5/2 - 13/16
Masks
Students observe masks and their purposes from three different cultures. Next, students build masks from plaster and add a design that represents one of the cultures.
Masks
Students observe masks and their purposes from three different cultures. Next, students build masks from plaster and add a design that represents one of the cultures.
4/25 - 29/16
4 in 1 Painting
Students will choose a character to draw. Next, students will divide their drawing into four separate spaces. In those spaces, students will paint according to certain color schemes (ways of combining colors).
Elements used: Shape, Color
Principles used: Proportion, Unity
4 in 1 Painting
Students will choose a character to draw. Next, students will divide their drawing into four separate spaces. In those spaces, students will paint according to certain color schemes (ways of combining colors).
Elements used: Shape, Color
Principles used: Proportion, Unity
4/19 - 22/16
Skyline Painting
Students will draw three skylines that appear to be overlapping and receding. Next, students will pair each skyline with colors that emphasize a sense of depth.
Elements used: Line, Space, Shape, Color
Principles used: Pattern, Unity, Contrast
Skyline Painting
Students will draw three skylines that appear to be overlapping and receding. Next, students will pair each skyline with colors that emphasize a sense of depth.
Elements used: Line, Space, Shape, Color
Principles used: Pattern, Unity, Contrast
4/4 -13/16
Zentangles
Students will create basic animal line drawings and fill the spaces with a variety of patterns.
Elements Used: shape, size
Principles Used: pattern, movement, proportion
Zentangles
Students will create basic animal line drawings and fill the spaces with a variety of patterns.
Elements Used: shape, size
Principles Used: pattern, movement, proportion
3/14 - 23/16
Welcome to Art!
Students will complete the following tasks and assignments before Spring Break:
1) Discuss expectations and establish a Class Contract
2) Complete designs for their class folders
3) Practice observation and drawing skills with a grid
Welcome to Art!
Students will complete the following tasks and assignments before Spring Break:
1) Discuss expectations and establish a Class Contract
2) Complete designs for their class folders
3) Practice observation and drawing skills with a grid
Rectangle & Pattern Design
3/8 - 11/16
Shutter Drawing
Students will choose a character to draw and create an overlaying pattern with alternating colors.
Shutter Drawing
Students will choose a character to draw and create an overlaying pattern with alternating colors.
2/9 - 12/16
Emphasis Drawings
Students create emphasis by varying size, shape and color of three similar images.
Elements used: space, shape, emphasis
Principles used: repetition, movement
Emphasis Drawings
Students create emphasis by varying size, shape and color of three similar images.
Elements used: space, shape, emphasis
Principles used: repetition, movement
1/28 - 2/2/16
Watercolor Techniques
Students will practice creating variations of color using watercolor. Next, students will create paintings that use different color combinations.
Watercolor Techniques
Students will practice creating variations of color using watercolor. Next, students will create paintings that use different color combinations.
10/13 - 16/15
Students will practice creating abstract designs.
Elements Used: Line, Shape, Color, Space, Value
Principles Used: Contrast, Unity, Pattern
Students will practice creating abstract designs.
Elements Used: Line, Shape, Color, Space, Value
Principles Used: Contrast, Unity, Pattern
1/5 - 1/15/15
Welcome to Art!
Students will learn about expectations and the grading process in class.
The first two assignments students will complete are a design for the cover of their class folder and an exercise in drawing with a grid.
Welcome to Art!
Students will learn about expectations and the grading process in class.
The first two assignments students will complete are a design for the cover of their class folder and an exercise in drawing with a grid.
12/4 - 14/15
Students will create a drawing illustrating Abraham Lincoln's legacy to submit for a contest at the Abraham Lincoln Presidential Museum.
Students will create a drawing illustrating Abraham Lincoln's legacy to submit for a contest at the Abraham Lincoln Presidential Museum.
