Next students will start collecting images to collage onto the surface of the hat. The images should be cut out of their original backgrounds when ever possible so that they have interest in their shape, not just a square. 5. Students will glue down larger images first and then overlap edges with smaller images to completely cover the surface. Folding images over edges of the hat will help it have a cleaner appearance. 6. Once covered entirely and dry, students will apply mod pog or some type of acrylic medium, gloss, glitter, or platnum were used on some work.
I had some students chose to do other accessories too, such as belts and sunglasses and vests.
Assessment
Use of a teacher designed scoring guide that evaluates design and form, functional qualities, and craftsmanship. Teacher Observation of the student's verbal description of their form and explaination of choices made and the construction process.
Follow-up Activities
When projects are completed teacher can choose to have a fashion show during one class period. The student will stand up and either wear their hat or hold it so the class can see it and introduce theirselves, talking about why they chose their specific hat form and descibe some of the images they chose to represent who they are and what they like.
Content Keywords
paper sculpture, sculpture
Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-H (9 - 12) Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-G (9 - 12) Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems 2-K (9 - 12) Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 3-F (9 - 12) Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3-G (9 - 12) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others 3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others 5-I (9 - 12) Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art 5-J (9 - 12) Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
Color Unit
Color Unit Arkansas Frameworks - Art 1
Art Students will:
F.1.AI.3 Demonstrate knowledge of color theory
Create works of art in wet and/or dry media to solve color design problems
·simulate observable colors using transparent and opaque applications
·apply color theory by mixing colors in wet and/or dry media
Art Students will do small (little mini) watercolor paintings to explore the paint pallet and watercolor techniques.
Watercolor Painting – Tips
First and foremost ….Relax and have a good time while painting
Enjoy learning something from each time you paint and don’t sweat it if the final results don’t meet your expectations – you have the entire year to practice.Think you your drawing as only a map that has many different destinations.
Use water to get the shades and consistency of paint you desire, however, be aware that the more water you use, the more it may run or buckle the paper.
For hard edges, allow each color to dry before painting adjacent colors.
For soft edges, allow the colors to touch while they are still wet.
Wet the paper before painting if you would like smooth washes of color without visible brush strokes.
If you anticipate wet washes, I suggest that you use masking tape to tape the paper down on a flat surface, such as a drawing board or piece of cardboard.
If you put down too much paint or too much water, try blotting with a tissue, or soaking up excess paint and water with a clean, dry brush.
Start with lighter colors and work toward dark. For white, leave the paper unpainted, or paint light washes.
Watercolor often becomes lighter as it dries, so plan on restating some of the colors after they dry.
Try using a dark charcoal or color pencil, instead of black paint for the finishing touches or outlines, for different texture. You can get the same smooth gradient effect as with watercolor paint.
To get the spatter effect, load your brush with color and tap it against your finger, causing the color to spatter on the paper. (Be sure to cover any area that you don’t want spattered.)
Soften edges by painting the shape and then running a brush with clear water along the edge you want to soften.
Yellow Team
Yellow Table Haley Kaylie
Purple Team
Purple TeamNathaniel Summer
Rich text note
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Art 1
Date: Feb 28-March 4
SLE:
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology:Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Instructional Procedures:Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, splitcomplimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit -To show or display artwork
Harmony -(art)A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design -Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Green Team
Green Table Nichole Brandon
Red Team
Red Team Jasmine Tanesha
Design a T- shirt
Art 1 & 2 Design a T- shirt using a three color color-scheme.
for grade level » High (9-12) media type » Sculpture
The main objective is to use a modeling and casting technique to create a relief sculpture of an unusual face , with an interesting frame.
Sample Artwork:
Materials (what you need)
Clay - either ceramic clay (can be recycled) or flour & water clay. Plastic wrap Clay modeling tools Plastercraft strips Scissors Hot glue Corrugated card for a backer board & frame Acrylic paint Paint brushes
Procedure (what you need)
Introduce the main objective of creating a modeled form, which will then be used as mold for the plaster cast. Demonstrate some basic clay modeling and joining techniques, starting with a flattened ball. Then illustrate the process of casting using the clay form, which is covered in plastic wrap and then covered in 2 layers of plaster strips, leaving some plastic wrap visible around the edges. Once dry, the plaster cast can be removed by gently pulling the plastic wrap. Introduce the project theme of an unusual face. As a class begin an illustrated brainstorm of ideas. Begin by drawing a circle on the board. Ask a student to come up and make it into a more interesting shape. Encourage other students to come up and add other examples. Then begin to build on the examples. Add eyes, eyebrows, hair, mouths and ears. With each addition, brainstorm how those ideas can be made even more different and creative, and what kind of shapes can be used to create expressions and emotions. Let each student now draw his or her own idea. Based on their drawings they can create the modeled relief face out of clay. Cover the clay in plastic wrap, and let it harden over night. Cut up Plastercraft into small pieces and apply it to the modeled form, over the plastic wrap. Once the plaster cast is dry, gently remove it. Use a hot glue gun to secure the cast on a backer board. Cut some shapes from extra cardboard and use them to make a relief frame, or cut the card into an interesting shape. Cover the board with plastercraft, playing close attention to where the face cast meets the board. Once dry use acrylic paint to complete the work.
Discussion Questions
What qualities make faces comical? Answer: Mainly exageration and distortion of reality. Try making eyes bigger, much smaller or a strange shape. What kind of shapes can help convey expressions like sadness or happiness? Answer: Slanted, down turned eyes can make a face look sad, or wide, round eyes can help make a face look happy.
1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 1-F (5 - 8) Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas 2-D (5 - 8) Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work 3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
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for grade level » High (9-12) duration » 5 sessions (about 50 minutes per session) media type » Collage<!--[endif]-->
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1. Use problem solving to construct a functional 3-dimensional form out of a variety of art materials. 2. Communicate ideas and themes through their art work using collaged visual images. 3. Show workmanship and control over chosen media by applying processes and specific collage techniques
This is a great project to get to know the students in your classes the first week of school. Introduction: Explain to the students that they are going to create a piece of artwork that will introduce them to you and the rest of the students. They will be creating their own personal "Identity Hat". Goals: 1. Their hat form should be one that represents their personality. ( it might be a ball hat, a top hat, a cowboy hat, ect.) 2. The images they put on their hat should represent their likes, dislikes, things that are important to them, and aspects of their personality. 3. Since it is their hat, it must fit their head. 4. They must cover the entire form with collaged images they find from a magazine, or they can also use some of their own art work to collage on. 5. The construction must be stable and have all part attached well or glued down well.
Process: 1. Student are given several strips of tag board about 2-3" thick and 18-20" long. They are to use this to create an armature of the hat form, fitting it around their head to make sure it fits. They can staple or tape these together. 2. They will then use newspaper to tape and build up over the armature until they have the form they want. They can use additional pieces of tag board to create bills, rims, ect. 3. Once the form is created make sure everything is taped down flat so their is a fairly lump free surface. 4. Next students will start collecting images to collage onto the surface of the hat. The images should be cut out of their original backgrounds when ever possible so that they have interest in their shape, not just a square. 5. Students will glue down larger images first and then overlap edges with smaller images to completely cover the surface. Folding images over edges of the hat will help it have a cleaner appearance. 6. Once covered entirely and dry, students will apply mod podg or some type of acrylic medium, gloss, glitter, were used on some work.
I had some students choose to do other accessories too, such as belts and sunglasses and vests.
Assessment
Use of a teacher designed scoring guide that evaluates design and form, functional qualities, and craftsmanship. Teacher observation of the student's verbal description of their form, and explanation of the choices they made and the construction process.
Follow-up Activities
When projects are completed teacher can choose to have a fashion show during one class period. The student will stand up and either wear their hat or hold it so the class can see it and introduce themselves, talking about why they chose their specific hat form and describe some of the images they chose to represent who they are and what they like.
Content Keywords
paper sculpture, sculpture
Arkansas Art Standards
National Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-H (9 - 12) Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems
Shading Three-Dimensional Forms
Shading Three-Dimensional Forms
Plan ID: 2721
for grade level » High (9-12) duration » 3 sessions (about 60 minutes per session) media type » Drawing subject integration » Math
Using graphite pencils (HB, 2B, 4B), beginning Art 1 students learned to depict three-dimensional forms using shades of value from black to white. Students were encouraged to think carefully about their composition by creating an asymmetrical still life arrangement. Strong spot lights were used to assist students in depicting dramatic value changes and cast shadows.
-Demonstrate each 3-D form and how values are added on each (cube, cylinder, pyramid, cone, sphere). Use only one light source for practice. Guided direct instruction.
-Have students set up still life (4-6 students in each group). Stress asymmetry and variety of heights.
-students create 5 thumbnail sketches to practice composition (no shading)
-Teacher helps student identify best thumbnail sketch and student enlarges drawing onto 9x12 sketchbook paper
-Teacher sets up several spot lights around room and dims overhead lights. Strong cast shadows and dramatic lighting changes are desired.
-Students depict values on the forms with their various pencil grades. May take 3-4 class periods.
-Stress to students that they do not need a hard outline on their forms. Depiction of planes on a cube, for example, should be evident through a change in value, not by drawing the edges with a dark pencil line.
Assessment
Is the composition asymmetrical? Does the composition fill the page (going of the top, left, and right)? Does the drawing have believable three-dimensional space? Are the geometric forms drawn accurately? Does the drawing demonstrate a full range of values? Craftsmanship?
Follow-up Activities
Self critique
National Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Circular Motiff Lesson
Circular Motiff Lesson
Arkansas Art Standards
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art anddesign that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visualmeasurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art anddesign that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visualmeasurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art anddesign that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visualmeasurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.6Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
Art Head,
Lesson Plan Starter: Face Mask
Plan ID: 502
for grade level » High (9-12) media type » Sculpture subject integration » Social Studies
Students will create a Papier Mache Mask using found objects and beads.
Sample Artwork:
Materials (what you need)
plastic mold for mask papier pulp or newspaper and wallpaper paste acrylic paint or tempra glitter(gold, green,and purple) glue for glitter and add ons glue sticks glue gun colorful cloth material beads and other mardi gras items paint brushes and other painting materials
Procedure (what you need)
students will begin by making a papier mache mask.Using a mold,apply the prepared paper pulp into the face mold or use a 1/2 milk jug. If paper pulp is not available use strips of newspaper dipped in wallpaper paste that has been mixed with water. Apply about 6-8 layers of newspaper. Then allow the mold to dry. When the paper mache breaks away from the sides of the mold gently remove the mask and allow to fully dry. The face mask will mildew if it is kept in the mold for too long. Then have the students apply a coat of gesso or white acrylic paint to smooth out the rough areas on the mask. Paint the mask using mardi gras colors and add beads and glitter to enhance the overall look. Beads can be added to the head to add (hair) by cutting the beads into different lenghts and hot gluing them indivdually to the top and sides of the head. Then finally, pierce a hole to both sides of the face and string ribbons through. In order to hang the mask, use extra string and tie one on each side to the back.
Discussion Questions
Where did Mardi Gras begin? What are the official colors? How do I choose my design? How do I make the Mask look interesting without putting too much on the mask?
Resources
websites relating to Mardi Gras. There are many!
Follow-up Activities
Students will hang their mask on the Mardi Gras Tree to complete the decorations. They could also hang the mask on their front door during Mardi Gras season.
3-F (9 - 12) Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3-G (9 - 12) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others 3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others 4-K (9 - 12) Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning 5-G (9 - 12) Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
Art I, Impac Lab Day, Sumo Paint
copy for Mr. Lee
This Week, Wed -Thursday
Mrs. Barnes, Art 1
Impac Lab Day, Sumo Paint Art Students will create a logo for the Pioneer Days at Hartford on “Sumo Paint”. Students will go to the Sumo Art Website by typing the proto page address into the Internet Browser, click on the sumo paint tab and click on the sumo paint link then create a piece of artwork.
type this address into the internet browser
http://www.protopage.com/hartfordart#HighSchool
Make sure you type the address correctly.
Click on the green Sumo Paint tab and then
Click where it says "Open Sumo Paint"
Next to the artist pallet
(and wait a few minutes for the website to load)
Try all the tools and add lots of layers from the tool bar at the top. To undo something, click edit at the top To save your artwork to the hardford art gallery
Login to the sumo hartfordart gallery
go to file: click: save to sumo account login as:hartfordart
type the password : redboots
Import the photo’s that they have taken and create a piece for each class that was attending during their class time.
Collaboration: With the direction of Mrs. Barnes the class will prepare a “News Release” for the local Hartford paper and the SWTR. We will also post the photo’s on Mrs. Barnes Hartford Art Blog and the Sumo Art Gallery.
sketchbook
Art Students will compile a sketchbook that includes various techniques, observations, and art experiences.
