Students read notes from the bottom upArt Fee: $19.00Monday, May 6-Wednesday, May 221. SLIDES: Race, Gender, Clan and Class2. Assignment: Identity Self-Portrait a. Students will begin brainstorming ideas for their self-portraits (making lists) b. Students will bring in found objects in addition to other materials that are related to their identity, culture, gender and society c. Students will being to "combine" their found obejcts with painting and collage these images together to create a slef-portrait that represents who they are and their different roles in society and culture d. Students must incorporate 5 symbols into their self-portraits e. Students will also write an artist statement i. explaining self portrait ii. discuss what each symbol means in relation to the portrait iii. discuss how your culture makes you unique in today's society3. Show student samplesProject is 4 grades: creativity (variety), technique, composition (harmony) and unity Frida Kahlo Norman Rockwell
Thursday, May 2-Wednesday, May 221. Assignment: (Artists can use cultural and invented symbols to represent their own or others' identities.)2. Students discuss the meaning of identity, explore traditional, cultural, and invented symbols, study portraits which use visual symbols, create a portrait which includes symbols to express your identity, and write a short artist's statement describing your work.
a. Explore your own identity through discussion and research:
b. Recognize symbols as concrete signs or images that represent some other, more abstract thing or ideas.
c. Create a self-portrait that employs cultural and/or invented symbols to express identity.
i.Collect identity symbols
ii.Ask students to think about their own identities and have at least five symbol ideas to
begin their identity portraits
d.Write an artist's statement that describes their identity-portrait (next slide)
3. Medium/Size – any medium, larger than 9” X 12”
4. Write an artist's statement, in one to two paragraphs (TYPED), that describes your identity-portrait:
• Reflect on the meaning(s) of identity.
• Compares and contrasts visual symbols used to communicate ideas in various cultures to your own
• Discuss self-portrait to communicate your identity using cultural and/or invented symbols.
Thursday, April 18-Tuesday, April 301. SLIDES: Social Protest/Affirmation/Oppression
2. Assignment: Create a Propaganda Poster that deals with Social Protest
a. Definition: Propaganda is a concerted set of messages aimed at influencing the opinions or behavior of large numbers of people. Instead of impartially providing information, propaganda in its most basic sense presents information in order to influence its audience. The most effective propaganda is often completely truthful, but some propaganda presents facts selectively to encourage a particular synthesis, or gives loaded messages in order to produce an emotional rather than rational response to the information presented. The desired result is a change of the cognitive narrative of the subject in the target audience. (http://en.wikipedia.org/wiki/Propaganda)
b. Create a poster protesting a socially oppressed group. c. In class, list all the different social causes you can protest
***Remember you have to try and convince ME of your cause.*** 2 Grades:Visual, Message, Craftsmanship Mark Dion, Landfill, Mixed Media, 1999-20003. Homework Assignment: Famous Artwork Album Cover
a.Find an album cover that uses a famous work of art
a.Print out of album cover and original artwork
b.Name of musical group or musician
c.Name of album and year
d.Name of original artist
e.Name of original artwork, medium and year
Eugene Delacroix, Liberty Leading the People, Oil on canvas, 1830
Cold Play, Viva La Vida, 2008
Tuesday, April 2-Thursday, April 181. SLIDES: Power, Politics and Glory2. Assignment: Create a piece of paraphernalia/Writing Assignment #5 (2 Grades-visual/message) a. Using a current newspaper or magazine editorial, find an article that endorses or rejects a political view b. Cut out and keep article to attach to project c. Create works of art that promotes, popularizes, strengthens or makes a statement about the government as well as those who lead them.
d. Works can depict war (victory), peace, power, glory, prestige, memorialize, etc...
