tag:blogger.com,1999:blog-52411638273657254602024-03-13T19:16:29.950-07:00Project ART-A-DAYCreating, exploring, learning, experimenting, expanding.
New ideas, old ideas, ideas somewhere in the middle:
One piece of art a day, start to finish.
(Bonus: Lesson plan ideas and examples for Art Educators!)JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.comBlogger120125tag:blogger.com,1999:blog-5241163827365725460.post-70358105801850210582017-07-28T14:52:00.001-07:002017-07-28T14:54:48.501-07:00Q2 in Ceramics 1-4: What TAB/Choice looks like in my classroom?<div style="text-align: right;">
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<span style="color: blue; font-family: "trebuchet ms" , sans-serif; font-size: large;"><b><u>Quarter 2 in Ceramics 1: </u></b></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">In case you missed how I set up my ceramics class of levels 1-4 together, see the post about <a href="http://projectartaday.blogspot.com/2017/07/what-tabchoice-looks-like-in-my.html" target="_blank"> <span style="color: blue;">Quarter 1</span></a>. </span><span style="color: blue; font-family: "trebuchet ms" , sans-serif; font-size: large;"> </span><br />
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<span style="color: blue; font-family: "trebuchet ms" , sans-serif; font-size: medium;">This post will contain information on how I structured the second half of my ceramics 1 class, and most of the semester of ceramics 2-4. (Reminder: This is a combined class of ceramics 1-4.)</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="color: blue; font-size: large;">Ceramics 1: Introduction to Artistic Behaviors... or Artistic Challenges.</span></b> After teaching formative skill building Boot Camps with lots of safe practice, students are introduced to the transition into "making art." Up until now, students may have been creating art, however, that wasn't the focus of discussion. Here, we now spend a few days looking at, talking about, thinking about art (specifically 3D artwork). I "present" THIS slideshow about the Elements and Principles and how they are used in 3D artwork to create interest. We then look at <a href="https://drive.google.com/open?id=1cE4hbJeQlBbTh4fQtLZbKCtZ914MM9Axe8uxA9NXrB0" target="_blank">THIS slide deck</a> of different 3D artwork. We discuss the first few together as a class (how to READ an artwork, what to look for in the artwork that gives us information, etc), and in pairs/groups, to give them opportunity for safe practice and discussion. Then, students have access to that slide deck, paired across tables and across levels, and are allowed to choose an artwork they are interested in researching, discussing, annotating to present to the class. On the day of presentation, students volunteered to present in front of class, and due to time, we then break into table groups and the pairs/teams shared their findings, discussed their questions and curiosities. As I walked around the room, I was so interested to hear the students discuss and engage with EACH OTHER about their artwork and the meanings they found. I also enjoyed hearing the further discussions such as "So I see you making things in ceramics 3. What kinds of things do you get to do?" with responses such as "Really? We get to make ANYTHING we WANT TO! It's so awesome because it's what I'm really interested in. I really want to make something about the choices we make, but I'm not sure how to do that yet." And then listening to them discuss THAT! It's like.. the students actually made the connection between ACTUAL artists' artwork and THEIR OWN creations! Crazy, huh? </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif; font-size: xx-small;"><i>Example of the Project Proposal- for Ceramics 1 <br />I include Construction Method instead of Form. <br />Students are expected to also attach any research.</i></span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;">We then transition into Artistic Behaviors (I provide students with many different <a href="https://drive.google.com/open?id=0B03T2XTgMLojSjlzSE5HU2dJYVU" target="_blank">Google Slides prompts</a> that mostly asks them questions to help them understand the different Artistic Behaviors and how they can start thinking about what to create (isn't that always the hardest? "I'm not creative! I don't know where to start!" <i>Can I get you some more cheese with that whine?</i>). They are provided a Project Proposal worksheet in which they have to consider all aspects of their process from research and sketching (planning) to construction methods, meaning, function (or non), and display. I notice that, while I intend to enforce a completion of a project proposal worksheet for all three of their artworks, students will often get the hang </span><span style="font-family: "trebuchet ms" , sans-serif;">of that and end up doing more of a discussion with me, talking through ideas, and not need the structure of the worksheet. Some students still do, and some just like that pre-made organization. I'm a pretty flexible teacher, so on the most part I let the students decide what they need (and some, I force them to use it because they NEED it)- if they are better at communicating their ideas in drawings or in discussion with me, I'm okay with that as long as they jot some of that down so they don't forget what we have discussed. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif; font-size: xx-small;"><i>Students submit the project proposals for me to approve,<br />and then resubmit again when submitted completed work,<br />along with this reflection.</i></span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;">Students are expected to create 3 Artworks with artist </span><span style="font-family: "trebuchet ms" , sans-serif;">statement and self evaluations by </span><span style="font-family: "trebuchet ms" , sans-serif;">the end of the quarter, and complete their growth portfolio as their final exam. As mentioned in my previous post, some students can "get away" with only creating 2 if they are super time consuming or complex. I'd much rather a student continue on their own path of creating then force them to rush and cut it short for my own purposes. As long as students </span><span style="color: blue; font-family: "trebuchet ms" , sans-serif; font-size: large;"><b>demonstrate application of foundational skills through meaningful artwork,</b></span><span style="font-family: "trebuchet ms" , sans-serif;"> I'm good! I believe, that </span><b style="font-family: "Trebuchet MS", sans-serif;"><span style="color: blue; font-size: large;">if students are demonstrating THEIR Creative Process, problem solving best methods to create THEIR own MEANINGFUL artwork, DISCUSSING their ideas with their peers to receive critical feedback, REFINING their work based on that feedback, and ultimately reflecting on what THEY deem is the success of visually communicating their intention... isn't that ideally what we want them to leave our class being able to do?</span></b><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">Here are some examples of what students created in the second half of the semester <i><span style="font-size: x-small;">(Of course, students wrote way more than what I have in those captions below, but just wanted you to get a general idea of their intention.)</span></i>: </span><br />
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com2tag:blogger.com,1999:blog-5241163827365725460.post-61488198394152253062017-07-21T14:01:00.003-07:002017-07-22T13:51:40.034-07:00What TAB/Choice looks like in my classroom- Part 2 (Ceramics Boot Camps)<span style="font-family: "Trebuchet MS", sans-serif;">After seeing (what I see as) huge successes and shifts in my student artwork in Sculpture, I decided to try out TAB/Choice in my Ceramics class. Here is a little peak into what that looked like:</span><br />
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<span style="color: blue; font-family: "trebuchet ms" , sans-serif; font-size: large;">The Setup: </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Ceramics 1-4, grades 9-12 all in the same room. 18 Ceramics 1- all handbuilding; 6 Ceramics 2- all throwing (and surface embellishments); 3 Ceramics 3 and 3 Ceramics 4- Combo of hand building and throwing, functional and non-functional focus. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">In this post I will focus on showing ONLY ceramics 1 so as to keep this clear and concise. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><b style="color: red;"><i>UPDATE: I have added what the Bootcamps look like for Ceramics 2, 3, and 4 at the bottom. </i></b> </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-family: "trebuchet ms" , sans-serif;"><br /></span><span style="font-family: "trebuchet ms" , sans-serif;"><span style="color: blue; font-size: large;">Quarter 1:</span></span><span style="font-family: "trebuchet ms" , sans-serif;">Bootcamps: </span><span style="font-family: "trebuchet ms" , sans-serif;">1-2 week boot camps (depending on the schedule and technique): </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">-Pinch</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">-Coil</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">-Hard and Soft Slab </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">-Glazing</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="color: blue;">Midterm:</span></b> Bootcamp Rubric Assessment and (Beginning of Growth Portfolio) Reflections (Formative Grading ONLY)</span></span><br />
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</span><a href="https://1.bp.blogspot.com/-HH9tMkxPbAk/WXJk6XNdheI/AAAAAAAAQLM/2Y2HTsu0GJgrBftlQfOFnFxI4NVR3I9UgCLcBGAs/s1600/Screen%2BShot%2B2017-07-21%2Bat%2B3.32.26%2BPM.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" data-original-height="608" data-original-width="572" height="320" src="https://1.bp.blogspot.com/-HH9tMkxPbAk/WXJk6XNdheI/AAAAAAAAQLM/2Y2HTsu0GJgrBftlQfOFnFxI4NVR3I9UgCLcBGAs/s320/Screen%2BShot%2B2017-07-21%2Bat%2B3.32.26%2BPM.png" width="301" /></span></a><span style="font-family: Trebuchet MS, sans-serif;"><b><span style="color: magenta; font-size: large;">Pinch pots</span> </b>went from the same old lidded pot or animal or sgraffito'ed hollow ball or whistle (which are all very cool, don't get me wrong... but they all looked the same) to this:</span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">This became <span style="color: magenta;"><b>a SAFE, FORMATIVE PRACTICE</b></span> for the students to explore how the clay worked without feeling like it had to be perfect on the first go. They got to see what worked and what didn't, what they liked, what they didn't, what the limitations of the clay were, or practice their fine motor skills... all for relatively low risk. </span></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="color: magenta;"><b>Coil: </b></span> Students first created bowls (for our empty bowls event) by creating coils and pressing into the existing bowl. They then created mini coil vessels using a template they create. </span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><span style="color: magenta;">Slabs: </span></b> I demonstrated both hard and soft slab techniques, and sgraffito. Here, students could make whatever they could think of using soft or hard slabs and then they had to sgraffito their forms. In the past, I had my students create soft slump/drape bowls and hard slab lanterns or houses of some kind. Again- excellent projects! Just not the most amazing ARTWORK. Here are some FORMATIVE examples of what my students created. </span><br />
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<a href="https://3.bp.blogspot.com/-IyLbgf0OJj4/WXJnNkyRv-I/AAAAAAAAQLU/uJ6UJX0p5ak0qqBxwmEsY0_v2PO0bgQ3QCLcBGAs/s1600/Screen%2BShot%2B2017-07-21%2Bat%2B3.42.20%2BPM.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" data-original-height="610" data-original-width="526" height="320" src="https://3.bp.blogspot.com/-IyLbgf0OJj4/WXJnNkyRv-I/AAAAAAAAQLU/uJ6UJX0p5ak0qqBxwmEsY0_v2PO0bgQ3QCLcBGAs/s320/Screen%2BShot%2B2017-07-21%2Bat%2B3.42.20%2BPM.png" width="274" /></span></a></div>
<span style="color: magenta; font-family: Trebuchet MS, sans-serif;"><b>By allowing my students to problem solve what THEY wanted to create, using the same skills and techniques I needed them to demonstrate, students will push themselves beyond what they thought they were capable of creating. This is because they WANT to create the artwork and have genuine interest in the overall success of the outcome. </b></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><span style="color: magenta;"><b>Glaze: </b></span> Students learn about the various glazes we have available to us and how they work. This way, students have a choice to experiment on their small formative works to see what that glaze looks like when fired. A lot of students enjoyed this because they later used these pieces when making decisions on their <span style="color: magenta;">SUMMATIVE ARTWORKS. </span></span></span><br />
<a href="https://3.bp.blogspot.com/-S22Uy1aToPE/WXJqRS5-lvI/AAAAAAAAQLc/qqUR37sSHfMqSrSRCfzNqHbOshZsL0XDgCLcBGAs/s1600/formativerubricbootcamp_taylor.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: Trebuchet MS, sans-serif;"><img border="0" data-original-height="1600" data-original-width="1237" height="400" src="https://3.bp.blogspot.com/-S22Uy1aToPE/WXJqRS5-lvI/AAAAAAAAQLc/qqUR37sSHfMqSrSRCfzNqHbOshZsL0XDgCLcBGAs/s400/formativerubricbootcamp_taylor.jpg" width="307" /></span></a><span style="color: magenta; font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Assessment:</b></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Please forgive this horrendous photo of my rubric. My computer crashed and I can't find the original. If I find it, I will repost it. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Students filled this out and provided Evidence of their Growth from project (in this case I kinda' use this word because they are safe practice pieces) to project. We have a huge literacy push currently; students are expected to provide a claim statement and provide evidence. While I do this for everything I teach anyway, I feel this is a great tracker for documenting growth and understanding, documenting for your evaluation, and a great FORMATIVE practice for students to rewrite in preparation for their artist statements later on. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Again, I grade this all as formative for low risk and buy-in. Now... even though this is all formative grading, these are the ONLY grades in the grade book. The summative grades (which will be worth more) don't come into the grade book until Q2 when they create their "artworks." So, even though these formative grades will eventually wash out mostly, they show as higher risk for their overall grade. So, that's great for the kids who need a little reminder that, indeed, ceramics is not a blow off, but you will also have to remind other kids (you know the ones... they stress over everything!) that these grades will not be worth as much in the long run, and not to worry! Because, after all, this is just practice... when you go to APPLY what you've learned, you will have a chance to SHINE!</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">Note: This is also the time I have them create their Google Slides portfolio, ensuring that they have their images of their work in there from the bootcamps. I will show you what those portfolios look like in my next post on Q2. </span><br />
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<span style="color: blue; font-family: Trebuchet MS, sans-serif; font-size: large;">Quarter 2: <i>(Watch for my next post!)</i></span><br />
<span style="font-family: Trebuchet MS, sans-serif;">3 Artworks based on Artistic Behaviors, demonstrating skills learned, using concepts of their choice. Students filled out a Project Proposal for their intended artwork. (See below). They could take "as long as" needed, but needed to budget their own time on the scale and complexity of the artwork. In some cases, if a student was creating a very complex artwork, they might be waived from having to complete 3 artworks down to 2. Each Artwork has a rubric/self assessment and artist statement and title to be stapled with the proposal and planning sheets and turned in with the completed artwork for a grade. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: blue;"><b>Final Exam: </b></span>Growth Portfolio (Google Slides) Completed with Course Reflection</span><br />
