Intro to Art (transitioning next year to "general art") is a class that explores different media and methods for art production. Students are asked to think critically, problem solve, and work through design problems to find a creative solution. While assignments are teacher facilitated, the students have a wide range of options for how their work is made and presented. Communicating about their work and the work of others is also an important focus of this curriculum.
We meet in the art room with Mrs. Long once a day for about 40 minutes.
We meet in the art room with Mrs. Long once a day for about 40 minutes.
Students learn the proportions of the face before drawing their own reflection. Students are also asked to integrate their personality throughout their drawing.
|
|
|
Students learn about value and how to use it to accurately render an image. After selecting a high-contrast photograph, students draw their image onto a white paper. That drawing is then layered onto 5 evenly graduated values using spray adhesive. Students cut through the layers of paper to expose the value needed to created their image.
*The name for this project comes from my high school art teacher Mr. Drake as he is the one who taught me this process! :) |
After learning about color theory and practicing color mixing, students are asked to create a portrait of an idol. In addition to accurately representing their image of their idol, they are asked to create a shrine that includes important artifacts or symbols to their idol. This project scaffolds previously learned material including proportions of the face, value representation, and the color mixing process by encouraging them to create an accurate skin tone.
|
|
|
Students write a personal narrative using different creative writing styles. Students are introduced to artists Beverly Buchanan, El Anatsui, and Mark Bradford and are asked to analyze and interpret their work.
Students then use found materials (that relate to their content) to represent their narrative in sculptural form. During group critique, the class analyzes and interprets each work prior to reading the written narrative. |
Self-Portrait Still LifeAfter learning about traditional vanitas and symbolism in artworks, students gather a variety of objects that represent their personality, their passions, or something meaningful to them. They learn how to create an impactful composition then how to render objects accurately. Drawing and color theory principals are learned and applied for this assignment.
|
|
|
Ceramic VesselsDuring this assignment, students learn about coil and slab construction in order to create a utilitarian vessel. Most make mugs and our assignment wraps up with a tea/coffee/hot chocolate party where we listen to music, share a warm beverage out of our mugs, and socialize for a day.
|
Collaborative Stuffed MonstersA student and teacher favorite! High school students work with kindergarteners to recreate a monster the kindergarteners have drawn. Students will learn basic sewing applications and work collaboratively with their "client" during this lesson. They will also put their story writing skills to use as they create a narrative to give to their kindergarten student about their monster.
|
|
More Coming Soon!