Arkansas Art Standards CP.4.AI.5
Studio Experience- Movement in a Comic Strip
Mrs Barnes, Art
Art 1
Studio Experience- Movement in a Comic Strip & Movie
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment:I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need: A sketchbook(make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser,drawing paper black fine-line marker.
Create It
1. Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2. On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3. On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
• When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
• Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
• Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
• Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Enrichment: Play Video/DVD Elements & Principles: Principles of Design (8min)
Play the Wallace and Gromit movie: The Curse of the Were Rabbit.
Watch the Special features on how the movie was made.
Arkansas Art Frameworks
Analyze selected artworks and observe changes over time in media, styles, and techniques
Clay figure
Today's Procedure and Student Learning Finish the clay figure and backgrounds, photograph the figure using stop motion. Record sound if needed. Look at the windows movie maker softwear. Watch a demonstration by Mrs. Barnes
Students take photos , Oct 7
Students take photos of each other as if they were sleeping
Dreams & Nightmares Project 10/05-10/23
Dreams & Nightmares Project Materials : Digital Camera Smart Board and light table's 18"x24" Drawing Paper Colored Pencils [could be painted for richer effect] Procedure (what you need) Students take photos of each other as if they were sleeping. Print the photos in B&W and each student trace their photo on the paper. Locate the center of the drawing paper and using a light table or smart board trace the photo making a line drawing at the bottom of the page with the head just crossing the center point. We flipped the photo over and draw another image on the other side of the paper with the heads slightly overlapping. To the left in the space above the sleeping images students draw images, symbols, people, and/or objects that bring about sweet dreams; things they liked, loved, and that make them feel happy. To the right, they draw things that they dislike, were afraid of or that make them sad; hence, the nightmare side. They then color them with colored pencils striving for good coverage and a painted like quality. Discussion Questions: Short discussion of dreams and nightmares Brief sharing time: Introduce Old Masters work such as Chagall and Bosch using the smart board and powerpoint with slide show, or students research on their own in the impac computer lab, making a word document and saving their favorite paintings in a 2 inch repro. Resources: Us magazines as visual references for things that students need to look at to draw. They also use their previous drawings as reference. Chagall's Paintings Bosch's Paintings Follow-up Activities Exhibit work Self-critique in terms of elements and principles of design Peer critique [positive of course] Students now have a visual image from which to refer as they write an essay about their dreams and nightmares. Content Keywords 2-dimensional, balance, color, contrast, Drama, line, mood, Psychology, space, style, symbol, theme, unity Curriculum Standards: F.1.AI.3 Demonstrate knowledge of color theory • color wheel • color properties o hue, value, intensity • color schemes o complementary o analogous o monochromatic o triad o warm or cool o split complementary F.2.AI.4 Demonstrate knowledge of different types of balance • asymmetrical (informal) • symmetrical (formal) • radial F.2.AI.5 Demonstrate knowledge of unity and harmony as it relates to the elements of art and principles of design F.2.AI.6 Demonstrate knowledge of contrast as it relates to the elements of art F.2.AI.7 Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
Portfolios, Aug 19-Sept 3rd.
Portfolio's
Art Objective:
Art Students will create their portfolio's. 1. Do your name design on scrap paper in color 2. Do the name design on the actual portfolio, making changes you desire.to enhance the design. Take your time. Plan out your design carefully.
RR.5.AI.7Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
CP.4.AI.11Use a transfer method to replicate an image (e.g., grid, light box, window, opaque projector, tracing paper, graphite)
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
Research Chagall & Bosch 10/6
Art Students will click on the art research tab and research the Art works of the old masters, Chagall and Bosch at the provided museum link.
Create a word document and paste a postage stamp size copy of 10 of your favorite Chagall and Bosch works of art. Be sure to type your name and class period.
Also include the title and museum where the work resides.
Save your document on the my computer desktop under shared documents. Be sure to save it as your name and 1st or 2nd period.
Today Computer Generated Artwork
Today's procedure & Student Learning
Computer Generated Artwork
Art Students will create a title & ending page using sumo paint. Special emphasis will be placed on the layering of the artwork.
Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
Sub Notes Create a cartoon Character 10/22
Substitute Notes: Art 1, 2nd and 3rd period - Objective: Create a cartoon Character
Art Students will watch the movie Wallace & Gromit "The Curse of the Were Rabbit" on the smart board. As you watch the movie, write down 5 idea's that are inspired by the movie.
Procedure today for "Create a Cartoonhttp://www.protopage.com/web/images/richtext/print.gif"
Procedure today: Mrs. Barnes Art Impac Lab- Sumo Art Website Day11/9-10 make up for activity day Art 1, 2nd period, 3rd, Period, 4th period Students will go to the Sumo Art Website by typing the address of my proto page into the Internet Browser and click on the sumo tab and click on the link' create a piece of artwork for their animated movie.
Create a title and ending page. You may also want to do a transition page.
Make sure you type the address correctly.
http://www.protopage.com/hartfordart#HighSchool
Click on the green Sumo Paint tab and then click in the link and wait a few minutes for the website to load.
Save your artwork to the sumo hartfordart gallery, I cannot print out the artwork for you if you don't save it to the gallery.
go to file: click save to sumo account
login as: hartfordart
password : redboots
5 idea's inspired by Wallace & Gromit
5 idea's inspired by Wallace & Gromit 10/22 _____________________name 1.
2.
3.
4.
5.
Objective: Create a Cartoon Character Project
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression..
3. Explore expressiveness of line.
4. Consider visual aspects of humor.
Impac Lab Activity
Mrs. Barnes, Art Impac Lab Activity:
Requirements for the 2 pieces artwork today
1.Do a still life artwork using cool colors, use geometric shapes for this piece. Use any tools you would like.
Save your work.
2.Do a still life artwork using warm colors, use organic shapes for this piece. Use the symmetry tool at least once on the piece.
Save your work.
Dreams and Nightmare Project Oct 5,6,7,8,11,12
Dreams and Nightmare Project
Materials :
Digital Camera
Smart Board and light table's
18"x24" Drawing Paper
Colored Pencils [could be painted for richer effect]
Procedure (what you need)
Students take photos of each other as if they were sleeping.Print the photos in B&W and each student trace their photo on the paper. Locate the center of the drawing paper and using a light table or smart board trace the photo making a line drawing at the bottom of the page with the head just crossing the center point. We flipped the photo over and draw another image on the other side of the paper with the heads slightly overlapping. To the left in the space above the sleeping images students draw images, symbols, people, and/or objects that bring about sweet dreams; things they liked, loved, and that make them feel happy. To the right, they draw things that they dislike, were afraid of or that make them sad; hence, the nightmare side. They then color them with colored pencils striving for good coverage and a painted like quality.
Discussion Questions:
Short discussion of dreams and nightmares
Brief sharing time:
Introduce Old Masters work such as Chagall and Bosch using the smart board and powerpoint with slide show, or students research on their own in the impac computer lab, making a word document and saving their favorite paintings in a 2 inch repro.
Resources:
Use magazines as visual references for things that students need to look at to draw.
They also use their previous drawings as reference.
Chagall's Paintings
Bosch's Paintings
Follow-up Activities
Exhibit work
Self-critique in terms of elements and principles of design
Peer critique [positive of course]
Students now have a visual image from which to refer as they write an essay about their dreams and nightmares.
F.1.AI.3 Demonstrate knowledge of color theory • color wheel • color properties hue, value, intensity
• color schemes, complementary, analogous, monochromatic, triad warm or cool, split complementary
F.2.AI.4 Demonstrate knowledge of different types of balance
• asymmetrical (informal)
• symmetrical (formal)
• radial
F.2.AI.5 Demonstrate knowledge of unity and harmony as it relates to the elements of art and principles of design
F.2.AI.6 Demonstrate knowledge of contrast as it relates to the elements of art
F.2.AI.7 Demonstrate knowledge of emphasis (e.g., focal point, center of interest, dominance)
F.3.AI.1Analyze selected artworks and observe changes over time in media, styles, and techniques
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and placesF.3.AI.1Analyze selected artworks and observe changes over time in media, styles, and techniques
F.3.AI.2Demonstrate an understanding of the various purposes for creating art in the context of self, family, community, social and global perspectives •aesthetic •careers •functional •historical and cultural •therapeutic and social •interdisciplinary
Calendars
Calendar
Fri October 22 - Watch Wallace and Gromit
Wed December 1 - Impac Lab, Finish Pioneer Page
Thu December 2 - Color Unit, Watercolor
Fri December 3 - Color Unit, Watercolor
Wed May 4 - Collage-Text As Texture
Sat May 28 - Display Artwork
Sat May 14 - Finish Text as Texture
Tue May 17 - Create a Display of your artwork
Photos
Hartford Art
3rd Period-Art 1
Rich sticky notes
Rich text note
Copy to Mr. Lee
Art 1 Color Unit
Arkansas FrameworksF.1.AI.3
Art Students will:
F.1.AI.3 Demonstrate knowledge of color theory
·color wheel
·color properties
·hue, value, intensity
·color schemes
·complementary
·analogous
·monochromatic
·triad
·warm or cool
·split complementary
Create works of art in wet and/or dry media to solve color design problems
·simulate observable colors using transparent and opaque applications
·apply color theory by mixing colors in wet and/or dry media
Art Students will do small (little mini) watercolor paintings to explore the paint pallet and watercolor techniques.
Watercolor Painting – Tips
·First and foremost ….Relax and have a good time while painting.
Enjoy learning something from each time you paint and don’t sweat it if the final results don’t meet your expectations – you have the entire year to practice.
·Think you your drawing as only a map that has many different destinations.
·Use water to get the shades and consistency of paint you desire, however, be aware that the more water you use, the more it may run or buckle the paper.
·For hard edges, allow each color to dry before painting adjacent colors.
·For soft edges, allow the colors to touch while they are still wet.
·Wet the paper before painting if you would like smooth washes of color without visible brush strokes.
·If you anticipate wet washes, I suggest that you use masking tape to tape the paper down on a flat surface, such as a drawing board or piece of cardboard.
·If you put down too much paint or too much water, try blotting with a tissue, or soaking up excess paint and water with a clean, dry brush.
·Start with lighter colors and work toward dark. For white, leave the paper unpainted, or paint light washes.
·Watercolor often becomes lighter as it dries, so plan on restating some of the colors after they dry.
·Try using a dark charcoal or color pencil, instead of black paint for the finishing touches or outlines, for different texture. You can get the same smooth gradient effect as with watercolor paint.
·To get the spatter effect, load your brush with color and tap it against your finger, causing the color to spatter on the paper. (Be sure to cover any area that you don’t want spattered.)
·Soften edges by painting the shape and then running a brush with clear water along the edge you want to soften.
Rich text note
Art I student learning expectations
Art I student learning expectations
A two-semester course designed to teach students to apply the elements of art and principles of design to the creative process. Art I students are expected to use a variety of media, techniques, processes, and tools to compose original works of art that demonstrate understanding of the elements of art and principles of design, awareness of aesthetic concerns, and the ability to communicate ideas through artwork. Students will critique and reflect on their artwork and the art of others. Students will exhibit artwork and will assemble portfolios that demonstrate successful completion of Art I student learning expectations.
Today's Procedure and Student Learning
Today's Procedure and Student Learning Art 1 Download sumo cg art to the art studio computer and print it out in the office. Finish the clay figure and backgrounds, photograph the figure using stop motion. `Set up the green screen for photo's Look at the windows movie maker.
Students take photo's, 10/7
Students take photos of each other as if they were sleeping
Art 1 Lesson Plan, Aug 19-Sept.4th
Art Objective:
Art Students will create their portfolio's. 1. Do your name design on scrap paper in color 2. Do the name design on the actual portfolio, making changes you desire.to enhance the design. Take your time. Plan out your design carefully.
Homecoming Collaboration
Art 11 3rd period Homecoming Collaboration
Create a cartoon Character 10/22
3rd period - Objective: Create a cartoon Character
Art Students will watch the movie Wallace & Gromit "The Curse of the Were Rabbit" on the smart board. As you watch the movie, write down 5 idea's that are inspired by the movie. 2nd period please sit in your assigned seats
Dreams & Nightmares Project 10/04-10/23
Mrs. Barnes Art Art 1 Dreams & Nightmares Project Materials : Digital Camera Smart Board and light table's 18"x24" Drawing Paper Colored Pencils [could be painted for richer effect] Procedure (what you need) Students take photos of each other as if they were sleeping. Print the photos in B&W and each student trace their photo on the paper. Locate the center of the drawing paper and using a light table or smart board trace the photo making a line drawing at the bottom of the page with the head just crossing the center point. We flipped the photo over and draw another image on the other side of the paper with the heads slightly overlapping. To the left in the space above the sleeping images students draw images, symbols, people, and/or objects that bring about sweet dreams; things they liked, loved, and that make them feel happy. To the right, they draw things that they dislike, were afraid of or that make them sad; hence, the nightmare side. They then color them with colored pencils striving for good coverage and a painted like quality. Discussion Questions: Short discussion of dreams and nightmares Brief sharing time: Introduce Old Masters work such as Chagall and Bosch using the smart board and powerpoint with slide show, or students research on their own in the impac com
Reasearch The Old Masters, Marc Chagall & Bosch
Art Students will click on the art research tab and research the Art works of the old masters, Chagall and Bosch at the provided museum link.
