DeaArtEd

Lesson: Multiple Me Photography

noreply@blogger.com (Anonymous) — Fri, 12 Apr 2013 03:30:00 +0000

Overview:

Students work in pairs and use a digital camera and tripod to photography themselves in a scene with multiple poses. By never moving the camera, the background remains the exact same allowing the student to use basic Photoshop techniques to combine the poses into one photograph.

Objectives: The students will...

-Identify the various composition techniques that make s great photograph.

-Analyze photographs and determine compositional elements.

-Apply knowledge of composition techniques to his/her photography.

-Choose a theme/situation and location to photograph that makes the subject more interesting.

-Know the rules and practice them during instruction and independent practice.

-Assemble multiple photographs into one collage image that produces a Multiple Me.

ODE State Standards:

Standard 1; Benchmark C; Indicator 1PR, 2PR, 3PR, 5PR, 6PR,

Standard 2; Benchmark B, D; Indicator 4PE, 5PE, 2RE

Equipment:

-Digital camera

-Tripod

-Camera card/flash drive

-Photoshop

-Props

-Studio Light

-Reflector

Instruction:

Day 1: Composition

Day 2: Digital Camera Manual Mode overview and Set Up using a Tripod

Day 3-9: Photographing, 5 poses (in pairs, 1 group a day going to a location in the school while the rest of the class continues to work on previous project)

Day 10: Photoshop

-Open Test Files in Photoshop

-Drag all photos into one document using Move Tool

-Save As Photoshop File (.psd)

-Explain Layers, Name Layers

-Order Layers (Closest/Top to Furthest/Bottom

-Explain Lasso Tool to select person

-Explain Layer Mask to “Hide” information

-Explain Black/White Paint Brush to adjust the Layer Mask

To simplify:

-2-3 photographs of the individual

-Use Eraser Tool instead of Layer Masking

To challenge:

-6-10 photographs of the individual

-Multiple outfits, lots of overlap in figures

-Include more than one composition technique

Homemade Product Photography Setup

noreply@blogger.com (Anonymous) — Sat, 09 Mar 2013 14:23:00 +0000

An inexpensive way to create your own photography studio for the classroom. I used this for product photography with my students. There is also a great YouTube video from prophotolife that I discovered that walks you through the process of setting up the homemade studio. I used this video to introduce the lesson because he uses great vocabulary and it is easy to follow and see the effects that lighting can have on an object.

Materials:

2 Pan lights with high watt bulbs
Diffuser made from white sheet, acetate, or similar material hot glued to a frame
Piece of white foam core or anything white and glossy to reflect light
White Backdrop: white sheet, large piece of white matte board

The Setup:

The Results:

(These photos are straight from the camera, unedited)

Glamour Shots, Zombies, and Aging Portraits

noreply@blogger.com (Anonymous) — Sat, 09 Mar 2013 14:22:00 +0000

This is a project I taught during my student teaching. It utilized a lot of the tools in Photoshop that are adaptable to any project or photograph. This project went over very well, and they especially enjoyed turning themselves into zombies. The students started by taking their own portraits making sure to have no major facial expression and that they were straight forward. This would make the transformations go much more smooth.

Glamour Shots

The first version the students worked on was the Glamour Shots. The tools and techniques used in this version included:

Layer masking
Making Selections
Layers and Adjustment Layers
Blending Modes
Filter>Noise>Median to apply a soft skin layer typically used in portrait editing

Zombie-fying

The second version the students worked on was the Zombie transformation. The tools and techniques used in this version included:

Layer masking
Making Selections
Layers and Adjustment Layers
Blending Modes
Color Balance to match peeled paint textures to apply to grunge skin textures

Aging Portraits

The final version the students worked on was aging themselves. The tools and techniques used in this version included:

Layer masking
Making Selections
Layer and Adjustment Layers
Blending Modes
Patch Tool and Opacity to apply wrinkles
Liquify to accentuate facial features

Lesson: Grids and Guides

noreply@blogger.com (Anonymous) — Sat, 02 Mar 2013 18:48:00 +0000

Overview:

This project introduces students to the grids and guides in Photoshop. They selected one subject matter to photograph from multiple angles ending up with between 10-15 photos to use for the grid project. The students composed a blank document in Photoshop and applied their own grid composition to it using the Guides and Rulers. They used the Rectangular Marquee Tool and the Layer Mask to put their photographs into their grids that they designed.

Photoshop Skills:

Guides and Rulers
Multiple Layers
Rectangular Marquee Tool
Adding Layer Masks
Transforming and Scaling

Design Concepts:

Cropping and Composition
Variation in size
Balance, Color, & Unity
Hierarchy
Margins and Columns
Intro to Layout Design

Lesson: Typography as a Composition

noreply@blogger.com (Anonymous) — Sat, 02 Mar 2013 18:35:00 +0000

Overview:

This project introduced students to typography and thinking of typography as a design element rather than as a literary element. The students used Photoshop and placed each letter of their name on a separate layer to enable transforming and rotating each character separately.

Content Focus:

Use the characters of your name to develop a unified composition.

Photoshop Skills:

Type Tool
Layers
Blending Modes
Character Panel for Type
Rotating and Scaling
Font exploration and experimentation

Design Concepts:

Cropping and Composition
Unity
Balance
Positive/Negative Space
Line and Movement
Size/Scale

Lesson: Abstract Composition

noreply@blogger.com (Anonymous) — Thu, 21 Feb 2013 23:55:00 +0000

Grade Level: High School Art, Painting and Pastels

Overview: For this project you will you a 2”x2” viewfinder to crop an image from a magazine down to nearly total abstraction. You will use your knowledge of the Elements & Principles of Art to choose your abstract composition. The project will be blown up to 24”x24”, and it will be divided into 4 sections (equal in space, but not square). These sections will be filled in with different mediums for you to explore: Acrylic, Tempera Blocks, Oil Pastels, & Hard Pastels.