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<span style="color: blue; font-family: Trebuchet MS, sans-serif; font-size: large;">Ceramics 2, 3, & 4: The Bootcamps:</span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: blue;"><b>Ceramics 2</b></span> spends the semester learning fundamentals of how to throw on the wheel. <br />I set up the following Bootcamps for them, with each one having multiple video references on Canvas (our platform much like Blackboard), formative checks after each skill: </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">1. The wheel (parts of, tools, other equipment)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">2. Wedging (a review)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">3. Centering, Pulling a wall</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">4. Throwing 3 cylinders of various heights and widths</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">5. Throwing 3 bowls of various heights and widths</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">6. Throwing 3 vases of various heights and forms</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">7. Pulling a Handle</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">8. Throwing 3 plates of various sizes</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">For each set, students receive formative grades based on the piece in greenware state. </span><br />
<span style="font-family: Trebuchet MS, sans-serif;">For each set, students then choose an Artistic Behavior, create a project proposal, and then modify or embellish to demonstrate their concept. These then receive a summative grade as artwork. While their technique is still part of the summative grade, it is how they address the form to convey meaning that is weighted. They submit proposal with planning and research, as well as an artist statement and title for their summative grade. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="color: blue;"><b>Ceramics 3 & 4:</b></span><br />Begin by demonstrating their throwing proficiency, teaching the 2's how to throw and then throw 3 "perfect" 8" cylinders. This keeps them busy so I can teach the 1's, and flip flop to the 2's. I don't teach bootcamps up front with them, as I'm not sure how I could truly be teaching and demo-ing to all 4 levels all within the first two weeks. They begin with their cylinders, I cut them in half lengthwise to look at the wall and technique, and toss them into reclaim once they have 3 A's in the books. While they are working on that in class, they continue outside to develop through the Artistic Behaviors. We discuss what that means, and how they will then be spending the semester developing 3 "MAJOR" Artworks. I explain that "MAJOR" means that the pieces are sets of works, an installation of some sort, or something elaborate and/or complex in meaning and technique. Some might say, how do you know if it fits this description? I say... I don't. When a student proposes something, I push them to think further and further until we are all happy with where the piece(s) will "end up." Obviously a lot can change during the execution phase as well, so there is built in flexibility. I find that the best accountability is to have consistent conversations with the students, questioning their work, thinking through ideas, getting peer feedback. Some students will research ideas and artists and decide that they want to try something such as throwing a closed form, throwing a lid, adding a variety of materials after firing, try an experimental glazing technique, slumping glass, etc. It is in that I hold the quick "bootcamps" for these kids. We pause for a day or two, everyone watches and tries these skills, but not all students will want to actually utilize that skill in their artwork. That's okay with me. Making very specific choices on how to create/construct their particular artwork is essential. We aren't here to force them to create artwork (at this point in their career) around that form or skill, but give them the opportunity to learn that skill and decide if they would like to use it to create their artwork. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><i>In the next post I will share with you my planning sheets, project proposals, rubrics, student examples, growth portfolios, and more.</i></span><br />
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<span style="color: red; font-family: Trebuchet MS, sans-serif;"><i>A shout out to my friend and colleague who taught me a lot about teaching ceramics, Shay Rehs! While we don't necessarily teach the same way, it is her structure that allowed me to fumble less through this process and have a great foundation from which to start! </i></span><br />
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-83838259186053096202017-07-20T16:39:00.002-07:002017-07-20T16:43:10.144-07:00What TAB or Choice Based looks like in my classroom... Part 1<span style="font-family: "trebuchet ms" , sans-serif;">About 2 years ago now, I first learned about TAB- Teaching for Artistic Behaviors. The idea was interesting, and I joined the Facebook TAB for HS Group to learn more. I'll be honest here- I'm not entirely sure if I'm doing it "correctly" in my classrooms, but I do what works for my students (so far) and continue to adapt and reflect on that each and every semester. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">You can see a bit of my journey in my previous posts: <a href="https://projectartaday.blogspot.com/2016/01/something-kind-of-tab-ish.html" target="_blank">Something Kinda' TAB-ish</a>, and <a href="https://projectartaday.blogspot.com/2017/07/something-kinda-tab-ish-part-deux.html" target="_blank">Something Kinda' TAB-ish part deux</a>, and <a href="https://projectartaday.blogspot.com/2017/07/tabish-and-more-naea-2017-presentation.html" target="_blank">TABish and More- NAEA 2017 Presentation</a>. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">In this post, I want to outline how I used what I learned from my guinea pigs (my sculpture class), to apply to future classes and how I am slowly transforming my classes into a more TAB or Choice Based format. <i>(Please note: I use the words TAB and Choice Based interchangeably here because, while they are not exactly the same thing, I teeter between these and so therefore I mash them together in my verbiage.) </i></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;"><b><span style="font-size: large;">Sculpture (Spring 2016):</span></b> <br />The setup: Teaching a class of 18 Ceramics 1 students (all hand building) in one classroom, and a class of 10 sculpture students in the adjoined room. These 10 sculpture students were juniors and seniors- many I recruited to get the program started. They were an ideal group of students to challenge my teaching because they were all very smart, very creative, and in general a great group of students receptive to out-of-the-box teaching. These kids were self directed on the most part, so I was able to run between the classrooms without worrying too much about keeping them engaged. We have class every day for 53 minutes, and it is a semester long class. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">In our classes, we have an expected curriculum through our district (what is being taught by us should be the same as being taught at our other high school to ensure kids are receiving the same experience). I took a twist on this and feel that if my students are learning the same concepts and techniques, their "experiences" may still be very different, and that is okay by me. <i style="color: blue; font-size: x-large; font-weight: bold;">This is where I shifted from project to artwork. </i>In the past, I had created the project from start to finish, and had them follow steps to achieve great looking artwork. Students learned skills safely, and created <b><span style="color: blue; font-size: large;">"artwork"</span></b> that was unique to them, but when you put theirs next to their peers, they looked like they could be a series from one student. <i>(I feel that the words "cookie cutter artwork" can be pretty harsh, but that's basically what it is.)</i> Now, I learned to teach like that! Most art teachers have. I remember learning how to teach concept and just thinking... my kids won't get that. They just won't be able to wrap their heads around that in order to actually make the <span style="color: blue; font-size: large;"><b>amount of </b></span><span style="color: blue; font-size: large;"><b>"product"</b></span> that I am expected to teach. These are what I call,<span style="color: blue; font-size: large;"><b> PROJECTS.</b></span><span style="color: blue;"> <i> (My definition of projects: Highly structured, teacher designed and researched lessons that create a similar product for each student.)</i></span></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">I began the class by explaining how this is new for me, and how we are going to try this together. We talked about <span style="color: blue; font-size: large; font-weight: bold;">Artistic Behaviors- </span><span style="color: blue;"><b><span style="font-size: large;">ways in which artists think and approach creating and their own personal creative process.</span></b> </span> This is how we approached our units. For example, I taught a unit on subtractive processes, and I feel it is important (and fun) for the students to learn how to pour and carve plaster. In my previous class, I taught this by showing a powerpoint on abstraction and showing examples from <a href="https://www.henry-moore.org/about-henry-moore/biography" target="_blank">Henry Moore</a> and <a href="https://barbarahepworth.org.uk/" target="_blank">Barbara Hepworth</a>. Students made sketches and started creating. If they made mistakes, it wasn't that big of a deal because we talked about how their work can morph from those mistakes, and since it was abstract, there w</span><span style="font-family: "trebuchet ms" , sans-serif;">as less risk. </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">This time, I started the unit talking about <span style="color: blue; font-size: large;"><b>How Artists Observe</b></span>. I can't even tell you how different this was for me, and my students. Starting this conversation, the students kind of stared at me. I asked them, "In which ways do artists observe, before they create?" The conversations transformed from "with our eyes" to </span><span style="font-family: "trebuchet ms" , sans-serif;">"by feeling an object with our eyes closed" and then into </span><span style="font-family: "trebuchet ms" , sans-serif;">"listening to the community discussion." It was amazing! Then, students researched and sketched their ideas from THEIR observations. They created additive clay maquettes, practiced subtractive techniques with floral foam, poured plaster of their choice of size, and carved away! Lastly, we talked about ways to display the work (on a pedestal, handing on a wall, hanging from the ceiling...). </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: large;"><b style="color: blue;">Here is their Subtractive Plaster ARTWORK: </b></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><i><span style="font-size: x-small;">(please ignore the plaster dust- didn't have time to touch up the photos)</span></i></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">Can you tell what these pieces are about? You might notice how some students changed their artwork from maquette to subtractive plaster artwork, or how some faced the challenging and frustrating limits of the materials (oh no! It broke! now what?!). I found it INCREDIBLE to read about each student's journey in researching, creating, and creatively problem solving, and discussing these artworks, the deep personal meaning they had with these works, and the investment and engagement was phenomenal. Their critiques were profound as they discussed these ideas and the various ways to communicate visually, as opposed to looking at and critiquing the same "project." </span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;">I was impressed by how my student artwork looked so different than it had prior, even though it was the same material and technique being demonstrated. </span></div>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-MfrgycJmGfg/WXE30Ohhf1I/AAAAAAAAQKQ/NBdCNMfBzLY1UfObG462OXJ7TrQYNYs4wCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.08.40%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="525" data-original-width="510" height="320" src="https://4.bp.blogspot.com/-MfrgycJmGfg/WXE30Ohhf1I/AAAAAAAAQKQ/NBdCNMfBzLY1UfObG462OXJ7TrQYNYs4wCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.08.40%2BPM.png" width="310" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Researched antlers and how the animal would fight <br />for its young (demonstrated through the scratch marks)- <br />ultimately displayed using wire posted to a pedestal)</i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-FDhxIVDXagQ/WXE4NAYNzqI/AAAAAAAAQKU/3whnudUPWx8jKPTMo6O3ZkzkxW89IghTwCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.10.55%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="285" data-original-width="636" height="143" src="https://1.bp.blogspot.com/-FDhxIVDXagQ/WXE4NAYNzqI/AAAAAAAAQKU/3whnudUPWx8jKPTMo6O3ZkzkxW89IghTwCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.10.55%2BPM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Observed how water travels and carves out space.</i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-2LwyPvZMgPY/WXE5sKENf7I/AAAAAAAAQKc/OpZpNb4Y7Y0D3U35s4Vu0gYjfL9YB8bAQCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.11.58%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="405" data-original-width="609" height="212" src="https://1.bp.blogspot.com/-2LwyPvZMgPY/WXE5sKENf7I/AAAAAAAAQKc/OpZpNb4Y7Y0D3U35s4Vu0gYjfL9YB8bAQCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.11.58%2BPM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">Heard about the word Biomorphism and researched. </span></td></tr>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-f667gE2lzyo/WXE5sUuiqxI/AAAAAAAAQKg/JuBpeddrX8I_PTwg-eDCFOI7fWTUR6oeQCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.15.48%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="616" data-original-width="471" height="320" src="https://4.bp.blogspot.com/-f667gE2lzyo/WXE5sUuiqxI/AAAAAAAAQKg/JuBpeddrX8I_PTwg-eDCFOI7fWTUR6oeQCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.15.48%2BPM.png" width="244" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>During our mounting political environment, <br />student demonstrated how we are <br />linked together and divided politically- <br />neither side coming together. </i> </span></td></tr>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-BLmeWOS7Ikg/WXE5s6O2XLI/AAAAAAAAQKk/NMhFK79xPRU4QMFFOG9PVHNjVWFJL-VdQCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.17.16%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="630" data-original-width="479" height="320" src="https://4.bp.blogspot.com/-BLmeWOS7Ikg/WXE5s6O2XLI/AAAAAAAAQKk/NMhFK79xPRU4QMFFOG9PVHNjVWFJL-VdQCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.17.16%2BPM.png" width="243" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-family: "trebuchet ms" , sans-serif;">Researched geometric prisms combined with organic matter. </span></i></td></tr>