Links for Lincoln Facts
http://www.underhishat.org/intheclassroom.html
http://www.ducksters.com/biography/uspresidents/abrahamlincoln.php
http://www.socialstudiesforkids.com/subjects/abrahamlincoln.htm
http://www.fun-facts.org.uk/american-presidents/abraham-lincoln.htm
http://www.librarypoint.org/abraham_lincoln
http://www.underhishat.org/intheclassroom.html
http://www.ducksters.com/biography/uspresidents/abrahamlincoln.php
http://www.socialstudiesforkids.com/subjects/abrahamlincoln.htm
http://www.fun-facts.org.uk/american-presidents/abraham-lincoln.htm
http://www.librarypoint.org/abraham_lincoln
11/23 - 25/15 Write your initials all in the same style and add color and shadow.
Use one of these examples to draw as an illustration for the book Dead End in Norvelt.
Use one of these examples as a drawing for students to use in their choir performance.
Welcome to Art!!!
10/19/15
In Art class, students will create a Class Contract with Ms. Weller about meeting expectations in class. Next, students will begin designing the covers of their class folders (provided).
10/20 - 28/15
Students will create a design for their class folder with their name, images that represent their interests and a pattern.
10/29 - 30/15
Students will practice observation and drawing skills by creating a grid drawing.
10/19/15
In Art class, students will create a Class Contract with Ms. Weller about meeting expectations in class. Next, students will begin designing the covers of their class folders (provided).
10/20 - 28/15
Students will create a design for their class folder with their name, images that represent their interests and a pattern.
10/29 - 30/15
Students will practice observation and drawing skills by creating a grid drawing.
9/28 - 10/7/15
Masks
Students will learn about the origin and purpose of masks in Asian, Native American and African cultures.
Next, students will create their own mask using plaster and paint the surface to reflect on the culture's designs.
Elements used: Space, Shape, Color, Value, Contrast
Principles used: Form, Unity, Movement, Proportion
Masks
Students will learn about the origin and purpose of masks in Asian, Native American and African cultures.
Next, students will create their own mask using plaster and paint the surface to reflect on the culture's designs.
Elements used: Space, Shape, Color, Value, Contrast
Principles used: Form, Unity, Movement, Proportion
9/14 - 18/15
Tones & Abstract
Students will begin using Watercolor. Their first assignment is to create realistic skin tones by mixing a variety of colors together with water.
Also in this first assignment, students will create an abstract design to gain experience in mixing color and water to get the varying shades of color.
Skyline Painting
Students are drawing skylines in succession from the bottom to the top of the page. Next, they will create a progression of warm to cool colors from the bottom to the top for the appearance of receding skylines in the distance.
Tones & Abstract
Students will begin using Watercolor. Their first assignment is to create realistic skin tones by mixing a variety of colors together with water.
Also in this first assignment, students will create an abstract design to gain experience in mixing color and water to get the varying shades of color.
Skyline Painting
Students are drawing skylines in succession from the bottom to the top of the page. Next, they will create a progression of warm to cool colors from the bottom to the top for the appearance of receding skylines in the distance.
8/17 - 28/15
Students are continuing to work on their folder designs for the folder they use in Art class. There are three parts to this project students will be working on throughout the week:
1) Designing their name in a creative, graffiti style letter
2) Creating a pattern on the back with repetitive shapes and colors
3) Drawing three images on the front of the folder that represent individual interests
During this project, students will also complete an assignment of a grid drawing to help them learn skills in completing the three images on the front of their folder.
Students are continuing to work on their folder designs for the folder they use in Art class. There are three parts to this project students will be working on throughout the week:
1) Designing their name in a creative, graffiti style letter
2) Creating a pattern on the back with repetitive shapes and colors
3) Drawing three images on the front of the folder that represent individual interests
During this project, students will also complete an assignment of a grid drawing to help them learn skills in completing the three images on the front of their folder.
5/18 - 22/15
Students will finish their first cultural masks and will being their second mask with a design of their choice.
5/11-15/15
Masks
Students will observe the designs and purposes of masks from Asian, African and Native American cultures to design their own following one of those styles.
Elements Used: Space, Shape, Color, Movement
Principles Used: Unity, Form
Students will finish their first cultural masks and will being their second mask with a design of their choice.
5/11-15/15
Masks
Students will observe the designs and purposes of masks from Asian, African and Native American cultures to design their own following one of those styles.
