Art 1 End-of-Semester SAR

Directions:

1. You will email stephanie.r.grijalva@gmail.com, replying to our old conversation thread.
2. You will be prepared to conference, bringing your sketchbook, portfolio, (and any missing works) starting Friday, December 16. This reflection must be emailed before the conference. 
3. Please create a digital folder with your Photoshop pieces, and any evidence of extending your learning outside of the classroom.
4. Please make sure work is in order, in your portfolio, and labeled properly. You also will bring up your final performance piece, in progress.
5. Your final portfolio grade, based on three categories: Create; Relate; Evaluate (in bold within the assessment) will be recorded as part of your District CRT.

 Step One

Performance: Explain your overall performance this term. What project was the most successful in your portfolio? Explain. In what ways did you create? State your claim, support with evidence, and discuss the reasons your evidence supports the ways you’ve created.

• The major performance pieces for the semester include: Movie Poster, Infographic, Tessellation, Shattered Image, Valley of the Sunflowers Packet, Self Portrait, and your sketchbook.

Circle One: √+   √    √-

 Step Two

Participation: Based on the expectations for participation, how have you done this term?  State your claim. Include specific examples (evidence) to support your assessment. 

• In addition, what techniques/concepts did you learn?  Use specific examples from projects.
• Finally, how do you now relate to artwork, e.g. what artists, artworks, and/or new art terms enrich your term experience?
• How did you assess (evaluate) your work and the work of other artists during the term?

Circle One: √+   √    √-

Step Three

Progress: List what you can do to improve success in your portfolio. How have you grown as an artist (Claim)? What goals did you set and did you meet them (Evidence)? What have you learned about what it means to make art and be an artist? What do you plan to do differently starting in January? What are your goals for next term? 

Circle One: √+   √    √-

Step Four

Explain what grade you’ve earned. Use evidence to support your explanation. What, if any, evidence do you have for exceeding expectations?

Artwork of the Week

• Create a design for your own Mata Ortiz pottery
• Do a drawing that represents the Golden Ratio/Mean

Spread the word! Remember that a great way to extend your learning beyond the classroom walls is to do the DAIJ critique process with the works of the Mata Ortiz potters.

Introduction to the human form

 Michelangelo

Chuck Close

On a post-it note, partner with and answer the following for one your peers' "Shattered Images." Give them the note when complete, and put the note you receive into your notebook. Then, check out some works by the artists above, and answer the following (Page 50).

Describe: Artist, Title, Date, Description
Analyze: How is the work organized? What are some similarities? What is emphasized?
Interpret: How does the work make you think/feel? What is the artist trying to communicate? (and why?)
Judgment: What is your opinion of the work and why?

Important Stuff at the End-of-Term Art 1

• 12/6: Peer critiques & a closer look at Michelangelo and Chuck Close
• 12/7: Portrait inspired by Chuck Close: Introduction
• 12/8: Studio time & Sketchbook Check
• 12/9: Last Valley of the Sunflowers
• 12/13: Studio time
• 12/14: Review for Final Exam & Final SAR Delievery
• 12/15: Studio time & Conferencing
• 12/16: Studio time & Conferencing
• 12/19: Studio time & Conferencing
• 12/20: Studio time/Conferencing/Clean-up
• 12/21-22: Final Exams

Artwork of Week 17: Pg. 49

Ellaphie Ward-Hilhorst

You will create an artwork connected to your Grow House experiences that either:

• is an observational drawing, like the botanical sketch above, of the plant you grew at home;
• is an expressive/emotional reflection on the experience of growing your plant

SAR #6

Participation✔+, ✔, ✔- (Please, add an assessment mark)

How has your behavior helped (or harmed) the classroom environment?
In what ways have you participated?
What is working? What isn't?
Progress
✔+, ✔, ✔- (Please, add an assessment mark)
What have you learned?
What have you gotten better at?
Why do you think it was important to learn about VALUE and CONTRAST? How have the observational drawings and the "Shattered Image" works changed your approach to art?

(8th period: How has your understanding of working with clay changed?)

Performance
✔+, ✔, ✔- (Please, add an assessment mark)
What evidence do you have for your creative growth?
Is your sketchbook complete? How is your sketchbook enhancing your learning?