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<tr><td style="text-align: center;"><a href="https://2.bp.blogspot.com/-qUidGQu4qBI/WXE6V5nvjlI/AAAAAAAAQKs/nOLUjZbtd_cSqLE3TsyEcRU2I8Xp0Y8OgCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.19.19%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="521" data-original-width="624" height="267" src="https://2.bp.blogspot.com/-qUidGQu4qBI/WXE6V5nvjlI/AAAAAAAAQKs/nOLUjZbtd_cSqLE3TsyEcRU2I8Xp0Y8OgCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.19.19%2BPM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Originally created a heart to demonstrate her passion,<br />this student included the ceramic needle tool piercing the<br />heart to demonstrate her passion for ceramics. </i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-porBkLkB6sI/WXE6vw6MSVI/AAAAAAAAQKw/ZE6ZnoGpo1gBDP10kjy13awGB1kGQrQ2wCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.21.37%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="629" data-original-width="506" height="320" src="https://3.bp.blogspot.com/-porBkLkB6sI/WXE6vw6MSVI/AAAAAAAAQKw/ZE6ZnoGpo1gBDP10kjy13awGB1kGQrQ2wCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.21.37%2BPM.png" width="257" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Researched mountain ranges and trails. </i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-0fgZtAleXlk/WXE6v8Mn0yI/AAAAAAAAQK0/owHr8eyDtIIHVncBz85_s7jUNijxwfeSgCLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B6.21.51%2BPM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="467" data-original-width="622" height="240" src="https://3.bp.blogspot.com/-0fgZtAleXlk/WXE6v8Mn0yI/AAAAAAAAQK0/owHr8eyDtIIHVncBz85_s7jUNijxwfeSgCLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B6.21.51%2BPM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Discussing the Syrian Refugee crisis. </i></span></td></tr>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/-EivRMFCVdQM/WXC_HK7w-TI/AAAAAAAAQJY/JrOr6oHP7DEjIOwSXpHM9dW6F4HN7WMOACLcBGAs/s1600/Screen%2BShot%2B2017-07-20%2Bat%2B9.31.35%2BAM.png" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" data-original-height="518" data-original-width="540" height="306" src="https://4.bp.blogspot.com/-EivRMFCVdQM/WXC_HK7w-TI/AAAAAAAAQJY/JrOr6oHP7DEjIOwSXpHM9dW6F4HN7WMOACLcBGAs/s320/Screen%2BShot%2B2017-07-20%2Bat%2B9.31.35%2BAM.png" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;"><i>Demonstrating the highs and lows of mental illness.</i></span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-91207250552523022092017-07-18T07:06:00.001-07:002017-07-18T07:06:52.572-07:00TABish and More- NAEA 2017 Presentation<div class="separator" style="clear: both; text-align: left;">
<span style="font-family: Trebuchet MS, sans-serif;"><span id="goog_2017764470"></span><span id="goog_2017764471"></span>As promised, here is the presentation my colleague, Anna, and I gave at the NAEA 2017 Conference in NYC. This outlines my journey to a choice based/ TAB style classroom and how I worked wth my students to use video to document and make this learning explicit to the community beyond the classroom. In doing so, Anna and I applied for and received a grant to create an Interactive Gallery using an iPad Pro, creating and interactive gallery experience in our school. We highlight this process that we went through to work on this and some of the roadblocks we ran into and overcame to make this experience happen. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><i>In my next post, I will explain a little more about how I moved my classes (one at a time) to TAB/Choice Based Curriculum, what that looked like for me and my students, and what were the benefits that I saw occur in my students' education and art creating. Stay tuned!</i></span></div>
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com5tag:blogger.com,1999:blog-5241163827365725460.post-39589613065629347122017-07-05T16:21:00.001-07:002017-07-05T16:22:54.002-07:00Something Kinda' TAB-ish... part deux.<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://1.bp.blogspot.com/-tmjG7GmSqw8/WV1zGoxiKfI/AAAAAAAAP3I/ZhGrxgPaVT8OKEox2scO-G6uJOg2k_YUwCLcBGAs/s1600/janetelmhurst.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" data-original-height="958" data-original-width="960" height="199" src="https://1.bp.blogspot.com/-tmjG7GmSqw8/WV1zGoxiKfI/AAAAAAAAP3I/ZhGrxgPaVT8OKEox2scO-G6uJOg2k_YUwCLcBGAs/s200/janetelmhurst.jpg" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">Love our local Art Museum! <br />https://www.elmhurstartmuseum.org/</span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;">Well, that's embarrassing! My last blog post was from January of 2016?! Whoopsies! </span><span style="font-family: "trebuchet ms" , sans-serif;">I have been wanting to follow up on how my teaching practice has changed over the last year and a half since I learned about TAB or Choice-Based (Or my favorite... the Choice-Based Continuum). I just didn't realize it has been that LONG! </span><br />
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<span style="font-family: "trebuchet ms" , sans-serif;">I have spent the last year and a half transitioning just a FEW of my classes (one at a time) over to this new model (or what it looks like for me), documenting like crazy (my students tell me I use my phone more than they do... pshaaa, seriously??!), and working weekly one-on-one with another amazing colleague (Instructional Coach) to really zero in on best practice (for me and MY students). Last year, I spoke with this amazing colleague at NAEA NYC sharing my journey from documenting to writing a grant to creating an interactive gallery to sharing our creative process beyond our classroom and back to best practices in teaching art (again, in my own work) and how that has impacted and grown my students' thinking and creating. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "trebuchet ms" , sans-serif;">NAEA NYC 2017- Can you find me?</span></td></tr>
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<span style="font-family: "trebuchet ms" , sans-serif;">In the next series of posts, I will be posting the presentation from NAEA that documents our journey, as well as the outcomes that I have been finding as it relates to best practice, student learning and thinking, evaluation responses, and response from the community. Keep on a look out for these next few posts (which I promise will be soon... not a year from now). </span><br />
<span style="font-family: "trebuchet ms" , sans-serif;"><br />After that point, I will be shifting posts from "projects" (will my blog name be no longer valid?!) to overarching ideas and how students internalized and created artwork in this new forum. </span><br />
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<span style="color: #666666; font-family: "trebuchet ms" , sans-serif;"><i>Please note: I am NOT against "projects." (Even though you will notice in future posts how I am working to get away from saying, "In this next project you will..." and shifting to "What artwork you will be making from... ?") In fact, I know some incredibly talented and inspiring teachers who teach highly structured, highly successful, instruction led projects that build major confidence and have beautiful outcomes. I was definitely one of those teachers, and sometimes I struggle with wanting to do those again (and as you will see, sometimes I toss quick projects in so that my kids do build major confidence quickly). I still feel very strongly that you have to teach to your demographic and the needs of those students. I used to teach in the city, where I had classrooms of 43 kids who needed major structure (and with that many kids I also needed a lot of structure). Now I teach in the burbs and in a school where kids are highly motivated for the most part, and on average I teach 24 in a room (36 in summer school). (Don't get me wrong- at one point I taught 4 levels of ceramics in 1 room, and a completely different sculpture curriculum of 10 kids in the adjoining room, all at the same time, so... choose your vices, I suppose). </i></span><br />
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<span style="color: #666666; font-family: "trebuchet ms" , sans-serif;"><i>So for me, currently, I work hard to figure out the best curriculum path for MY students and their needs. I continue to go back and forth and constantly reflect on what works, what doesn't, and what could I do better at (all while balancing the work/life/family thang). What I say is not the end-all-be-all, nor do I believe that there is no merit in other methodologies. </i></span><br />
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<span style="font-family: "trebuchet ms" , sans-serif; font-size: large;"><b>Thanks for reading!</b></span></div>
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<span style="font-family: "trebuchet ms" , sans-serif;"><br /></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-58716588658166701022016-01-26T08:45:00.002-08:002016-01-26T08:45:12.907-08:00Something kind of TAB-ish<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;">Today</span> <span style="font-size: x-small;"><i>(err, yesterday)</i></span> I posted to my Facebook "Fanpage" (<span style="font-size: x-small;">which still cracks me up... as I think that my "fans" are really just people I know, and maybe feel bad for me and thus "like" my fanpage...</span> <span style="font-size: x-small;">which is still appreciated, don't get me wrong!</span>): <i><br /></i></span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>Trying to get back to my blog (which has to be feeling a bit abandoned)
but in the thick of curriculum rewriting and rethinking the teaching
style. (You know, reinventing the wheel.)</i></span></span></blockquote>
<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;">Thank you to my amazing brother-in-law who always keeps me real, it has been 187 days (now 188) since my last entry. I mean, it is called project ART <b>A DAY</b>, right? What's wrong with me? </span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;">As my title states and as I mentioned in that post, I am rethinking the way I teach. Now, this isn't a total rethinking so much as a philosophical thinking. I know what you are thinking, "What the hell does that mean?" I think it means that I have a style of teaching, that evolves and shifts depending on my students, and that I believe that my style has always been a little bit TAB-ish without calling it that, or even realizing it had a name.</span></span><br />
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<tr><td style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><a href="http://3.bp.blogspot.com/-6LNY2MB9zjk/Vqd9JXWwtkI/AAAAAAAAETM/QLDrSnhYgic/s1600/Screen%2BShot%2B2016-01-26%2Bat%2B7.59.12%2BAM.png" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="232" src="http://3.bp.blogspot.com/-6LNY2MB9zjk/Vqd9JXWwtkI/AAAAAAAAETM/QLDrSnhYgic/s320/Screen%2BShot%2B2016-01-26%2Bat%2B7.59.12%2BAM.png" width="320" /></a></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><i><span style="font-size: x-small;">My process has changed a little from the above after working with my music counterparts on... how to create a more cohesive language for the entire fine arts department. This makes the artistic process EXPLICIT to the students, and demonstrates how many "words" move fluidly within that process. </span></i></span></span></td><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><br /></span></span></td><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><br /></span></td></tr>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;">I also want to preempt this conversation and say that I also STRONGLY believe in teaching the<span style="font-size: large;"> <b>"Artistic Process" </b></span>of Plan, Create, Critique/Refine, and Reflect (again, can be another post), and I believe that this goes hand in hand with TAB (not the same as TAB, but is necessary to discuss and understand or question art). I think that I'm working currently on wrapping my head around what this all looks like for me and my students (because I also believe that changes depending on your "clientele"), as well as <b><span style="font-size: large;">MAKING IT EXPLICIT</span> </b>in my classrooms. So here goes trying to explain my journey in a nutshell.</span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;">Sometime this past fall, I was on the ever-so-lovely-and-engaging facebook art teachers page and <b>Ian Sands</b> said something like... "Anyone interested in learning more about TAB for HS, join this new page!" And so I did. I had heard about TAB before, but really only in reference to elementary school teaching, and it sounds very Montessori-esque. Which in my mind, sounds amazing, but in all logistical purposes sounds like a free-for-all mess. Stations open at time for kids to make any kind of art they see fit. Pro-CHOICE based teaching; students are given a theme perhaps and then can use any material available to them to create upon that theme or prompt. <span style="font-size: x-small;"><i>(Now, don't yell at me because I realize that I may have over simplified, or really butchered that, but that's what I read into when I first saw posts about this.)</i></span> <span style="font-size: large;"><b>TAB stands for Teaching for Artistic Behaviors.</b></span> The concept of this sounds like an art utopia where we all come out full STEAM ahead, with amazingly</span> creative problem solvers who will save the world from our current state of disaster. (Which, if you know me, you know that I do have deep faith in our next generation and have seen what type of kids are next in line to rule to world. I feel optimistic, but I will save that for another post.)</span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;">I decided to ease on in <span style="font-size: small;">and creep around listening to what people post</span></span><span style="font-size: small;">.</span> Oh wait, I didn't do that. Nope. I posted right off the bat like the ignorant jerk I am. (And another shout out to <b>Melissa Purtee</b> who responded so quickly and was highly supportive of my floundering questions). Here are 5 big picture thoughts from that discussion that have me constantly thinking about my teaching:</span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><u><b>1. I might not be Nik Wallenda, but...:</b></u></span><b><span style="font-size: large;"> </span> </b>I wouldn't say I'm all in or all out. I'm teetering with my toes in each pool thinking about how my students still need tools in their toolbox through very process oriented projects (that is not to say that the outcomes look the same, so much as there are very specific expectations to fulfill to demonstrate to me that the students are "getting" it). I feel like if I just give my class "free reign" then their art may or may not turn out like crap. Only because many of them just don't have "tools in their toolbox" to help them succeed. </span></span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: xx-small;"><i><span style="font-size: x-small;">The beginning of a PPT in Sculpture on Artistic Behavior. </span></i></span></span></td></tr>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><u><b><span style="font-size: large;">1.5 Free for all is a free-for-all?:</span> </b></u> I also wonder along those lines, how we have students who are so used to being told what to do, how to succeed (ie get that grade), that they don't know how to handle the "free reign" quite yet. I feel like easing them into this process is more successful (for me). On a tangent, (as I usually do) I said to my sculpture class (who are currently my guinea pigs for this process), "My rubric that you see for this first assignment looks differently than my usual rubric, as many of you know me. I'm really thinking about never grading again. What do you think of that?" And the students said, "Wait, what? So, everyone gets an A?" or "So, if we hand it in on time, we get an A?" They just are so wrapped up in a society of grading, that they aren't truly creating for creation/art sake. I feel like in my classes, they are getting steps closer to that, but still ultimately want to know what they can do to get an A. It's a bit painful... but I also wonder, so how DO I grade them (as I'm required to). That's another post. </span></span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>An example from that PPT about how artists make choices.</i></span></td></tr>
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><u><b>2. Thinking deeper: </b></u></span>I love the idea of pushing my students to think deeper. I typically suggest ideas and say, "now you don't have to do that. There are a million ways to accomplish your goal. I'm just throwing out ideas to get you to think outside the box." But, are they really THINKING deeper? And is that okay? Because I'm still giving them skills to think beyond the expectations (which most of our students are driven by... "here's the expectation, so you can get an A." </span></span><br />
