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Art Two
Art 2-4 students are beginning to really expand on the basics learned in the Art 1 course. Students are challenged even more to think creatively and critically to solve visual problems. It is expected that the develop their skills at all levels at a polishing level, able to tweak the small things to transform their work from good to GREAT! Students at this level have more freedom to personalize their artwork, because the basic concepts are already there. There is more of a focus of life drawing and critical observation of their own work. We begin to touch on what college art classes expect and encourage students to challenge themselves in coming up with creative ideas and solutions to problems. Whether you are in the business field or in the art world, the best employee or best business is the one that comes up with the most creative and innovative ideas...we always want to be one step in front of our competitors. This course helps students to have the extra edge they need in their art work, but also in their mentality toward school, work and post high-school pathways.
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Identity
Students were presented with a challenge based on the "big idea" of identity. Students chose a differentiated subject matter personal to themselves that would convey their identity. Students could also choose a variety of techniques to create their image, whatever worked best for their learning style. Upon finishing the project students wrote a description describing their creative process, including what was difficult and what was easy. Students also explain how their images convey some part of their identities. While viewers look at the artwork, we hope you can understand the identity of the artist behind it. The wide variety of images allow a wide range of audiences to relate and interact with the artwork.
Strip Drawing: Students print a photograph and cut into strips, then tape the strips onto their paper. Students then draw one missing strip at a time. By breaking the drawing into strips, students are more successful. They look at and draw one part at a time, instead of rushing to do the whole. Anytime we break a huge task into small parts the end goal is attainable. Students also gain practice on matching values by having the photograph close by.
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Grid Drawing: Students use this technique if they want to enlarge a photograph but keep proportions. Students use a ruler to create a grid on their photo. The students then create a larger grid, same proportions, on their drawing paper. Students use measuring, multiplication and math skills to get an effective grid.
Once the grid is made, students draw one square at a time. Again, students are keeping focused on a small area and then successfully complete a very nice finished piece. |
More advanced students use life observation skills. Students compile objects together to create a still life, or draw an image only by looking at the image.
Drawing from life gives the most accuracy of shadows and highlights. The only way for the brain to observe the highest amount of information, is to draw from life. Photographs tend to lose many details, making it more difficult for viewers to believe the drawing is real. |
Pen and Ink
Upper level students also completed the pen and ink calendar project. students needed to pick photos with challenging value scales and demonstrate extreme detail and creative problem solving to effectively mimic textures and complex shapes and values to re create a realistic image. As students advance in the program they begin to understand composition, and value more and more, and can effectively solve visual problems.
Ceramics
Upper level students were presented with a problem: Create a ceramic form that is self standing and measures at least 8" in one direction. The students needed to use two different techniques, and demonstrate mastery of those techniques. Students combined slab construction with coil construction, texture, relief, additive sculpture, subrtractive sculpture, and wheel thrown techniques. Students also had to demonstrate the object had meaning or value to themselves, being creative in their design, colors, patterns, and forms.
Images and Words
Students needed to pair words and images to create a unique and dynamic project. The images and words needed to work together and hold personal meaning to the students. Some students used maps, lyrics, poems, books, and verses. The students really did a good job of making the projects their own, and worked at their own levels, achieving individual growth and educational benefits that are personal to that student.
A Closer Look: Painting
The challenge: Create an interesting composition with shapes and values with a connection to an historical artist. The connection could be made in any way, by brush strokes, styles, images, composition, colors, subject...anything. Through this process, students become familiar with artists and different styles of painting, broadening their skills and understanding of art. Students also need to participate in an edmodo critique, explaining the process of painting, and the personal and historical connections. We are thinking about our work and always working to make it better!
All images needed to be a closeup, forcing the need to pay attention to details and the use of the paint. Students chose to use acrylic, oil, or watercolor paints for the project. Mrs. Dahlman gives one on one instruction according to the type of paint and subject each student chose.
All images needed to be a closeup, forcing the need to pay attention to details and the use of the paint. Students chose to use acrylic, oil, or watercolor paints for the project. Mrs. Dahlman gives one on one instruction according to the type of paint and subject each student chose.
