Here are some pictures from first quarters ceramics class...lol. I don't have many pictures because, as stated above, not many things turned out well. BUT! Second quarter of ceramics has gone SO WELL! I will get some pictures from that class posted soon!
As anyone can see by the first image below....my very first quarter of teaching ceramics was pretty much a disaster. We had SO MANY problems! The clay would dry out, then it would be too wet, I couldn't figure out how to run the kiln (glaze wouldn't turn, then it was too hot and melted everything), projects falling apart...you name it and it happened. It was a nightmare. But it was also a learning experience.
Here are some pictures from first quarters ceramics class...lol. I don't have many pictures because, as stated above, not many things turned out well. BUT! Second quarter of ceramics has gone SO WELL! I will get some pictures from that class posted soon!
0 Comments
The 2D Art class worked very hard to create an image that could only be fully seen from one spot (one perspective). I found this lesson (which was called "localized perspective") on another art website and decided to give it a spin!
The students looked at various art works that require the viewer to stand an one spot to see the full picture. Check out these artists if you're interested:Marco Cianfanelli, Markus Raetz, Shigeo Fukuda, Gillian Brown. Students were broken up into groups of 3-4. They chose a simple image to work with and drew that image onto a clear transfer sheet. They then chose their area to work: corners, stairs, hallways, anywhere that would challenge their image. They then had one person stand with the view finder (transparency sheet with image drawn onto it) on an X where every viewer would have to stand to see their full image properly. That person then directed the other members where to put the blue painters tape in order to create the outline to their image! The 2D class worked on a project that involved the idea of creating a balanced composition. They did not have to use the same elements to create balance, they could if they wanted to. We discussed symmetrical balance and asymmetrical balance. Then students got a 9x9 inch piece of white paper on which they drew out their elements (lines, shapes, patterns, etc.). They were encouraged to draw images inside of other images as long as no lines were touching each other.
Once students were done drawing, they used exacto knives to cut out each element. They flipped the elements inside and out to create a shadow effect as well as to create the balance we were looking for. This project had many layers to it. First we discussed abstract art and how it does not have to show anything in particular. So the first layer that the students were instructed to do was to choose a color scheme and paint their entire paper with shapes and lines in anyway they wanted. The second layer was to outline their shapes with either white or black depending on their colors and what would look best. The next layer was to add different types of funky paper over top. Lastly students cut their painting apart in 3 inch squares and then reassembled it onto a new piece of paper. And there you have your abstract collage.
Okay. So sadly I only have to examples from this lesson :( With all of the shuffle of being a K-12 art teaching and running between two buildings...I must sadly admit the high schoolers don't get as many pictures taken by me as they should. I will get better though!
Anyway, in this lesson the students got to choose an image that they enjoyed (something they really wanted, so I let them loose). Many chose to do cd covers or logos. We discussed Andy Warhol and his use of popular images and the colors that he chose to use. The students had to copy their image 4 times and color each one using a color scheme. Each one could be a different color scheme or they could all be similar. Then they cut each image to be the same size and glued them down to a black paper for a background. This is my very first post! I am trying to get caught up and put all of my lessons on here from the year thus far...oh, dear!
Well, in this lesson the high school drawing class discussed the use of lines, patterns, value (with sharpie which is tricky!) and emphasis. Each project had to have the following: variations on value (areas with more white, areas with more black, and areas with 50/50), at least 5 patterns, at least 5 different types of lines (wavy, zig-zag, straight, dotted, thick, thin, etc.), and an emphasis. Students used a cut out image from a magazine as their starting point. Enjoy! I love all of these....but the cat one cracks me up every time. |