e. Use one of these forms of art:
v. Mix Media vi. Power Point Justinian and his Attendants Palette of Narmer
Friday, March 1-Friday, March 151. Assignment: Artifacts Using Found Objects around School (Mortality and Immortality assignment) 3 Grades (Craftsmanship, Artifact Theme, Visual Effect) a. Definition of artifact: An object made by a human being, typically an item of cultural or historical interest b. Students will form groups (2-4) to create their own artifacts using found objects from around school c. Come up with a "catchy" title that sends a message about their artifacts d. Students may collect items found around school such as: i. candy wrappers ii. chip bags iii. milk cartons iv. old graded papers v. old flyers, passes, etc... e. Through making artifacts students will learn about creating everlasting works using found objects. pepon osorio, http://3.bp.blogspot.com/_ZhOJatv4q0w/TKqx_TmtW5I/AAAAAAAAARM/Bb7RpenEwIE/s640/osorio-sculpt-001.jpgpepon osorio, http://repeatingislands.files.wordpress.com/2010/07/pepon1.jpg
Thursday, February 14-Friday, March 11. SLIDES: Mortality and Immortality2. FILM: Modigliani Movie Questions:
1. Who is the painter(s) in the film? (full name)
2. What art period(s) and movement(s) are this artist(s) associated?
3. Where did/do this artist(s) mainly produce his/her works?
4. When did this artist(s) produce his/her bodies of work?
5. How was this artist(s) motivated to create his/her works?
6. How did this artist(s) work? (techniques and methods) 7. How is this artist(s) works so innovative? (original, new, different, etc.)
8. Why did this artist(s) create in the manner he/she chose? (influences)
9. Were his/her works well received during his lifetime? Explain.
10. What significance does his/her work presently have on art history?3. Assignment: Modigliani PortraitsAsk Yourself: a. Discuss with students what immortality means to them b. Discuss how Modigliani immortalized his portraits c. What makes Modigliani's portraits distinct?Show Samples of Modigliani portraits and student samplesInstructions:1. Sketchbooks: (practice page) a. Section off your paper in half the long way and into 4 quarters the short way of the paper b. draw an oval shap which takes up two quarters of your page c. draw an elongated neck, one quarter of page d. draw the shoulders in the last quarter of the page. e. begin drawing features of the face, learning about proportions of the face and exaggerating the features2. Final Drawing: a. 12 X 18 black paper and white pencil b. measure paper in half the long way, 6"; section paper into 4 quarters measuring 4.5" the short way c. draw an oval shap which takes up two quarters of your page d. draw an elongated neck, one quarter of page e. draw the shoulders in the last quarter of the page. f. begin drawing features of the face, learning about proportions of the face and exaggerating the features g. use oil pastels for colorhttp://www.artprojectsforkids.org/search/label/artist Modigliani
Monday, January 28-Tuesday, February 121. SLIDES: Chapter 9 Deities and Places of Worship
2. Assignment: Create your own God/Goddess a. SKETCHES: i. draw different patterns/designs and symbols to incorporate into your god/goddess ii. draw out idea for god/goddess3. Sample Gods and Goddesses from different cultures
4. Use 12 X 18 white paper or sculpt using found objects/clay
5. Use basic line designs and patterns to create your image
6. Add lots of color to enhance image
a. Think about:
7. Write a paragraph description of your God or Goddess:
a. Who is your God/Goddess? What do they represent?
b. What is their name?
c. Where did they come from?
d. When was the story of this God/Goddess establish
e. What culture is this God/Goddess associated?
f. How did the God/Goddess come to fruition?
g. What are their strengths and weaknesses?http://t0.gstatic.com/images?q=tbn:ANd9GcT1Wap833FCBxMkur1MsDyeQhtAXpVIgBtUcFh1X0googVLIfj6http://upload.wikimedia.org/wikipedia/commons/thumb/c/cc/Great_Goddess_of_Teotihuacan_(T_Aleto).jpg/500px-Great_Goddess_of_Teotihuacan_(T_Aleto).jpg
Tuesday, January 8-Thursday, January 241. SLIDES: Reproduction and Sexuality2. Assignment: Cardboard Sculptures
a. Students will construct three dimensional sculptures using cardboard to create inanimate objects as a visual pun for male/female; ying/yang; positive/negative; alpha/beta; etc...
i. create a sculpture that must have two items which belong together in order to function ii. show artist Chris Gilmour website and samples: http://www.chrisgilmour.com/en.opere.html b. Look at Claes Oldenburg sculptures as a reference and student samples. c. Students will create sketches to plan out for creating 3-D sculpture.