Have you added evidence to the first pages in your sketchbook? Does it demonstrate your learning? How so?
Did you complete and turn in the "Shattered Image" artwork? (8th period: Did you complete the your ceramic tiles, sculptures, and wheel project?)

Artwork of the Week--Page 47

• Draw what you see when you close your eyes.
• Do a page of studies of different facial features (eyes, noses, mouths, ears, etc.) by observing people around you.
• Draw a plate of leftovers.

Artwork of the Week

Picasso "Le Guitariste" 1910

• Cut out a few human figures from magazines. Glue down (please don't tape) the human forms in a collage that is inspired by Cubism; OR
• Arrange a still life (a few objects). Draw the still life in a Cubist manner.

SAR #5

Participation
✔+, ✔, ✔- (Please, add an assessment mark)

How has your attitude helped (or harmed) the classroom environment?
In what ways have you participated? What improvements could you make?
What is working? What isn't?

Progress
✔+, ✔, ✔- (Please, add an assessment mark)
What have you learned?
What have you gotten better at?
Why do you think it was important to learn about Impressionism (Monet) and Cubism (Picasso and Braque)? What did you gain and why?

(8th period: What artists/artworks have you sought out to support your understanding of ceramic work?)

Performance
✔+, ✔, ✔- (Please, add an assessment mark)
What evidence do you have for your creative growth?
Is your sketchbook complete? How is your sketchbook helping your learning?

How do you feel about the following activities, and what did you learn?

• Notes on Value demonstrating understanding of Light Logic
• Three forms (high key and low key) in Sketchbook, page 42
• 2 observational drawings at the Valley of Sunflowers
• Working with subtractive value (Rembrandt & an eraser)
• Shattered Images Intro
• (8th period: Describe what you have created thus far in Ceramics and whether you are on track to finish by November 23rd)

Is there anything else that you feel is demonstrating your learning?

Value: Week Two

• On Monday, we explored subtractive techniques of working with value, looking at a self-portrait by Rembrandt (Taped into sketchbook).
• Tuesday, we described, analyzed, and interpreted works by Cubist artists Picasso and Braque (Taped into sketchbook).
• Wednesday, the "Shattered Images" project was introduced, directly inspired by our Cubism studies--especially the fragmentation stuff. We'll work on this in class for a week.
• Thursday, we worked in the Valley of the Sunflowers with a new medium!

Artwork of the Week #13--Page 43

Wright of Derby"The Orrery," 1766

• Draw the inside of your closet, OR
• Draw an object lit by candlelight, OR
• Draw a dark object in a dark environment

Please focus on value as you create your work of art.

Introduction to Value: Week One

You will:

• Develop skills in observational drawing - draw from life
• Develop skills in shading - use a variety of tools.
• Show a full range of values from black to very light - Show five principles of shading: Highlight, shade, shadow, reflected light and back shading.

Evidence:

• Artwork of the Week 12, page 40
• Notes on Value demonstrating understanding of Light Logic
• Three forms (high key and low key) in Sketchbook, page 42
• Creation of Sunflower Book and Viewfinder
• Friday: Observational drawing of Valley of Sunflowers

Artwork of the Week 12: Value Introduction

Step One: On page 40, draw the 3 scales you see to the left in your sketchbook, on the lefthand side. You will be doing value scale, going gradually from the darkest value to the lightest using 3 different techniques:

1. Crosshatching
2. Stippling
3. Shading     

Please label each scale. The top box should be white, the bottom box should be as close to black as is possible with the tools you use. Squint your eyes to make sure the transitions are gradual.

Step Two: Draw the spheres below in the rest of the space in your sketchbook. Use the techniques from the scale to show how light falls on an object. Use this tutorial to guide you.

SAR #4

Please follow these steps:

1. Find our conversation in Gmail.
2. Hit "Reply."
3. Please answer the questions below. You can answer directly in the email, or you can attach a document.
4. Submit your SAR before class starts on Monday. SARs that do not authentically address the questions will need to be resubmitted.

Participation ✔+, ✔, ✔- (In addition to answering the questions, add an assessment mark)
How has your attitude helped (or harmed) the classroom environment?
In what ways have you participated?
Describe your work habits.