Create a word document and paste a postage stamp size copy of 10 of your favorite Chagall and Bosch works of art. Be sure to type your name and class period.
Also include the title and museum where the work resides.
Save your document on the my computer desktop under shared documents. Be sure to save it as your name and 1st or 2nd period.
Movement in a Comic Strip & Movie
Mrs Barnes, Art
Art 1
Studio Experience- Movement in a Comic Strip & Movie
Studio Objectives
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment:I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need: A sketchbook(make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser,drawing paper black fine-line marker.
Create It
1. Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2. On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3. On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4. Add your chosen props and scenery. Decide how you will compose each frame.
5. Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
• When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
• Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
• Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
• Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Enrichment: Play Video/DVD Elements & Principles: Principles of Design (8min)
Play the Wallace and Gromit movie: The Curse of the Were Rabbit.
Watch the Special features on how the movie was made.
Arkansas Art Frameworks
Analyze selected artworks and observe changes over time in media, styles, and techniques
Calendars
Calendar
Mon October 4 - Lunchtime: Buy a new beanie hat
Tue October 5 - Dreams & Nightmares Project
Wed October 6 - Dreams & Nightmares Project
Thu October 7 - Dreams & Nightmares Project, take photo's
Fri October 8 - Dreams & Nightmares Project
Mon October 11 - Dreams & Nightmares Project
Tue October 12 - Dreams & Nightmares Project
Wed October 13 - Dreams & Nightmares Project
Thu October 14 - Dreams & Nightmares Project
Fri October 15 - Dreams & Nightmares Project
Fri October 22 - Watch Wallace and Gromit
Wed December 1 - Impac Lab, finish Pioneer Logo
Tue November 30 - Art Movie,
Fri December 3 - Watercolor Exploration
Mon November 29 - Movie on Art Criticism
Thu December 2 - Color Unit, Watercolor
Tue December 7 - Watercolor Technique Sheet
Wed December 8 - Compose a landscape
Thu December 9 - Finish
Fri December 10 - finish landscape
Mon December 6 - Watercolor slide show-techniques and and practice
Tue December 14 - Portfolio Review Week & Movie Quiz
Wed December 15 - Portfolio Review Week
Thu December 16 - Portfolio Review Week
Fri December 17 - Portfolio Review Week
Mon December 13 - Movie Monday
Mon January 3 - Identiny Hats
Tue January 4 - Identiny Hats
Wed January 5 - Identiny Hats
Thu January 6 - Identiny Hats
Fri January 7 - Identiny Hats
Mon January 10 - Identiny Hats
Tue January 11 - Identiny Hats
Wed January 12 - Identiny Hats
Thu January 13 - Identiny Hats
Fri January 14 - Identiny Hats
Mon January 17 - Art Head, Elements of Art
Tue January 18 - Art Head, Elements of Art
Wed January 19 - Art Head, Elements of Art
Thu January 20 - Art Head, Elements of Art
Fri January 21 - Art Head, Elements of Art
4th period, Art 11
Plain sticky notes
Sticky note
Rich sticky notes
Glossary for Art II
Glossary for Art II Additive method A sculptural technique or process of modeling; adding, combining, or building up materials Aesthetic The quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things Aesthetic theories Various ideologies used to study the nature and value of art Architectural studies Various detailed, 2-D representations of planned or actual structures Assemblage A 2-D or 3-D artistic composition made by combining various objects; an additive method Calligraphy The art of beautiful and/or expressive writing Carving A sculptural technique in which a tool is used to cut away materials to create a desired form Casting A sculptural technique in which a liquid is poured into a mold and hardens into a form Chiaroscuro In drawing and painting, the treatment and use of light and dark, especially strong contrasting of light and shade to produce the effect of modeling; literally means “light and dark” Collage Artwork made by attaching various materials to a surface; to put together Collagraph A print made from a printing plate of a low relief collage Color An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength Color juxtaposition A color theory in which two or more colors are placed side by side Color theory The study of spectral colors and their interrelationships Communications media Computers, television, comic books, cameras, graphic novels, advertising, packaging, cell phones, etc. Contextualism An aesthetic theory based on the context in which it was created Contour The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume. A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object. Blind contour refers to a drawing using one continuous line made by looking at the object only, not at the drawing surface. Contrast Differences; juxtaposition of dissimilar elements in a work of art Direct observation Looking at real life and actual objects to create art Direct observational Art created by looking at real life and actual objects Drypoint A method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; Lines and tones in the printed image often have a velvety appearance. Elements of art The basic visual tools artists use to create a work of art: line, shape, form, texture, color, value, and space Emotionalism An aesthetic theory that places emphasis on the viewer’s feelings, moods, or emotions in response to a work of art Environment Natural or man-made surroundings Environmental Relating to the environment Exhibit To show or display artwork Fiber arts Artwork created from any threadlike, fibrous material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, and sewing) Formalism An aesthetic theory that places an emphasis on the elements of art and principles of design Gesture An exercise in art education commonly used as a warm-up; A gesture line refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist. A gesture drawing refers to a drawing done quickly to capture movement. Gradation Any way of combining the elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures) Imitationalism An aesthetic theory that places emphasis on realistic representation Interdisciplinary Involving two or more academic disciplines Modeling Shaping clay or other pliable material by pinching, pulling, or other manipulation Portfolio A purposeful collection of an artist’s own work Principles of design Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety Printmaking Transferring an image from one prepared surface to another to produce one or more copies Relief A sculptural technique in which the design is a raised surface on a flat background Sculpture in-the-round A freestanding sculpture meant to be seen from all sides Silk screen A stencil printing process where ink is forced through a prepared screen using a squeegee with one color per screen; also called serigraphy Sketch Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies. Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation. Subtractive method A method of creating a sculpture or printing plate that involves removing materials to achieve a finished product Texture An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness) Value An element of art that refers to lightness or darkness Visual cultures The imagery in all kinds of media that encompasses the visual as well as the ideas, beliefs, and other conceptual realms that function in the immediate environment and globally, including all or nearly all of what people experience visually (e.g., fashion, advertising, comic books, video games, signage, politics, music) Visual tension A tenuous balance maintained in an object between opposing formal, allegorical forces or elements often causing anxiety or excitement; sometimes referred to as edginess
relief or sculpture in-the-round
Bird Blind Sculpture, Ark Art Frameworks CP.1.AII.13 Use additive and subtractive methods to produce a (e.g., carving, casting, modeling, assemblage)
Procedure- to follow
Vocabulary Assemblage A 2-D or 3-D artistic composition made by combining various objects; an additive method Carving A sculptural technique in which a tool is used to cut away materials to create a desired form Casting A sculptural technique in which a liquid is poured into a mold and hardens into a form Modeling Shaping clay or other pliable material by pinching, pulling, or other manipulation
January
All new students will create the portfolio project two weeks
Rich text note
Art II Fine Arts Curriculum Framework Revised 2008 Arkansas Department of Education
CP.1.AII.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.1.AII.2 Create artworks that show deliberate choices in the use of elements of art and principles of design as well as aesthetic concerns CP.1.AII.3 Produce complex compositions through the use of spatial relationships (e.g., layering, planes, texture, visual tension) •figure•portrait•still life•architectural studies•perspectives•direct observational drawings CP.1.AII.4 Render contour and gesture drawings as preliminary sketches or as finished products CP.1.AII.5 Utilize sketchbook to show development of ideas toward a final product CP.1.AII.6 Communicate ideas that reflect artistic growth by generating multiple solutions to specific visual art problems CP.1.AII.7 Create a work of art that demonstrates an understanding of visual cultures CP.1.AII.8 Create work(s) of art from direct observation using wet and dry media•gradation•simulated surface qualities•effects of light/chiaroscuro3
Art II: Creative Process Fine Arts Curriculum Framework Revised 2008 Arkansas Department of Education Key: CP.1.AII.9=Creative Process. Standard 1. Art II. 9th Learning Expectation Strand: Creative Process Content Standard 1: Students shall create original works of art using a variety of media, techniques, processes, and tools. CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) CP.1.AII.10 Create multiple images using a printmaking process (e.g., collagraph, relief, drypoint, silk screen) CP.1.AII.11 Collaborate with others to create artwork CP.1.AII.12 Use a transfer method to replicate an image (e.g., decoupage, acetone, tape, glue) CP.1.AII.13 Use additive and subtractive methods to produce a relief or sculpture in-the-round (e.g., carving, casting, modeling, assemblage) CP.1.AII.14 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography) CP.1.AII.15 Create a body of artworks that share an underlying visual idea, content, or theme CP.1.AII.16 Create artwork that is inspired by•interdisciplinary connections•art history•cultures• careers 4 Art II: Reflections/Responses
Circular Motif: Colored Pencil, Ja
Lucy Barnes, Art 11 Lesson
Circular Motif: Colored Pencil for grade level » High (9-12) duration » 4 sessions (about 60 minutes per session) media type » Drawing
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Students will learn how to create vivid drawings on black paper with colored pencils. Students will use a circular motif for their designs.
Materials (what you need)
Black paper ( 9" x 12") Prismacolor pencils (24 pack) Circular objects to trace (coffee cans, Pringles cans, quarters, etc.) Pencil Sketchbook
Procedure (what you need)
Show examples of drawings using colored pencils on black paper (Google images has many!).
www.artandsoultexas.com has designs that show the circular theme.
Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.)
Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless.
On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice.
On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top.
It is a good idea to give students a scrap of black paper to test out colors.
Resources
www.artandsoultexas/com kalnsart.com Google images of colored pencil drawings on black paper Teacher example
Content Keywords
black paper, circular motif, colored pencil
Arkansas Art Standards
National Curriculum Standards
<!--[if !supportLists]--><!--[endif]-->1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
scratch artogy
CP.1.AII.14 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography) CP.1.AII.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.1.AII.2 Create artworks that show deliberate choices in the use of elements of art and principles of design as well as aesthetic concerns
Studio Experience- Movement in a Comic Strip
Mrs. Barnes, Art 11
Studio Experience- Movement in a Comic Strip
Studio Objectives (this will take 10 periods)
1. Develop a character and create a humorous cartoon strip.
2. Demonstrate understanding of movement and progression
3. Explore expressiveness of line.
4. Consider visual aspects of humor
Before You Begin
Discuss cartoons you have seen and where you saw them. To create your own character, brainstorm a series of thumbnail pencil sketches.
If you have trouble starting you may use these instructions:
Start with a circle, then add lines and shapes to develop your ideas. Repeat the process using a square, rectangle, triangle, and an organic shape. Which shape works best for a character?
Enrichment:I have a cd copy of several cartoon movies that have special features which explain the making of the movie from start to finish that we will view.
You will need:
A sketchbook(make a sketchbook from your drawing paper) hole punch and lace up
Pencil and eraser
Drawing paper
Black fine-line marker
Create It
1.Choose your best sketches. On a separate page, develop your character to show movement and to tell a story. Think of ways to use expressive line to show walking, running, swimming, jumping, or whatever movement you choose.
2.On the next page, create sketches of your character from different sides: front, back, left, and right. Consider ways to show movement in these drawings by placement of the subject within the individual frame. Experiment with adding props and scenery to support your cartoon.
3.On vellum, create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4.Add your chosen props and scenery. Decide how you will compose each frame.
5.Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
TECHNIQUE TIP
·When you create your final comic, draw it lightly in pencil first. Carefully draw over the pencil lines. When you are sure the ink is dry, carefully erase unwanted pencil marks.
·Add expressiveness to you comic by exaggerating the physical features of your characters.
Art History Connection:
The word comic came into use in the United States in the early 1900s. The term evolved because so many of the popular cartoons of that time were funny, or comic. Throughout the first half of the twentieth century, the success of the medium increased. In 1938 Superman made his first appearance in Action Comics, published the DC Comics. The superhero trend had begun, and soon, The Flash, Wonder Woman, Green Lantern, and Plastic Man followed. These same characters, and a multitude of others, populate today’s comic books.
Warm-up
·Generate a list of ways we use comics: newspapers, magazines, television, advertisements, greeting cards, billboards, and online. They can express political, humorous, serious, and other kinds of messages with or without words.
·Explain that artist use expressive line to create cartoons. Cartoons are a form of narrative art. Characters, props, and scenery help tell the story.
Computer Option
Have students record sound effects for their mini=cartoon. A more complex idea is to have an object in the center of the frame with the background moving behind it as if the observer were moving along with the object. Check work for appropriate images and objects.