Elements: Line, Shape, Color, Value, Form, Texture, SpacePrinciples: Balance, Contrast, Emphasis, Movement, Pattern, Rhythm, Unity

Steps:

Create a 2”x2” Viewfinder
Use viewfinder and look through magazines to find a composition you would like to paint on a larger format (24”x24”)
Draw the contour lines lightly with pencil onto the large paper
You will divide your paper into 4 roughly equal sections (not 4 squares) and each section will be filled in using one of four mediums. They will be done in this order:

Acrylic
Tempera Block
Oil Pastel
Hard Pastel

Objectives:
The student will be able to…

Select a square composition from an image in a magazine that represents some of the elements and principles of art.
Draw to scale a large contour line drawing of the image using a pencil.
Divide the composition into four equal areas that are not square and provide balance.
Apply color using four mediums: acrylic, tempera blocks, oil pastels, and hard pastels.
Illustrate proper blending and texture techniques to achieve the appropriate desired outcomes.

ODE State Standards:

Standard 1: Personal Choice and Vision

Benchmark B

Indicator 2PR, 3PR, 4PR

Standard 2: Critical and Creative Thinking

Benchmark C

Indicator 1PR, 2PR, 2RE, 3RE

Instruction:

Show Georgia O’Keefe examples

American Artist first on the scene in 1916
Made large-format paintings of flowers, close up as seen through a magnifying lens
Show examples of the elements & principles of art in her work

Be inspired by Georgia O’Keefe’s technique by cropping an image from a magazine down to abstraction.
Keeping in mind, composition, color, line, shape, texture, space, etc. (Elements & Principles of Art)
We are using a Square format 24”x24” for our projects
Cut out a viewfinder that is square (2”x2”) and look through magazines to find a composition you would like to paint on a larger format
You will draw the contour lines lightly with pencil onto the large paper
You will divide your paper into 4 roughly equal sections (not 4 squares) and each section will be filled in using one of four mediums.

Acrylic
Tempera
Oil Pastel

Work from dark tones to middle tones, and then add the light tones.
Once pastels have been lightened it is not easy to get them back to the original dark tone.
Show blending options

Light Color to Blend: Start with initial color, sketchy, and slowly add in color in different directions. Blend with a light color to mix colors together.
Heavy Color to Blend: is done after a heavy saturation of heavy colors then blended with paper towel.
Baby Oil Blending: Use a paper towel or cue tip with a little baby oil to blend over top of the oil pastel that you put down on your paper.
Texture: add a layer of color and burnish the oil pastel in so color is mixed. Add a second layer of color on top. Use a sharp tool to cross hatch into the color to show the layer of color below.

Hard Pastel

Work from dark tones to middle tones, and then add the light tones.
Once pastels have been lightened it is not easy to get them back to the original dark tone.

Peer Assessment: Finish the lesson with a peer critique. Have students trade projects and critique their peers artwork using the Peer Critique Worksheet.

The Life of Pigment: by AJ Janke and Andrea Fertgus

noreply@blogger.com (Anonymous) — Thu, 06 Dec 2012 17:20:00 +0000

This is a Prezi AJ Janke and Andrea Fertgus created for a Painting course that discusses the life of pigment throughout art history.

Art in the Workplace

noreply@blogger.com (Anonymous) — Tue, 04 Dec 2012 21:37:00 +0000

A look at how art can affect the workplace by studying art collections from Progressive Insurance Company and the Detroit Receiving Hospital. This presentation was created using Prezi

Photoshop vintage screen print poster tutorial

noreply@blogger.com (Anonymous) — Thu, 15 Nov 2012 06:48:00 +0000

Use Photoshop to create a vintage looking screen print technique to your designs. Spoongraphics lays it out step by step: http://blog.spoongraphics.co.uk/tutorials/how-to-create-a-retro-style-typographic-poster-design

Illustrator Vintage Texture Tutorial Limk

noreply@blogger.com (Anonymous) — Thu, 15 Nov 2012 06:14:00 +0000

ComputerArts.com has a tutorial for adding some depth and texture to a flat illustration using the Grain Texture and Halftone dots. Check it out: http://m.computerarts.co.uk/tutorials/add-depth-and-texture-illustrator

Lesson: Collaborative Mural with Paper and Any Coloring Utensils

noreply@blogger.com (Anonymous) — Thu, 01 Nov 2012 22:03:00 +0000

Materials:

- 8"x8" paper
- Crayons, Markers, Oil Pastels, Colored Pencils, etc.
- 1/4 of a Circle Template

Instructions:

1. Introduce lesson by showing Squares with Concentric Circles by Wassily Kandinsky
2. He uses repetition and colors based on his emotion and movement while painting.
3. Students trace 1/4 Circle Template with black marker to divide the paper.
4. The inside is colored in with warm colors. The outside is colored in with cool colors.
5. Variations: use patterns made with lines to fill the shapes; make solid patterns, paint and mix warm an cool colors.
6. Hang up all of the 1/4 circle pages to make full circles like Kandinsky.

