(Remember this week was shortened for MLK's birthday!)
Art 1:
Students began by finishing their sketchbook cover designs. They learned and took notes on the Elements of Art. They created a non-objective work of art based on the element of Shape and the principle fo Repetition to create pattern.
Art 2\Photo:
Students critiqued their images of our school and their Elements of Art pictures. They researched photo history in the Mac lab in small groups and made timelines demonstrating major moments in Photo history, as well as world and American history that directly related to photography in some way!
Art 3/4:
Students began their 1st choice projects.
Tuesday, January 26, 2010
Week 2... Intro to the Course
Students spent this week getting acquainted with the course and instructor. In addition to covering the syllabus, completing surveys, taking pretests, discussing class policies, becoming familiar with the organization of the classroom and the logistics of turning in papers, etc., students also began their first projects.
Art 1:
Students begain by looking at Typography, the study and use of fonts. After discussing how different fonts can express different personalities and moods, students created nametags for their cubbies which showed a little about their personality and interests through the font they created or chose. Students used their choice of colored pencils or markers to add color to their designs and hung them on their cubbie drawers.
Students also began work on their bookmaking project; they created their own 40 page sketchbooks (Investigation Workbooks or IW's) to use throughout the semester. They will complete their 2-3 page/week homework assignments, their notes, "Investigation" for class projects and writing reflections all in this same book. They were challenged to decorate the front and back covers in designs which would reflect their lives and interests. They were given the option to use colored pencils, markers, and collaged images from magazines as the media to create their book cover designs.
Art2/Photo:
Students begain by creating nametags for their cubbies which showed a little about their personality and interests through the font they created or chose. Students used their choice of colored pencils or markers to add color to their designs and hung them on their cubbie drawers. Students also brought in several photos taken before class. I asked them to select only the best images they had available they had taken themselves. The class analyzed and critiqued the photos as a group. We were all impressed by the images students had already created; there is some real talent in this class! This was a great pretest to see what level each student is starting on as far as skill and technical knowledge.
Students also took a day to shoot some pictures of the school. The photo assignment was to take pictures of things we all see everyday at school, but may never notice. The goal of the project was to force both the photographer and the viewer to look at scenes and objects they see all the time in a new and different way.
One day was spent in the computer lab researching photographers, useful websites, and signing up for Picnik, an amazing photo-manipulation site the students will be using.
Art3/4:
Students began this week to create lists of ideas, materials, techniques, and artists they wanted to learn more about this semester. They made goals for themselves as artists and students. As Advanced Studio Art students, I expect each student to have a portfolio of artwork by the end of the semester of at least 12 quality pieces, each with a critque and artist's statement.
In addition, students must create and complete an "Invesigation Workbook" throughout the course. I provided them with a bound 100 page sketchbook to use as their IW. The IW should contain 2-3 page "Investigations" of images and words for each class project, as well as 2-3 page/week homework assignments, their notes, self critiques, and writing reflections all in this same book. I've instructed them to use it as a visual record of their thoughts.
The nature of the course allows each student to work independently on projects of their choosing most days, however there will be projects I assign which I want every student in the class to complete. Part of the difficulty in this course is taking the initiative to generate ideas, participate in the process, and manage time effectively. I look forward to working with this highly skilled, creative, fun group of students who MUST be brave to take MORE of my courses!! :)
Art 1:
Students begain by looking at Typography, the study and use of fonts. After discussing how different fonts can express different personalities and moods, students created nametags for their cubbies which showed a little about their personality and interests through the font they created or chose. Students used their choice of colored pencils or markers to add color to their designs and hung them on their cubbie drawers.
Students also began work on their bookmaking project; they created their own 40 page sketchbooks (Investigation Workbooks or IW's) to use throughout the semester. They will complete their 2-3 page/week homework assignments, their notes, "Investigation" for class projects and writing reflections all in this same book. They were challenged to decorate the front and back covers in designs which would reflect their lives and interests. They were given the option to use colored pencils, markers, and collaged images from magazines as the media to create their book cover designs.
Art2/Photo:
Students begain by creating nametags for their cubbies which showed a little about their personality and interests through the font they created or chose. Students used their choice of colored pencils or markers to add color to their designs and hung them on their cubbie drawers. Students also brought in several photos taken before class. I asked them to select only the best images they had available they had taken themselves. The class analyzed and critiqued the photos as a group. We were all impressed by the images students had already created; there is some real talent in this class! This was a great pretest to see what level each student is starting on as far as skill and technical knowledge.
Students also took a day to shoot some pictures of the school. The photo assignment was to take pictures of things we all see everyday at school, but may never notice. The goal of the project was to force both the photographer and the viewer to look at scenes and objects they see all the time in a new and different way.
One day was spent in the computer lab researching photographers, useful websites, and signing up for Picnik, an amazing photo-manipulation site the students will be using.