Elements Used: Space, Shape, Color, Movement
Principles Used: Unity, Form
4/27 - 5/8/15
Watercolor Paintings
Skyline
Students will create a skyline drawing of 1 - 3 cities that overlap. Next, students will use color theory by painting in a progress of warm to cool colors.
4 in 1
Students will design a painting and divide into four sections. In each section, students will use a different idea of color theory: monochromatic, complementary, triadic and choice.
Elements used: Space, Shape, Color, Value
Principles used: Proportion, Unity, Pattern, Contrast, Movement
Watercolor Paintings
Skyline
Students will create a skyline drawing of 1 - 3 cities that overlap. Next, students will use color theory by painting in a progress of warm to cool colors.
4 in 1
Students will design a painting and divide into four sections. In each section, students will use a different idea of color theory: monochromatic, complementary, triadic and choice.
Elements used: Space, Shape, Color, Value
Principles used: Proportion, Unity, Pattern, Contrast, Movement
4/20-24/15
Earth Day
Students will work in groups to draw and research an endangered species in different locations around the world. To do this, students will fulfill the role of an environmental illustrator.
Elements used: Space, Shape, Line, Shape, Color, Value
Principles used: Unity/Harmony, Proportion
Watercolor: Skin Tones, Tints, Hues & Shades
Students will learn concepts of color theory and will observe how to use watercolor to mix various colors and different levels of opacity. Students will practice creating various skin tones and different tints and shades of colors according to the demonstration.
Elements used: Color, Value
Principles used: Proportion
Earth Day
Students will work in groups to draw and research an endangered species in different locations around the world. To do this, students will fulfill the role of an environmental illustrator.
Elements used: Space, Shape, Line, Shape, Color, Value
Principles used: Unity/Harmony, Proportion
Watercolor: Skin Tones, Tints, Hues & Shades
Students will learn concepts of color theory and will observe how to use watercolor to mix various colors and different levels of opacity. Students will practice creating various skin tones and different tints and shades of colors according to the demonstration.
Elements used: Color, Value
Principles used: Proportion
4/13 - 17/15
Emphasis Drawing
Students will learn about creating emphasis in artwork by making one part of their work stand out. Students will choose three objects to draw that share a common theme and create emphasis in one part of their drawing.
Elements Used: Line, Space, Shape, Color
Principles Used: Emphasis, Unity, Pattern
Watercolor: Monochromatic
Students will learn about the tints, hues and shades of a color. Next, students will experiment by creating different colors by using watercolor paint. Students will design their paper and add color by using only one color's tints, hues and shades.
Elements Used: Shape, Color, Value
Principles Used: Unity
Emphasis Drawing
Students will learn about creating emphasis in artwork by making one part of their work stand out. Students will choose three objects to draw that share a common theme and create emphasis in one part of their drawing.
Elements Used: Line, Space, Shape, Color
Principles Used: Emphasis, Unity, Pattern
Watercolor: Monochromatic
Students will learn about the tints, hues and shades of a color. Next, students will experiment by creating different colors by using watercolor paint. Students will design their paper and add color by using only one color's tints, hues and shades.
Elements Used: Shape, Color, Value
Principles Used: Unity
3/23-27/15
Zentangles
Students will create line drawings of an animal's outline. Next, students will fill in their drawings with various patterns according to the size, shape and proportions of their animals.
Elements Used: Space, Line, Shape
Principles Used: Unity, Proportion, Pattern, Movement
Zentangles
Students will create line drawings of an animal's outline. Next, students will fill in their drawings with various patterns according to the size, shape and proportions of their animals.
Elements Used: Space, Line, Shape
Principles Used: Unity, Proportion, Pattern, Movement
3/2-6/15
3 Vu Drawings
Students will create three separate drawings that share a common theme. Next, students will combine these drawings together to create a 3-D multi-view appearance of the drawings altogether.
Elements used: Line, Shape, Color, Pattern, Space
Principles used: Unity/Harmony, Proportion, Movement
Student Choice
For this assignment, students are given options of the subject for their design as well as the materials to use.
2/23-27/14
Holocaust Project
Students will choose an individual involved in the Holocaust/World War II to research. With the information about that person's experiences, students will create a drawing the summarizes the information they have found that helps to express tolerance and justice.
