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Students created text based art influenced by the artwork of Sister Corita Kent. To get started on this project, students chose a meaningful word from their previous Manifesto Statement Stencil (see project dated Jan 2015) and created a new one word stencil that was either the antonym or synonym of their selected word. They chose a creative font and traced each letter using a carbon transfer sheet. Elements and principles included repetition and color to create unique designs.
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This project is one of the formative assessments in a unit entitled Text as Art. Students viewed a variety of artist who focus on text in their artwork including Barbara Kruger, Jenny Holzer, Stanley Marsh and Shepard Fairey. Throughout the unit we discussed and addressed the essential questions:
Students were asked to write down their beliefs on several different topics and chose a belief they felt strongly about to be the platform of the artwork they would display publicly in the school. To create a stencil from their manifesto statement, we learned about positive/ negative space in connection to islands and bridges in stencils. They drew their own statement in block letters and cut each letter with an x-acto knife. When they were finished cutting, they printed their manifesto statement on brown craft paper and glued their statement to a larger sheet. As a class, each period created a collective scroll of Manifesto Statements that started with "I Believe..." Materials:
Taft art students receive a hardcover sketchbook to personalize each school year. I was excited to partake in this project so I gave my classes a bunch of materials and showed this some techniques to personalize their sketchbook covers. Students pretty much had free reign to decorate their hardcover as they wanted. They only requirements were to fill both covers completely and use at least 3 design techniques. Below are IN PROGRESS photos of students sketchbooks. Materials:
Life sized human tape sculptures was our last project of the school year and the students LOVED it. The topic: Health Issues. Students started group discussions with their peers about health issues they know about, have been affected by and have become a serious epidemic. Health issues ranged anywhere from mental illness (depression, bipolar, etc. ) and physical illness (cancer, obesity, asthma). In groups of 4, students selected a health issue they felt was important to bring awareness to. After having practiced figure drawing from real life models from the previous week, they drew a blueprint for the pose that would best visualize the health issue they wanted to address. Part of the worksheet asked them to brainstorm props they would need to add to the sculpture to further enhance their artwork’s message. We had enough tape for each class period to create one sculpture, and with so many great ideas we thought it would be best to vote for the best idea. Each group presented their sculpture proposal to the class in order to receive the most votes. Once the theme was selected, they began creating the figurative sculpture with tape. The figure was broken down 8 into parts (for 8 groups of 4 students, depending on your class size) : head & neck, torso, left arm, right arm, left leg, right leg, hands & feet, and props. Each group was randomly assigned a body part and had to work together to create their assigned body part. One person was the model, another was in charge of cutting tape and two people helped wrap or mold the tape around the model. The whole process took about 3 days. When they were finished taping each body part together to construct the entire figure, they placed it in a strategic location within our school. Most students wanted their sculptures placed near a crowded area where it would be viewed by most of the student body. Studio Drawing & Painting Class Materials:
Students read an article about Animal Symbolism which explained the emotional characteristics associated with each animal. Based on the reading we openly discussed which animal each us related to and why. We also talked about why certain emotional traits were attributed to certain animals and not others. For example, why are lions considered loyal? How does their demeanor demonstrate that in their natural environment? After the discussion, students selected their animal based on how close they related to the animal’s emotional characteristics. They were given a variety of 4x3 inch pictures of wild life animals. These animal pictures were converted into a black and white image and photoshopped using the stamp filter which separates the values into distinguishable shapes. The traced the values on their animal on a 4x3 inch transparency with a fine point sharpie marker. They then projected the image on an classic overhead projector and lightly traced their animal with a pencil and marking each value with a number. The values on the animal were limited to 5; 1 being lightest value (white) and 5 being the darkest value (black). After tracing their animal on the watercolor paper, they used a thick black sharpie marker to retrace their lines and they added value using the hatching technique and fine point sharpie marker. Once they were finished creating value with the markers, they selected a group of split-complementary colors to paint the animal according to its value number. Art 1 Materials:
This was a fun project the students enjoyed because they were able to personalize their characters. Students filled out a worksheet that contained about 50 random questions that ranged from their favorite food, celebrity, a vegetable they hate, etc. From this worksheet, students selected one inanimate object and added their own physical facial features to it. They also added their names to the print for a more personal effect. Students had to cut, layer and glue each piece. One thing that was difficult for them during this project was creating texture. For example, if their eyes had two circles placed within each other, they had to cut 2 separate circles and layer them on top of each other. Some students would just draw the extra circle and it wouldn’t come out in the print because it did not create a 3-dimensional texture. To print each character they used block printing ink and spread it across the plexiglass to evenly distribute onto the brayers. They then used the brayers to spread the ink onto the collagraph and pressed it upon a bright colored paper. They made multiple prints of their characters. Art 1 Materials:
To prepare for this project students learned about the 6 Illusion of Depth tricks (overlap, size, placement, color, linear perspective, and detail) and also how to create value on geometric forms according to the position of the light source. They started with drawing an organic line across the top of the paper and selected an split complementary color scheme. Using tempera cakes, they blended their landscape colors and let dry. Next, they used a ruler and a white colored pencil to create converging lines from the vanish point towards the sides and bottom of their paper. Students drew their own geometric forms ranging in size from small, medium and large on a sheet of gessoed newspaper. They cut and glued each geometric form on their landscape demonstrating at least 3 illusion of depth tricks. Lastly, they placed a temporary light source towards the top of their paper and shaded each form according to the direction of the light source. Art 1 Materials:
Students learned how to draw cubes using 2 point perspective. They were asked to search for a quote that inspires them or will inspire anyone who reads it. They used a combination of warm and cool colors for the cube and letters and blended the background with two different colored chalk pastels of their choice. Art 1 Materials:
Students practiced creating gradients with a color plus white, color plus black and color plus gray. They used a combination of geometric and organic shapes to create a design on a piece of cardboard. They painted each section with a gradient of tints, shades or tones. |
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April 2017
Ms. JuarezI’m a High School Visual Arts Teacher. This is a sample of the projects created in my Art 1 and Studio Drawing & Painting Class. Categories
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