At Home Screen Printing Qwiki

noreply@blogger.com (Anonymous) — Wed, 12 Sep 2012 18:53:00 +0000

A video created in Qwiki showing the steps I used to create a screen printing studio with an exposure unit. A Qwiki is a great tool to use in the classroom as well for students to create mini videos, integrating text, images, video, and audio.

Play the Qwiki: Home Screen Printing

22 Web Resources to Bring Technology into Your Classroom

noreply@blogger.com (Anonymous) — Wed, 12 Sep 2012 18:16:00 +0000

The following is a list of web sites that I find to be valuable resources for incorporating technology into the classroom. From reliable resource sites to video editing to lessons and learning tools for your students. Enjoy!

1. Prezi - The Zooming Presentation Editor

http://www.prezi.com/

Prezi is a cloud-based presentation software that opens up a new world between whiteboards and slides.

2. Socrative
http://www.socrative.com/
Student response system, Engage audiences, Online pole taking without cell phones.

http://www.neok12.com/

Educational videos, lessons, and games for K-12 school kids.

4. Qwiki - The Easiest Way to Create Video : Qwiki

http://www.qwiki.com/

Create amazing interactive stories in minutes - with nothing more than your browser.

5. Free Visual Dictionary & Thesaurus | Online Dictionary | Associated Words | Syno...

http://www.snappywords.com/

Visual Dictionary

6. Wordia - help students to learn subject vocabulary through free learning games a...

http://www.wordia.com/

A free resource that uses interactive video and games-based learning to teach students vocabulary. Educators can set school tournaments, and students can play fun learning games challenging classmates and other schools.

7. All My Faves | Education

http://edu.allmyfaves.com/

Visual logo directory that specializes in the top 10 faves of each category. Making the internet an easier place.

8. National Geographic - Inspiring People to Care About the Planet Since 1888

http://www.nationalgeographic.com/

National Geographic provides free maps, photos, videos and daily news stories, as well as articles and features about animals, the environment, cultures, history, world music, and travel.

9. Sweet Search

http://www.sweetsearch.com/

SweetSearch is A Search Engine for Students. It searches only credible Web sites approved by Internet research experts.

10. KidsClick! Web Search

http://kidsclick.org/

KidsClick! is a web search site designed for kids by librarians - with kid-friendly results!

11. KidRex - Kid Safe Search

http://www.kidrex.org/

Official Site. Fun and Safe Search for Kids, by Kids.

12. Boolify Project: An Educational Boolean Search Tool

http://www.boolify.org/

Boolify provides learners with a manipulative mental model for Boolean Web Search contruction. It can be used to teach and learn Boolean Web Search in a variety of settings.

13. Technology Standards PDF NETS for Teachers

http://www.iste.org/standards/nets-for-teachers

Technology Standards PDF

14. The Five W's of Web Site Evaluation

http://kathyschrock.net/abceval/5ws.pdf

Web site evaluation. Reliable sources.

15. Abiator's Online LEARNING STYLE INVENTORY Test 1

http://www.berghuis.co.nz/abiator/lsi/lsitest1.html

Learning Styles Questionnaire

16. Wallwisher.com :: Words that stick

http://wallwisher.com/

Sticky Note Site - Post messages on a wall, just like you would on a real notice board. Have followers subscribe to the wall RSS feed to get the messages delivered to them automatically.

17. Online Convert
http://www.online-convert.com/
Convert media files online from one format into another. Great if you don't have the application to open up a student's work.

18. Books Should Be Free
http://www.booksshouldbefree.com/
Download books for iPhone, Android, Kindle & mp3 players

19. Learn it in 5
http://learnitin5.com/
Learn it in 5 is a powerful library of how-to videos, produced by technology teachers, for the purpose of helping teachers and students create classroom strategies for today's 21st century's digital classroom. These step-by-step how-to videos walk teachers through Web 2.0 technology, demonstrating how to use Web 2.0 applications like blogs, social networks, podcasts, interactive videos, wikis, slide sharing and much more.

20. QR Code Generator
http://qrcode.kaywa.com/
Bar code scanner generator to implement mobile devices into the classroom. (Scavenger hunts, voices to go along with projects).

21. Vialogue
https://vialogues.com/
Vialogue provides a space for users to hold meaningful and dynamic time-stamped discussions about video.

22. Listen to Youtube
http://www.listentoyoutube.com
Downloadable mp3 versions of audio from most YouTube videos.

Minimalist Movie Poster Design Lesson Idea

noreply@blogger.com (Anonymous) — Wed, 25 Jul 2012 22:56:00 +0000

This site shows simplified redesigns of movie posters...stripped down the the most basic and important information. This could be applied to a high school design course to get students to think about layout, important content, and to learn the tools of the design software in an enjoyable project. View the examples here...http://www.noupe.com/design/minimalist-movie-posters-and-album-artwork.html

Repurposed Materials: for Jewelry Making

noreply@blogger.com (Anonymous) — Sun, 08 Jul 2012 14:49:00 +0000

Open publication - Free publishing - More jewelry

A PowerPoint of types of reusable materials that can be used to create beautiful jewelry.

How to: Home Made 4 Color Screen Printing Station

noreply@blogger.com (Anonymous) — Sat, 07 Jul 2012 03:32:00 +0000

A great video showing how you can make your own 4 color screen printing station at home.

Make Your Own Light Table for Burning Screens

noreply@blogger.com (Anonymous) — Sat, 07 Jul 2012 02:09:00 +0000

In the comments of this video, I discovered an even cheaper way to make the frame for a light table...an old dresser drawer! No need for all of the measuring for the box!