Progress
✔+, ✔, ✔- (In addition to answering the questions, add an assessment mark)
How do your tessellation and papel picado compare to the artworks you created at the beginning of the year?
What have you learned?
What have you gotten better at?
How has your understanding of craftsmanship changed?
How did your learning about geometric/organic and positive/negative shape, movement, and pattern change?
(Art 8th period: How has your understanding of working with clay as a medium changed? What have your learned about how artists work with clay?)

Performance
✔+, ✔, ✔- (In addition to answering the questions, add an assessment mark)
What evidence do you have for your creative growth?
Is your sketchbook complete? How is your sketchbook enhancing your learning?
Is your tessellation complete and assessed?
How is your Papel Picado project coming along?
(Art 8th period: Are you completing your sketchbook? How are your critiques coming along? Are your pinch pots and tiles in the greenware stage--dry and ready to be fired?)

ASU Art Museum

8th period and Teen Art Guild students visited ASU to check out some of the incredible work on exhibition.

Artwork of the Week--Page 38

"Dia de los Muertos (Day of the Dead) is a day of celebration for the people of Latin America, particularly in Mexico and Central America, and more recently for Mexican Americans. Rather than grieve over the loss of a beloved family or friend, they choose to commemorate the lives of the dearly departed and welcome the return of their spirits. The history of Day of the Dead is embedded with Pre-Hispanic and Spanish customs. These customs shaped the common elements of traditional Mexican Dia de los Muertos. Today, Day of the Dead has been increasingly popular with Latinos in the United States. Though many of the traditional elements have remained how and where Day of the Dead is celebrated has changed."  Smithsonian Latino Center

"La Catrina" José Guadalupe Posada

Option 1: Create a design that honors a departed person. It can be someone close to you, someone famous, or even a pet!

Option 2: Create a mixed-media calaca collage. Use random words or phrases in the collage. Add painted designs to highlight certain areas.

Artwork of the Week: p 36 OpArt

 

Victor Vasarely, "Zebra"

• Follow this link, and, using the instructions provided, create a piece of Op Art--Please use pen or marker to complete.
• Go to the website of Op Art master Victor Vasarely: Do a thorough written critique, answering the following: Describe the elements of the work (i.e., line movement, light, space). Describe the technical qualities of the work (i.e., tools, materials, instruments). Describe the subject matter. Analysis: How is the work constructed or planned (i.e., acts, movements, lines)? Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act). Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement). Interpret: Describe the expressive qualities you find in the work. What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)? Does the work remind you of other things you have experienced (i.e., analogy or metaphor)? Judgment: What qualities of the work make you feel it is a success or failure? How original is the work? Why do you feel this way?

Shape:

M.C. Escher, known for his woodcut tessellations, wrote, "As far as I know, there is no proof whatever of the existence of an objective reality apart from our senses, and I do not see why we should accept the outside world as such solely by virtue of our sense." What a great definition of Op Art, too--a style of art that uses optical illusions!

M.C. Escher "Circle Limit III" 

Tessellation

• 12" x 18" paper
• We will use the paper-cut method to create our tessellation; however, if you want to create one with more complexity, please visit the Do-It-Yourself section at this site. 
• Focus on Repetition, Pattern, Contrast, and Geometric Shape.
• Ink in with marker. 

Artwork will:

• Use geometric shape, pattern/repetition, and contrast.
• Create a tessellation implying movement and contrast.
• Use high-level craftsmanship.
• Be original and complex.

Artwork of the Week 9--pg 34

from The Incredible Art Department

• Option 1: Place about 20 pea-sized dots in your sketchbook. From the bottom of your page, begin drawing horizontal organic lines, moving around the dots as you get to them.
• Option 2: Draw vertical lines. Draw a variety of organic and/or geometric shapes. Then begin filling in black-and-white alternating shapes.

Both examples pictured above are pretty simplistic. I know that you can create more creative/complex compositions!

End-of-9-Weeks SAR

Please follow these steps:

1. Find our conversation in Gmail.
2. Hit "Reply."
3. Please answer the questions below. You can answer directly in the email, or you can attach a document.
4. Submit the piece of art (small jpeg or embed in SAR) that best reflects your learning for this nine weeks with your reflection email.
5. Submit your SAR before class starts on Monday. SARs that do not authentically address the questions will need to be resubmitted.
6. Be prepared to conference.