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</u></span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><u><b>3. Back on the grading wagon: </b></u></span> I hate the idea of a grade. I really do. I do believe that students should be able to demonstrate concepts just like in any class, to receive the marks. However, I also believe that some things you just can't measure like that. For instance... risk taking, connections to life, EFFORT (omg, how do you measure and quantify effort... really?), participation (wow, I have come up with rubrics upon rubrics and honestly, I just can't stay consistent with that to keep it up). </span></span><br />
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</span><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;"><b><u>4. Art shows and competitions:</u> </b></span>How to fore-go some of the end result, polished products that are expected for art shows, for the real learning and growth that occurs in a TAB-ish classroom? Who doesn't want to show off the amazing work of their students? What students don't want to be recognized for their hard work and vision OUTSIDE of their school environment? Yet, consistently, my students are not the "chosen ones" because their work doesn't fit into a neat and tidy little box, check-marked on a rubric full of expectations that I never set for them as their teacher. I want to teach students to be artists and creative problem-solvers. At this time in their life, I don't need them to be technical savants. (Now, don't get huffy... I'm clearly on the technique/process bandwagon. I just think about the benefits and detriments of only teaching with that sole motus operandi.)</span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><u><b><span style="font-size: large;">5. Time; it's never on my side: </span> </b></u>How to take the time needed in a semester long course to fully develop this process. How to then get over the emptiness that occurs when that semester is over and knowing you may never see those students again (ie to selfishly develop the process further). Another part of the time factor is how do I fully get to spend time with all of my kids who are on totally different playing fields. It went from "Hey, everyone! Look over here, this is the next step" or "Hey, look! Johnny just had an issue with this that I see a lot of people struggling with. Let's talk about different ways to overcome this obstacle," to "Mrs. Taylor! I need you when you are done with her." "Mrs. Taylor! I need you too!" "Mrs. Taylor! When can I come talk with you?" Which is amazing, but also so challenging! Especially when I teach Ceramics 1 in conjunction with Sculpture (in two separate rooms with an adjoining door). Thankfully my students are super self sufficient this semester and very good at dialoguing together about their issues. Hence the even more student centered studio experience. (Wow! It's happened without me even realizing it!) But again, this seems to work for this "type" of group of kids. The more advanced level. The kids who can problem solve more on their own because they all have some tools in their toolbox already. My other "fear" sometimes is being able to provide all the tools and materials that the students would want or need in order to create their artwork. I might have to teach a student to grommet (for example), but then teach another to solder. Again, I see this as teachable moments for all, but I want to then see it in practice. Hence... why I "toe the line" like Nik Wallenda. (Ok, not at all like Nik Wallenda, but you get the analogy... right?)</span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;">I do fully admit</span> that that was more like 10 things crammed into the space of 5.5, but I can't help it. I'm not so neat and tidy as I'd like to be. Plus, this is a blog, not a research paper, for crying out loud! </span></span><br />
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<span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-family: "Trebuchet MS",sans-serif;"><span style="font-size: large;">Any thoughts? </span>Leave
them in the comments below! I'll be posting about my TAB-ish sculpture
class this semester most specifically (but will also try to update
lessons I've taught, and my Adapted Art class which is comprised of
multi-needs students paired with gen-ed mentors. It is one of the most
fulfilling classes I have ever taught. More on that later!) </span></span></span></span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: "Trebuchet MS",sans-serif;"><i>Example of how artists choose materials.</i></span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><i>Another example of how artists ask questions.</i></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><i>And then I show them an example of how when an artist chooses the material, how then essential question and form follow along. I then show many slides of different types of forms created with plastic bags. </i></td></tr>
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<span style="font-family: "Trebuchet MS",sans-serif;"> </span></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com3tag:blogger.com,1999:blog-5241163827365725460.post-29602348284346420732015-07-23T12:22:00.001-07:002015-07-23T12:22:05.296-07:00Lesson: Linear Perspective MONSTER ROOMS!<span style="font-family: Trebuchet MS, sans-serif;">Have I mentioned before that I LOOOOOOVE monsters? No? Well, then you must not have read my previous monster posts <a href="http://projectartaday.blogspot.com/2015/07/lesson-visual-texture-monsters-go.html" target="_blank">here</a>, <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters-make.html" target="_blank">here</a>, or <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters.html" target="_blank">here</a>. Shame on you! Go visit them after you read this one. You'll be happy you did. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif;"><b>Taylor's example</b></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">Okay, so I have taught Drawing 1 this past semester and again in summa skool. One topic I really hate teaching is ONE POINT LINEAR PERSPECTIVE! You might ask yourself, "I know, it's the math, isn't it?" Nope. "Is it the streets and houses and rooms you get bored of?" Wrong again. "Is it the sword fighting that happens when metal rulers are brought out?" Hmm, actually, no I like that part. In fact, I usually give my students 30 seconds to get that outta' their systems. Then, done. No more. What? You didn't get to spear your classmate or poke out an eye? Too bad for you! You were too slow. It's over. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">NO! It's the cheesiness. The tackiness. The rudimentary elementary looking artwork that I get from this. Maybe I'm not a good teacher when it comes to linear perspective, and THAT'S WHY! Or maybe I just don't like to give a huge amount of time that truly is needed to get the details just right. I don't know. It just seems that it's just so easy to mess up. Even the most skilled student who really understands the concepts can quickly and easily draw one line wrong and the whole things just looks "off." UGH! </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So, instead of fighting it (totally and completely), I try to make it as silly as possible. Last semester I had the students create a B Movie Poster using one point perspective. That was fun, and the kids enjoyed it. Still not my FAVORITE, but okay, I did like it. I'll post on that one later. Right now, I'm in my monster kick (if you couldn't tell) and so I'll show you what my students did for Drawing 1 in summa skool this summer. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">MONSTER ROOMS, of course! I ended class one day with a collaborative game. I had students first draw a shape (any shape will do!) in their sketchbooks. Then, they passed their sketchbooks. Then another set of instructions (draw eyes). Then pass. And so on and so forth. When finally passed back to the original owner, they received a silly collaborative MONSTER! yay. Love it! </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif;"><i>Student uses his brainstorm sketches in his <br />sketchbook to create his artwork. </i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">The next day, when the students came in, we talked about Linear Perspective (MY </span><span style="font-family: 'Trebuchet MS', sans-serif;">FAVORITE! gag). We practiced drawing streets with buildings and then a room of choice. Then, I told them that they had to create an environment, a room perhaps, for their monster (with the option of making a new monster instead of sticking with the one from the collaborative game). </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">They had to create a 1/2" border (on a 5" x 7" paper I provided), pencil in the drawing, ink the drawing using line weight, and add pencil shading to enhance. Lastly, of course add a signature and a title. Here is what we came away with: ENJOY!</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com4tag:blogger.com,1999:blog-5241163827365725460.post-28740596012516985432015-07-23T11:50:00.004-07:002015-07-23T11:50:50.235-07:00Lesson: Color Scheme Value Minis<span style="font-family: Trebuchet MS, sans-serif;">I have to attach this to the previous post about textured monsters, specifically <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters.html" target="_blank">this one</a>, because I plopped this little mini lesson right in the middle of that lesson. We were ready to paint our monsters, but I HAD to teach the kiddos how to mix paint... and create tints and shades... and so here is what I did:</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">In the middle of it all, we started a new unit on color and value. I gave the students a crash course on color theory (this is summa skool, member? we have soooo little time): we created a color wheel together, labeled primary, secondary, and tertiary colors. Then wrote down some color schemes and labeled examples of those. Then, students colored their monsters in their sketchbook using a variety of color schemes. Once happy with the color choices, students learned how to mix acrylic paint to make a "sophisticated" color (i.e. not right outta' the tube). I then showed students how to create tints and shades of that one color using white and black respectively. Each time they mixed a new tint or shade, they plopped that into their notes and painted a square of paper I gave them. Once all completed (white, black, 2 tints, 2 shades, and original sophisticated color), we let the squares dry. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">While waiting, students created 3 thumbnail sketches using ORGANIC or GEOMETRIC lines to create a 7 shape landscape. They decided on one, then cut their paper and glued according to value (which was a fantastic transition into SPACE!). We mounted onto white paper, and students had to embellish the border per value and color choices. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><i>(Below is my example with some example borders I made to help them start.)</i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Here are their little mini artworks! (Yep, I credit Pinterest again for this little tidy idea: perfect for middle school and excellent for HS mini project!) Enjoy!</span><br />
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<span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><i>Interestingly enough, I just noticed how many purple and green landscapes happened... hmmm...</i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-63252229825050474182015-07-23T11:10:00.001-07:002015-08-06T08:23:16.617-07:00Lesson: Visually Textured Monsters become PHYSICALLY 3D<span style="font-family: Trebuchet MS, sans-serif;">Didn't I already say how much I love these monster projects? Well, here's where I take it even further (who knew?)! Get ready for the FORM part of this unit. Annnnd, some physical texture. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">If you haven't seen the Visually Textured Monsters post, <a href="http://projectartaday.blogspot.com/2015/07/lesson-visual-texture-monsters-go.html" target="_blank">check it out first</a>. Then, have fun with my <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters-make.html" target="_blank">Make a Noise</a> post. THEN... come back here. Please. You won't regret it. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Okay! So, once we have made our drawn monsters, I have the students choose ONE of THOSE textured monster to create a 3D version. Yep, a form. At this point, I basically gave them some pointers on how to do this. We used cardboard construction and I began brainstorming and sketching out MY monster to model how I think when I create. I showed them a few different ways I could start with the overall form of my monster, using SHAPES out of cardboard. (This is also the point when I say, in a quiet higher pitched voice "Oh my god! Mrs. Taylor is the best teacher ever! We JUST learned about SHAPES! And now we get to see how SHAPES TURN INTO FORMS! Everything just builds on top of everything else! Wow. I'm so lucky to be in her class!" Okay, so maybe I don't go on for that long, but you get the point. And sometimes I can get a chuckle out of a few students. And hopefully the ones who didn't originally make the connection... now do. And, well, some just stare blankly at me. At least no one threw a pencil at my face?) </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I let the students begin drawing out some ideas of construction, some start drawing and cutting out cardboard, and while that is happening I am basically just shouting out ways that I have problem solved my monster construction. For example, I might shout out a "Hey, I was constructing my pieces and they seemed a bit flimsy. So, I just cut out some extra supports to add here and there to really make sure my monster structure is super strong!" Or I might even use another student as an example, "SOANDSO just realized that this wasn't working! So she did XYZ and look at it now! It's so awesome!!!" </span><br />
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<a href="http://1.bp.blogspot.com/-MbtrCsUjCzw/VbErSXMWvOI/AAAAAAAAD8Y/W8XaF3LUDDc/s1600/IMG_7159.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-MbtrCsUjCzw/VbErSXMWvOI/AAAAAAAAD8Y/W8XaF3LUDDc/s200/IMG_7159.jpg" width="150" /></a><span style="font-family: Trebuchet MS, sans-serif;">Once cardboard construction was moving along, I grabbed my few students who were ready and I started demonstrating papier mache with newspaper and watered down elmer's. I talked, again, about crumpling up newspapers or whatnot to help develop the structure inside so that the skeleton wasn't so apparent once covering with newspaper. And away they went! Then those students helped others and really... I just got to enjoy watching them figure this all out on their own. The one biggie that I had to keep saying about the papier mache process was to make sure to SQUEEGEE the newspaper (already dipped in glue) a LOT. Many kids just kept on slopping it on, and their poor monsters just got soggy. Other than that, they did a great job!</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif;">Taylor's monster papier machined standing next to student monster.</span></td></tr>