Arts LIFT 2012

noreply@blogger.com (Anonymous) — Tue, 03 Jul 2012 19:50:00 +0000

Here is the 2012 Arts LIFT crew who worked on the Feed My Sheep gates and entrance to the community garden. It was a team effort by 13 students from Firestone High School, 9 undergraduate and graduate students studying art education at UA, and 2 UA faculty who worked alongside Akron sculptor, John Comunale.

Lesson: Exquisite Corpse

noreply@blogger.com (Anonymous) — Fri, 29 Jun 2012 03:25:00 +0000

Grade Level: Elementary - 4th Grade

Overview:

Students will be in groups of 4 and each complete ¼ of the exquisite corpse by drawing one portion, passing their paper to the next student to their right, then they draw the second portion, then they pass the paper to the right, then they draw the third portion, then they pass the paper to the right, then the last student draws the last portion then they finally pass it to the right ending up at the original drawer. The paper goes in a circle ending back to the original artist.

Content Focus

Art production – pencil drawings with markers
Art History – Surrealism
Language Arts – Nouns, verbs, adjectives, adverbs

Ohio Department of Education Standards:

Visual Arts Ohio State Standard 2- Creative Expression and Communication
Language Arts Ohio State Standard 1 - Phonemic Awareness, Word Recognition and Fluency

Objectives:

TSW choose one noun, verb, adjective, and adverb and put each word in each of the four sections of paper.
TSW illustrate a noun, verb, adjective, and adverb into their 4 drawings.
TSW setup 2 lines into the next section below that will connect their drawing to the next section.
TSW complete 4 drawings that include (name, pencil/marker, figure, and part of speech word) in each drawing.

Materials:

Sheets of 8 ½ x 11 drawing paper
Boxes of markers
Pre-sharpened pencils with erasers

Teaching Instructions:

Anticipatory Set – Introduce the lesson by telling students they are going to make Exquisite Corpses.

Begin by showing them a PowerPoint of Surrealist artwork and examples of the real Exquisite Corpses.
First describe Surrealism and the characteristics of Surrealism.
Exquisite Corpse was a game that the Surrealists played.
I will explain how it originated as a word game.
I will show them the artists that made the exquisite corpses.
How this technique got its name.
Show examples.
Explain how they created these artworks.

Step 2: Review/Discuss – Discuss the information with the class. It is important for them to understand that the drawings were not perfect, or truly representing anything real, it was more abstract like something in a dream. It is important not to show your neighbors your drawing so they don’t know what the rest of the drawing will turn out like until the very end.

Step 3: Objectives – The following are the objectives I will have written on the board:

Write your name in the top left of the folded section.
Write a word on the top right side of the page in the folded section:

Section 1: Adjective
Section 2: Noun
Section 3: Verb
Section 4: Adverb

Draw a part of the figure in the folded section. Have it represent the adjective, noun, verb, and adverb.

Section 1: Head to Neck
Section 2: Shoulders, Arms, Stomach (Torso)
Section 3: Waste to Knees
Section 4: Knees to Feet

Draw 2 lines passed the fold at the bottom.
Each student will complete 4 drawings total with (name, pencil/marker, figure, and part of speech word) in each drawing.

Step 4: Input and Modeling – Have two Exquisite Corpse examples already created, and one in the process.

I will display them on the board for everyone to see.
I will explain that we will first fold our paper into 4 equal parts.When we break into groups of 4 (1 group of 5), each of you in the group will get a chance to draw each section.

Section 1: Head to Neck
Section 2: Shoulders, Arms, Stomach (Torso)
Section 3: Waste to Knees
Section 4: Knees to Feet

When you pass the paper, the first thing you need to do is put your name in the top left so I know who drew what section.
Then you will write your (adjective, noun, verb, or adverb) in the top right.

I will ask who knows what these terms are and ask for an example:

Adjective: describing word (describes the Alien): smelly
Noun: person, place or thing: Alien
Verb: an action, use present tense (add “s” or “es”) walks
Adverb: modifies the verb (answers the question “How?” describes how it walks): sloppily

It is important to draw 2 lines into the next fold so the next person can connect to it.
I will give you 5 minutes to write your name, part of speech, and draw. (Start with pencil, if you have time you can add color.)
When the time is up you will fold back your drawing so the next person CANNOT see it.
We will pass our paper in a circle to the right so everyone will draw on the paper in the different sections.
t is important to fold back your drawing before you pass it on, because the drawing is not supposed to be seen until the end.
When your paper comes back to you there will be a completed drawing on it for you to see and a Consequences-line sentence. (The group of 5 will have to return the paper to the first drawer).
To help you think of what to draw each time, use the part of speech word, and draw from that. If you wrote, “smelly” maybe have smell squiggles coming off of the body.
There is no talking when we are drawing, this way there is no way your neighbors will know what you are drawing and it will be a bigger surprise.

Checking for Understanding:

Step 5: Checking Understanding – I will ask students what a noun, verb, adjective, and adverb are. I will ask students how many sections the paper must be folded into. I will ask students what must go passed the folded line. I will ask students what they must do before they pass their paper to the right when the time is up. Finally I will ask students if talking is permitted during the drawing part of class.

Step 6: Guided Practice - I will count the students off by 4 and break them into their groups by my dismissal. I will then pass out the paper, pencils, and markers. We will all fold our paper together with my demonstration on how to make 4 even portions. “Half like a hamburger, then half again.” When everyone has their paper folded into 4 even sections we will begin our Exquisite Corpse’s.

Step 7: Independent Practice – Each student will begin with their own blank piece of paper divided into 4 even sections.