Art3/4:
Students began this week to create lists of ideas, materials, techniques, and artists they wanted to learn more about this semester. They made goals for themselves as artists and students. As Advanced Studio Art students, I expect each student to have a portfolio of artwork by the end of the semester of at least 12 quality pieces, each with a critque and artist's statement.
In addition, students must create and complete an "Invesigation Workbook" throughout the course. I provided them with a bound 100 page sketchbook to use as their IW. The IW should contain 2-3 page "Investigations" of images and words for each class project, as well as 2-3 page/week homework assignments, their notes, self critiques, and writing reflections all in this same book. I've instructed them to use it as a visual record of their thoughts.
The nature of the course allows each student to work independently on projects of their choosing most days, however there will be projects I assign which I want every student in the class to complete. Part of the difficulty in this course is taking the initiative to generate ideas, participate in the process, and manage time effectively. I look forward to working with this highly skilled, creative, fun group of students who MUST be brave to take MORE of my courses!! :)
Welcome to 2nd Semester!
This semester I am excited to be teaching three different classes: Art 1, Art 2 Intro Photography, and Art 3/4 Studio Art. I will do my best to differentiate the classes here by making headings within each week's blog for each specific course. This blog will be updated weekly with assignments, topics of discussion, due dates, reminders, and any other important information for students and guardians!
As our first week consisted of a day and a half (thanks, Snow!), we barely got into introducing the courses week 1. We will use week 2 to truly introduce each course with syllabi and class logistics.
Welcome to Art and 2nd Semester, Everyone!
As our first week consisted of a day and a half (thanks, Snow!), we barely got into introducing the courses week 1. We will use week 2 to truly introduce each course with syllabi and class logistics.
Welcome to Art and 2nd Semester, Everyone!
Finishing up 1st Semester
Students finished up the last two weeks of the semester in Art 1 creating their quarter exam projects: Altered Books. Not only was the project a great test of the skills and knowledge gained about various techniques and approaches to art, but also allowed students a lot of freedom to express themselves. The resulting Altered books were truly amazing works of art. I hope to have several pages and books added to the online gallery for everyone to see. I was truly impressed with the abilities and knoweldge the students were able to demonstrate through the production of their artwork!
Thanks for a great 1st semester! See you in Art 2!
Thanks for a great 1st semester! See you in Art 2!
Tuesday, December 1, 2009
Altered Arts... Week 15
This week students began by researching Altered Arts, specifically Artist Trading Cards (ATCs) and Altered Books. Students gathered information online and found lots of images and examples to spur ideas. As usual, students recorded their findings and resources in the Developmental Workbooks, or DW's (the books formerly known as sketchbooks). This is a class joke; ask your student. :)
Students will begin exploring Altered arts by creating their own Altered Book as a quarter exam project, which we will be working on in class for the next two weeks. The book will be based on the lyrics of a song or quote of the student's choice. They will be required to have at least 15 two-page spreads, including 5 required techniques from the list I provided students. Students must make choices as to which media, techniques, and images will best express the ideas, feelings and message of their chosen words. They must use the knowledge of materials and processes they have gained throughout the semester to communicate a specific idea.
Students will also have the opportunity to create an ATC to submit for the Hamilton County Art Students' ATC Swap this month*. Students can create a high-quality ATC to submit for the swap using any medium using a landscape as the subject matter. If a student's ATC is deemed appropriate and strong enough for submission to the Swap, the student will receive an additional quiz grade of 100! *This is an extra credit assignment, it is not required.*
REMINDER: HOMEWORK ASSIGNS 11 AND 12 DUE WEDNESDAY!!!
Monday, November 23, 2009
Self Critiques on the Wiki... Week 14
For our two day week prior to Thanksgiving, students are completing critiques of their own work. Using the self critique questions I provide as a guideline, students write reflective short essays describing their work. After giving full descriptions of the work, students then analyze and evaluate their work. For this critique, students are focusing on the Andy Goldsworthy inspired sculptures they created last week. They are creating wiki pages to present their work.
Happy Thanksgiving and enjoy the break!
Tuesday, November 17, 2009
Andy Goldsworthy Studies... Week 13
This week students spent time researching environmental artist Andy Goldsworthy. Noted for his inventive use of natural materials in specific settings, Goldsworthy's work is exciting to students. Creating sculptures from natural materials found on site using no man made adhesives or tools, Goldsworthy's work involves ideas such as time, change, and permanence in his sculptures. Often times the only way to experience his sculptures are through the photographs he takes, as the sculptures are often in remote locations or are changed by weather and natural disintegration.
Students used the information they researched to create informational wiki pages about Goldsworthy's art, including a brief critique of his work in general. Students wrote three paragraphs and included images in their pages, completed during class time in the Fine Arts Mac lab.
Later in the week (if the rain stops!), students will take a hike in the woods around the school to evaluate their materials and resources, eventually creating their own outdoor environmental sculptures!
Link to wiki page with student responses to Goldsworthy's work found here.
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