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<a href="http://1.bp.blogspot.com/-0_LVVU9SjDU/VbErVt3WF4I/AAAAAAAAD9U/sk9lq3sNUJA/s1600/IMG_7501.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-0_LVVU9SjDU/VbErVt3WF4I/AAAAAAAAD9U/sk9lq3sNUJA/s200/IMG_7501.jpg" width="150" /></a><a href="http://1.bp.blogspot.com/-iKLRajM1hOk/VbErUh2CGkI/AAAAAAAAD88/TOfbiT4_MBk/s1600/IMG_7489.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="200" src="http://1.bp.blogspot.com/-iKLRajM1hOk/VbErUh2CGkI/AAAAAAAAD88/TOfbiT4_MBk/s200/IMG_7489.jpg" width="150" /></a><span style="font-family: Trebuchet MS, sans-serif;">Once that structure was complete, students painted their monsters white and attached a PHYSICAL TEXTURE to their monster. This texture could really be made out of anything. I used paper pieces, some kids rolled up newspaper, some cut up construction paper, some used tape, etc. It was completely up to them. I even had a student bring in wax and apply, melt crayons, or add on sand!</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif;">Taylor's completed monster <br />with hat made by student.</span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">Then we took a mini break and I we made a UNIT and VALUE unit in their sketchbooks. Check out <a href="http://projectartaday.blogspot.com/2015/07/lesson-color-scheme-value-minis.html" target="_blank">here</a> for the crash course in color theory and mini project I gave them in preparation for painting their monsters.</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">After making their mini tints and shades artwork (see unit above), students were allowed to paint their monsters using acrylic and watercolor. I wish we had more time available on this, because it seemed a bit rushed at the end. I would have given them a lot more painting tips and ideas. Unfortunately, it was the end of the class and so there was a rush to get the monsters painted (because, of course, we then made an animation!). </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Let's not forget the self assessment and reflection!</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;">At this point, we have already done a LOT of reflections in <br />which everything has been broken down in steps. <br />Now, I am asking the students to write as a full critique of their work. </span></i></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b> Here is each individual monster! Enjoy!</b></span><br />
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-71944027326530582522015-07-23T09:41:00.001-07:002015-07-23T10:57:55.860-07:00Lesson: Visually Textured Monsters MAKE A NOISE! (Sorta')<span style="font-family: Trebuchet MS, sans-serif;">So here is where I can't help myself. I FREAKING LOVE THE MONSTER PROJECT! Anything to do with those adorable monsters... I will make it happen! I will make it take up a whole semester if I could! But, I won't. Sorta. So here's how I have made many lessons from one. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">If you haven't already seen my post about Visual Texture Monsters, <a href="http://projectartaday.blogspot.com/2015/07/lesson-visual-texture-monsters-go.html" target="_blank">check it out</a>. Because that's where it all begins. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>Ozzy B. and Taylor </i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">So this one fine night I was enjoying some good times catching up with my old colleague, Elizabeth Osborne. She is HILARIOUS! And... she has these hilariously awesome family times with her nieces and nephews. They ALWAYS make these insane videos and this time she was showing me this hilarious (did I mention, she's hilarious?) app where you can take a still photo and make it have a mouth and put some hilarious sound to it. Okay, did that sentence make any sense at all? </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Here is an example: </span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxxCpJizE5raAxtvAbmt9ZBzxquxz-Fd5pbko8fTFvE9g4Dz6rgFuf0j7tyAcAIXI64FoQMU0HsUZdnm7ozAg' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Wow! That sure is a HILARIOUSly terrible photo of me (and not really a hilarious example). Oh well. Don't judge. </span><span style="font-family: 'Trebuchet MS', sans-serif;">So when I saw that, I was like, "OMG! This would be PERFECT to do with our texture monsters!" And... of course, it was. </span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;">Here is my quick example to make sure it worked before having my students record. </span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dwlgPOHAEZJklf7Ib6ClcDYZkZMeOmqihuQzrQvCIIPLmxlrgFw1D8XQbRxq7O2LiarbctLRIJaae-Z1WIkXA' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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<span style="font-family: Trebuchet MS, sans-serif;">And then of course, I had to get my (actual) kids to record... because... that is TOO CUTE!</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">And then having my students make noises for their own monsters... well, that was HILARIOUS! Especially during taping. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Enjoy! (Clearly, I did!)</span></div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxbdkyCNkWZQQjU8YXfu4J9-MejpIOFfodyPM6srCT1VeRitEMwY8A5wae4ELRIHQVD7O87khNhq8KgUWDF' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dybl7T7IihJ9w5NeFaipYPtproFKgNePKxpUJG5jRnxTZED9Hd5UcgeEEkcp4qpZ_N3JSPWKukl7AQ1r6eg1A' class='b-hbp-video b-uploaded' frameborder='0'></iframe>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-35678092251363809652015-07-23T09:14:00.005-07:002015-08-06T08:09:25.553-07:00Lesson: Visually Textured Monsters <span style="font-family: Trebuchet MS, sans-serif;">Ok, so this is really a jam packed lesson because it is two lessons in one. Or maybe 3 or 4 really. While collaborating with my amazing colleague, Matt Milkowski, we came up with this amazing project that continues to be a hit with all involved. Take a look at the final product (my example) for a sneak peek. </span><span id="goog_1087236437"></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">As you may already have figured out, I am a proponent of using the foundations of the Elements of Art as the basic structure of my course. Matt and I spent several years collaborating (you may have seen us speak at NAEA NOLA on our BLOWYOURMIND sketchbooks? No? Well, you really missed out. I'm just sayin'.) on the "ideal" curriculum for our students in Art 1 survey course, and this just worked the best for us, and continues to work the best for me. Normally I'd say that I set up my units in this order: Line, Shape (or Line & Shape), Value, Form, Texture, Color, Space (or some combination). This time, I changed it up a bit. I started with Line and Shape, but then combo'ed Form and Texture together. An interesting combo if I may say so myself. So here's how this worked:</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">I start out talking about shapes again, and how we can turn shapes into forms (drawing at this time). How value (here's where I say, 'yeah, we have already talked so much about value, and we haven't even done out unit on it yet! That's just crazy!' In fact, now that I'm writing that out, maybe I should START my year off with value... it is, after all, used in almost every project we make... so why not? Hmm... food for thought.) I digress. I was about to say, how value makes a form 3D and pop out, take up space. But how also... TEXTURE can play an important part in making something look 3D! (Maybe a little stretch, but hey... I want it to all tie together. And it will. I promise.) </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Then we talk about texture. Mainly, at this point, VISUAL TEXTURE. We then draw a bank of different types of textures. I then show them how to draw textures on an egg with key tips (curving with the object, breaking the drawn egg outline, getting closer together as it gets closer the edge...). Then we do that hand texture handout that you can find on Pinterest. (Funny fact, when I started teaching at a particular school, one of my colleagues had this handout photocopied for his students. I thought he had MADE this handout. He did not correct me... so, when I inevitably found it on Pinterest, I felt like an idiot. And a little angry at that colleague. And a little stupid.) It's a great handout, if you haven't seen it. I always love hand drawn (no pun intended) handouts. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">From there we go BACK to talking about shapes. Yep, shapes. W</span><span style="font-family: 'Trebuchet MS', sans-serif;">e explore shapes, appendages, and proportions to make a monster. For examples, how you can combine different shapes to make a monster, but then reposition those same shapes, elongate, move up or down, closer together, etc. to create a completely different monster. </span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif;">This is a LOT of fun because the kids always make hilariously unique monsters. I LOVE THIS PROJECT SO MUCH! Have I said that yet? I will, about 500 more times in this post. And... I say it in class like a zillion times, too. The kids love it. Or maybe hate it, I'm not sure. Oh, I also wait a little while, but eventually I hand out a monster reference packet that I've made. It has pages of eyes and horns and mouths and noses and, you know, Monster PARTS!</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Then students choose their favorite 4 to redraw cleanly in larger thumbnail sketches (I have them draw 2 rectangles per page landscape). From there they decide ONE and show me. I give them a square paper and say... now draw it AGAIN! They ink it cleanly, erase extraneous lines. Then, they use that as their template to graphite transfer onto 4 more squares. Then each of those squares gets a different texture (or textures). I encourage the students to move directly to INK and practice the textures in their sketchbook. Erase any leftover pencil lines/marks. I have them think about their monster(s) and consider speech bubbles or accessories. They can (and should!) add a little value shading under certain textures or around the edges of the monster to make it look even more 3D, or they can also add some color shading! I then have them sign and name their monsters. We mount them together and WA-LA! It's amazing. I FREAKING LOVE THIS PROECT! So. Much. (Oh, and don't forget the self assessment and reflection!)</span></div>
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<a href="http://3.bp.blogspot.com/-LJ2dfNnsrRQ/VcN4Y9zzpRI/AAAAAAAAEFU/Lz33OO1pxOE/s1600/Screen%2BShot%2B2015-07-23%2Bat%2B12.48.01%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-LJ2dfNnsrRQ/VcN4Y9zzpRI/AAAAAAAAEFU/Lz33OO1pxOE/s320/Screen%2BShot%2B2015-07-23%2Bat%2B12.48.01%2BPM.png" width="305" /></a><a href="http://3.bp.blogspot.com/-zkCLkEppOUM/VcN4Y3DVvgI/AAAAAAAAEFQ/IprNvCFL6mY/s1600/Screen%2BShot%2B2015-07-23%2Bat%2B12.48.40%2BPM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="http://3.bp.blogspot.com/-zkCLkEppOUM/VcN4Y3DVvgI/AAAAAAAAEFQ/IprNvCFL6mY/s320/Screen%2BShot%2B2015-07-23%2Bat%2B12.48.40%2BPM.png" width="255" /></a><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><i><b>Here is artwork from my previous students as well as ones from this summer. ENJOY!</b></i></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><i><b>(PS After you check out all the amazing artwork below, check out my next Monster <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters-make.html" target="_blank">Post</a> about how you can really have fun with these guys! Or push it even <a href="http://projectartaday.blogspot.com/2015/07/lesson-visually-textured-monsters.html" target="_blank">further</a>!)</b></i></span></div>
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<span id="goog_1087236436"></span>JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com1tag:blogger.com,1999:blog-5241163827365725460.post-21893697504020998872015-06-26T17:54:00.000-07:002015-06-26T17:54:57.870-07:00Lesson: Stencil Me Sketchbook Cover<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;">This summer I am pleased to say that I am teaching summer school! (#summaskool)</span><br />
<span style="font-family: Trebuchet MS, sans-serif;">I'm teaching one Design Concepts class (like an art survey) and one Drawing 1. They are 2 1/2 hours each, which I am LOVING! Talk about some excellent studio time! </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I structured the the Design Concepts based on the same foundational curriculum that my colleague, Matt Milkowski, and I have developed over the years. Using our amazing sketchbook setup that we've developed and now presented at NAEA NOLA this past spring, I start with our media exploration unit (see other posts on sketchbook covers) developing our first artwork, the sketchbook cover. </span><br />
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<a href="http://3.bp.blogspot.com/-jMcOPmfHj70/VY3xbBUP-aI/AAAAAAAADx4/9l_vQF9mjDE/s1600/IMG_0296.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="http://3.bp.blogspot.com/-jMcOPmfHj70/VY3xbBUP-aI/AAAAAAAADx4/9l_vQF9mjDE/s200/IMG_0296.jpg" width="150" /></a><span style="font-family: Trebuchet MS, sans-serif;">In this unit, we practice a variety of media techniques as usual, however I've been wanting to do a stencil project for FOR-E-VER, and just haven't found the right "audience." This time, I was inspired by the Art Teachers Facebook Page in which one teacher posted stencil artwork done in a middle school class. In this, the teacher had posted photos of the work, and a link to the books of stencils he had used for layering patterns. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">So, I swiped that idea! Of course I did! But I also had my students create their own stencil and a media ground. We brainstormed ways to show different emotions or feelings, (bored, angry, thoughtful, elated) and the students had their photo taken demonstrating a particular chosen emotion. I then did a little research on the best way to make a stencil... thank you PINTEREST! I found a link on how to change the photo in Photoshop (funny, because I'm pretty savvy with Photoshop, but did not think to use the threshold adjustment!), and so took a teensy bit of time displaying each kids' photo on the big screen while playing with the threshold. The kids were mesmerized! I then printed out their photo per the size requested, students graphite transferred the image onto tagboard. Once transferred, the students cleaned it up and checked stability (i.e. bridges!). I gave my usual exact knife tutorial and schpeel (don't put your hand HERE or I will be taking you to the ER and there will be lots of blood splurging EVERYWHERE and I will get fired.) and the students precisely cut out their stencils. Then, based on their emotion, students create a media ground (their choice of watercolor techniques, text art, collage, color pencil, or mark making, etc.). </span><br />
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Then, we go to town spray painting outside! Making sure to work in partners, blue tape down their paper to cardboard, hold down the stencil, shake the can, spray at about 60 degree angle to the paper, about 8" away, and spray continuously and smoothly... not like spraying your hair! </div>
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When completed, I had the students leave their artwork out for a day to "off gas" before laminating to their sketchbook with packing tape. (I didn't want any weird science experiment happening between the freshly painted and the tape.) </div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Here are the results! Enjoy!</b></span><br />
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-35651825537872648792015-02-02T14:23:00.002-08:002015-02-02T14:23:44.224-08:00Lesson: Recipe for Contours<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
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<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;">some for me... some for the littles.</span></i></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">Recipe for Change? Recipe for Disaster? Nope... recipe for CONTOUR DRAWINGS! Yeah, yeah... I'm a nerd. (Small tangent... during my most recent interview I was asked to provide three words my students would use to describe me and "CHEESY" was one.) </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Coming up with something a little different for my contour drawings I headed back on over to dear ol' Pinterest for some inspiration. I found this artwork (the one with the pepper/oliveoil/garlic) that I added to my "Today's Agenda." I thought... hey! Great idea! Let's combine some contour still life action with our special family recipe!! So... that's what we are going to do. </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">We first practiced contour drawing in our sketchbooks. Blind continuous of our neighbors... then contour drawings of our shoes (yes, I think that's something that every drawing teacher has done, but they are so cool!) on 12" x 18" paper. In that, they practiced contour drawing, overlapping objects, using compositional techniques, applying line weight. During this week of practice, we continued warm-ups through blind contour. We filled a two-page spread of our hands and the next day filled the negative space with stream of conscious writing, and some shading. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>My unfinished example of <br />our two day warm-ups. </i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">By the end of the week, students were to bring in a family recipe (which of course makes their artwork so much more personal... but not all students want to participate in that... so of course I keep a cook book handy just in case.) By the following Monday, students are to bring in 3 food items or cooking tools to create a still life. From that, they practice like crazy in their sketchbooks... and then time for the real thing! I have some colored paper for them to choose from, or they could create their own ground. The decide how they want to compose their recipe and contour drawing. Remember to go back and include a variety of line weight, and maybe some other refinements to their piece (like maybe some shading, or other drawings, or text art... and definitely erasing of extraneous pencil marks!). </span><br />