I will say “ready, set, begin,” and there will be no more talking.

All the students will begin with their own paper in the FIRST section. They will first write their name in the top left, then write their ADJECTIVE in the top right. After that they can start drawing the HEAD to NECK using their adjective as a guide, and making sure they have drawn 2 lines into the next section.

“Times up, pencils and markers down, fold your section back, and pass to the person on your right.”

All the students will begin in the SECOND section now. They will first write their name in the top left, then write their NOUN in the top right. After that they can start drawing the SHOULDERS/ARMS/STOMACH using their noun as a guide, and making sure they have drawn 2 lines into the next section.

“Times up, pencils and markers down, fold your section back, and pass to the person on your right.”

All the students will begin in the THIRD section now. They will first write their name in the top left, then write their VERB in the top right. After that they can start drawing the WASTE to KNEES using their verb as a guide, and making sure they have drawn 2 lines into the next section.

“Times up, pencils and markers down, fold your section back, and pass to the person on your right.”

All the students will begin in the FOURTH section now. They will first write their name in the top left, then write their ADVERB in the top right. After that they can start drawing the KNEES to FEET using their adverb as a guide. This will complete the drawing.

“Times up, pencils and markers down. Pass to the person on your right.”

This will return the paper back to the original drawer.

Closure:

I will end the class by telling the students to clean up their materials and return them to their designated areas. With the time that is remaining we will review our Exquisite Corpse drawings. Anyone who would like to share their Exquisite Corpse and Consequences sentence that goes with it can do so. I will tell the students to look for these to be hung in the hallway to show off their excellent teamwork in creating these wonderful Exquisite Corpses’ like the Surrealists did.

Extensions/Modifications:

One extension is with the time remaining to add color to the drawing. This is not required, but will add more detail to the drawing for those who finish early within their 5 minutes.
Another extension is to have students draw a background for their Exquisite Corpse.

Rubric:

-->

Criteria	3	2	1
Student can give an example of the following parts of speech (noun, verb, adjective, and adverb) within their folded area. The part of speech (noun, verb, adjective, or adverb) relates to the illustration.	Student can give an example of 3 of the 4 parts of speech (noun, verb, adjective, and adverb) within their folded area. The part of speech (noun, verb, adjective, or adverb) relates to the illustration.	Student can give an example of 2 or 4 parts of speech (noun, verb, adjective, and adverb) within their folded area. The part of speech (noun, verb, adjective, or adverb) somewhat relates to the illustration.	Student can give 1 or zero examples of the parts of speech (noun, verb, adjective, and adverb) within their folded area. The part of speech (noun, verb, adjective, or adverb) does not relate to the illustration.
Student has drawn 2 lines into the next section below.	Student has drawn 2 lines into the next section below.	Student has drawn more than 2 lines into the next section below.	Student has drawn no lines into the next section below.
Student completed 4 drawings that include (name, pencil/marker, figure and part of speech word) in each drawing.	Student completed 4 drawings that include (name, pencil/marker, figure, and part of speech word) in each drawing.	Student completed 2 or 3 of the drawings that include (name, pencil/marker, figure, and part of speech word) in each drawing.	Student completed 0 or 1 of the drawings that include (name, pencil/marker, figure, and part of speech word) in each drawing.

CMYK Color Separations - Color Profiles

noreply@blogger.com (Anonymous) — Thu, 28 Jun 2012 03:38:00 +0000

This video explains CMYK color separations and color profiles to prepare a 4 color screen print, courtesy of Ryonet.

Spot Color Separation Demo

noreply@blogger.com (Anonymous) — Thu, 28 Jun 2012 03:29:00 +0000

A great tutorial for spot color separation for screen printing from filmdirectonline.

Arts LIFT 2012 - Feed My Sheep

noreply@blogger.com (Anonymous) — Sat, 23 Jun 2012 00:13:00 +0000

Before

After

For the past two weeks I have been a part of a wonderful community art project called, "Feed My Sheep" sponsored by a program called, Arts LIFT. Arts LIFT, The University of Akron's award-winning summer arts apprenticeship program for students in the Akron Public Schools has collaborated with nationally recognized sculptor John Comunale to create a series of steel gates for the entrance of the Feed My Sheep Garden at the First Congregational Church, 292 E. Market St., in Akron’s University Park neighborhood.

Today was our final day of working on the community project.

Check out more pictures of the development of this project by visiting the Arts LIFT Facebook page.

Lesson: Cubist Contour Still Life

noreply@blogger.com (Anonymous) — Fri, 25 May 2012 21:39:00 +0000

Grade Level: High School - Art I/Beginning Art

Overview:

The students will learn about still life and cubism in this lesson. They will each bring in an object for the teacher to assemble one still life for the center of the room. The students will sit in a circle around the still life. They will have a designated amount of time to draw in the contour lines of the still life from that angle. They when time is up they must move four seats to the right and begin drawing from a new angle. This will be repeated 5 times for 5 different drawings. From there the students will use the multiple angles of the drawing in a collage like a cubist artwork in which fractures the picture plane into multiple angles. They will then choose an appropriate limited color palette to complete the artwork.

Objectives:

The student will be able to…
Knowledge

Identify styles and techniques used in Cubist artwork
Use 5 different views of the still life in the drawings

Skill

Draw 5 still life contour drawings from the class still life
Construct a cubist composition of multiple sides using all 5 contour drawings
Compose a unified negative space to accompany the contour drawings

Value

Discuss their thoughts and opinions on the Cubist style
Select their own object to bring in and add to the class still life
Choose a color palette for their composition (complementary, analogous, etc.)