Step One

Participation: Based on the expectations for participation, how have you done this term?  State your claim. Include specific examples (evidence) to support your assessment. 

• In addition, what techniques/concepts did you learn?  Use specific examples from projects.
• Finally, how do you now relate to artwork, e.g. what artists, artworks, and/or new art terms enrich your term experience? Which movement did you select for your flashcard?
• How did you assess (evaluate) your work and the work of other artists during the term?

Add a checkmark to each area that reflects your overall participation: √+   √    √-

Step Two

Progress: List what you can do to improve success in your portfolio. How have you grown as an artist (Claim)? How intentional were your goals (Evidence)? How has what you’ve accomplished helped address course expectations? What would you do differently?

Add a checkmark to each area that reflects your overall progress: √+   √    √-

Step Three

Performance: Explain your overall performance this term. What project was the most successful in your portfolio? Explain. In what ways did you create? State your claim and support with evidence, especially regarding your understanding of the learning objectives.

• The major performance pieces for the semester include: your Sketchbook (see checklist); Movie Poster; Infographic

Add a checkmark to each area that reflects your overall performance: √+   √    √-

September 2011 Sketchbook Highlights

Crew at the Phoenix Art Museum

Infographics

Adobe Tutorial on Basic Shapes--For more information on custom shapes, check this.
 
Objective: You will make a claim about Bioscience based on a data set that is provided. Your task is to create an infographic that supports that claim, along with a writing piece where you develop a way to test your claim, develop a working model, and evaluate your claim.

Please see handout for more detailed information, including assessment.

The following links are tools that will be of great assistance while building your infographic.

• Periodic Table of Visualization Methods
• Stats
• Icons
• Chart Builder
• Color Picker

Artwork of the Week--Page 32

from The Artist's Toolkit

Sketch ideas from Rosalind Ragans's Arttalk

• Use a newspaper to make two designs (divide the page horizontally, vertically, or diagonally). Make one design by measuring and cutting precise shapes. Make the second by tearing freeform/organic shapes. Arrange and glue down.
• Computer option: Use the shape tool to draw 4 different geometric shapes. Choose a color scheme and fill. Copy and paste to repeat the shapes several times. When page is nearly full, choose a brush or pencil tool to draw organic shapes in between geometric shapes. Fill these shapes with pattern. Print out and tape into sketchbook.

Artwork of the Week-page 30

Please take this opportunity to create an original artwork of your choosing!

August/September Sketchbook Highlights

Artwork of the Week--Page 29

Joel Lozano

Some different options for your Artwork of the Week:

• I really love the above image by Lozano, created using a potato stamp. Fill your page with one letter, in a font of your choosing, and then fill it in with line, shape, color, texture, etc. Maybe even use a potato print (or another alternative medium).
• Or, choose a word and express the meaning of the word through your composition. Use this site for inspiration. Fill the page.
• Or, read this article and this one and write a reflection based on the how you feel about what the authors are saying about typography.

SAR #2

Please follow these steps:

1. Find our conversation in Gmail.
2. Hit "Reply."
3. In the Subject Area, please make sure it says "SAR" and your name/period.
4. Please answer the questions below. You can answer directly in the email, or you can attach a document.
5. Submit your SAR before class starts on Monday. SARs that do not authentically address the questions will need to be resubmitted.

Participation

• Have you met expectations for participation in this class? In what ways have you met/not met?
• Over the past few weeks, we have been focused on typography and Photoshop. Have you met all the expectations for these learning opportunities? How? (In 8th period--we have focused on printmaking, Islamic design, and Pop Art)
• We also have focused on elements of line, texture, and color, along with the principles of emphasis and contrast. How have you taken advantage of this learning opportunity (In 8th period, we have focused on shape, line, and contrast)?
• How did you participate during group discussions of the Movie Critique? How did this change how you view the way we talk about art? (In 8th period, we did the Movie Critique, and then a critique of Pop Art)

Progress

• What goals did you meet/not meet from the last SAR?
• Are you repeating mistakes or making adjustments to be successful?
• How are your actions impacting your learning in this class?

Performance

• Do you think you are meeting expectations with your sketchbook? How do you know?
• Do you think you are meeting expectations in your knowledge of elements of line, texture, and color, along with the principles of emphasis and contrast? How do you know? (For 8th period, are you meeting expectations in your knowledge of printmaking, pattern, rhythm, contrast, line, and shape?)
• What learning opportunities have had the greatest impact on your learning? 