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<b><span style="font-family: Trebuchet MS, sans-serif;">Here are MY examples... I'll post theirs when </span><span style="font-family: 'Trebuchet MS', sans-serif;">they are finished this week!</span></b></div>
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>Took a quick snapshot of the mini "still life."</i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-family: Trebuchet MS, sans-serif;"><b>Lesson: I AM HERE (Cartography Sketchbook Covers)</b></span></span>
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<span style="font-family: Trebuchet MS, sans-serif;"><a href="https://4.bp.blogspot.com/-sePJ_uhvVsU/VM_f3ICgRQI/AAAAAAAAC4M/Iq0cP3l_zHY/s1600/IMG_1063.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"></a></span></div>
<a href="http://1.bp.blogspot.com/-oAZ6hpW0p84/VM_k4SrjnJI/AAAAAAAAC6k/lczlVz8ImaE/s1600/drawing_iamhere_overview.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-oAZ6hpW0p84/VM_k4SrjnJI/AAAAAAAAC6k/lczlVz8ImaE/s1600/drawing_iamhere_overview.jpg" height="320" width="247" /></a><span style="font-family: 'Trebuchet MS', sans-serif;">I suppose one of the benefits to having semester long classes is that I get to now double-up my sketchbook covers. Hmmm... well, maybe that's a plus. Currently I am teaching Drawing 1 and I've always wanted to do a map project. So here I go... a Cartography Cover: I AM HERE! (A two and a half week project... actually about three thanks to cold weather days off...)</span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">I started out the semester discussing how I wanted to utilize the sketchbooks in this class. Instead of using it as a super organizing tool, I wanted the kids to feel as though it was their journal, their space, to think and create and write, and draw. This was to be their visual journal. </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>Assessment Rubric; <br />Reflection on the back- <br />students have to explain the<br />steps they took to creating their<br />artwork, describe one success, <br />one challenge, and one <br />thing they'd do differently. </i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">In the first week we started out talking about exploration of media and types of drawing. They explored watercolors to create a variety of grounds in their sketchbooks. Then, they chose a watercolor method to create the ground for their map. We talked about a types of maps: topographic, constellation, population, precipitation, brain maps. SO MANY MAPS! The students researched maps that interested them both for informational and visual purposes. Once they created their grounds, students were to explore lines (geometric, organic, dashed, dotted, line weight, etc.) to create their maps. Then, they developed their work using shading and inking techniques, while including imagery and lettering. Students chose a silhouette to graphite transfer and cut, and found an interesting and contrasting background for their silhouette. We talked about possibilities for their artwork and their front/back covers of their sketchbooks playing with positive and negative space. Finally, they quiet critiqued (a form of a moveable written critique) their in progress work and refined. When finished, the students self assessed and reflected. We laminated their work with packing tape (again, with the tape!!). </span><br />
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<tr><td class="tr-caption" style="text-align: center;"><i><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;">Back Cover using the Negative Space</span></i></td></tr>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-8C601PR4mLQ/VM_f94hZkpI/AAAAAAAAC6E/M-21HF2rofc/s1600/IMG_1387.JPG" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-8C601PR4mLQ/VM_f94hZkpI/AAAAAAAAC6E/M-21HF2rofc/s1600/IMG_1387.JPG" height="320" width="238" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>My Front Cover Example...</i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">Here are some of the students' finished works:</span><br />
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<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Trebuchet MS, sans-serif; font-size: xx-small;"><i>My example... they keep getting crazier and crazier...</i></span></td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;">Check out my previous posts about sketchbook covers. This time, I changed it up a little and added in a packing tape transfer. The students were to interact with their letters or with themselves on the cover. Teacher work: I had to take the photos of the kids, print out a specific size, which I had them specify in their thumbnail sketch handout. More and more and more packing tape. I just can't get enough! Maybe I should buy some stock... </span><br />
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<span style="font-family: Trebuchet MS, sans-serif;">Oh... and I changed up my media exploration to have them create their text art ON TOP of one of their watercolor pages. They LOVED that... </span><br />
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<b><span style="font-family: Trebuchet MS, sans-serif;">Student examples of the Text Art Watercolor Page</span></b></div>
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Student Sketchbook Cover Examples</b></span></div>
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<a href="http://2.bp.blogspot.com/-aHXFPMgmsXA/VM_YwUIK5SI/AAAAAAAAC20/icZqAla5XZk/s1600/DC_IR_sketchbookcover_anna.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-aHXFPMgmsXA/VM_YwUIK5SI/AAAAAAAAC20/icZqAla5XZk/s1600/DC_IR_sketchbookcover_anna.jpg" height="320" width="225" /></a></div>
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com2tag:blogger.com,1999:blog-5241163827365725460.post-11119150641961518962015-02-02T11:51:00.002-08:002015-02-02T11:51:59.624-08:00Lesson: Contour Wire Sculptures<div class="separator" style="clear: both; text-align: center;">
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You know what? I don't think I've ever had students applaud me after a demonstration. But it happened. It happened in both of my drawing classes this semester while demonstrating blind contour drawing. I have the kids crowd around and I choose a student to draw. While drawing, they are mes.mer.ized. AND the kids want me to sign the artwork and keep it to hang on their walls at home. Creepy? Strange? Whatever... I'll take it! <br />
I'll be posting soon about my most recent contour project in drawing. But for now, here are the wire contour sculptures I did with the Design Concepts class last semester. The kids practiced continuous line contour drawing. Then used a single wire to create the sculpture (as I think I posted previously about a similar project I taught at Kenwood Academy). While some students were waiting to get wire cut for them, they used color pencils to emphasize their drawings through value. Not the best, I'll admit. I mean, I could have taken this further, and better, but for a small exercise, I think it was okay. Here are the results (photos taken while grading at home...):<br />
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com1tag:blogger.com,1999:blog-5241163827365725460.post-71592772601773637582015-02-02T11:40:00.002-08:002015-07-23T12:22:47.675-07:00Lesson: Texture Assemblages<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;"><b>Short and sweet... A 3 day texture project, and a one paragraph post. </b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">It's the end of the semester and I just didn't pace my semester as I had hoped or planned. Yikes! I'm so used to teaching full year classes, and if you run over the semester, that's okay! Just tack it on to next semester! WHOOPSIES! While teaching Design Concepts, I pushed through to get through all of the Elements of Art while touching on the Principles along the way. For the performance portion of the final assessment, I tossed some texture into the mix. Students had to bring in objects they found in as they moved through their day. A bit cliche, I realize, but sometimes you just gotta' go with it. I gave them two class days before the final to prepare: 1 day to begin arranging their objects on a 6" cardboard I precut for each student; 1 day to begin gluing (I thought about hot gluing but that just seemed expensive and slightly disastrous with this group of kids... I went with white glue... which any time I can make my students slooooowwww dowwwwwn in life, I feel as though I've won a small battle.). I also allowed them to cut up cardboard and use it to curl, peel, stack, stand up, etc. within their piece. On the final day, students had to finish gluing and paint their piece white (with acrylic paint). Below are what we ended up with- they look great as a collaborative piece. Another downside to teaching only semester classes is that you have to give back all the work! I would have loved to keep these and put them up in our spring art show (school or district!). <i>Hmmm... I need to rethink that idea ("If you want your finished artwork, you have to come get it at the end of the school year?" seems kinda' mean... no?)</i></span></div>
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-38493156574051640732014-12-28T15:00:00.002-08:002020-11-09T12:15:12.664-08:00Lesson: Color Scheme Selfies<div style="clear: both; text-align: left;">
<span face="Trebuchet MS, sans-serif" style="font-family: verdana;"><h3 style="clear: both; text-align: center;">Due to POPULAR DEMAND: </h3><h4 style="clear: both; text-align: center;">Please visit my Teachers Pay Teachers site for the full lesson plan: <a href="https://www.teacherspayteachers.com/Product/Scheming-Selfies-6222246">https://www.teacherspayteachers.com/Product/Scheming-Selfies-6222246</a></h4><div style="clear: both; text-align: left;"><br /></div></span></div>
<div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-_ViycwAjwA0/VKCEe1lircI/AAAAAAAACUk/VvRjjcqiOgM/s1600/IMG_8497.jpg" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><img border="0" height="320" src="http://1.bp.blogspot.com/-_ViycwAjwA0/VKCEe1lircI/AAAAAAAACUk/VvRjjcqiOgM/s1600/IMG_8497.jpg" width="240" /></a></div><div style="clear: both; text-align: left;"><span face="'Trebuchet MS', sans-serif" style="font-family: verdana;">This particular project demonstrates the use of a selected Color Scheme to create a self-portrait using torn collage (practiced in the media exploration unit). </span><i style="font-family: verdana;">*I've seen different ways to do something like this. This is a great project for students in a painting class... they can back paint the clear acetate. Also, I did a watercolor version for my daughter's sketchbook cover. So, there are a lot of possibilities for this simple and fun project.</i></div>
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<span face="Trebuchet MS, sans-serif" style="font-family: verdana;"><i><b>Line-Composition-Transfer-Color-Collage-Drawing</b></i></span></div>
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<span face="Trebuchet MS, sans-serif" style="font-family: verdana;">1. Students use my laptop (I walked it around to each table) to take Selfies using the Photo Booth Application. *Next time I might incorporate the idea of PHOTO BOMBING (because many students did that anyway) and encourage them to include those in their final collages. I asked them to consider expression, pushing them to be goofy. Apparently only a few were feeling goofy that day. *Again, next time I might focus on compositional techniques as practiced from Unit 1. I think that the students would focus on that more IF they did include the PhotoBombers in their composition (i.e. cropping, rule of thirds, off center, etc.)</span></div>
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<span style="font-family: verdana;"><span face="Trebuchet MS, sans-serif">2. I printed out the photos in grayscale to save on ink. Students place their portraits inside the clear sleeve protector. Of course, you could ideally use acetate. Being new this year, I didn't have anything purchased for my assignments. I found a large pack of the sheet protectors, so I used those. *Later I trimmed off the binder part of the sleeve. </span><br />
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<span face="Trebuchet MS, sans-serif" style="font-family: verdana;">3. Students used contour lines to draw out their portraits, hopefully focusing on small details. We had already completed a unit on contour line drawings. When I mentioned the idea of contour, students immediately thought, "Oh no! I have to use one continuous line?! Without looking???" So there we go- I guess I need to be a little clearer as to what contour really is... not just the assignment we had completed (continuous contour and blind contour drawings with wire sculptures. See other post). We used fine point sharpies. The ultra fine point are too light of line weight for this project. </span></div>
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<span face="Trebuchet MS, sans-serif" style="font-family: verdana;">4. Students then placed a blank white sheet of paper on top of their contour drawings and traced onto the paper. This paper was then used as the sheet to loosely collage.</span><div>
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<a href="https://2.bp.blogspot.com/-J-suHal1Q9I/VKCEdEYb2AI/AAAAAAAACUA/d_nfL8bhQzo/s1600/IMG_8485.JPG" style="clear: left; float: left; margin-bottom: 1em; margin-left: 1em;"><span style="font-family: verdana;"><img border="0" height="240" src="http://2.bp.blogspot.com/-J-suHal1Q9I/VKCEdEYb2AI/AAAAAAAACUA/d_nfL8bhQzo/s1600/IMG_8485.JPG" width="320" /></span></a><span face="'Trebuchet MS', sans-serif" style="font-family: verdana;">5. Students choose a color scheme. We talked about using emphasis to distinguish background from foreground. We talked about using values in the colors to differentiate areas of the image that might use the same color (i.e. light orange versus burnt orange). I chose complementary color scheme of blue and orange and noticed many of my students chose that one. I originally thought it was because I had chosen it, but I think most kids actually chose it because they are our school colors. </span></div>
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<span face="'Trebuchet MS', sans-serif" style="font-family: verdana;">6. Collage, collage, collage! Use the clear protector every once in a while on top to check that you are happy with progress and placement. </span></div>
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<span face="'Trebuchet MS', sans-serif" style="font-family: verdana;">7. Place finished collage inside the clear protector. WA-LA! </span><div style="clear: both; text-align: left;">
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<tr><td class="tr-caption" style="text-align: center;"><span face="Trebuchet MS, sans-serif" style="font-family: verdana; font-size: x-small;">Made a COOL COLOR SCHEME (or monochromatic) <br />version to show a different way to create this. <br />The purple in the background is actually <br />a lap desk I used at home to work on. </span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span face="Trebuchet MS, sans-serif" style="font-family: verdana;">What? Sun in the corner??? Still successful, right??!</span></td></tr>