Play Video/DVD
Elements & Principles: Principles of Design (8min)
Finish Clay Figure, Research movie
Art 11 Download sumo cg art to the art studio computer and print it out in the office. Finish the clay figure and backgrounds, photograph the figure using stop motion. Record sound. Look at the animoto movie creator site. Look at the windows movie maker softwear. Think about which softwear you might want to try...maybe both. Watch a demonstration by Mrs. Barnes
contour and gesture drawings
CP.1.AII.4 Render contour and gesture drawings as preliminary sketches or as finished products
calligraphy
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography) CP.1.AII.14
Space
CP.1.AII.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.1.AII.2 Create artworks that show deliberate choices in the use of elements of art and principles of design as well as aesthetic concerns CP.1.AII.3 Produce complex compositions through the use of spatial relationships (e.g., layering, planes, texture, visual tension) •figure•portrait•still life•architectural studies•perspectives•direct observational drawings
direct observation artwork
Create work(s) of art from direct observation using wet and dry media•gradation•simulated surface qualities•effects of light/chiaroscuro CP.1.AII.8
Sketchbook
CP.1.AII.5 Utilize sketchbook to show development of ideas toward a final product.
theme artwork
Create a body of artworks that share an underlying visual idea, content, or theme.CP.1.AII.15
printmaking
Create multiple images using a printmaking process (e.g., collagraph, relief, drypoint, silk screen) CP.1.AII.10
Substitute Plans- 4th period 10/21
10/22/2010 Art 11, 4th period On the provided paper create a final comic strip. In six to eight frames, show the progression of an activity that will feature the most movement, such as dancing, skating, or playing basketball.
4.Add your chosen props and scenery. Decide how you will compose each frame.
5.Vary the perspective or composition from frame to frame to imply movement and passage of time. Make sure the sequence of frames shows a logical progression.
Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models)
VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
VA.7.8.7Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques)
VA.5.8.10 Demonstrate an understanding of different types of balanceused to communicate feelings and ideas in works of art
VA.5.8.12Evaluate the effective use of elements of art to create variety in a work of art
VA.5.8.13Recognize ways to achieve emphasis(e.g., placement, contrast, detail, size, grouping)
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology:Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Instructional Procedures:Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, splitcomplimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit -To show or display artwork
Harmony -(art)A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design -Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Visual Art, Impac Lab Day, Sumo Paint
Mrs. Barnes Art Visual Art, 5th period, girls Students will go to the Sumo Art Website by typing the proto page address into the Internet Browser, click on the sumo paint tab and click on the sumo paint link then create a piece of artwork. "Create Your Trading Card" My Room type this address into the internet browser
http://www.protopage.com/hartfordart#HighSchool
Make sure you type the address correctly.
Click on the green Sumo Paint tab and then click in the link (and wait a few minutes for the website to load)
Enjoy creating your own trading card on the paint site. Try all the tools and add lots of layers from the tool bar at the top.
Login to the sumo hartfordart gallery
go to file:
click save to sumo account
login as:
hartfordart
type the password :
redboots
To save your artwork to the gallery
go to file:
click on save to sumo account again...allow it to save, it will take a few minutes.
Arkansas Art Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper
and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional
techniques and media (e.g., jewelry making, scratch art,
paper arts, fiber arts, collage, calligraphy, technology, photography)
Painting with perspective/landscape-Draw your composition. 10/07
Painting with perspective/landscape-Draw your composition. Look at drawings and photo's we took yesterday and decide which composition you want to use for your landscape painting. Draw your composition onto the watercolor paper
Purposes of Art (SLE)
VA.5.7.16
Demonstrate an understanding for the various purposes for creating art
(e.g., aesthetic, functional, historical, cultural
Perspective sle
VA.5.7.6
Demonstrate techniques used to create spatial relationships
(e.g.,atmospheric perspective, linear perspective)
Visual Art Portfolio Project Jan 3-13
Name Portfolio Design
Plan ID: 4223
for grade level » Middle (6-8) duration » 5 sessions (about 40 minutes per session) media type » Drawing subject integration » n/a
Students will Create an original portfolio design with their name and complementary. Students must show changes in the value of the colors.
Sample Artwork:
Materials (what you need)
Poster Paper Scissors Sharpen Markers Manila Paper Color Pencils Crayons
Procedure (what you need)
The students will Practice drawing three-dimensional block letters with teacher guided help. Create four value scales using the complementary colors. Transfer sketch on portfolio cover and add the grade level selected design. Outline all pencil lines with a sharpie marker. Color the letter with markers and make sure to show changes in value by coloring the side of the letters with a lighter or darker color. Shade in the background design using a full range of value with the complement color. Grade their artwork with a rubric.
Pictures will be shared with the class.
Curriculum Standards
1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 2-F (5 - 8) Students select and use the qualities of structures and functions of art to improve communication of their ideas 3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks 4-F (5 - 8) Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art 5-F (5 - 8) Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Visual Art, Create Your Trading Card
Visual Art, 5th period Students will access the Sumo Art Website by typing the address into the Internet Browser and create a piece of artwork. "Create Your Trading Card" type this address into the internet browser
Click on the green Sumo Paint tab and then click in the link and wait a few minutes for the website to load.
Enjoy creating your own trading card on the paint site. Try all the tools! Login to the sumo hartfordart gallery
go to file: click save to sumo account
login as:
hartfordart
type the password :
redboots
To save your artwork to the gallery
go to file:
click on save to sumo account again...allow it to save, it will take a few minutes.
Arkansas Art Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper
and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional
techniques and media (e.g., jewelry making, scratch art,
paper arts, fiber arts, collage, calligraphy, technology, photography)
Visual Art, Calligraphy Acrostic
Mrs Barnes, Art Visual Art
Calligraphy Acrostic
for grade level » 7 & 8th media type » Painting subject integration » Social Studies
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves.
Sample Artwork:
Materials (what you need)
2 pencils taped together Computer, Internet, online drawing program (for computer option) Lined paper for practice and to place under parchment India Ink Calligraphy pens and nibs Parchment paper Colored Pencils Online Dictionaries Smart Board, document camera online video how to: Calligraphy (learning the art of beautiful writing)
Procedure (what you need)
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
Follow-up Activities
Illuminated Initials
Content Keywords
2-dimensional, historical period, Language Arts, line, rhythm, space, unity
Arkansas Art Standards
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Art Students will draw landscapes outside,
Art Students will draw landscapes outside using a viewfinder Using a viewfinder. It can be difficult to decide what to draw when confronted with a landscape. Start by taking a walk around with your sketchbook and viewfinder and note down anything that grabs your attention. From any one position there may be several directions of view that offer subjects to draw. A viewfinder will help you isolate a particular section of a subject. Bring the viewfinder closer to your eye to include a wide-angle view; hold it away from you to select a small area. Raise or lower it to alter the position of the horizon line, depending on whether you want to emphasize the sky or the landscape features. Don't forget the rule of thirds, many landscape paintings are divided into one-third sky, two-thirds land (or vice versa) No one quite knows why, but the human eye finds that this proportion has a pleasing balance. And remember too, don't just look at your subject horizontally; you can turn the viewfinder upright and work with it in a vertical format to good effect.
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
VIsual Art, Seurat Sunsets
Seurat Sunsets
Plan ID: 4181
for grade level » Middle (6-8) duration » 5 sessions (about 50 minutes per session) media type » Drawing subject integration » Math
Objective:
1. Ability to grid out an image in exact proportions & transfer on a larger sheet of paper
2. Practice stippling and "blending" colors
3. Transfer an image onto a larger, gridded out sheet as closely as possible
4. Use dots that are uniform in size and shape
5. Ability to "blend" colors without actually mixing them together
6. Knowledge of artist Georges Seurat and pointillism.
Sample Artwork:
Materials (what you need)
-3"x4" images of sunsets (1 per student). I used all different images including ones from beaches. mountains, deserts, etc. Make sure the images are silhouettes so that students are focusing more on the colors in the actual sunset. -Markers (Thin tip works best) -Practice paper -Quality white paper - 1 per student - at least 8"x10" in size -Artist Tape or Masking Tape -Pencils -Rulers
Procedure (what you need)
-During the first class, give a PowerPoint presentation discussing Georges Seurat and his style of pointillism -Discuss how he was able to achieve new colors just by making small dots of other colors close to one another -Pass out practice paper for students to practice pointillism. I had students section off their paper into 12 rectangles so they had a section to use just red, one for red-orange, one for orange, one for orange-yellow, etc.
-Once you feel students have the hang of stippling, demonstrate how to grid off the sunset image using a ruler and pencil. I have my students do 1/2 inch increments/squares. -Next give them their large, final picture and demonstrate how to double the grid in size. For example, I have my students grid off their sunset image in 1/2 inch increments, then their final image is gridded off in 1 inch increments. -Have students begin stippling using the markers. This took my kids several class periods, much longer than I'd expected, but the results were amazing and they were so proud of them!
Discussion Questions
"What type of effect does stippling have on a picture versus painting or drawing?" "How do the colors you've created by blending differ from those you may just use straight out of a box?"
A monochromatic, stippled self-portrait would be a great follow-up activity to this lesson. This would really narrow down the colors students are able to use to achieve a desired image or result.
Content Keywords
Georges Seurat, pointillism, Seurat, stipple, stippling, Sunsets
Curriculum Standards
1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 2-D (5 - 8) Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work 2-E (5 - 8) Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas 2-F (5 - 8) Students select and use the qualities of structures and functions of art to improve communication of their ideas 3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Visual Art Color Unit.
5th period Monday-Friday Color Unit. Monday- Experiment with Watercolor paint
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.2
Create a full range of value using wet and dry media (e.g., cross-hatching, hatching, stippling)
VA.6.7.3
Create various surface qualities using any medium
Vocabulary
Texture-An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Value - An element of art that refers to lightness or darkness
Tuesday- Create a color wheel
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
Vocabulary-
Color- An element of art produced by light of various wavelengths; spectral when arranged in order of wavelength
Color juxtaposition - A color theory in which two or more colors are placed side by side
Color schemes- Plans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Color theory - The study of spectral colors and their interrelationships
Complementary - Colors that are directly opposite on the color wheel such as red and green, and when used near each other, create optical vibrations, or when mixed together will tend to subdue intensities and produce a grayed hue Gradation - Any way of combining elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures) Monochromatic - A color scheme that uses only one hue and the tints, tones, and shades of that hue Triad-A color scheme based on any three colors spaced at equal distances apart on the color wheel Value - An element of art that refers to lightness or darkness
Wednesday- (Weather Permitting)Outside Landscape Drawing Art Students will draw landscapes outside using a viewfinder using a viewfinder.
VA.5.7.6
Demonstrate techniques used to create spatial relationships (e.g.,atmospheric perspective, linear perspective)
Vocabulary
Direct observation-Looking at real life and actual objects to create art
Thursday-Paint the Landscape
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
Friday- Impac Lab. On sumo paint look at the artwork Mrs Barnes has for you and load onto the computer. Look at all the layers and open another browser with sumo paint and try to recreate the layers yourself
Visual Art Glossary
Actual textureTexture of real or authentic objects; the way a surface of a real object feels to the sense of touch
AestheticThe quality of an object that elicits a personal response to that object; ability to discriminate at a sensory level; a pattern of thinking that deals with man’s nature to respond to things
Additive methodA sculptural technique or process of modeling; adding, combining, or building up materials
Aesthetic theoriesVarious ideologies used to study the nature and value of art
AestheticsThe philosophical study of the nature and value of works of art and how people respond to it with their senses, intellect, and emotions; synonym for the philosophy of art
AlternatingA pattern that occurs when different elements in a work of art repeat themselves in a predictable order
Analogous Colors that are next to each other on the color wheel, with one hue in common
Architectural renderingsDrawings of architectural structures
ArrangeTo alter a composition
Art criticismDescribing, analyzing, interpreting, and judging a work of art
Artistic expressionWays artists communicate ideas and feelings
AssemblageA 2-D or 3-D artistic composition made by combining various objects; an additive method
Asymmetrical A type of balance in which the parts are unequal in size, shape, etc., but still produce a balanced visual weight or emphasis; another name for informal balance
BalanceA visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
CalligraphyThe art of beautiful and/or expressive writing
CarvingA sculptural technique in which a tool is used to cut away materials to create a desired form CastingA sculptural technique in which a liquid is poured into a mold and hardens into a form
CastingA sculptural technique in which a liquid is poured into a mold and hardens into a form
Center of interestThe visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Collaborative methodsProcesses or methods by which artwork is created by more than one person
Collaborative workArt created by more than one person
CollageArtwork made by attaching various materials to a surface; to put together
CollagraphA print made from a printing plate of a low relief collage
ColorAn element of art produced by light of various wavelengths; spectral when arranged in order of wavelength
Color juxtapositionA color theory in which two or more colors are placed side by side
Color schemesPlans for organizing colors, which include monochromatic, analogous, complementary, triad, split complimentary, warm, and cool
Color theory The study of spectral colors and their interrelationships
ComplementaryColors that are directly opposite on the color wheel such as red and green, and when used near each other, create optical vibrations, or when mixed together will tend to subdue intensities and produce a grayed hue
CompositionA musical creation
Compositional movementThe look and feeling of action guiding the viewer’s eyes throughout a work of art
Contour The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume.A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object.Blind contour refers to a drawing using one continuous line made by looking at the object only, not at the drawing surface.