Vocabulary:

Cubism
Pablo Picasso
Contour Line
Drawing
Collage
Juxtaposition
Still Life
Planes
Fractured
Planes
Complementary
Analogous
Tertiary
Monochrome
Primary
Secondary

Materials:

Objects for still life
Water color paper
Pencils
Scissors
Glue
Water colors
Paint brushes

Teaching Instructions:

Prior to the lesson the students are asked to each bring in an object for a still life.
Introduction: "Who knows who Pablo Picasso is?" "What is he known for?" "Did you know he began training as an artist at the age of 7?"
Show examples of his early works. "In the early years, he painted in a realistic manner. As he got older his style changes as he experimented with various types of media and techniques."
Show examples of his cubism: Portrait of Daniel-Henry Kahnweiler, Bread and Fruit Dish on a Table, and Still Life with Chair Caning.
"Cubism is a style of painting Picasso developed with artist, Georges Braque using monochrome colors. He took apart objects and looked at them in terms of their shapes, fracturing the planes into sections."
Ask students, "What objects do you see in these paintings?" "How has be broken up those objects?" "What colors did he choose?"
Transition, "Now lets look at Picasso's line drawings.
Show students a few examples of his line drawings.
Ask students, "What do you notice about these drawings?"
Explain that these are contour line drawings because the shape is what the artist is focusing on, not the shading or shadows.
Instructions: "You will pick a seat around the still life, and take your 5 pieces of water color paper, a pencil, and an eraser with you. I want you to draw a portion of the still life that you see from the seat you are at. Focus on completing a contour drawing. I will give you 10 minutes to make the drawing. When the time is up, I will ask you to rotate four seats to your right, and take a seat. You will begin on the next piece of paper, a contour drawing from this angle. In the end you will have five drawings of the still life from 5 different angles."
"It is important that you only focus on the contour lines, no shading."
By the end of class the students will have their 5 contour drawings completed.
The students will cut out each of their contour drawings how they please along the lines.
After all of the objects are cut out the students will arrange them on their sixth piece of paper in a composition showing the fractured planes of the objects.
The students will glue down the pieces when they have decided on a composition.
They will then choose a color palette to color their collaged contour drawing.
Remind students of the color wheel.
Show the color wheel, and ask students, "What are the primary colors, what are the secondary colors, what are the tertiary colors, what is monochromatic, what is analogous, what is complementary?"
Tell students, "Choose one of these types of color palettes to paint your collage.
The students will begin to paint in their drawing with the desired color palette.
Tell students, "Keep in mind the negative space on the paper. What could you do with the negative space to make it look like part of the painting?"
Closure: The students will hang their paintings on the wall for a class critique. Each student will talk about the successes and troubles with the project and process. They will also say what they could add or remove or do different to make their project better.

Extensions/Modifications:

For students who may need extra assistance I can allow them to focus on one object in the still life each time they rotate seats. I can have a printout of one of Picasso's contour drawings so they can refer to it to remind them to only draw the lines. When choosing a color palette, I will show the student what they look like together and have them pick which one they want to use.
For advanced students, they can add other materials to their collage, such as printed papers, fabrics, etc and explain that Picasso played around with collage frequently experimenting with other objects. The students must have a specific choice for using such materials and they should complement the composition.

Resources:

Images:

Portrait of Daniel-Henry Kahnweiler
Bread and Fruit Dish on a Table
Still Life with Chair Caning

Books:

Picasso Line Drawings and Prints, by Pablo Picasso
Projector and Computer: to show images

Lesson: 1, 2, 3 Point Perspective

noreply@blogger.com (Anonymous) — Fri, 25 May 2012 01:02:00 +0000

Grade Level: High School - Drawing/Art II

Overview:

This lesson provides students the opportunity to develop the basic drawing knowledge and understanding of perspective. The students will be introduced to one, two, and three point perspective and learn the characteristics of each type of perspective. This technique is the foundation for realistic drawing and drafting. It is used across many professional careers too. The students will have a chance to practice their skills using a worksheet in which they draw perspective boxes within a circle. This exercise will increase their understanding of perspective so they can apply it to their perspective project.

The students will have the choice of drawing their final project in one, two, or three point perspective. Once they have chosen which perspective they want to draw in, they will apply the skills they have developed on their Circle Worksheet to their final project. The students will draw as intricately as they wish various size boxes, some with overlap some not (imagine a 3-dimensional Tetris).

After they have completed the drawing they will add appropriate shading to their drawing. They can choose pencil or colored pencil for shading. The students will be introduced to light, and how it affects shades. They will apply this knowledge to their drawing, adding three tones of shading: light, light gray, dark gray, and black.

Objectives:

Objectives: The student will be able to…
Knowledge

Distinguish the changes in value from the effect of one light source on the drawing.

Skill

Show an understanding of 1, 2, and 3 point perspective by completing the 3 Perspective Circle Practice Worksheets.
Illustrate a final perspective drawing accurately in the student's choice of 1, 2, or 3 point perspective.
Construct 4 levels of shading in their perspective drawing in respect to the student's chosen direction of light.

Value

Practice excellent craftsmanship by cleaning up any inconsistencies in their final artwork.

Ohio Department of Education Standards:

Standard 3: Critical and Creative Thinking – Students coordinate artistic processes to imagine, create, realize and refine ideas in both conventional and innovative ways.