Photography Challenges
What's the Big Idea?
Choose any medium you would like! The main focus of this project is creativity, originality and problem solving. Here's what to do....
First...think of a Big Idea....the big picture...something that holds meaning to you...maybe it's bullying, friendship, academic pressure, music and it's impact on you...the impact of social media, relationships, celebration, spirituality, family, materialism, diversity, culture, community, conflict/change, rituals, social justice, power, identity, heroes/sheroes/, dreams/nightmares.... Your artwork should tell something about how you think or feel about your big idea or show a part of the idea.
Second....create a dynamic composition which conveys your BIG IDEA from your own photos or materials...OR use AT LEAST THREE, yes I said THREE different resources from the internet to CREATE your own image. images are designed to inspire your creativity....You, the artist are in charge of making an idea your own, not copying directly.
Solve the Problem: Use an art medium(material) to create an art project that is meaningful to you, and relates to a bigger idea. Use strong composition skills (focal points, contrast, unique arrangements etc) and images you take or resources to inspire your artwork.
First...think of a Big Idea....the big picture...something that holds meaning to you...maybe it's bullying, friendship, academic pressure, music and it's impact on you...the impact of social media, relationships, celebration, spirituality, family, materialism, diversity, culture, community, conflict/change, rituals, social justice, power, identity, heroes/sheroes/, dreams/nightmares.... Your artwork should tell something about how you think or feel about your big idea or show a part of the idea.
Second....create a dynamic composition which conveys your BIG IDEA from your own photos or materials...OR use AT LEAST THREE, yes I said THREE different resources from the internet to CREATE your own image. images are designed to inspire your creativity....You, the artist are in charge of making an idea your own, not copying directly.
Solve the Problem: Use an art medium(material) to create an art project that is meaningful to you, and relates to a bigger idea. Use strong composition skills (focal points, contrast, unique arrangements etc) and images you take or resources to inspire your artwork.
Colored Pencil/Soft Pastel
Advanced art students students worked with Soft Pastel or colored pencil to create an image of their choice. The image needed to show mastery techniques of the medium, showing strong composition, good values, saturation, as well as the other elements and principles of design. The image hold personal interest to the students.
Mounting Artwork
Students need to measure artwork and create a matte for their artwork. Students should follow the following example:
Instructions for getting the correct dimensions of matte board for artwork.
Step 1: Measure the width and height of the artwork. For example 9x12"
Step 2: Subtract 1/2 " to each measurement to allow for overlap of your artwork. Example 8.5 x 11.5"
Step 3: Add the appropriate number of inches, multiplied by two in order to add on enough room for your border. For example if I wanted a two inch border, I would multiply 2inx2=4 inches to be added to my measurement.
(8.5+4) x(11.5+4)=12.5x15.5 Your total area of matt board needed. Use this as an example to find the math for your own work
Once the dimensions of matte board are cut,
set the edger on the matte board to desired width;
cut out the inside with the edging cutter.
Instructions for getting the correct dimensions of matte board for artwork.
Step 1: Measure the width and height of the artwork. For example 9x12"
Step 2: Subtract 1/2 " to each measurement to allow for overlap of your artwork. Example 8.5 x 11.5"
Step 3: Add the appropriate number of inches, multiplied by two in order to add on enough room for your border. For example if I wanted a two inch border, I would multiply 2inx2=4 inches to be added to my measurement.
(8.5+4) x(11.5+4)=12.5x15.5 Your total area of matt board needed. Use this as an example to find the math for your own work
Once the dimensions of matte board are cut,
set the edger on the matte board to desired width;
cut out the inside with the edging cutter.
Pin Hole Cameras!
Students Learn about creating Pin Hole Cameras. We start out with an oatmeal container, and then, paint the inside, make a pin hole, seal it up, put photo paper inside, take the picture, and come in to a dark room and start developing our photos. Pretty neat that a simple container can take a photograph. This is what the basis of our selfie taking, photo obsessed culture is based off of...the most simplistic concept. |