ContrastDifferences;juxtaposition of dissimilar elements in a work of art
Direct observationLooking at real life and actual objects to create art
DirectionalLine that refers to actual or implied movement, or to an angle or a point of view; may provide structure and basic organization for a drawing
DrypointA method of intaglio printing in which the image is scratched into the surface of the printing plate with a steel needle; lines and tones in the printed image often have a velvety appearance
Elements of artThe basic visual tools artists use to create a work of art:line, shape, form, texture, color, value, and space
EmotionalismAn aesthetic theory that places emphasis on the viewer’s feelings, moods, or emotions in response to a work of art
Emphasis
A principle of design that can be achieved through placement, contrast, size, etc.; the special attention or importance given to one part or element in an artwork
EnvironmentNatural or man-made surroundings
EnvironmentalRelating to the environment
ExhibitTo show or display artwork
ExhibitingShowing or displaying artwork
ExpressiveQualities that communicate feelings, moods, and ideas to the viewer through a work of art
Fiber artsArtwork created from any threadlike, fiber material that can be shaped or joined together (e.g., fabric, needlepoint, weaving, quilting, knotting, batik, dying, basket weaving, lace making, sewing)
Fibonacci patternsAn arithmetic sequence (1, 1, 2, 3, 5, 8, 13, 21. . .) formed by adding the previous two numbers; These numbers correlate to patterns found in nature (e.g., nautilus shell, pine cone, pineapple)
Focal pointA specific area or point of convergence that draws the viewer’s attention first
Form (art)An element of art that is 3-D, and, therefore, includes the dimensions of height, width, and depth
FormalismAn aesthetic theory that places an emphasis on the elements of art and principles of design
Functional Artwork that has an intended purpose other than aesthetic beauty
Gesture An exercise in art education commonly used as a warm-up; A gesture line refers to a line made with loose movements, using the large muscles of the arm rather than with the small muscles of the hand and wrist.A gesture drawing refers to a drawing done quickly to capture movement.
GradationAny way of combining elements of art by using a series of changes in those elements (e.g., dark to light values, large to small shapes, rough to smooth textures)
HeritageTraditions handed down from one generation to another
IconsPictorial representations
ImitationalismAn aesthetic theory that places emphasis on realistic representation
Implied Suggested or perceived, but not actually present; Implied line refers to the way objects or a series of points are arranged to produce the effect of seeing a line in a work when a line is not actually present, such as a series dots that are perceived as a line.Implied texture refers to a texture in a work that is perceived by the viewer but has no physical form, such as a drawing of rough bark; the way a surface appears to feel; a texture which can be seen but not felt; see visual
InterdisciplinaryInvolving two or more academic disciplines
Intermediate A color produced by mixing a primary color and a secondary color; see tertiary
LineAn element of art that refers to a mark on any surface; a moving point
Line characteristics The way a line looks (e.g., direction, texture, size, degree of curve, length, width)
Low relief A relief sculpture with slightly raised or indented areas from a flat surface
MarbleizingA technique used by floating a pigment on a liquid surface and transferring it to paper or another surface using painting techniques to simulate the appearance of marble
ModelingShaping clay or other pliable material by pinching, pulling, or other manipulation
MonochromaticA color scheme that uses only one hue and the tints, tones, and shades of that hue
MonoprintA print in which ink or paint is applied to a flat surface and paper laid upon it to make a print which will be one-of-a-kind
MovementA principle of design; the way in which the elements of art are organized so that the viewer’s eye is led through the work of art in a systematic way
NetsGeometric patterns used to create 3-D forms
Non-measured gridA network of uniformly or randomly spaced intersecting lines
Op ArtA twentieth-century style of art that uses the interaction of colors, shapes, and patterns with the picture plane to create images with the illusion of movement and/or depth
PatternThe repetition of anything in a design (e.g., repetition of shapes, lines, or colors)
PortfolioA purposeful collection of an artist’s own work
Principles of designGuidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
PrintmakingTransferring an image from one prepared surface to another to produce one or more copies
ProgressiveA rhythm created by a change in pattern or line that develops as it is repeated, such as large to small.
ProportionA principle of design that may be described as the relationship between objects with respect to size, number, etc.
RadialAn organized pattern or design emanating from the center of a circular format; usually has symmetrical properties
Random Occurring without an identifiable pattern
Relief A sculptural technique in which the design is a raised surface on a flat background
Rhythm (art)A principle of design that involves the repetition of the elements of art to create the illusion of movement or a visual beat or tempo; Types of rhythm include regular, alternating, progressive, flowing, and random.
RhythmicIn art, related to rhythm; in music, related to rhythms
Sculpture in-the-roundFreestanding sculpture meant to be seen from all sides
ShapeAn element of art that refers to an enclosed space that is 2-D, or flat, and, therefore, limited to the dimensions of length and width
SketchMarks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
SkipsChanges in pitch of a major or minor third
SoloOne voice or instrument
SpaceAn element of art that refers to an area surrounding objects or figures, both positive and negative
Split complementaryOne hue and the hues on each side of its complement on the color wheel
StaffLines and spaces upon which music is written
StepsIntervals of a second
StyleA characteristic of a particular period, person, or group of people that make genres of music unique (e.g., folk, symphony)
Subtractive methodA method of creating a sculpture or printing plate that involves removing materials to achieve a finished product
SymbolsSigns
SymmetricalAn equilibrium created by identical parts that are equally distributed on either side of a real or imaginary central axis in mirror-like repetition
SymphonyA large composition for orchestra
SyncopationRhythmic effect which places emphasis on a weak or off beat
Tactile textureA texture that can be felt by touch
TertiarySee intermediate
TessellationsArtwork in which shapes are carefully placed into overall patterns so that there are no gaps or overlaps; In some cases, the shapes appear to interlock.
TextureAn element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Theme and variationsA style of composition that presents a basic theme, and then develops and alters the theme in successive statements
Trading cardsSmall works of art to be exchanged and collected
TriadA color scheme based on any three colors spaced at equal distances apart on the color wheel
UnityA principle of design that can be achieved through the use of elements of art and other principles of design; the coherence of a work that gives the viewer the feeling that all parts of a piece are working together to create a feeling of completeness or wholeness
ValueAn element of art that refers to lightness or darkness
VarietyDiversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Visual See implied
Visual measurementsTechniques for approximating the size relationship of one object to another
10/28 "What's Your Tag" Portfolio Project
5th period, Visual Art 10/28 Sumo Paint Version of the "Whats your tag project"
"What's Your Tag" Portfolio Project
Objective:
Students will create their " Tag " or name using a stylized alphabet.
Students will sumo paint tools to create color gradations.
Students will make letters stand out by using a shadow technique.
Students will use tools to show texture
Students will use colors and decide on a color schemes.
The other side of the portfolio will be used for the Elements of Art and Principles of Design
VA.5.7.3
Demonstrate knowledge of colorschemes in a work of art (e.g., monochromatic, analogous, complementary)
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
8th grade Art Standards
Mrs. Barnes, Art 8th grade Art Standards
7th grade Arkansas Standards
VA.5.7.1
Use various types of lines in a work of art
VA.5.7.2
Demonstrate knowledge of various categories of 2-D shapes and 3-D forms (e.g., curved and angular, sculpture in-the-round, relief)
VA.5.7.3
Demonstrate knowledge of colorschemes in a work of art (e.g., monochromatic, analogous, complementary)
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.5
Use implied texture to simulate actual texture from the environment
VA.5.7.6
Demonstrate techniques used to create spatial relationships (e.g.,atmospheric perspective, linear perspective)
VA.5.7.7
Demonstrate full range of value in a work of art
VA.5.7.8
Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, Fibonacci patterns, fractals, tessellations)
VA.5.7.9
Demonstrate various types of movement and rhythm within works of art (e.g., compositional movement)
VA.5.7.10
Explain the impact of proportion and scale in works of art (e.g., architectural renderings,blueprints)
VA.5.7.11
Categorize different types of balance in works of art and in the environment
VA.5.7.12
Identify the use of the elements of art to unify a work of art
VA.5.7.13
Identify the elements of art used to create variety in a work of art
VA.5.7.14
Examine the use of contrast to create emphasis in works of art
VA.5.7.15
Relate the importance of art history to the artistic process
VA.5.7.16
Demonstrate an understanding for the various purposes for creating art
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.1
Render contour and gesture drawings as preliminary sketches or as finished products
VA.6.7.2
Create a full range of value using wet and dry media (e.g., cross-hatching, hatching, stippling)
VA.6.7.3
Create various surface qualities using any medium
VA.6.7.4
Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, drawings from direct observation)
VA.6.7.5
Use a transfer method to replicate an image (e.g., light box, window, opaque projector, tracing paper, graphite, grid, non-measured grid)
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
VA.6.7.7
Demonstrate a printmaking process to produce images (e.g., monoprint, collagraph, linoleum, wood)
VA.6.7.8
Produce a 3-D project using elements of art and principles of design
subtractive methods to produce sculpturein-the-round or relief (e.g., clay, plaster, soap, foam, wood)
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
VA.6.7.10
Produce artwork that involves problem solving (e.g., reflection, revision, brainstorming, practice, drafts, sketches, models)
VA.6.7.11
Select subject matter, symbols, and/or ideas to communicate meaning
VA.6.7.12
Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future)
VA.6.7.13
Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
VA.6.7.15
Engage in group interaction to produce a collaborative work of art
Orange Team
Orange Team Justin Lane
Yellow Table
Yellow Table
Green Team
Green Team William Hayden
Purple Table
Purple Table Jayson Justin Henry
Blue Team
Blue Team Brock Woodard
Red Team
Red Team Tyler James Alfredo Chace
3-D Crayon Engraving
Mrs. Barnes, Art 3-D Crayon Engraving
Hartford Junior High School - for grade level » Middle (6-8) duration » 5 sessions (about 90 minutes per session) media type » Mixed Media subject integration » Science
1. Identify the terms: Etching, relief, engraving 2. Creat a still life, portrait, insect, animal or landscape drawing. 3. Follow step-by-step directions to complete a crayon etching. 4.
Sample Artwork:
Materials (what you need)
Pencil Sketchbook Illustration board (8 x 10 - old mat board works as well) Cardboard ( 8 x 10 is a good size) Crayons, India ink Old board erasers and powder Glue, aprons Scissors Etching sticks
Procedure (what you need)
1. You will discuss the terms etching, relief, and engraving.
2. You will draw a picture in your sketchbook of a still life, portrait, insect, animal or landscape drawing. Be as creative as possible. Do not get too detailed in these drawings. Simple shapes and patterns. Have this approved.
3. Redraw this drawing on a piece of 8 x 10 illustration board. Use a crayon to redraw this. Have approved.
4. Use a heavy application of crayons and color the shapes in your drawing. Be sure to use warm colors for the background and cool for the foreground or vice versa. Make sure you color in two directions and do not leave any white showing. If you break a crayon, that is okay. DO NOT USE BLACK OR DARK COLORS. Have approved.
5. Divide your drawing into 6 shapes by drawing lines on the back with a pencil. These can be angular lines or curved, but don’t put to many points because it will be too hard to cut out. Also try not to have too many small areas. Have approved.
6. Cut out your shapes. If you use an exacto knife be sure to hold it correctly and cut on top of scrap cardboard. Put the pieces back together and flip them over. Decide which levels they will be on. Write them on the back with a marker. Try to vary the levels and don’t have a really high one next to a low one. Have approved.
7. Use the erasers and baby powder and lightly cover each piece that you cut out. Have approved.
8. Use the India ink on your table and brushes and cover the crayoned surface. Be sure and coat the sides too. Complete one coat and let it dry. Then complete another coat and let it dry. Also paint a piece of cardboard to be used later.
9. While you are waiting for the shapes to dry, you need to use your pencil and sketchbook to design at least six different textural patterns that are made up of closely spaced lines, curves, etc. Have approved.
10. Once your pieces are dry you can use the etching sticks and start etching your patterns onto the shapes. Do not scratch too hard, you want to scratch hard enough that the color underneath shows through. Have approved.
11. Assemble the shapes on the piece of cardboard you have. Use small pieces of cardboard stacked to different heights to position the shapes at different levels. Glue your shapes in place to create a relief drawing. Have approved.