Elements Used: Line, Shape, Color, Space, Value, Emphasis
Principles Used: Unity/Harmony, Movement
2/17-20/15
Masks
Students will view the designs and learn about the purposes of masks in Native American, African and Asian cultures. Next, students will design their own mask by building it out of plaster and painting the surface.
Holocaust Project
Students will research one person from the Holocaust and create a drawing that integrates parts of their story.
Masks
Students will view the designs and learn about the purposes of masks in Native American, African and Asian cultures. Next, students will design their own mask by building it out of plaster and painting the surface.
Holocaust Project
Students will research one person from the Holocaust and create a drawing that integrates parts of their story.
2/2-6-15
4 in 1 Painting:
Students will choose a character, logo or design for their painting. Next, students will learn more relationships between color and color schemes to complete their painting in separate parts, using different relationships and schemes in each place.
Elements used: shape, value, color, space
Principles used: contrast, pattern
4 in 1 Painting:
Students will choose a character, logo or design for their painting. Next, students will learn more relationships between color and color schemes to complete their painting in separate parts, using different relationships and schemes in each place.
Elements used: shape, value, color, space
Principles used: contrast, pattern
1/12 - 15/15
Students will create three drawings that emphasize color theory and relationships between colors.
Complementary - Students will draw two objects that are associated with each other as opposites. Next, students will complete the drawing by adding a pair of complementary colors.
Adjacent - Students will draw three objects that relate to each other by sharing a common purpose. Next, students will complete the drawing by adding three colors that are adjacent on the color wheel.
2-in-1: Students will create a drawing of their choice and divide the drawing in two spaces. In one space, students will use complementary colors and in the other space students will use adjacent colors.
Students will create three drawings that emphasize color theory and relationships between colors.
Complementary - Students will draw two objects that are associated with each other as opposites. Next, students will complete the drawing by adding a pair of complementary colors.
Adjacent - Students will draw three objects that relate to each other by sharing a common purpose. Next, students will complete the drawing by adding three colors that are adjacent on the color wheel.
2-in-1: Students will create a drawing of their choice and divide the drawing in two spaces. In one space, students will use complementary colors and in the other space students will use adjacent colors.
1/5-9/15
Students will complete their Emphasis Drawings on Wednesday.
Students will complete their Emphasis Drawings on Wednesday.
12/15-19/14
Students will complete their zentangle projects and begin Emphasis Drawings.
For their Emphasis Drawings, students will choose three related objects. Students will vary the shape, size and placement of these objects to fill one page. Then, students choose one of those objects to emphasize with color.
Elements Used: shape, color, space
Principles Used: unity, proportion, emphasis
Students will complete their zentangle projects and begin Emphasis Drawings.
For their Emphasis Drawings, students will choose three related objects. Students will vary the shape, size and placement of these objects to fill one page. Then, students choose one of those objects to emphasize with color.
Elements Used: shape, color, space
Principles Used: unity, proportion, emphasis
12/8-12/14
Zentangles
Students will practice their grid drawing skills by completing a line animal drawing of their choice. Next, students will add various patterns to their animal, forming the patterns to the sizes, shapes and proportions.
Elements used: Line, Shape
Principles used: Pattern, Movement, Proportion, Unity
Zentangles
Students will practice their grid drawing skills by completing a line animal drawing of their choice. Next, students will add various patterns to their animal, forming the patterns to the sizes, shapes and proportions.
Elements used: Line, Shape
Principles used: Pattern, Movement, Proportion, Unity
11/17 - 21/14
Students will complete painting their clay boxes and will also complete a Student Choice Project where they have several choices of a design (Emojis, Character, Series) and two choices of materials (colored pencil, watercolor) to use for completing it.
On 11/19/14, Sandra McCone, children's author and illustrator will be visiting the 6th grade classes. Mrs. McCone will share her experiences with visual art and her success as an author and illustrator.
Students will complete painting their clay boxes and will also complete a Student Choice Project where they have several choices of a design (Emojis, Character, Series) and two choices of materials (colored pencil, watercolor) to use for completing it.