Vocabulary:

1 Point Perspective
2 Point Perspective
3 Point Perspective
Direction of Light
Shading
Reflected Light
Distort
Vanishing point
Horizon line
Horizontal
Vertical
Secondary

Teaching Instructions:

Introduction – ask students, "What is perspective?" Assess students' prior knowledge of perspective. Ask students, "What is one-point perspective?" "Two-point?" and "Three-point?"
Ask students, "Where do we see perspective in our everyday lives?"
Ask students, "What type of professionals use perspective?"
Show students web sites of examples of one, two, and three point perspective. Point out where the vanishing points are. Ask students to point out where vanishing points are too.
Show M. C. Escher images. Point out where the vanishing points are, and show students how Escher distorted perspective and also applied perspective to realistic and abstract objects. Ask students to identify what type of perspective Escher is using in various examples.
Introduce Perspective Circle Worksheet to students.
Read instructions as a class for each.
One-point perspective: If you hold a box in front of you it is in one point perspective. This means all lines appear to converge at one point on the horizon. (Draw a one-point box on the board).
Two-point perspective: Turn the box so that you are looking at the edge of the box. The two sides appear to converge in opposite directions, or to two points on the horizon. (Draw a two-point box on the board).
Three-point perspective: Look down on or up at the box now. The lines appear to converge at three different points. (Draw a three-point box on the board).
Have students start with Two-Point perspective, then One-Point, then finish with Three-Point worksheet.
Demonstrate to the class how to draw in the first box for each worksheet.
Tell students, "The horizontal line represents the horizon line." Ask students, "Who can tell me what the horizon line is?"
Tell students the purpose of the circle. "Whenever you draw things in perspective, you will find it helpful to imagine a circle, and to draw within the circle. If you draw things outside this circle they appear distorted and don't seem real."
Demonstrate a distorted box outside the circle to explain.
Tell students some of the common errors when drawing boxes in perspective: "Vanishing points should appear behind the box. Parallel lines should go to the same vanishing point. Vertical lines should be vertical, never slanted. Horizon line always is horizontal."
Have students begin two-point worksheet.
Have students begin one-point worksheet.
Have students begin three-point worksheet.
Have students choose which perspective they feel most comfortable with to use for their final drawing project.
When students have completed the 3 worksheets, have them individually get the materials to begin the final drawing.
Assist with drawing in the vanishing points.
They may tape their drawings down to a large piece of scrap paper to extend their vanishing points off the page and to help when drawing.
The students will be drawing various size boxes in a well thought out composition similar to a 3-d version of Tetris. (Long boxes, short boxes, hollow boxes, solid boxes, intersecting boxes, overlapping boxes, etc.)
Once the majority of the students are almost through the line drawing, introduce shading.
"We are going to add shading to our drawings from one direct light source. You can choose to stay with pencil, or choose colored pencil."
Explain to students, "We see everything because of a light source reflects off the surface of something. In this case we are using one imaginary ray of light reflecting off of multiple boxes."
"The light produces various tones on the surface of something. The closer to the direct light an object is the light the tone; the farther from the light an object is, the darker it is."
Ask students, "If my light source is coming from the top, what would my lightest and darkest areas be?"
Ask students, "If my light source is coming from the left, what would my lightest and darkest areas be?"
To simplify this idea I want you to use just 4 shades: light, light gray, dark gray, and black. If you are using colors, apply this concept to colors.
You can apply shading in many ways to incorporate a type of style to a drawing: solid shading, dots, and lines, cross hatching.
Tell the students, "Once you have your drawings completed, you can begin shading them in."
"If you want to practice first on your worksheets you can do so."
Walk the room continuously to observe the progress students are making and call students' attention to areas that are inaccurate and ask them what needs corrected.
Challenge students who are grasping the concept to add realistic or abstract elements like Escher does, and see how those objects relate to the space and perspective.
Remind students to refer to the rubric while they are working to make sure their project aligns to the objectives of the project.
At the end of the project students will display their work for a critique where they can explain the challenges, their likes and dislikes, etc. Have students point out where the vanishing points are in each others work.
Students will turn in their final drawings for grading."

Extensions/Modifications:

Students can add realistic or abstract elements within their perspective drawing.
Students can practice the various types of perspective in Adobe Illustrator to render an object.

Resources:

Book:

Hanks, K., & Belliston, L. (1990). Rapid viz: A new method for the rapid visualization of ideas. Menlo Park, CA: Crisp Publications, Inc.

Web Sites:

One Point Perspective: http://www.boostinspiration.com/photography/one-point-perspective-black-and-white-photography/
Two Point Perspective: http://www.flickr.com/groups/1261090@N24/
Three Point Perspective: http://www.flickr.com/search/?q=3+point+perspective&f=hp
M.C. Escher: http://www.google.com/search?q=m.+c.+escher+perspective&hl=en&rls=com.microsoft:en-us:IE-SearchBox&prmd=imvnso&tbm=isch&tbo=u&source=univ&sa=X&ei=6_4_T4LcNYH1ggf32YGGCA&ved=0CCkQsAQ&biw=1024&bih=571

Projector and Computer: to show websites and images

Lesson - Modern Sculpture with Hose

noreply@blogger.com (Anonymous) — Thu, 10 May 2012 00:27:00 +0000

Grade Level: Art I/Studio Art/3-D/Sculpture

Overview:

The students will use thick wire or a metal coat hanger to create a form that demonstrates movement. The will cover the form with hosiery to make it a solid form. From there, the students will choose at least one more element and principle of art and design to add to the exterior of the sculpture. They will attached the form to a base with glue, and then choose a color to paint the sculpture. The students will keep in mind the elements and principles when they color the sculpture. They can consider a texture, value, or pattern to the form.