Assessment
Rubric - Craftsmanship, Originality, Good use of terxtures, Followed Directions. Each one of these counts as 25 points. Students grade themselves and do a peer critique as well.
Discussion Questions
What is an engraving? What artitsts have you studied that use engraving in their work?
Resources
Undertanding Art by Glencoe- McGraw Hill Samples of other student work
Escher' s tesselations Plan Middle (6-8) duration » 3 sessions (about 50 minutes per session) media type » Mixed Media subject integration » Art History Students, after studing the work of M. C. Escher, are expected to make a design that tesselates and ressembles an animal, object or creature. The final goal is to make a synthesis by repeating their design, adding color and details. Sample Artwork: Materials (what you need) Computer, "Paint "programme (default by windows), printer, paper, cardboard, pencil, markers Procedure (what you need) Students having studied works of M.C. Escher, use the computer programme " Paint" , working at groups of three. At first they draw a square filled with color and afterwards using the free selection tool they cut out a shape out of the left side and paste it to the right side and accordingly cut another shape out of the top and paste it to the bottom. In that simple way , they create a template that tesselates.The next step is to print their template onto cardboard. The second session begins by cutting out the template. Each group of students has a design that has an unusual shape and at that point they have to brainstorm in order to figure out what it might ressemble. It might be an animal, a bird, or a fish, or any imaginary creature. Each student sees different things coming out of the group's template. Sometimes students see more than one creature in the same template. Once they are sure, they start to draw the outline with a pencil to paper, using their template. They repeat the same process until they have a complete synthesis of tesselating shapes. In the last session students add details to their shapes in order to ressemble their creature and fill them with color, either balck and white, or using two or three colors the most.
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Art Collaboration
Art Collaboration
VA.6.7.15
Engage in group interaction to produce a collaborative work of art
a ?work of art that promotes dialogue
Activity- To follow????
VA.6.7.12
Use a variety of stimuli to produce a work of art that promotes dialogue (e.g., local and diverse cultures, styles, periods of art, global issues, past, present, future)
Calligraphy Intro and Portfolio Project
Mrs. Barnes, Art 11/9
Calligraphy Intro and Portfolio Project
One word describes "You".
VA.5.7.4
Analyze various textures in the environment and artists’ work
VA.5.7.5
Use implied texture to simulate actual texture from the environment
VA.5.7.6
Arkansas Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
10/29 - 11/5 Portfolio Project
Lucy Barnes, Visual Art 5th period, 7th grade boys
10/29 - 11/5 Portfolio Project
Arkansas Frameworks
VA.5.7.12
Identify the use of the elements of art to unify a work of art
VA.5.7.13
Identify the elements of artused to create variety in a work of art
Learn a variety of lettering styles and use the elements
of art to unify the artwork and show variety.
We will first learn 4 letter style.
Choose the letter style you want to use.
Choose your color scheme.
Mrs. Barnes Art Impac Lab- Sumo Art Website
Mrs. Barnes Art Impac Lab- Sumo Art Website Day11/4-5/2010 Visual Art, grade 7, 5th period Students will access the Sumo Art Website by typing the address into the Internet Browser and create a piece of artwork.
http://www.protopage.com/hartfordart#HighSchool
"Create Your Trading Card" Make sure you type the address correctly. Click on the green Sumo Paint tab and then click in the link and wait a few minutes for the website to load. Enjoy creating your own trading card on the paint site. Try all the tools! Save your artwork to the sumo hartfordart gallery
go to file: click save to sumo account login as: hartfordart password :redboots go to file: click on save to sumo account again...allow it to save, it will take a few minutes.
Art Students wait for your substitute to dismiss you for lunch. She may want to put you in lunch detention if you give her a problem
Arkansas Standards
VA.5.7.17
Demonstrate responsibility, conservation, and proper and safe use of tools, materials, and equipment
VA.6.7.9
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Calendars
Calendar
Mon October 4 - Watercolor Painting Techniques, Element of Art, Color/Design/Emphasis
Tue October 5 - Watercolor Painting Techniques, Element of Art, Color/Design/Emphasis
Fri October 1 - Watercolor Techniques/Apply
Wed October 6 - Painting with Perspective/Landscape, draw outside using a viewfinder
Thu October 7 - Painting with perspective/landscape, look at drawings and photo's we took yesterday and decide which composition you want to use for your landscape painting. Draw your composition onto the watercolor paper
Fri October 8 - Start painting your landscape.
Mon October 11 - Continue painting your landscape.
Tue October 12 - Continue painting your landscape.
Wed October 13 - Look at artworks and self assess.
Thu October 14 - Take home Downey Company release form for your parents to sign.
Fri October 15 - Finish any unfinished artwork or have a free artwork day! Last Day for the girls, next week I have 7th grade boys
Tue October 19 - 7th grade boys, "Create your Tag" Portfolio Project VA.6.7.11 Select subject matter, symbols, and/or ideas to communicate meaning
Wed October 20 - Create your tag VA.6.7.11 Select subject matter, symbols, and/or ideas to communicate meaning
Thu October 21 - Create your tag
Fri October 22 - Impac Lab, Sumo Paint
Tue October 26 - Finish Portfolio or Practice Sumo Paint tools VA.6.7.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Wed October 27 - Finish Portfolio or Practice Sumo Paint tools VA.6.7.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Thu October 28 - Finish Portfolio or Practice Sumo Paint tools VA.6.7.9 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Fri October 29 - Elements of Art and Principles of Design Portfolio Project VA.6.7.11 Select subject matter, symbols, and/or ideas to communicate meaning VA.5.7.12 Identify the use of the elements of art to unify a work of art VA.5.7.13 Identify the elements of art used to create variety in a work of art
Mon November 8 - Portfolio Review, Look at the work you created on Sumo Paint and print it for your portfolio.
Date: Jan. 31- Feb. 4th started and continue until Feb 17
SLE:
VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
VA.7.8.4 Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
VA.7.8.7Develop a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques)
VA.5.8.10 Demonstrate an understanding of different types of balanceused to communicate feelings and ideas in works of art
VA.5.8.12Evaluate the effective use of elements of art to create variety in a work of art
VA.5.8.13Recognize ways to achieve emphasis(e.g., placement, contrast, detail, size, grouping)
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology:Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Instructional Procedures:Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, splitcomplimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit -To show or display artwork
Harmony -(art)A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design -Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Visual Art 2/7-2/11
MONDAY2/7
TUESDAY 2/8
WEDNESDAY2/9
THURSDAY2/10
FRIDAY2/11
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)VA.7.8.4Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students will rough out an idea for the drawing contest
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students will continue to rough out an idea for the drawing contest
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students decide the media they would like to use for the finished product
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Art students will begin the final artwork for the Doodle 4 Google contest. Evaluate decisions and check for emphasis.
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of artVA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective:Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will continue the final artwork for the Doodle 4 Google contest . Evaluate the progress, check for the elements of art and principles of design
Lesson Plan, Lucy Barnes Class:http://www.protopage.com/web/images/richtext/print.gif Art 1 2/7-2/11
MONDAY2/7
TUESDAY 2/8
WEDNESDAY2/9
THURSDAY2/10
FRIDAY2/11
SLE:CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list.
Activities: Make a sketchbook using 4 sheets of drawing paper and one colored construction paper for the cover. Punch hole and lace with yarn. Design the cover of the sketchbook
Choose one sketchbook project daily from the list of 28 sketchbook projects
SLE:CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list.
Activities:
Choose one sketchbook project daily from the list of 28 sketchbook projects
SLE:CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list.
Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects
SLE:CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list.
Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects
SLE:CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Objective: Art students will compile an eight page sketchbook and fill it with one project a day chosen from the project list.
Activities: Choose one sketchbook project daily from the list of 28 sketchbook projects
Feb 21-25
Visual Art - Feb 21-22
Finish Doodle for google contest
Finish Calligraphy Progect by illustrating the visual
If finished with everything you may do a sketch chosen out of the
Sketch Assignment Sheet
Art 1 - Feb 21-22
Finish the Sketchbook
Art 1 - Feb 21-22
Period 3- Finish the Tree Line Design
Art 11 - Feb 21-22
Finish the Oil Pastel
Rich text note
Dear Mr. Anderson,
Enclosed are my Art Plans for March, 7th, 2011
High School
1st period- Prep
2nd & 3rd period- Art 1
Design a scary mask, it has to be your design, please do not copy a face or a mask you have seen, using pencils and markers.
4th period- Art 11
Design a mask, using pencils and markers.
5th period- Visual Art
Continue doing self portraits today. The mirrors are under the tv. I would set them up during 4th period. Have them sketch themselves. If they finished sketching a self portrait, they may have a free sketch day. Although it is a free sketch day they must turn in a drawing.
Elementary
1:20-2:00 Harp’s class, 2nd grade
Draw one shoe from your closet, add something coming out (crawling, slithering, flying, etc.) of your shoe. Be creative.
2:20-2:55Hawkin’s class, 5nd grade
If you could be an animal for 1 day what animal would you be? Draw the animal and add a background of the animal’s environment.
Have a great day.
Lucy Barnes
Art 11, Oil Pastel Impressionism Landscape
Oil Pastel Impressionism
Plan ID: 3111
for grade level » High (9-12) duration » 5 sessions (about 90 minutes per session) media type » Drawing subject integration » Geography
The learner will design, create, and complete (self-critique and rework) an 11” x 14” Impressionist style composition that illustrates a Arkansas landscape using oil pastels. This lesson allows students to combine art history, geography, and drawing.
Sample Artwork:
Materials (what you need)
11" x 14" white drawing paper OIl pastel sets of 12 (violets and tertiary colors will be mixed) Copies of "Our State" magazine (for pictures of Arkansas landscapes as inspiration)
Procedure (what you need)
Day 1 Intro project guidelines Review landscape paintings by Claude Monet & Paul Cezanne Review teacher's collection of student work examples (high, middle, & low quality)
Day 2 Create a teacher guided color wheel with oil pastels Sketch, design, experiment
Days 3-6 Project work time
Assessment
25% High Quality Composition/Design-Create visual pathways-Use the ‘Rule of Thirds’ 25% Craftsmanship-All paper area covered with light blended layers of pastel-Be careful not to rub off all the pastel and leave only stained paper areas 25% NC Landscape-Must be NC land formations and/or vegetation-Consider the season, weather, and time of day-Decide on close up, wide angle, or somewhere in between 25% Impressionism Style-Snapshot style-Blurred/slightly out of focus-Capture the light
National Curriculum Standards
1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems 4-H (9 - 12) Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Arkansas Curriculum Standards
CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
RR.2.AII.8 Reflect upon ways in which art concepts can be projected into lifelong learning experiences in various disciplines
Rich text note
Art Lesson Description:
Doodle 4 Google Drawing Contest
Teacher: Mrs. Barnes
Grade: Art 1
Date: Feb 28-March 4
SLE:
Objectives: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest,
“What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Doodle 4 Google Theme “What I’d Like To Do Someday”
Assessment: aDemonstration/ Observation a Student Response a Project /Checklist / Rubric
Technology:Art students will research the Doodle 4 Google Drawing Contest on the computer in the impact lab and look at the artwork that is on the Doodle 4 Google logo page along with the artwork from winners from last years contest.
Instructional Procedures:Demonstration modeling, practice, independent work
Please remember that the online registration deadline is March 2nd
and all Doodles (and Entry Forms and Consent Forms)
must be postmarked by March 16th.
Vocabulary
Balance -A visual weight; a principle of design in which the elements of art are arranged to create a feeling of stability or the impression of equal weight or importance; Three types of balance are symmetrical (formal), asymmetrical (informal), and radial.
Center of Interest -The visual focal point of an artwork; that part of a composition that is first to attract attention; an area of dominance in an artwork
Color schemes - Plans for organizing colors, which include monochromatic, analogous, complementary, triad, splitcomplimentary, warm, and cool
Art criticism - Describing, analyzing, interpreting, and judging a work of art
Exhibit -To show or display artwork
Harmony -(art)A principle of design that refers to a way of combining elements of art to accent their similarities and to bind the picture parts into a whole
Icons - Pictorial representations
Space - An element of art that refers to an area surrounding objects or figures, both positive and negative
Sketch - Marks done quickly to record ideas or impressions; Sketch drawings are rough drawings that capture the most important features of chosen subjects and are usually used as preliminary studies.Sketch lines refer to lines drawn quickly to catch the immediate feeling of action or the impression of a place, object, or situation
Texture - An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness)
Variety - Diversity; a principle of design which utilizes the elements of art in complex relationships to create interest in a work of art
Principles of design -Guidelines artists use to organize the elements of art, such as pattern, rhythm and movement, proportion and scale, balance, emphasis, contrast, harmony, unity, and variety
Art 11, 2/7-2/11
MONDAY2/7
TUESDAY 2/8
WEDNESDAY2/9
THURSDAY2/10
FRIDAY2/11
SLE:CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Day 1 Intro project guidelines Review landscape paintings by Claude Monet & Paul Cezanne Review teacher's collection of student work examples
SLE:CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Day 2 Create a teacher guided color wheel with oil pastels Sketch, design, experiment
SLE:CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Days 3-6 Project work time
SLE:CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape. Activities: Days 3-6 Project work time
SLE:CP.1.AII.9 Create works of art in wet and/or dry media to solve color design problems using color theory (e.g., spectral colors, low and high intensity, value, cool and warm, simultaneous contrast, color juxtaposition) RR.2.AII.7 Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
Objective: The learner will design, create, and complete Impressionist style composition that illustrates a Arkansas landscape.