On 11/19/14, Sandra McCone, children's author and illustrator will be visiting the 6th grade classes. Mrs. McCone will share her experiences with visual art and her success as an author and illustrator.
11/3-7/14
Students will be painting their clay boxes.
Students will be painting their clay boxes.
10/27-30/14
Treasure Box
Students will be constructing their treasure boxes out of clay.
This will be done by using a slip and score process as a way to connect the sides and bottom of the box.
Lastly, students will complete a lid for their box.
Construction is due Thursday 10/30, and students will paint the boxes next week.
Elements used: shape, space, color, texture, form
Principles used: unity , proportion, pattern
Treasure Box
Students will be constructing their treasure boxes out of clay.
This will be done by using a slip and score process as a way to connect the sides and bottom of the box.
Lastly, students will complete a lid for their box.
Construction is due Thursday 10/30, and students will paint the boxes next week.
Elements used: shape, space, color, texture, form
Principles used: unity , proportion, pattern
10/14-17/14
Students will complete Aerial Paintings.
4 in 1 Paintings
Next, students will create a drawing of a still life arrangement or character of their choice. To paint it, students will divide the drawing into four sections and will choose different color schemes for each section.
Elements used: Space, Shape, Color
Principles used: Unity, Balance
Students will complete Aerial Paintings.
4 in 1 Paintings
Next, students will create a drawing of a still life arrangement or character of their choice. To paint it, students will divide the drawing into four sections and will choose different color schemes for each section.
Elements used: Space, Shape, Color
Principles used: Unity, Balance
10/6-9/14
Aerial Paintings
Students will choose a skyline to repeat to look like they overlap into the horizon.
To complete the painting, students will first learn about warm and cool colors. Next, students will paint warm colors in the foreground and cool colors in the background according to color theory.
Elements Used: Shape, Color, Space
Principles Used: Balance, Contrast, Pattern, Movement
Aerial Paintings
Students will choose a skyline to repeat to look like they overlap into the horizon.
To complete the painting, students will first learn about warm and cool colors. Next, students will paint warm colors in the foreground and cool colors in the background according to color theory.
Elements Used: Shape, Color, Space
Principles Used: Balance, Contrast, Pattern, Movement
9/29/14 - 10/3/14
Monday: Students will complete their emphasis drawings.
Tuesday - Friday:
Students will learn the chromebook expectations for Art Class.
Students will view examples of Rene Magritte's work, specifically his painting, The False Mirror.
Using this and other examples of his work, students will form a definition for abstract art.
Next, students will create their own Magritte drawings of The False Mirror by following the general format and creating their own design inside the iris of the drawing.
Elements used: line, shape, space, color
Principles used: proportion, unity
Monday: Students will complete their emphasis drawings.
Tuesday - Friday:
Students will learn the chromebook expectations for Art Class.
Students will view examples of Rene Magritte's work, specifically his painting, The False Mirror.
Using this and other examples of his work, students will form a definition for abstract art.
Next, students will create their own Magritte drawings of The False Mirror by following the general format and creating their own design inside the iris of the drawing.
Elements used: line, shape, space, color
Principles used: proportion, unity
9/22-26/14
Emphasis Drawing
Students will select three shapes to fill a page with by drawing them multiple times in various sizes and by overlapping the shapes. Students will create emphasis by adding color to one shape.
Elements used: shape, space, color
Principles used: pattern, emphasis
Emphasis Drawing
Students will select three shapes to fill a page with by drawing them multiple times in various sizes and by overlapping the shapes. Students will create emphasis by adding color to one shape.
Elements used: shape, space, color
Principles used: pattern, emphasis
9/15-19/14
Zentangles
Students will complete a line/contour drawing of an animal according to the approaches we have practiced through Character Building.
Next, students will consider the following tools of design when completing their designs on the drawing to complete a zentangle.
Elements used: Line, Shape
Principles used: Pattern, Movement, Proportion, Unity
Zentangles
Students will complete a line/contour drawing of an animal according to the approaches we have practiced through Character Building.
Next, students will consider the following tools of design when completing their designs on the drawing to complete a zentangle.