d. Use X-Acto knives to score and cut cardboard pieces
e. Use hot glue to piece together
f. Use gesso to paint all one color to give a clean look sculptures by Chris Gilmoursculptures by Claes Oldenburg
EXTRA CREDIT: 1. Students, the following list are items you can turn in for extra credit: a. Magazines b. Empty water/juice bottles (already clean please) c. CARDBOARD! d. Buttons e. Yarn, string, ribbon f. wood sticks (popsicle, toothpics, small dowels, etc...) g. Fabric***Please ask if you are unsure about what you can bring***
Monday, December 3-Friday, December 211. SLIDES: Food and Shelter
a. Assignment: Performance Art Video i. create a video based on food for survival, culture, consumerism or philanthropy ii. VIDEO: Happy Meal iii. Discuss foods from different cultures and discuss food as glorious, sacred and problematic
iv. Examing artworks that depict food and eating
v. Securing or glorifying food, and food's relationship to art, ritual, and sympathetic magic vi. Investigating shelter for individual, group, and commercial use
3. Read article: http://futuryst.blogspot.com/2008/04/futurist-food-for-thought.html
4. Assignment: Create a Recipe Card
Food for thought:
In the early 20th century, the Italian Futurists believed that humans were machines and that in a machinelike way, people based their actions on what they ate. Futuristswrote cookbooks designed to shock and excite the senses, but not to fill the stomach,for they believed a full stomach was dulling. On one recipe, "Raw Meat Torn byTrumpet Blasts", the diner is to take mouthfuls of raw electrified beef, and to blow loud blasts on a trumpet in between those mouthfuls of beef.
a. Come up with a recipe you would like to use to perform! (refer Futurist Cookbook)
b. 5 X 7 card stock paper
c. Create designs or images for recipe card using watercolors, markers, and color pencils d. Students will bring in foods from recipe cards for a Culinary Arts Day http://t3.gstatic.com/images?q=tbn:ANd9GcQ7r_3__7yz-vsS07ihs3MjPD7LYn2HsvVb2LrPdQmsks66cA788MDS7gB4fQhttp://2.bp.blogspot.com/_swprcgDk6PI/TA3rGI8aImI/AAAAAAAAALk/Md8U31R00AQ/s400/P1010050.JPG
Tuesday, November 27-Thursday, November 291. Return Pollock paintings
2. SLIDES: Chapter 6 What Do We Do With Art?
3. Writing Assignment: Replication of MastersAs the result of advanced experimentation in molecular physics, a small manufacturing company announces that it has perfected a process by which any work of visual art can be replicated on a molecule-for-molecule basis. In painting this process makes possible replication of an entire work, including canvas, frame, and all lower as well as exposed layers of pigment. No human guesswork (or error) is involved, and the finished replica is indistinguishable from the original to the most sophisticated visual, physical, and chemical analyses. 1-The company applies for a permit to produce one replica each of the Mona Lisa and ten other very well known works at the Louvre as insurance, it says, against “natural disaster”. The replicas are tobe stored in a permanent underground vault and are not to be removed unless theoriginals are destroyed by calamities such as earthquake, vandalism, or nuclear war.2-The company applies for a permit to produce 100 replicas of each of the aboveworks to establish satellite museums in major cities and regional capitals throughoutthe world. 3- The company applies for a permit to produce unlimited replicas of the works andannounces that is plans to market the replicas in sundry and department store outletsfor $14.95 each Would you grant any or all of the above permits? Why or why not? Defend your answer.
Thursday, November 8-Wednesday, November 211. FILM: Pollock a. Answer film questions 2. Return graded Critique Papers3. Altered Art Assignment: Silhouettes a. Students will have their faces traced onto sketch paper to use as a template for silhouette heads b. Cut out silhouette to trace two other faces onto white paper c. Each page should represent YOU i. Write a poem, story, words to a song about YOU ii. Collage (likes, dislilkes, etc... ABOUT YOU) iii. Automatism (free association)http://farm4.static.flickr.com/3087/3084964204_c456200c76_o.jpghttp://media-cache-ec2.pinterest.com/upload/244249979761945157_C0gIbPDT_b.jpghttp://1.bp.blogspot.com/-7_zRKP5tumE/UGrpQE8r4wI/AAAAAAAABj0/fLq9kSCxAL0/s1600/Gracie done.jpg
Thursday, November 1-November 81. SLIDES: Who Makes Art?2. Assignment: Participatory Art/Community Art/Collaboration Art a. 12 X 18 white paper b. Draw three shapes (circle, square and triangle) anywhere on the page (shapes may overlap): c. Begin creating a work of art based on these three shapes using pencil, pen, oil pastels, watercolors, magazines, glue, color pencils, and markers d. After 1/2 hour, switch papers with another student at your table e. After switching, students may now ADD to the artwork, but may not SUBTRACT from the original work.3. FILM: Pollock a. Answer film questions
Tuesday, October 24-Tuesday, October 301. Writing Assignment:Write a Critique a. Pick one piece of artwork and print it out (attach copy to assignment) b. Write a one page criticism of the artwork (typed, double spaced)Ask yourself: (use these questions to help write your criticism) a. What is the content or subject matter of this work of art? b. Why was this work of art made? c. What was the significance of the piece of art? d. What was going on culturally/politically/religious at the time this piece of art was made? e. During which art movement or period was this piece created? f. What do you think this piece of art is about? g. Is this piece successful in relaying or sending out a message?