Artwork of the Week--Page 25

We will continue working on modified contour drawing. This time, you will spend at least an hour working on a single drawing. Pick from the following options:

• Draw something that is growing (in the garden, a plant in the house, etc.)
• Draw a bicycle
• Gather a variety of tools (hammer, wrench, spool of wire, etc.) and draw the pile.

Adobe Photoshop CS4 Workshop

I freely admit that what you will learn about Ps during the next couple of weeks will only be drop in the ocean of content that exists in this amazing piece of software. My goal is to give you some basic tools, and my hope is that you seek out tutorials to guide you further down the rabbit hole.

Day One

Navigating the workspace

Need more?

Day Two

Please have a photofile you can work with today (and the ones I send, too)

Working with documents, composition, color

Day Three

Selections, masks, lettering, and layers

Need more?

Day Four: Elements of Line, Color, Texture; Principles of Contrast and Emphasis

Looking at how good and bad composition is affected by the elements and principles

Day Five: Creation Statement as a Movie Poster

You will design poster that includes type of various styles, colors and sizes. Your goal is to communicate what you want to accomplish as an artist: a model of your personal goals as a creative learner.

Do a SKETCH of your CONCEPT (idea) first, in your sketchbook. A sketch is a fast drawing that will help you plan out your composition once you get working on the computer. Like this one:

Requirements:

• 8" x 10" at 300 dpi
• No pixelization
• Must be original, contain a photograph, and lettering heirarchy
• You are encouraged to use the rule of thirds in your composition
• You are encouraged to use a planned color harmony
• I'll send you a link to a Picasa album where you'll upload the final JPEG version of your artwork.

Artwork of the Week--Page 23

Contour line is a line type that defines the interior and exterior edges of a form. The line moves beautifully, changing thickness, sometimes becoming an implied line. Modified Contour Drawings (where you glance occasionally at your paper) do not have shading.

You have to observe closely--INTENSELY--while you draw. For your artwork of this week, I would like for you to do three contour drawings of your hand, your foot, or a sliced-open cabbage using PEN or MARKER.

1. Set a timer. You want 20 minutes per drawing.

2. Sit comfortably, arranging your foot, hand, or cabbage in an interesting pose.

3. Don't move once you've settled in to a spot.

4. Gaze for a couple of minutes, "drawing" with your eyes first.

5. Begin drawing. Glance at your paper only to check positions/relationships. DRAW SLOWLY, without "naming" the parts as you draw.

SAR #1

Please follow these steps:

1. Find our conversation in Gmail.
2. Hit "Reply."
3. In the Subject Area, please put "SAR #1" and your name.
4. Please answer the questions below. You can answer directly in the email, or you can attach a document.
5. Submit your SAR before class starts on Monday. SARs that do not authentically address the questions will need to be resubmitted.

Participation

• What are the expectations for participation in this class?
• Are you meeting the expectations in and out of class?
• If you are meeting or exceeding expectations, how has this impacted your learning?
• If you are not meeting the expectations, how is this impeding your learning?
• What can/will you do next?

Progress

• What have you done over the past three weeks to ensure your success? Reflect on successes and challenges.
• How has your understanding of Why Artists Create, Typography, and the elements (line, color, texture) shifted?
• What will you do next?

TYPOGRAPHY: Lettering Models

Image: http://finerhosting.com/

Have you ever thought about just how critical our typography choices are? How many times a day do you interact with typography? Leading to our ultimate goal of visualizing information, we are going to look at a few of our elements and principles through typography. By the end of next week, you will:

• understand typography choices
• connect emotional qualities to typefaces
• create a font by hand
• use technology to create an artwork focused on abstract letter design
• successfully use and understand the elements of line, color, and texture
• successfully use and understand the principles of contrast and emphasis

Our first goal (page 21 in your sketchbook) is to generate an understanding of four terms: typography, infographic, serif, and sans serif. On the same page, find a font that matches three emotions, and draw these words into your sketchbook.

Our second goal is the creation of your own font. You'll tape tabs on your handout into page 21. Create a font that fits YOU.