Elements used: Line, Shape
Principles used: Pattern, Movement, Proportion, Unity
8/29/14 - 9/11/14: Character Building and Folder Design
Character Building
We will discuss answers to the following questions:
What is literal and figurative character?
How can we describe figurative character, in general and individually?
What is the importance of character?
We will learn the following skill:
Drawing according to a grid example
Elements used: Line, Shape, Space
Principles used: Proportion, Balance
Folder Design
The purpose of this assignment is to create a design reflecting the student's personality and interests
We will learn the following skills:
Drawing graffiti or unique fonts of letters
Continuing to draw a variety of small, simple drawings through use of grids
Elements used: Space, Shape, Color
Principles used: Pattern/Unity, Proportion
Character Building
We will discuss answers to the following questions:
What is literal and figurative character?
How can we describe figurative character, in general and individually?
What is the importance of character?
We will learn the following skill:
Drawing according to a grid example
Elements used: Line, Shape, Space
Principles used: Proportion, Balance
Folder Design
The purpose of this assignment is to create a design reflecting the student's personality and interests
We will learn the following skills:
Drawing graffiti or unique fonts of letters
Continuing to draw a variety of small, simple drawings through use of grids
Elements used: Space, Shape, Color
Principles used: Pattern/Unity, Proportion
8/14-16/14: First Days!!
During these first two days, we will:
Introduce Ourselves
Create Class Contract
Discuss Class Roles
Create Emojis
Emojis
Students will choose one positive and one negative attitude that will help or hurt their progress in class (as explained through the Class Contract)
Students will then draw an emoji that represents each attitude that will posted in the classroom
Elements used: Shape, Line, Space, Color
Principles used: Movement, Emphasis, Unity
During these first two days, we will:
Introduce Ourselves
Create Class Contract
Discuss Class Roles
Create Emojis
Emojis
Students will choose one positive and one negative attitude that will help or hurt their progress in class (as explained through the Class Contract)
Students will then draw an emoji that represents each attitude that will posted in the classroom
Elements used: Shape, Line, Space, Color
Principles used: Movement, Emphasis, Unity
4/28-5/2/14: Watercolor
Students are completing three watercolor paintings that help them use color more wisely and creatively by applying color theory.
Monochromatic: Students are choosing one shape to repeat into an overlapping pattern. Next, students will choose one color and create tints (light version of color), the hue (regular version of color), and shades (dark version of color) to complete the painting.
Aerial: Students will choose one city skyline and trace the skyline four times to overlap each other. Next, students will use warm colors (red, orange, yellow) in the front and cool colors (blue, green, purple) in the back to complete the painting.
4-in-1: Students can choose a character or object for this painting. Students will divide the painting into four sections and use different combinations of colors in each section:
1 - monochromatic
2 - complementary colors (opposite of each other on the color wheel)
3 - adjacent colors (next to each other on the color wheel)
4 - student choice
Elements of Design: Line, Shape, Space, Color
Principles of Design: Pattern, Unity, Movement
Students are completing three watercolor paintings that help them use color more wisely and creatively by applying color theory.
Monochromatic: Students are choosing one shape to repeat into an overlapping pattern. Next, students will choose one color and create tints (light version of color), the hue (regular version of color), and shades (dark version of color) to complete the painting.
Aerial: Students will choose one city skyline and trace the skyline four times to overlap each other. Next, students will use warm colors (red, orange, yellow) in the front and cool colors (blue, green, purple) in the back to complete the painting.
4-in-1: Students can choose a character or object for this painting. Students will divide the painting into four sections and use different combinations of colors in each section:
1 - monochromatic
2 - complementary colors (opposite of each other on the color wheel)
3 - adjacent colors (next to each other on the color wheel)
4 - student choice
Elements of Design: Line, Shape, Space, Color
Principles of Design: Pattern, Unity, Movement
4/14-16/14: Watercolor
Students are beginning to use watercolor and are learning to create various skin tones and abstract designs.
Elements of Design: Color, Shape, Space
Principles of Design: Contrast, Pattern, Unity
Students are beginning to use watercolor and are learning to create various skin tones and abstract designs.