Activities: Days 3-6 Project work time
Visual Art Edit for next week
MONDAY2/7
TUESDAY 2/8
WEDNESDAY2/9
THURSDAY2/10
FRIDAY2/11
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)VA.7.8.4Utilize art criticism and aesthetic theories to discuss art (e.g., describe, analyze, interpret, judge, imitationalism, formalism, emotionalism)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students will rough out an idea for the drawing contest
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students will continue to rough out an idea for the drawing contest
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Using the google logo template, art students decide the media they would like to use for the finished product
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships)
Objective: Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest.
Activities: Art students will begin the final artwork for the Doodle 4 Google contest. Evaluate decisions and check for emphasis.
SLE:VA.6.8.13 Create artwork that communicates personal observations and life experiences (e.g., self-identity, ideas, emotions, moods, relationships) VA.5.8.12 Evaluate the effective use of elements of art to create variety in a work of artVA.5.8.13 Recognize ways to achieve emphasis (e.g., placement, contrast, detail, size, grouping) Objective:Art students will create a Doodle 4 Google logo page that is inspired by the theme of the drawing contest, “What I’d Like To Do Someday” and inspired by artwork on the google logo page and from winners from last years contest. Activities: Art students will continue the final artwork for the Doodle 4 Google contest . Evaluate the progress, check for the elements of art and principles of design
Art 1, Sketchbooks, Art 1 2/7-2/17
2/7/2011-2/17/2011
Mrs. Barnes, Art 1
Sketchbooks, What are they good for?
Art Students will compile a sketchbook,
Day 1 - Using drawing paper and colored construction paper, make the sketchbook and design the cover.
Day 2-8 Choose a daily sketch assignment from the list of 28 assignments
You will have a total 8 sketches.
CP.4.AI.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
Art 1- Sketchbook Assignments
Shade
Draw one shoe from your closet, add something coming out (crawling, slithering, flying, etc.) of your shoe. Be creative
Shade/Scientific Drawing
Find an image of an interesting spider or insect to draw, be very aware of all the body sections and show these sections in your large drawing.
Shade & Background Mechanical Drawing Use your scientific drawing to help you draw a mechanical looking insect or spider. The legs, body, and head should look like mechanical parts attached together with nuts and bolts.
Shade & Background Animated Drawing Use your scientific drawing to help you draw an animated drawing of your insect or spider. The drawing can be cute, cuddly, morphed, hideous, a super hero or villain. No copying please.
Shade & Background
If you could be an animal for 1 day what animal would you be? Draw the animal and add a background of the animal's environment.
Shade & Background
Draw a mask with extra things added to it for example: bulged eyes, a beak nose, giant lips, deformed lips, whild hair, etc.
Shade & Background
Design a scary mask, it has to be your design, please do not copy a face or a mask you have seen.
Shade & Background
If you could take one of your worldly possissions with you when youi die, what would it be? Make a sketch of the possession.
Shade & Background
Draw a picture that tells a childhood story about you (You will need to be in the drawing.)
Shade/Texture/Background
Draw a friend or family member sitting on the floor, draw large enough that some of the body is running off the paper. Make sure you are looking at them while you are drawing.
Shade/Texture/Background
Find an interesting household appliance and drawi it. Make sure you show details. (Examples: egg beater, Iron, blow dryer, etc.)
Shade/Texture/Background
Find an Architectural structure to draw such as a building, old bridge , water fountain, gazebo, etc.
Shade/Texture/Background
Refer to your appliance and Architecture sketch and use these sketchers to combine the appliance with the architectural structure to create a structure with house hold appliance characteristics. (1/2 Architecture1/2 Appliance.)
Shade/Texture/Background
Draw a picture of what you would like to have for Christmas.
Shade/Texture/Background
Divide your paper into 8 sections and create 8 different patterns for fabric drapery.
Shade/Texture/Background
Draw a self-portrait of your face, while making a face that shows attitude, tough, or angry.
Shade/Texture/Background
Create a new pet, combine 2-3 different animals to make a fantasy animal, draw and shade so it looks 3-D.
Shade/Texture/Background
Create a gargoyl perched on a steeple, post or column it must have wings, a tail and look 3-D
Shade/Texture/Background
Draw a mug with a 3-D face coming out of the side, it may be a human, monster or animal face. Be creative.
Shade/Texture/Background
Create a new creature for a horror movie, draw it and shade it so it looks 3 D. Please do not copy.
Shade/Texture/Background
Complete a sketch that has something to do with food. (Be sure to fill most of the space on your paper) Use dramatic shading.
Shade/Texture/Background
Draw the same sketch of food, but this time fill the positive space with patterns.
Shade/Texture/Background
Select a Bible story and represent it in a sketch, example: Daniel in the lions' den, the birth of Christ, Noah's Ark, etc.
Shade/Texture/Background
Create an interesting design with the initals of your name, fill your paper and use decorative lines and shapes.
Shade/Texture/Background
Design a family crest (shield for your last name). Include your last name and some images that represent your family.
Shade/Texture/Background
Write a short poem the first letter should be large and filled with a design, the design does not have to be confined to the inside of the letter.
Art 1 Shading Three-Dimensional Forms
Copy for Mr. Lee
Jan-24-31st
Lesson Plan Starter: Shading Three-Dimensional Forms
Plan ID: 2721
High (9-12) Sessions (about 60 minutes per session) Drawing
Using graphite pencils (HB, 2B, 4B), beginning Art 1 student’s learned to depict three-dimensional forms using shades of value from black to white. Students were encouraged to think carefully about their composition by creating an asymmetrical still life arrangement. Strong spot lights were used to assist students in depicting dramatic value changes and cast shadows.
-Demonstrate each 3-D form and how values are added on each (cube, cylinder, pyramid, cone, sphere). Use only one light source for practice. Guideddirect instruction.
-Have students set up still life (4 students in each group). Stress asymmetry and variety of heights.
-students create 5 thumbnail sketches to practice composition (no shading)
-Teacher helps student identify best thumbnail sketch and student enlarges drawing onto 9x12 sketchbook paper
-Teacher sets up several spot lights around room and dims overhead lights. Strong cast shadows and dramatic lighting changes are desired.
-Students depict values on the forms with their various pencil grades. This may take 3-4 class periods.
-Stress to students that they do not need a hard outline on their forms. Depiction of planes on a cube, for example, should be evident through a change in value, not by drawing the edges with a dark pencil line.
Assessment
Is the composition asymmetrical? Does the composition fill the page (going of the top, left, and right)? Does the drawing have believable three-dimensional space? Are the geometric forms drawn accurately? Does the drawing demonstrate a full range of values? Does the drawing show craftsmanship?
Follow-up Activities
Self critique
Arkansas Art Curriculum Standards
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.5Compile a sketchbook that includes various techniques, observations, and art experiences
CP.4.AI.7Create work(s) of art from direct observation using wet and dry media
•gradation
•simulated surface qualities
CP.4.AI.5Compile a sketchbook that includes various techniques, observations, and art experiences
RR.5.AI.7Assemble a portfolio as a reflection of personal growth (e.g., self-assessment, peer critiques, interviews)
National Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Vocabulary
Contour: The outside edge or outline of shapes that define the outer and inner edges and surfaces of objects or figures; A contour line is a line that defines the edges and surface ridges of an object and gives an object its shape and volume.A contour drawing is a continuous line that follows the outline and other visible edges of a mass, figure, or object.
Direct observational: Art created by looking at real life and actual object the drawing surf Texture: An element of art that refers to surface quality of an object or composition (e.g., roughness, smoothness).
Assessment-Shading Three-Dimensional Forms
__Does the composition fill the page
(going of the top, left, and right)? __Does the drawing have three-dimensional space? __Are the geometric forms drawn accurately? __Does the drawing demonstrate a full range of values? __Does the drawing show craftsmanship?
Student name_________________________
Date______________
Assessment-Shading Three-Dimensional Forms
__Does the composition fill the page
(going of the top, left, and right)? __Does the drawing have three-dimensional space? __Are the geometric forms drawn accurately? __Does the drawing demonstrate a full range of values? __Does the drawing show craftsmanship?
Student name_________________________
Date______________
Visual Art, Calligraphy
Finish by illustrating a visual (copies of visuals are now available)
Jan. 24-31 Mrs Barnes, Art Visual Art
for grade level » 7 & 8th media type » Painting subject integration » Social Studies
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves.
Sample Artwork:
Materials (what you need)
2 pencils taped together Computer, Internet, online drawing program (for computer option) Lined paper for practice and to place under parchment India Ink Calligraphy pens and nibs Parchment paper Colored Pencils Online Dictionaries Smart Board, document camera online video how to: Calligraphy (learning the art of beautiful writing)
Procedure (what you need)
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
Follow-up Activities
Illuminated Initials
Content Keywords
2-dimensional, historical period, Language Arts, line, rhythm, space, unity
Arkansas Art Standards
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Art 1, Circular Motif: Colored Pencil on Black Paper
Circular Motif: Colored Pencil on Black Paper
Plan ID: 3883
for grade level » High (9-12) duration » 4 sessions (about 60 minutes per session) media type » Drawing subject integration » n/a
Students will learn how to create vivid drawings on black paper with colored pencils. Students will use a circular motif for their designs.
Sample Artwork:
Materials (what you need)
Black paper ( 9" x 12") Prismacolor pencils (24 pack) Circular objects to trace (coffee cans, Pringles cans, quarters, etc.) Pencil Sketchbook
Procedure (what you need)
Show examples of drawings using colored pencils on black paper (Google images has many!).
www.artandsoultexas.com has designs that show the circular theme.
Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.)
Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless.
On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice.
On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top.
It is a good idea to give students a scrap of black paper to test out colors.
Resources
www.artandsoultexas/com kalnsart.com Google images of colored pencil drawings on black paper Teacher example
Content Keywords
black paper, circular motif, colored pencil
Curriculum Standards
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Mrs. Barnes Art, Jan 3-7, Art 1 Circular Motif: Colored Pencil for grade level » High (9-12) duration » 7 sessions (about 40 minutes per session) media type » Drawing Students will learn how to create vivid drawings on black paper with colored pencils. Students will use a circular motif for their designs. Materials (what you need) Black paper ( 9" x 12") color pencils Circular objects to trace (coffee cans, Pringles cans, quarters, etc.) Pencil Sketchbook Procedure (what you need) Show examples of drawings using colored pencils on black paper (Google images has many!). www.artandsoultexas.com has designs that show the circular theme. Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.) Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless. Procedure: On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice. On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top. It is a good idea to give students a scrap of black paper to test out colors. Resources www.artandsoultexas/com kalnsart.com Google images of colored pencil drawings on black paper Teacher example Content Keywords black paper, circular motif, colored pencil Arkansas Art Standards F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings) F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings) F.3.AI.3 Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places CP.4.AI.1 Demonstrate safety, proper technique, and conservation in the use of tools, materials, and equipment in the creation of works of art CP.4.AI.2 Create artworks that show awareness of elements of art, principles of design, and aesthetic concerns CP.4.AI.3 Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings) CP.4.AI.6 Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression National Curriculum Standards 1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems Mrs. Barnes, Visual Art, 8th grade girls Name Portfolio Design for grade level » Middle (6-8) duration » 5 sessions (about 40 minutes per session) media type » Drawing Students will Create an original portfolio design with their name and complementary. Students must show changes in the value of the colors. Sample Artwork: Materials (what you need) Poster Paper Scissors Sharpen Markers Manila Paper Color Pencils Crayons Procedure (what you need) The students will Practice drawing three-dimensional block letters with teacher guided help. Create four value scales using the complementary colors. Transfer sketch on portfolio cover and add the grade level selected design. Outline all pencil lines with a sharpie marker. Color the letter with markers and make sure to show changes in value by coloring the side of the letters with a lighter or darker color. Shade in the background design using a full range of value with the complement color. Grade their artwork with a rubric. Pictures will be shared with the class. Curriculum Standards 1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 2-F (5 - 8) Students select and use the qualities of structures and functions of art to improve communication of their ideas 3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks 4-F (5 - 8) Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art 5-F (5 - 8) Students describe and compare a variety of individual responses to their own artworks and to artworks from
Materials (what you need)
Black paper ( 9" x 12") color pencils Circular objects to trace (coffee cans, Pringles cans, quarters, etc.) Pencil Sketchbook
Procedure (what you need)
Show examples of drawings using colored pencils on black paper (Google images has many!).
www.artandsoultexas.com has designs that show the circular theme.