Friday, October 5-Thursday, October 251. Assignment: Art with a Message (2 Grades) a. Ask yourself: How can I visually present an idea in my work?
How will the audience understand the message?
b. Think about:
1. Every work of art was created within a historical, political, social,
or religious context.
2. Knowing about that context broadens and deepens our
understanding of a work of art.
3. How we encounter art affects what we think about.
4. All art is both mimetic and performative.
c. Create a piece of artwork that sends a message to a particular social group,
for example: help people to be accepting of homosexuality, self expression in school attire, violence against women, state some statistical facts about pollution, etc...
Guerrilla Girls, "Do women have to be naked to get Cildo Meireles, "Insertions intointo the Metropolitan Museum?"
Tuesday, Sept. 18-Friday, Oct. 51. Completed: Discovering Language through the Masters2. Discuss: Media3. Sketchbook: Altered Art a. Brign 2 photocopied images of yourself to class (4X6 or 5X7) b. Using clear packaging tape, students will learn to make transparencies from photocopied images c. Create a Sketchbook page based on the question, "Who am I?" i. use oil pastels, newspapers, magazines ii. Adhere transparency to the top of collage to create a layerd effect http://media.photobucket.com/image/altered art using transparencies/chrysti/Try%20It%20Tuesdays/friendcopy.jpg4. Assignment: Linoleum a. Discuss use and methods in using Linoleum b. Sketchbook: students will draw a design or image in their sketchbooks to apply to linoleum c. Using different colored construction papers and paint, create 5 editions of your linoleum print http://www.google.com/imgres?q=linoleum artworks&hl=en&safe=active&tbo=d&biw=1280&bih=852&tbm=isch&tbnid=V3IcblVl4pv94M:&imgrefurl=http://thelosersociety.deviantart.com/art/Pikachu-Linoleum-295294149&docid=VAPcaGT3aMeFWM&itg=1&imgurl=http://www.deviantart.com/download/295294149/pikachu_linoleum_by_thelosersociety-d4vt6f9.jpg&w=3264&h=2448&ei=t_RZUMSrEYem9gS_3ID4Bw&zoom=1&iact=hc&vpx=2&vpy=405&dur=233&hovh=194&hovw=259&tx=126&ty=81&sig=115558686186424289827&page=3&tbnh=140&tbnw=172&start=61&ndsp=35&ved=1t:429,r:7,s:61,i:308 Elizabeth Catlett
1957 - 1968
Wednesday, Sept. 5-Monday, Sept. 171. SLIDES: Visual Communication a. Discuss: Narratives in Art2. Book: Discovering Art History3. Sketchbook assignment (in class): a. take a piece of paper and crumple it up b. put paper in your back pocket for 1/2 hour c. take crumpled paper out of your pocket and open it up d. take crumpled paper and put a tear/rip in the paper e. Create a piece of art from the crumpled ripped piece of paper (see examples below from "Beautiful Oops" book) 4. Assignment: Discovering Language through the Masters
a. Pick a work of art with a theme. (bring in a copy of the image for a grade by next class meeting)
b Using carbon paper, retrace the image to create a line drawing of the work. c. Apply your own patterns and textures d. Change the color (a different color scheme than the original piece).