Objectives:

The student will be able to…
Knowledge:

Use excellent craftsmanship by thoroughly painting, showing no glue, no hose, no wire and no wood through his/her modern sculpture.
Illustrate 2-4 thumbnail sketches of ideas with color for his/her modern sculpture.

Skill:

Display evidence of at least one other element & principle of art.
Arrange the wire to show a clear evidence of shape/form in his/her sculpture.

Value:

Verify his/her artistic choices by completing the personal reflection worksheet.
Identify 3 images of modern sculpture chosen by student and print them out for class discussion.

Ohio Department of Education Standards:

Standard 1: Student Choice and Vision - Students’ emerging interests are at the core of visual literacy and an arts curriculum that promotes voice and ownership in learning.
Standard 2: Critical and Creative Thinking – Students coordinate artistic processes to imagine, create, realize and refine ideas in both conventional and innovative ways.
Standard 3: Authentic Application and Collaboration - Students engage in artistic production individually and collaboratively to address genuine local and global community needs.

Vocabulary:

Line
Shape/form
Color
Value
Texture
Space/perspective
Pattern
Rhythm/movement
Proportion/scale
Balance
Unity
Emphasis
Abstract
Freeform
Henry Moore
Modernism

Materials:

Thick wire or wire coat hanger
Block of wood for base
Knee high hose
Acrylic paint
Wire cutter
Nail and hammer
Scissors
Hot glue gun
Various materials for texture

Instruction:

Have overhead projector ready with connection to computer to show modern sculpture.
Have wood blocks pre-drilled with 2 holes per block.
Students will be seated in their assigned seats
Have two samples of final projects available.
Have rubric printed for students before they begin so they know what they will be graded on.
Remind students of procedures and classroom rules to make the classroom rule smoothly and effectively.
Introduction: Discuss modernism, show Henry Moore sculpture, and discuss the elements and principles of art in the work.
Discussion of what modernism is. Ask students, “Who can tell me what the work modern means?” Rejecting realism, make new, work that experiments with form and draws attention to the processes and materials.
Transition: “Let’s look at modernism in sculpture.” Show Henry Moore work.
Discussion of what makes his work modern.
Discussion of elements and principles of art in modern sculpture.
Ask students, “What elements and principles of art do you see in his sculptures?”
Transition: “Our next project is going to be inspired by modern sculpture.”
Homework: “Do some additional research of modern architecture for homework, and bring in 3 images that you like, and we will discuss them as a class. Be sure you identify the title and the artist for each.”
“We will use these 3 examples as well as your own creativity to create modern sculptures.”
When students bring in examples, lead a discussion with the class on what elements and principles of art are evident in the work, and why they liked these particular examples.
Transition: “I will go over a demonstration of how we will create the modern sculptures.”
Go over materials the class will use.
Have pre-cut with 2 holes to use as a base for the sculpture. Use hammer and nail to create one or two holes in the block of wood.
“First you will use wire cutters and pliers to cut off the hook end of a wire hanger. Make sure you bend the wire to straighten it out a little bit before starting the form.”
“Once you have the hook cut off and straightened, put the ends of the wire into the holes in the wood.”
“Come see me for the next step, which is gluing the wire to the base.”
“Once the wire is set up, you may begin bending and twisting the hanger to achieve the desired shape.”
“Like modern sculpture, shape and form are at the forefront of the design. Make sure you keep this at the forefront of your sculpture.”
“Once you have the form, we will need to give it a surface. Pull the hose over the top of the wire, then down over the wire form, and over the wooden block.”
“You will cut the extra hose from the bottom of the wooden block, and hot glue the hose underneath the base.”
“You need to be under my supervision during this step.”
“When you have the shape and form complete, this is where you can start to get even more create. We will paint the surface with acrylic paint.”
“You will need to incorporate at least one more element and principle of art to your sculpture.”
“What could you do to the surface to incorporate more elements and principles of art?”
Apply paint like Jackson Pollock, add texture with various materials like string, beads, sand, gesso, etc, apply value to the color you paint the sculpture, add pattern, rhythm.
“Do you have any questions about the process?”
Transition: “Before you get started on your sculpture, you will use your 3 examples and your own creativity to sketch 2-4 thumbnails of your ideas for your sculpture. Make them big enough that you can add color and detail.”
“When you have the thumbnails completed come see me so you get credit and I will approve them so you can start the sculpture.”
Students will work on project.
Closure: When the students are almost completed with their project, introduce the Reflection Worksheet.
“When you are done with your sculpture, get a Reflection Worksheet from me to discuss your sculpture.”

Formal Assessment/Evaluation of Objectives:

The student’s final sculpture will be their summative assessment that will be graded with a rubric.
The student’s will be evaluated during the project at checkpoints to make sure they are on track, and this will be the students’ formative assessment.

Extensions/Curricular Connections:

Advanced students can create multiple sculptures showing transformation (abstract to realistic, size/scale, etc).
Students can apply various objects to the sculpture such as beads, string, and anything else to make their sculpture have texture or a collage quality.
To simplify the assignment, the teacher will glue the wire into the base for the student.

Resources:

Books:

Read, Herbert. Modern Sculpture: A Concise History.
Elsen, Albert E. Origins of Modern Sculpture: Pioneers and Premises

Web Sites:

Henry Moore, http://www.henrymoore.com/art.shtml
More artists, http://www.modernsculpture.com/sculpture.htm

Projector and Computer: to show websites, images, and artists