Our third goal is technology-based. Stay tuned for more information. In the meantime, check out these font resources:

• Typeface Directory
• Letterhead Fonts
• I Love Typography

Week Two Rituals--P18

"From the sky, from the earth, from a scrap of paper, from a passing shape . . . We must pick out what is good for us where we can find it." -- Pablo Picasso

"We should talk less, and draw more. Personally, I would like to renounce speech altogether, and like organic nature, communicate everything I have to say in sketches.." --Johann Wolfgang von Goethe

"Line is a rich metaphor for the artist. It denotes not only boundary, edge, or contour, but is an agent for location, energy, and growth. It is literally movement and change--life itself." --Lance Esplund

"It is better to fail in originality than to succeed in imitation." --Herman Melville.

Post a comment about whether or not you agree with the above quotes and your reasons!

ARTWORK OF THE WEEK--YAY!

Art 1--Page 20

• Pick one of your themes from the Journaling Activity (p 19) and fill an entire page with the theme, combining words, drawings, and collage. Your artwork should reflect at least an hour of creative work and is due next Thursday, August 25th. I also will be looking at sketchbook organization on that day, as well.

8th period Art

• Your AOW is "Synectics," based on the three numbers/words selected last week.

Bioscience Art is BACK

WELCOME BACK!

We've had a fantastic first week back. To refresh:

• Monday: Oh, The Places We'll Go!
• Tuesday: Rituals of the art classroom
• Wednesday: Essential themes and questions
• Thursday: What 3Ps looks like in the art class--and sketchbook handout!
• Friday: Sketchbook preparation.

One of the Art Rituals we established was the 5-minute observation drawing upon entering the art space. I'm looking forward to seeing the results in your sketchbooks!

Next week, look forward to continued personalization of our sketchbooks, and a journey into our big question, "How do we make sense of the world?"

Below is a brainstorm webdemonstrating the main concepts that you will know and understand when you leave the art class. If you're returning, you'll have a more sophisticated understanding of these concepts.

Sketching Ideas

from Emma's Emuse Japan Sketchbook

On Friday, I depart for Japan. Very exciting! I'm trying hard not to be too nervous about Typhoon Songda scheduled to land right about the same time as me. I packed everything I need for the whole week in a carry-on bag! Efficiency. So, in light of my journey:

• Imagine you're on an airplane. What do you see out the window?
• Ikebana is the art of flower arrangement. Create your own arrangement (get funky!) and photograph it/draw it/enjoy it!
  

Summer Series Artist: David

According to David, "My fave famous artist is the one and only Andrew Warhola (Andy Warhol). The reason I picked the can is because in one of his prints he had the Campbell’s Soup so I thought, why not replace it with a Pepi can and so I did. There you have it my birthday card will look like this."

Check out his super-rad blog for more of his creative musings.

Happy Summer Vacation, my beautiful, bright, creative people!

So, I'll be posting ideas (some of my own, some from others) intermittently to keep those creative brains working.

• First up, if you got a birthday card from your favorite famous artist, what would it look like?

• Or, maybe you'd like to design a travel poster for a fake country?

If you take a nice photo of your artworks and email them to me, I'd love to feature Summer Artists of the Week!

Important End-of-Year Dates

• 5/4 Final SAR emailed/on the blog
• 5/5 Sketchbooks due: TWO (2) Artworks of the Week (includes your Final Learning Objective sketches)
• 5/6 Studio Day (Anime mini lessons for those who chose this as their performance piece)
• 5/9 Review for Final Exam
• 5/10 Conferences Begin (studio time for those not conferencing)
• 5/11 Conferences/Studio Time
• 5/12 Conferences/Studio Time
• 5/13 Conferences/Studio Time
• 5/16 Required Classroom Clean-up (I recommend wearing grubby clothes) and Final Project due
• 5/17-18 Final Exams

All students must be prepared to conference, starting on the 10th.

Final Learning Objectives

Realistic to Non-objective Art on PhotoPeach

We have been exploring the concept of what it means to be human through our 3D sculptural pieces, focused on transformation (masks), relationships (family tree) and connections (independent project). For your final performance piece, you will have the opportunity to select from 3 different artworks that tie several of our learning objectives together to create UNITY.