Elements of Design: Color, Shape, Space
Principles of Design: Contrast, Pattern, Unity
4/7-11/14: Pop Art
Students have reviewed the facts and events of World War II and the Holocaust they have learned as preparation for their upcoming field trip. Students are also viewing examples of propaganda and the removal and destruction of artwork that occurred during this time to understand the role of visual art in the events.
Next, students are learning about the formation of pop art as expressing hope in the aftermath of World War II, and students will complete their own designs of Pop Art.
Elements of Design: Shape, Space, Color, Contrast
Principles of Design: Pattern, Unity
Students have reviewed the facts and events of World War II and the Holocaust they have learned as preparation for their upcoming field trip. Students are also viewing examples of propaganda and the removal and destruction of artwork that occurred during this time to understand the role of visual art in the events.
Next, students are learning about the formation of pop art as expressing hope in the aftermath of World War II, and students will complete their own designs of Pop Art.
Elements of Design: Shape, Space, Color, Contrast
Principles of Design: Pattern, Unity
3/24-28/14: 3-Vu & Pop Art
Students will be finishing the construction process of their 3-Vu projects.
Next, students will begin Pop Art projects after learning about post-World War II's impact that brought about the style.
Students will be finishing the construction process of their 3-Vu projects.
Next, students will begin Pop Art projects after learning about post-World War II's impact that brought about the style.
3/17-20/14: 3-Vu Project
Students are choosing three images to use for three separate drawings.
After completing the drawings and a simple pattern/background, students will complete the construction process of piecing together their drawings to complete one final project.
Elements of Design: Space, Shape, Color
Principles of Design: Pattern, Movement, Form
Students are choosing three images to use for three separate drawings.
After completing the drawings and a simple pattern/background, students will complete the construction process of piecing together their drawings to complete one final project.
Elements of Design: Space, Shape, Color
Principles of Design: Pattern, Movement, Form
3/10-14/14: Value Exercises and Emphasis Project
The students will begin creating a value scale and practice adding a range of values to three-dimensional objects and blending the values neatly.
Elements of Design: Value & Space
Next, students will choose three objects that share a common theme/purpose and arrange them on a page to show repetition and emphasis.
Elements of Design: Shape & Space
Principles of Design: Pattern & Emphasis
The students will begin creating a value scale and practice adding a range of values to three-dimensional objects and blending the values neatly.
Elements of Design: Value & Space
Next, students will choose three objects that share a common theme/purpose and arrange them on a page to show repetition and emphasis.
Elements of Design: Shape & Space
Principles of Design: Pattern & Emphasis
Foam Board Sculptures & Ringgold Quilt Project 2/18-21/14
Students are completing foam board sculptures by cutting various geometric and organic shapes and attaching them together to form an abstract, 3-dimensional sculpture. Students are also adding color by acrylic paint.
Next, students will view Faith Ringgold's artwork ranging from paintings to quilts that emphasize the Civil Rights Movement. As a way of recognizing Black History Month, students will create a drawing to serve as a "patch" for the class quilt that represents the idea of equality.
Students are completing foam board sculptures by cutting various geometric and organic shapes and attaching them together to form an abstract, 3-dimensional sculpture. Students are also adding color by acrylic paint.
Next, students will view Faith Ringgold's artwork ranging from paintings to quilts that emphasize the Civil Rights Movement. As a way of recognizing Black History Month, students will create a drawing to serve as a "patch" for the class quilt that represents the idea of equality.
Attitude Drawings & Folder Design 2/24-28/14
As students begin their trimester in Art class, we will be discussing the class expectations and the importance of attitude in order to meet them and to make the most out of their time in class.
The students' first assignment is to create drawings that express an attitude in simple, cartoon expressions.
Next, students will have the opportunity to express themselves as they design the front of their class folders.
These introductory assignments focus on the design elements of: line, shape, and space, and the design principles of: unity, pattern and movement.
As students begin their trimester in Art class, we will be discussing the class expectations and the importance of attitude in order to meet them and to make the most out of their time in class.
The students' first assignment is to create drawings that express an attitude in simple, cartoon expressions.
Next, students will have the opportunity to express themselves as they design the front of their class folders.
These introductory assignments focus on the design elements of: line, shape, and space, and the design principles of: unity, pattern and movement.