Discuss with students the range of colors needed to create vibrant contrast. (Most areas are not just colored in with one color, but rather the artist uses analogous colors to make the shapes have more depth.)
Discuss options of keeping the design in the circle or letting it "spill" out of the circle. Stress that while everyone has the same materials and that everyone will start with a circle, the possibilities of designs are endless. Procedure:
On white sketchbook paper, have students trace the coffee can and then build their design from that starting point. Students will sketch out their plan and can dabble with color for practice.
On the 2nd day, students can begin drawing their design on the black paper. As students add color, encourage students to press hard and to build the color up in layers. White is a valuable pencil. It can lighted/brighten any color when layered on top.
It is a good idea to give students a scrap of black paper to test out colors.
Resources
www.artandsoultexas/com kalnsart.com Google images of colored pencil drawings on black paper Teacher example
Content Keywords
black paper, circular motif, colored pencil
Arkansas Art Standards
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
CP.4.AI.1Demonstrate safety, proper technique, and conservation in the use of tools, materials,and equipment in the creation of works of art
CP.4.AI.2Create artworks that show awareness of elements of art, principles of design, andaesthetic concerns
CP.4.AI.3Apply the knowledge of spatial relationships to create a work of art (e.g., visual measurements, figure, facial, linear perspective, architectural renderings, direct observational drawings)
CP.4.AI.6Generate and communicate ideas that create multiple solutions to specific visual art problems or reflect artistic expression
National Curriculum Standards
<!--[if !supportLists]--><!--[endif]-->1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems
Mrs. Barnes, Visual Art, 8th grade girls
Name Portfolio Design
<!--[if !vml]--><!--[endif]-->
for grade level » Middle (6-8) duration » 5 sessions (about 40 minutes per session) media type » Drawing <!--[if !supportLineBreakNewLine]--> <!--[endif]-->
<!--[if !vml]--><!--[endif]--> Students will Create an original portfolio design with their name and complementary. Students must show changes in the value of the colors.
Poster Paper Scissors Sharpen Markers Manila Paper Color Pencils Crayons
Procedure (what you need)
The students will Practice drawing three-dimensional block letters with teacher guided help. Create four value scales using the complementary colors. Transfer sketch on portfolio cover and add the grade level selected design. Outline all pencil lines with a sharpie marker. Color the letter with markers and make sure to show changes in value by coloring the side of the letters with a lighter or darker color. Shade in the background design using a full range of value with the complement color. Grade their artwork with a rubric.
Pictures will be shared with the class.
Curriculum Standards
1-E (5 - 8) Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices 2-F (5 - 8) Students select and use the qualities of structures and functions of art to improve communication of their ideas 3-C (5 - 8) Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks 4-F (5 - 8) Students analyze, describe, and demonstrate how factors of time and place (such as climate, resources, ideas, and technology) influence visual characteristics that give meaning and value to a work of art 5-F (5 - 8) Students describe and compare a variety of individual responses to their own artworks and to artworks from
Visual Art, Calligraphy Acrostic
Mrs Barnes, Art Visual Art
Calligraphy Acrostic
for grade level » 7 & 8th media type » Painting subject integration » Social Studies
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves.
Sample Artwork:
Materials (what you need)
2 pencils taped together Computer, Internet, online drawing program (for computer option) Lined paper for practice and to place under parchment India Ink Calligraphy pens and nibs Parchment paper Colored Pencils Online Dictionaries Smart Board, document camera online video how to: Calligraphy (learning the art of beautiful writing)
Procedure (what you need)
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
Follow-up Activities
Illuminated Initials
Content Keywords
2-dimensional, historical period, Language Arts, line, rhythm, space, unity
Arkansas Art Standards
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Copy for Mr. Lee Nov. 29-Dec 3
This week in Mrs. Barnes High School Art Classes
print for Mr. Lee
2nd period & 3rd period- Monday & Tuesday
Art Students will watch a movie on Art Criticism- This movie will engage and focus art students with a quick look at criticism and critics, the critical method and overviews of non-Western and Western art history. Offering brisk and lively introductions to essential concepts.
Look at artwork by WIndslow Homer- talk about the works of art and engage in Art Criticism.
2nd period & 3rd period- Finish this project in the Impac Lab on Wednesday
Create a collage page on sumo paint with photo's you have taken.
SLE CP.4.AI.13
Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Collaborate with others to create artwork.
Objective Art Students will be roving reporters at the Pioneer Days, Monday and Tuesday.
Assignment/Activity They will take black and white photographs of the activities.
4th period Finish working on this Monday-Friday
SLE
Use additive and/or subtractive methods to produce a relief or sculpture in-the-round(e.g., carving, casting, modeling, assemblage)
Objective
Art Students will create an assemblage sculpture in-the-round
Assignment/Activity
Art Students will create an assemblage using gourds and found objects
5th period FInish this Monday & Tuesday
SLE
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Objective
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves. Assignment/Activity
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
5th period Wednesday Impac Lab Look at and vote on the winner of the logo contest
5th period Thursday-Friday Color Unit.
Create a color wheel
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
copy for Mr. Lee, Dec 6-10
5th period Monday-Friday Color Unit.
Monday- Experiment with Watercolor paint
Tuesday- Create a color wheel Wednesday- (Weather Permitting)Outside Landscape Drawing Thursday-Paint the Landscape Friday- Impac Lab. Look at the artwork Mrs Barnes has for you and load onto the computer. Look at all the layers and open another browser with sumo paint and try to recreate the layers.
VA.6.7.6
Mix color in wet and/or dry media to apply color theory in observational situations or to solve design problems
All classes report Nov 22-2
Mrs. Barnes High School Art Classes
print for Mr. Lee
2nd period
SLE
CP.4.AI.13 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
Collaborate with others to create artwork
Objective Art Students will be roving reporters at the Pioneer Days, Monday and Tuesday.
Assignment/Activity They will take black and white photographs of the activities.
3rd period
SLE
CP.4.AI.13 Produce artwork using various alternative and traditional techniques and media (e.g., jewelry making, scratch art, paper arts, fiber arts, collage, calligraphy, technology, photography)
CP.4.AI.10
Collaborate with others to create artwork
Objective Art Students will be roving reporters at the Pioneer Days, Monday and Tuesday.
Assignment/Activity They will take black and white photographs of the activities.
4th period
SLE
Use additive and/or subtractive methods to produce a relief or sculpture in-the-round(e.g., carving, casting, modeling, assemblage)
Objective
Art Students will create an assemblage sculpture in-the-round
Assignment/Activity
Art Students will create an assemblage using gourds and found objects
5th period
SLE
VA.6.7.14
Produce artwork inspired by or connected to content from other disciplines (e.g., social studies, literacy, performing arts, science, math)
Objective
Art Students will research about historic handwriting styles historic facts about names and use online dictionaries to find different words to describe themselves. Assignment/Activity
Students will view a video stopping at the recommended points to practice letters. Practice continued for three days. During this time students will find words in online dictionaries to go with every letter of their first name. They will practice the words in acrostic formation making sure the words are straight and even.
On the fourth day students will place parchment paper over the lined paper to help keep lines straight and completed the final calligraphy portion of the assignment.
Colored pencils are used to add an illustration to the assignment.
Art 1, The Agony And The Ecstasy, Dec 13-17
This week in Mrs. Barnes High School Art Class, Dec 13-17
print for Mr. Lee
2nd period ,3rd period, 4th period & 5th period- Monday-Wednesday
Art Students will watch the movie: The Agony And The Ecstasy
Charlton Heston and Rex Harrison portray two of the Renaissance's most colorful figures in this historical drama based on Irving Stones's best-seller. (Harrison) commissions Michelangelo (Heston) to paint the ceiling of the Sistine Chapel, the artist initially refuses. Virtually forced to do the job by Julius, Michelangelo later destroys his own work and flees Rome
We will view his artwork of the Sistine Chapel on the document camera from my Michelangelo art book.
The movie is 138 minutes.
Arkansas Art Standards, Art 1
F.3.AI.2Demonstrate an understanding of the various purposes for creating art in the context of self, family, community, social and global perspectives
F.3.AI.3Identify recurring universal themes, concepts, forms, and functions in works of art and design that span cultures, times, and places
RR.5.AI.1Critique artworks in terms of history, culture, and aesthetics
Art 11
RR.2.AII.1 Critique artworks in terms of history, culture, and aesthetic theories (e.g., imitationalism, contextualism, formalism, emotionalism)
RR.2.AII.2 Evaluate the content and manner in which subject matter, symbols, and images are used in the student’s own work and works of others RR.2.AII.3 Reflect upon the personal, social, and global impact of art (e.g., self, gender, family, community, historical, cultural, environments, visual cultures)
Visual Art
VA.7.7.1
Evaluate historical connections between the artwork of self and others (e.g., written or verbal response)
Evaluate historical connections between the artwork of self and others (e.g., written or verbal response)
VA.7.7.2
Examine the styles and historical periods of art throughout time
VA.5.7.15
Relate the importance of art history to the artistic process
2nd period ,3rd period, 4th period & 5th period- Thursday & Friday
Art Students will play Art Jeopardy using the Elements of Art and Principles of Design
Visual Art: A.5.7.2
Demonstrate knowledge of various categories of 2-D shapes and 3-D forms (e.g., curved and angular, sculpture in-the-round, relief)
VA.5.7.3
Demonstrate knowledge of colorschemes in a work of art (e.g., monochromatic, analogous, complementary)
Demonstrate knowledge of complex patterns which occur in the environment and in works of art (e.g., grid, Fibonacci patterns, fractals, tessellations)
VA.5.7.16
Demonstrate an understanding for the various purposes for creating art
Art 11 RR.2.AII.8 Reflect upon ways in which art concepts can be projected into lifelong learning experiences in various disciplines
Art 1, DREAMS / NIGHTMARES
DREAMS / NIGHTMARES
Plan ID: 1761
for grade level » High (9-12) media type » Drawing subject integration » Language Arts
The objective was for students to use a variety of techniques to create a significant work of art with in depth personal connections. The traced photo was enlarged using overhead projector to take emphasis off of the portrait aspect of the project.
Sample Artwork:
Materials (what you need)
Digital Camera Transparencies and Vis-à-Vis Marker Overhead Projector 18"x24" Drawing Paper Colored Pencils [could be painted for richer effect]
Procedure (what you need)
Students took photos of each other as if they were sleeping. I printed the photos in B&W and each student traced their photo on a transparency. We located the center of the drawing paper and using an overhead projector traced the enlarged line drawing at the bottom of the page with the head just crossing the center point. We flipped the transparency and drew another image on the other side of the paper with the heads slightly overlapping. To the left in the space above the sleeping images students were instructed to draw images, symbols, people, and/or objects that brought about sweet dreams; things they liked, loved, and that made them feel happy. To the right, they drew things that they disliked, were afraid of or that made them sad; hence, the nightmare side. They then colored them with colored pencils striving for good coverage and a painted like quality. I also use this challenge with my painting students.
Discussion Questions
Short discussion of dreams and nightmares Brief sharing time Introduce Old Masters work such as Chagall and Bosch
Resources
Magazines were used as visual references for things that students needed to look at to draw. They also used their previous drawings as reference. Chagall's Paintings Bosch's Paintings
Follow-up Activities
Exhibit work Self-critique in terms of elements and principles of design Peer critique [positive of course] Students now have a visual image from which to refer as they write an essay about their dreams and nightmares.
1-G (9 - 12) Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks 1-H (9 - 12) Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use 1-I (9 - 12) Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium 1-J (9 - 12) Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation 2-I (9 - 12) Students create artworks that use organizational principles and functions to solve specific visual arts problems 2-K (9 - 12) Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions 3-F (9 - 12) Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life 3-G (9 - 12) Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others 3-H (9 - 12) Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others 4-I (9 - 12) Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making 5-G (9 - 12) Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works 5-I (9 - 12) Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art 5-J (9 - 12) Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions 6-E (9 - 12) Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis 6-F (9 - 12) Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences 6-G (9 - 12) Students synthesize the creative and analytical principles and techniques of the visual arts and selected other arts disciplines, the humanities, or the sciences
Art 11, Sketchbooks, What are they good for?
Mrs. Barnes, Art 11
Sketchbooks, What are they good for?
Art Students will compile a sketchbook,
Day 1 - Using drawing paper and colored construction paper, make the sketchbook and design the cover.
Day 2-8 Choose a daily sketch assignment from the list of 28 assignments
You will have a total 16 sketches.
CP.4.AIl.5 Compile a sketchbook that includes various techniques, observations, and art experiences.
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