All projects will address the following learning objectives:

• The importance of sketching your CONCEPT (the idea for your artwork);

• The choice to create artwork that is either abstract (simplifies form), non-objective (has no recognizable subject matter), or stylized/realistic (appears true to life);

• A “nod” to one (or all three) artists: Picasso, O’Keeffe, or Van Gogh.

• The use of high contrast to create emphasis.

In addition, your artworks will (of course) be unique, well crafted.

PROJECT OPTION 1

Sculptural Paper Shoes

Start-Up Activity: 1. Check out the book Cinderella’s Revenge. 2. Sketch two pairs of regular shoes in your sketchbook as your Artwork of the Week (April 28-May 5, pg 55).

Step 1: Concept

Sketch your idea on page 56 of your sketchbook. Your plan, even if your shoe is fantastical, should address the way the project will be assessed.

Step 2: Create

Use brown butcher paper, grocery bags, donated papers, masking tape, rubber cement, glue, and scissors to assemble your PAIR of shoes. Your bonding agents should not be visible to the viewer. Only paper should be used in the construction of your shoes.

PROJECT OPTION 2

Manga Character Design

Start-Up Activity: 1. Check out the characters in Sailor Moon, Pokemon, Princess Mononoke . . . Maybe even watch some anime at home!

Step 1: Practice.

On Day One, We’ll practice full body proportion. Day Two, we’ll take on faces, focusing on hair and eyes (Artowrk of the Week, April 28-May 5, pg 55).

Step 2: Concept

Sketch your idea for a Manga Book Cover on page 56 of your sketchbook. Your sketch should contain original character(s) and should address the way the project will be assessed.

Step 3: Create

On a sheet of Manga paper, you will create your design. Sketch lightly with pencil, then use ink. Color is optional.

PROJECT OPTION 3

Boxed Emotions: Mixed Media Cube and Postcard

Start-Up Activity:

Practice creative fluency and list 20 different artistic options for your cube.

Step 1: Concept

Sketch your idea for a cube painting/collage on page 56 of your sketchbook. In addition, sketch a plan for your 4” x 6” artwork that will be placed in the holder. The four sides and the floating artwork should work well as a “series.”

Step 2: Create

Use a variety of materials to assemble your box. Please use effective decoupage techniques.

Masks: Gallery Walk

Based on our assessment model:

• Is piece balanced and well crafted?
• What textures are evident?
• Are effort and skill evident/
• How does mixed media complement form?
• What color scheme is utilized?
• How do mask and sketch compare?
• What is the message?

What are some observations that you noted?

Postmodernism and Paradox & Artwork of the Week--p53

How's your understanding of postmodernism coming along? Let's start a discussion about it in the comments section. Adam shared a link about Jane's Paradox that might twist your brains a little bit. Also, don't forget about Art21 and their offerings on contemporary artists and themes.

In fact, for your next Artwork of the Week, please click on the slide show link for Art21 and look through it to enhance your understanding of realism and abstraction. THEN, create an artwork that demonstrates your understanding of the difference.

Artwork of the Week--p52

Japan Tsunami Flag design created by Jon Ashcroft

PLEASE PLACE YOUR INDEPENDENT PROJECT CRITIQUES ON PAGE 51.

• Warrior
• If I were an animal . . .
• "Help Japan" Poster Design
  

SAR #6

Steps: Please find our last email convo in your inbox. Respond using the following questions (attach or add the questions directly to the convo).
Due Monday morning, before school starts.

Participation
✔+, ✔, ✔- (Please, add an assessment mark)

* State where you think you’re at as an artist and how you participate in art class (CLAIM).

* Support your claim with EVIDENCE from in-class and out-of-class participation.

* Discuss why the REASONS your EVIDENCE addresses expectations about the class.

Progress
✔+, ✔, ✔- (Please, add an assessment mark)

* State where you’re at in your understanding of 3D space, ceramics, and postmodernism (CLAIM). If you have questions about what postmodernism is all about, please click here. (For 8th period students: Make a claim about your current understanding of elements and principles)

* Support your claim with EVIDENCE.

* Discuss the REASONS your evidence demonstrates progress.

Performance
✔+, ✔, ✔- (Please, add an assessment mark)

* State where you’re at with performance, specifically with mask progress, family tree, sketchbook, and your independent project (CLAIM).

* Support your CLAIM with EVIDENCE.

* Discuss the reasons why your evidence is in-line with your assessment (REASONING).