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<tr><td class="tr-caption" style="text-align: center;"><span face="Trebuchet MS, sans-serif" style="font-family: verdana;">"To be, or not to be..." <br />We had just finished Dia de los Muertos Pinch Pot Skulls.</span></td></tr>
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<tr><td style="text-align: center;"><a href="https://3.bp.blogspot.com/-GcDldY-k4is/U7r2Fl6BbaI/AAAAAAAACO8/z_TTJiKZBCs/s1600/demetrius_embroidery.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto; text-align: center;"><img border="0" src="http://3.bp.blogspot.com/-GcDldY-k4is/U7r2Fl6BbaI/AAAAAAAACO8/z_TTJiKZBCs/s1600/demetrius_embroidery.jpg" height="560" width="640" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This student made a drawing, then scanned the drawing, and printed it onto the transparency <br />(and eventually we ended up with the iron-on transfers for best quality.</td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><u>Credit:</u></b> <span style="font-size: x-small;">Inspired by <a href="http://www.brigitte.de/wohnen/selbermachen/stickrahmen-1119105/" target="_blank">these</a> really cool embroidered artworks... and <a href="http://store.lumi.co/" target="_blank">INKODYE</a>! </span></span><br />
<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: x-small;"><br /></span></span><span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: x-small;"><br /></span></span><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Summary:</u></b> <span style="font-size: x-small;"> Students explore printmaking through light sensitive ink combined with embroidery.</span></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; font-size: x-small;"><br /></span><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Outline:</u></b></span></span><br />
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<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Engage with a brief history on embroidery art (craft vs. art debate- totally fun with my mixed media kids!), and printmaking. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students submit a variety of photographs (that ideally they took themselves!!!) onto google drive. Some time is taken to manipulate photos as well.</span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students print out their favorite images in black and white and glue into sketchbook. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">In the meantime, students practice embroidery stitches. For this, I put all of the tables together and we all sat together as we threaded a needle and practiced stitches on a strip of muslin. I prepared packets of embroidery stitch resource images for students to reference and explore. This strip was later attached into sketchbook and stitches were labeled by students. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students used color pencils to "draw" in their stitches they were considering on their b/w images. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Images were inverted via Photoshop, and printed onto transparencies. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Inkodye was painted onto canvas (originally had planned on making t-shirts, pillows, and pencil cases) that was masking taped to cardboard boxes. Oye... this is not the best... Would probably been better to stretch the canvas in a more traditional fashion. Time and mula are preventative sometimes... live and learn. Oh, and we did this in the office that has no windows. Did I mention that the Inkodye is light sensitive?</span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Once dry, (also possibly not the best... might work better if slightly damp?), placed negatives on top and exposed to light. In my original samples, I brought them outside. Of course, the week I did this with my kiddos, it rained. The entire week. So, luckily my colleague had received a special light box thing with a timer (what is this thing actually called?) and so we used that. Some of these were complete duds. Only about two of them worked out great. Sigh... Also, note that you definitely have to wash your fabric in inkowash or detergent to stop the developing process. I did this, but as you can see from my sample, it still continued to darken throughout time. Same happened for that blue one with the K on it below- looked AMAZING after first exposure, but over time just got too dark. I guess I should maybe have brought the fabric home and wash it in my washer instead of hand washing we did in class... )</span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Plan B: Printable Iron-on transfers. Ok, not truly printmaking, but I really wanted them to have a great product, and didn't have time or money to invest in more attempts of the inkodye or other means. This is something I plan on exploring and hopefully perfecting more over the next year. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Embroidery over the image using embroidery hoops. Also not so great for the iron-ons. The images cracked under the pressure of the hoops. Sigh... again. </span></li>
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<b>Here are a few process pics of my sample...</b></div>
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<span style="font-family: 'Trebuchet MS', sans-serif; text-align: start;"><b>Here's what the kids did, regardless of our trials and errors!! </b></span></div>
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<span style="font-family: 'Trebuchet MS', sans-serif; text-align: start;"><b>Really, an awesome project that I plan on reworking this year. I will post when those pop up!</b></span></div>
<a href="https://3.bp.blogspot.com/-GcDldY-k4is/U7r2Fl6BbaI/AAAAAAAACO8/z_TTJiKZBCs/s1600/demetrius_embroidery.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-GcDldY-k4is/U7r2Fl6BbaI/AAAAAAAACO8/z_TTJiKZBCs/s1600/demetrius_embroidery.jpg" height="560" width="640" /></a><a href="http://3.bp.blogspot.com/-3tn7QKNNDoc/U7r2LVD9TxI/AAAAAAAACPI/2ZgyWzi603U/s1600/gerald_embroidery.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-3tn7QKNNDoc/U7r2LVD9TxI/AAAAAAAACPI/2ZgyWzi603U/s1600/gerald_embroidery.jpg" height="640" width="602" /></a><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: x-small;"><br /></span></span><span style="font-family: Trebuchet MS, sans-serif;"><span style="font-size: x-small;"><br /></span></span><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Summary:</u></b> <span style="font-size: x-small;"> Students create their own silhouettes inspired by victorian images as well as contemporary artists (such as Kara Walker) to combine traditional photographic techniques with contemporary. </span></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; font-size: x-small;"><br /></span><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Outline:</u></b></span></span><br />
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<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Engage with a silhouette history PPT. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Students create a variety of "backgrounds" or small artworks to be used later when creating their silhouettes. This includes Darkroom (texture photograms, enlargements, magazine prints, z</span>entangle<span style="letter-spacing: 0px;"> photograms), Digital (altered images using filters and adjustments, wallpaper patterns, etc), and traditional art techniques (</span>magazine collage, zentangle drawings). </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students take digital profile photos and digital full body portraits, erase the background in Photoshop, use a variety of selection tools, and combine the layers. </span></li>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>Here are some of the final projects!</b></span></div>
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<!-- Blogger automated replacement: "https://images-blogger-opensocial.googleusercontent.com/gadgets/proxy?url=http%3A%2F%2F3.bp.blogspot.com%2F-OTTioZHVIxg%2FU7rt6YdSP8I%2FAAAAAAAACMs%2FsV9vBURePME%2Fs1600%2FKhrisBuetowFinalSilohette.jpg&container=blogger&gadget=a&rewriteMime=image%2F*" with "https://3.bp.blogspot.com/-OTTioZHVIxg/U7rt6YdSP8I/AAAAAAAACMs/sV9vBURePME/s1600/KhrisBuetowFinalSilohette.jpg" -->JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-82405641900620278692014-07-07T11:46:00.001-07:002014-07-07T11:46:17.499-07:00Lesson: Repousse Element Square<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-qv2fqm9xWqA/U7rmTICKhyI/AAAAAAAACKM/2MUO-sGyMwg/s1600/dashai_repousse.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-qv2fqm9xWqA/U7rmTICKhyI/AAAAAAAACKM/2MUO-sGyMwg/s1600/dashai_repousse.jpg" height="391" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This artwork created by D. Washington, was an honorable mention in the<br />Ilinois High School Regional Art Exhibition!</td></tr>
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<span style="font-family: Trebuchet MS, sans-serif;"><b><u>Credit:</u></b> <span style="font-size: x-small;"> Found these awesome <a href="https://www.flickr.com/photos/jmhurt71/3029738313/in/set-72157603462766974/" target="_blank">embossed artwork</a>s on PINTEREST and had to give 'em a try in my Mixed Media 1 & 2 Class. </span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><u>Summary:</u></b> <span style="font-size: x-small;"> Students review the Elements of Design (that was learned the previous year in art), and apply all seven Elements within the artwork while exploring the medium of embossing. </span></span><br />
<span style="font-family: 'Trebuchet MS', sans-serif; font-size: x-small;"><br /></span><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Outline:</u></b></span></span><br />
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<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Engage with History of Embossing PPT which includes examples, vocabulary, tools, techniques, and other types of materials that can be embossed as well as historical reference. Students take notes and "doodle" in their sketchbooks.</span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Elements of Design are reviewed. Students explore examples of each in their sketchbooks. </span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">2 "Handprint" sketches (we joke about the thumbnail sketch and how this particular sketch needs to be larger and more "accurate," but still not a finished artwork). These sketches play with abstract design and the use of design in artwork (as opposed to representational). </span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students choose their favorite sketch and draw in a square where their embossing will be located. (Inside box, using compositional techniques, will be the metal repousse, and the outside will be the drawn mat extension.)</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students ink their design.</span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Students lay their metal square under their sketchbook page and "trace" their design onto the metal using wooden tools. The sketchbook pages act like a cushion, allowing the </span>metal<span style="letter-spacing: 0px;"> to be chased. </span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Students then work their design by embossing and chasing, playing with the relief aspect of the metal. </span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Once fully developed, the metal is laid on top of the larger mat and traced. The embossed design is then "extended" in a drawing onto the mat. </span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Students practice using a color scheme in their sketchbooks on their sketches. Once a decision is made, students translate that color scheme onto the mat and develop values and contrast using color pencils. </span></span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">A window is cut into the mat, and the students mount their metal repousse from behind. </span></li>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students complete a reflection in which they have to redraw their completed square and clearly label each element used in their artwork. On the back, they answer a variety of thought provoking questions as well as recall the steps to creating their artwork. <br />
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<tr><td class="tr-caption" style="text-align: center;">Don't forget the class critique!</td></tr>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: x-large;"><b>...and, WA-LA!</b></span></div>
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<a href="http://1.bp.blogspot.com/-jRTcnuAKTIU/U7rmWPkaYUI/AAAAAAAACKg/_cvzjW-9XJ0/s1600/demetrius_repousse2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-jRTcnuAKTIU/U7rmWPkaYUI/AAAAAAAACKg/_cvzjW-9XJ0/s1600/demetrius_repousse2.jpg" height="374" width="400" /></a></div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-wjEc6I9zDvo/U7rmXSsKddI/AAAAAAAACKo/64RiUq6i_Mg/s1600/gerald_repousse.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-wjEc6I9zDvo/U7rmXSsKddI/AAAAAAAACKo/64RiUq6i_Mg/s1600/gerald_repousse.jpg" height="371" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This mat was created using chalk pastels.</td></tr>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-P-F8PlVizmk/U7rmXrfz-6I/AAAAAAAACKs/drbqb-b2YFk/s1600/jade_repousse.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-P-F8PlVizmk/U7rmXrfz-6I/AAAAAAAACKs/drbqb-b2YFk/s1600/jade_repousse.jpg" height="400" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This artwork created by J. Jeffries was selected to be exhibited in the <br />Chicago Public School All-City Art Exhibition. The mat is painted with acrylic paint.</td></tr>
</tbody></table>
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<a href="http://1.bp.blogspot.com/-fH0uH1NSl_8/U7rmYc9_g2I/AAAAAAAACK0/lC95tfbSDAs/s1600/jia_repousse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-fH0uH1NSl_8/U7rmYc9_g2I/AAAAAAAACK0/lC95tfbSDAs/s1600/jia_repousse.jpg" height="400" width="400" /></a></div>
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<a href="http://1.bp.blogspot.com/-0jEEqsVOWJ8/U7rmaQD2-tI/AAAAAAAACLA/aPPSLm0QoX8/s1600/kanaji_repousse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-0jEEqsVOWJ8/U7rmaQD2-tI/AAAAAAAACLA/aPPSLm0QoX8/s1600/kanaji_repousse.jpg" height="397" width="400" /></a></div>
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<a href="http://3.bp.blogspot.com/-nED22hFWufc/U7rmaqIo45I/AAAAAAAACLE/HM3KTqQ1XI4/s1600/sally_repousse.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-nED22hFWufc/U7rmaqIo45I/AAAAAAAACLE/HM3KTqQ1XI4/s1600/sally_repousse.jpg" height="400" width="400" /></a></div>
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JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com18tag:blogger.com,1999:blog-5241163827365725460.post-53606437165725827502014-07-07T10:54:00.003-07:002014-07-07T10:54:58.064-07:00Lesson: Surreal Selfies<a href="http://4.bp.blogspot.com/-koXRlKmQP28/U7rV8npbFzI/AAAAAAAACIs/37Rkghx86Rs/s1600/beth_surrealselfie.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-koXRlKmQP28/U7rV8npbFzI/AAAAAAAACIs/37Rkghx86Rs/s1600/beth_surrealselfie.jpg" height="433" width="640" /></a><span style="font-family: Trebuchet MS, sans-serif;"><i><b>Remember that BAD HAIR DAY project? Yep... this is a twist on that one. The kids love it! Zentangle-tastic meets the selfie! </b><span style="font-size: x-small;">What teenager doesn't like to take SELFIES??? Ugh... I know, I know.</span> <b>But here we go!</b></i></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><u>Credit:</u></b> <span style="font-size: x-small;"> In collaboration with Matt Milkowski from earlier project (Bad Hair Day) inspired also by <a href="http://www.incredibleart.org/lessons/middle/Kris-Klimt.htm" target="_blank">Klimt Scratchboard project</a> and <a href="http://www.zentangle.com/index.php" target="_blank">Zentangles</a>.</span></span><br />
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<span style="font-family: Trebuchet MS, sans-serif;"><b><u>Summary:</u></b> <span style="font-size: x-small;"> Students demonstrate organic and geometric lines and shapes to create narrative self portrait collages. I</span></span><span style="font-family: 'Trebuchet MS', sans-serif; font-size: x-small;">nspired by the Surrealist Movement, s</span><span style="font-family: 'Trebuchet MS', sans-serif; font-size: x-small;">tudents play with size and compositional techniques to interact with objects. </span><br />