e. Incorporate one piece of pop culture
f. Attach original copy to drawing Original Line Drawing James Hance copy "Mona Leia" Starbucks with Mona Lisa Leone Ardo
Monday, August 27-Friday, August 311. SLIDES: Learning About Art2. Book: Discovering Art History3. Video: Colbert Report: Steve Martin Book-What is Art?4. Discuss: What is Art, Who Makes It, and What do We Do with It?5. Assignment a. Students: (Group) Think about "What is art?" "What constitutes a creation to become a work of art?" b. Think of a theme for your arrangement c. Collect objects from your personal belongings and the classroom d. Arrange objects in a manner that you want others to notice when they look at your artwork e. May use fabrics to display and arrange display to enhance layout, white paper strips for labels, misc. supplies to set under objects. f. Display your arrangement and photograph (instructor) g. As a group write a short paragraph responding to the question, "What is Art?"http://www.flickr.com/photos/dweir/2213049355/
Monday, August 20, 2012-Friday, August 24, 20121. Introduction to class: discuss with students classroom instruction, supplies, policies and procedures2. Review Syllabus and Plan for Discipline3. http://new.schoolnotes.com/zhaibi01 pages and downloads for class4. Art Appreciation Bingo (getting to know you game)5. Review Bingo6. Create portfolios7. Students must turn in syllabus and plan for discipline for a grade
Subject Area: Art -Visual Arts
This course shall integrate the Goal 3 Student Performance Standards of the Florida System of School Improvement and Accountability as appropriate to the content and processes of the subject matter.
2. Demonstrate knowledge of the significance of major artists, architects, and masterworks.
VA.B.1.4.2 understand that works of art can communicate an idea and elicit a variety of responses through the use of selected media, techniques, and processes.
VA.D.1.4.3 know the difference between the intentions of artists in the creation of original works and the intentions of those who appropriate and parody those works.
3. Analyze how artists use the elements of art and principles of design to communicate ideas.
VA.A.1.4.3 know how the elements of art and the principles of
design can be used to solve specific art problems.
VA.B.1.4.3 understand some of the implications of intentions and purposes in particular works of art.
4. Develop, justify, and apply personal artistic criteria incorporating aesthetic qualities and technical elements when critiquing selected works of art.
VA.B.1.4.4 know how the elements of art and the principles of design can be used and solve specific visual-art problems at a proficient level.
VA.D.1.4.1 understand and determine the differences between the artist’s intent and public interpretation through evaluative criteria and judgment.
5. Demonstrate knowledge of the role, impact, and reciprocal relationships between the visual arts and history, culture, and society.
VA.C.1.4.1 understand how social, cultural, ecological, economic, religious, and political conditions influence the function, meaning, and execution of works of art.
VA.C.1.4.2 understand how recognized artists recorded, affected, or influenced change in a historical, cultural, or religious context.
6. Demonstrate knowledge of resources and strategies for locating information about artists and art history (e.g., internet, museums, and libraries).
VA.D.1.4.2 understand critical and aesthetic statements in terms of historical reference while researching works of art.
7. Demonstrate knowledge of personal and social benefits associated with the study of art history and criticism.
VA.E.1.4.3 know how to communicate with the public, the consumer, and the artistic community about aesthetic questions, entertainment, resources, and choices in education.
8. Demonstrate knowledge of community resources for preserving, exhibiting, and viewing works of art (e.g., local art museums, galleries, exhibits).
VA.E.1.4.1 know and participate in community-based art experiences as an artist or observer.
9. Identify career opportunities related to art history and criticism.
VA.E.1.4.2 understand and identify the skills that artists use in various careers to promote creativity, fluency, flexibility, and elaboration within the arts and across life.
Calendar of Events
|Braddock Visual and Performing Arts|
|CFGA-A Virtual Art Museum|
|Art History Resources on the Web|
|Web Gallery of Art|
|Chimera: Origins of the Myth Art of the Etruscans, Chpt. 9|
|Ancient Greece-history, mythology, art, culture and architecture|
|Tomb of Princess Yongtai Art of China and Korea|
|Roman Art Chapter Review|
|The Lindisfarne Gospels|
|Showcases: Lindisfarne Gospels Background and History|
|Glossary of Medieval Art and Architecture|
|The Ancient Egypt site History and background of the Palette of Narmer|
|The Severe Style of Greek Sculpture|
|Hindu Gods and Goddesses|
|The Labors of Hercules|
|People of Old Along the Silk Road|
|Google Art Project|