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<span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif;"><b><u>Outline:</u></b></span></span><br />
<ol>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Brainstorm objects and gestures</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"> Creative Writing prompts</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"> Thumbnail sketches (Gesture crash course optional)</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Take student photos</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Print photos in black and white</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students graphite transfer entire photo (body, clothing general lines, head, hands, etc) onto sulphite paper</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Students cut out “skin” parts and paste in the appropriate space where transfered</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Large silhouette of person has THICK line weights</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Inside shapes broken into geometric or organic. Medium Lineweight</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"> Each shape gets the corresponding lines using thin lineweight (uniball)</span></span></li>
</ol>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><b>And then...</b></span></div>
<ol>
<li style="margin: 0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><span style="letter-spacing: 0px;">Object gets emailed to teacher or printed out by student- object may need multiples, and different sizes to play with. Can upload to Google Drive (yup, we </span>finally<span style="letter-spacing: 0px;"> got onto the Google boat!)</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Image of object gets traced (really again a graphite transfer or lightbox trace) as a silhouette with possible general main lines inside.</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Outside shape gets THICK line weight</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Object gets organic or geo (opposite though of the person)- break inside into shapes, medium line weight</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Inside of shapes gets corresponding lines, thin lineweight</span></span></li>
</ol>
<div style="min-height: 14px;">
<span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;"><b>And then...<span style="letter-spacing: 0.0px;"></span></b></span></div>
<ol>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Object(s) and Person gets cut out of the sulphite paper, create an exciting composition, and glue onto a color paper background.</span></span></li>
<li style="margin: 0px;"><span style="letter-spacing: 0.0px;"><span style="font-family: Trebuchet MS, sans-serif; font-size: x-small;">Options: Borders, other interesting marks, collage background, emphasizing using color pencils... </span></span></li>
</ol>
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<span style="letter-spacing: 0px;"><b><span style="font-family: Trebuchet MS, sans-serif; font-size: large;">TA DA!</span></b></span></div>
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<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-s510ishi5Gw/U7rV8ZSm9OI/AAAAAAAACIo/gXk9BJuzsig/s1600/sydney_surrealselfie+copy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-s510ishi5Gw/U7rV8ZSm9OI/AAAAAAAACIo/gXk9BJuzsig/s1600/sydney_surrealselfie+copy.jpg" height="640" width="446" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This one was chosen to be displayed <br />in the Chicago Public Schools' All-City Exhibition! </td></tr>
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<a href="http://4.bp.blogspot.com/-ei5QYu9dpik/U7rdypl3-VI/AAAAAAAACJM/TAJNi7usXhA/s1600/alexis_surrealselfie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-ei5QYu9dpik/U7rdypl3-VI/AAAAAAAACJM/TAJNi7usXhA/s1600/alexis_surrealselfie.jpg" height="400" width="270" /></a></div>
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<tr><td style="text-align: center;"><a href="http://4.bp.blogspot.com/-e72WdOUSTM8/U7rdyn8bW0I/AAAAAAAACJQ/ssM-VqthSZM/s1600/artshow_surrealselfie.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://4.bp.blogspot.com/-e72WdOUSTM8/U7rdyn8bW0I/AAAAAAAACJQ/ssM-VqthSZM/s1600/artshow_surrealselfie.jpg" height="320" width="290" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">This is a small smattering of student work on display at <br />our annual artshow, chosen from the<br />8 Art Survey courses (about 250 students) at Kenwood Academy.</td></tr>
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<a href="http://2.bp.blogspot.com/-V5w-igvSYJs/U7rdyPi68eI/AAAAAAAACJI/NOlBvZfPPhI/s1600/ashley_surrealselfie.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-V5w-igvSYJs/U7rdyPi68eI/AAAAAAAACJI/NOlBvZfPPhI/s1600/ashley_surrealselfie.jpg" height="400" width="266" /></a><a href="http://3.bp.blogspot.com/-Ibs658m315Q/U7rdzCYTpmI/AAAAAAAACJY/WxMvbMvoWak/s1600/davia_surrealselfie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-Ibs658m315Q/U7rdzCYTpmI/AAAAAAAACJY/WxMvbMvoWak/s1600/davia_surrealselfie.jpg" height="400" width="266" /></a></div>
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<a href="http://2.bp.blogspot.com/-LVZEPU0GhOA/U7rd0et2cmI/AAAAAAAACJ0/ZSiknsgyLlA/s1600/talaya_surrealselfie.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://2.bp.blogspot.com/-LVZEPU0GhOA/U7rd0et2cmI/AAAAAAAACJ0/ZSiknsgyLlA/s1600/talaya_surrealselfie.jpg" height="400" width="263" /></a><a href="http://2.bp.blogspot.com/-TacQk_by4AU/U7rdz0MLBcI/AAAAAAAACJs/KAab2_bUgWg/s1600/mikasas_surrealselfie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-TacQk_by4AU/U7rdz0MLBcI/AAAAAAAACJs/KAab2_bUgWg/s1600/mikasas_surrealselfie.jpg" height="400" width="260" /></a></div>
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<a href="http://2.bp.blogspot.com/-JtGTuitluOw/U7rV_xW1rUI/AAAAAAAACI4/C6g5Z6ueUdQ/s1600/akwasi_surrealselfie.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-JtGTuitluOw/U7rV_xW1rUI/AAAAAAAACI4/C6g5Z6ueUdQ/s1600/akwasi_surrealselfie.jpg" height="640" width="472" /></a></div>
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JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-48992163329393576992014-03-28T16:12:00.001-07:002014-03-28T16:25:51.288-07:00Lesson: Appropriation Artwork<span style="font-family: Trebuchet MS, sans-serif;"><br /></span>
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<a href="http://4.bp.blogspot.com/-mUEaqDhfeUM/UzYApOZnRDI/AAAAAAAAB5c/XXqTkB7VoaE/s1600/latavia_appropriation.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-mUEaqDhfeUM/UzYApOZnRDI/AAAAAAAAB5c/XXqTkB7VoaE/s1600/latavia_appropriation.jpg" height="294" width="640" /></a><b><i><span style="font-family: Trebuchet MS, sans-serif;">Also under construction... Don't hate!</span></i></b></div>
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<i><span style="font-family: Trebuchet MS, sans-serif;">Appropriation artwork using mixed media. Students explored their own interest in a particular medium/media to change the meaning of recognizable artwork. Students learned how to write Artist Statements and reflected on the controversy (thank you Shepard Fairey) with appropriation art. </span></i></div>
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<a href="http://2.bp.blogspot.com/-wV-BB7fIii4/UzYEsvrGdvI/AAAAAAAAB6Y/HGkZpOb4uek/s1600/calah_appropriation.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-wV-BB7fIii4/UzYEsvrGdvI/AAAAAAAAB6Y/HGkZpOb4uek/s1600/calah_appropriation.jpg" height="403" width="640" /></a></div>
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<a href="http://1.bp.blogspot.com/-WIzhKkJy7GA/UzYAvb-Ez6I/AAAAAAAAB5k/Ax0vx6KI5CQ/s1600/demetrius_appropriation.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-WIzhKkJy7GA/UzYAvb-Ez6I/AAAAAAAAB5k/Ax0vx6KI5CQ/s1600/demetrius_appropriation.jpg" height="640" width="456" /></a></div>
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<a href="http://1.bp.blogspot.com/-fDBvHaUb3UI/UzYBnwfwQCI/AAAAAAAAB6A/qC1zcE5zDN0/s1600/MM_Appropriation_ArtistStatement.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://1.bp.blogspot.com/-fDBvHaUb3UI/UzYBnwfwQCI/AAAAAAAAB6A/qC1zcE5zDN0/s1600/MM_Appropriation_ArtistStatement.jpg" height="400" width="308" /></a><a href="http://3.bp.blogspot.com/-isJEBe6UUQI/UzYBnZNRvgI/AAAAAAAAB58/QMW6DpRkRsI/s1600/MM_Appropriation_Project.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://3.bp.blogspot.com/-isJEBe6UUQI/UzYBnZNRvgI/AAAAAAAAB58/QMW6DpRkRsI/s1600/MM_Appropriation_Project.jpg" height="400" width="308" /></a></div>
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<a href="http://4.bp.blogspot.com/-cePWZ2G5_a8/UzYBmFXsOgI/AAAAAAAAB50/XwzRBQNTMKQ/s1600/MM_AppropriationArticle.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-cePWZ2G5_a8/UzYBmFXsOgI/AAAAAAAAB50/XwzRBQNTMKQ/s1600/MM_AppropriationArticle.jpg" height="400" width="308" /></a><a href="http://4.bp.blogspot.com/-U_6pnYV81yo/UzYBnM0yusI/AAAAAAAAB54/zn68y-9adzw/s1600/MM_Appropriation_Grading_Rubric.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://4.bp.blogspot.com/-U_6pnYV81yo/UzYBnM0yusI/AAAAAAAAB54/zn68y-9adzw/s1600/MM_Appropriation_Grading_Rubric.jpg" height="400" width="308" /></a></div>
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JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com0tag:blogger.com,1999:blog-5241163827365725460.post-63135242316823213192014-03-28T16:01:00.004-07:002014-03-28T16:01:26.106-07:00Lesson: Meaningful Mosaics<div style="text-align: center;">
<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i><b>Under Construction... But... I wanted to get the photos up! Please forgive...</b></i></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;"><i><b><br /></b></i></span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Meaningful Mosaics- mosaics using geometric breakup OR symbolic silhouettes. </span></div>
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<span style="font-family: Helvetica Neue, Arial, Helvetica, sans-serif;">Also... part of the Oppenheimer Grant I received! WOOT!</span></div>
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<a href="http://2.bp.blogspot.com/-thaJeUFOg18/UzX-CuZSe6I/AAAAAAAAB3E/wascMGZNb-Y/s1600/IMG_2014.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://2.bp.blogspot.com/-thaJeUFOg18/UzX-CuZSe6I/AAAAAAAAB3E/wascMGZNb-Y/s1600/IMG_2014.jpg" height="320" width="239" /></a></div>
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<br />JTaylorhttp://www.blogger.com/profile/15747107644302341340noreply@blogger.com1tag:blogger.com,1999:blog-5241163827365725460.post-92183263648273411002014-03-28T15:13:00.000-07:002014-03-28T15:40:25.340-07:00Lesson: Shrinky Dink Jewelry<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: Trebuchet MS, sans-serif;"><b>When I was teaching at Maine South, I was the sponsor of our Photo Club. During that time, my colleague suggested we make shrink dink photos... and so we did! With that club, we made keychains and zipper pulls mostly. With Mixed Media, I thought this would be a perfect project to explore functional art, mixing jewelry making and photography with contemporary materials, AND give me an opportunity for the students to wear their artwork to ADVERTISE our class (yes, shameless plug to take more art)!! </b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>STEP 1: </b></span><b style="font-family: 'Trebuchet MS', sans-serif; font-size: x-large; text-align: center;">Practice using Wire and Tools: </b></div>
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<span style="font-family: Trebuchet MS, sans-serif;">For this mini project, students made contour drawings of familiar 3D objects, then used the tools (which they traced and made notes in their sketchbook projects) to manipulate the wire using one continuous line. (And... way to scaffold, people!)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">First, we take a look at Functional Artwork and how jewelry is considered art. We took a look at what a jewelry set is comprised of, types of jewelry, and what is a theme. Students then brainstormed themes and sets that they would like to create. The assignment was to create a set of 3 or more, with a theme. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">STEP 3: Photo Manipulation</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">From their chosen themes, students were to take photos. Some of my students have taken photo class or are taking upper level photo class and wanted to use Photoshopped images. Great! But some students did not have knowledge of photo manipulation beyond what their phones come with. Funny... now in the age of Instagram... I digress. </span><span style="font-family: 'Trebuchet MS', sans-serif;">I took the students to the computer lab and had them log on to a few different free photo manipulation sites. </span><span style="font-family: 'Trebuchet MS', sans-serif;">Students had to manipulate their photos in some way to unify them for their jewelry set. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;">STEP 4: My Part (and some student)</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Don't you love when I add more prep time to your already crazy prep schedule? Yep, that's right! Now you have the students drop the photos onto your flash drive, or Google Drive (we didn't have that at the time I did this project). Place them into Illustrator using a layer of shapes as a mask. Change the opacity to 40% - 50% and make sure that the pendant sizes are larger... because, of course, they shrink. When they shrink, the images become more saturated, hence the reason to change the opacity. </span></div>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-ZIt8j66T6SQ/UzXxni9wvrI/AAAAAAAAB0s/3-JxsiaDN_o/s1600/mm_christian_jewelry.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://1.bp.blogspot.com/-ZIt8j66T6SQ/UzXxni9wvrI/AAAAAAAAB0s/3-JxsiaDN_o/s1600/mm_christian_jewelry.jpg" height="187" width="200" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-size: x-small;"><i>you can see here how the photo is<br /> under the layout mask... </i></span></td></tr>
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<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-3hqHXIyPn_w/UzXxqn08bcI/AAAAAAAAB00/MRSrDXN4iaQ/s1600/mm_christian&jessica_jewelry.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img border="0" src="http://2.bp.blogspot.com/-3hqHXIyPn_w/UzXxqn08bcI/AAAAAAAAB00/MRSrDXN4iaQ/s1600/mm_christian&jessica_jewelry.jpg" height="308" width="400" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Then, in Photoshop, I changed the <br />
overall opacity to 40-50%. </td></tr>
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<span style="font-family: 'Trebuchet MS', sans-serif;">Students use exacto knives and/or scissors to cut out shapes.</span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">I also, then, print all of the shrink dinks on printable shrink dink paper. The students will then cut out the pieces and punch holes wherever they want to attach to the jewelry chains. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>STEP 5: Shrink. </b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Students bake shrinky dinks in a toaster oven. The shrinky dinks will shrink, curl, and then flatten out again. When they begin to flatten, that is when you can take them out. If you take them out of the oven and they are warped, you can heat them back up and let them curl again, and flatten again. The students LOVE to watch these shrink. I mean... who doesn't? I could stare at those things for hours!</span></div>
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<span style="font-family: Trebuchet MS, sans-serif; font-size: large;"><b>STEP 6: Make and Attach to Jewelry</b></span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Students use wire to make jump rings, connect, use other findings to create a set. </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Earrings, necklace(s), bracelets, cuffs, rings, hair decor, zipper pulls... </span></div>
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<span style="font-family: Trebuchet MS, sans-serif;">Lastly... Self reflection and s</span><span style="font-family: 'Trebuchet MS', sans-serif;">tudent critique. </span></div>
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