15-19 December

Fun Art:
     Students are working on Mosaic this will be due on the 19th.  Friday we will do a critique for this project.  Most students are done.
     Introduction to Rhythm and Motion on Thursday.  These are two principles of design that we will be putting to the fore front.   These principles in order to do them they will also be doing elements to complete. Rhythm is the repetition of an element, such as; lines, shapes, forms, color, values, even texture.  Motion is a visual movement within a composition, having the eye move through the composition creating the illusion of movement, this can be done by using the same elements as before and adding thick lines, thin, angles, curves, etc.  Students will be using water color to complete this assignment.
     Students should be working on their MID-TERM PROJECTS!!! Due January 20, 2015


Foundation Art II:
     Students had their first note test on Monday and were able to use their notes. Most of the students did very well.  Students are then finishing up their Animal Depth composition.  This is done with 5 different animals of different size.  They must have the whole composition work with each other, and work as one. Right now the assignment is due on the 19th, but will be able to be handed in later.  On Thursday we will be introducing Values. this will help with the mid term project.
     Students should be working on their MID-TERM PROJECTS!!! THIS WILL BE DUE
January 20,2015.  they will not want to be late with this assignment.


Language Arts:
     Students are working a a few different projects. The first will be PTSD this is a close read,  Students will read the different articles and will write a summary about each.
     Tuesday students are in the lab,  they will go onto Utah Compose, the three writings we have been working on.  The first is The Grinch, second is All About Me, third is Bear Time/ Intervention.  Students may copy and past what they have and then finish to get a score for improvement.
     Wednesday students will have a starter writing a paragraph on what they know about claim, counter-claim, reason, evidence and how they are important in an argument essay.  We will then start the show Silent Night this is a Hallmark and based on a true event in the 1944's WWII.  They will fill out a worksheet answering the questions as they go along with the movie this should take two days then on Friday they will complete the movie we will check the answers and will do a close read on Truce in the Forest, answering the questions.

      Have a good holiday.

December 8th through 12th

Language Art 2nd hour
     Students are doing sentences corrections for starters.  They are to write the sentences then make the proper corrections such as punctuation, capitals, commas, spelling errors etc. Monday students were given a close read Friday and they were to answer the questions.  We went through the questions to see just how well they did.  Most students did not know how to take the test and finish it.  We are finishing the test by doing the question #10 and writing a 6 paragraph argumentative on the topic of the close read. We will be correcting them and going through them and talking about how to state a claim, back up the claim and even state a counter claim all should be in a multi-paragraph essay.  Thursday we will be in the lab and writing the paper to complete the work on Friday we will be continuing close reads and paragraphs.

Art 1 1st, 4th, 5th hours
     Tuesday students Color Wheel with tints are due.  Students will be critiquing the assignment.  Students whose work is late will not receive full credit.
    Mosaic was introduced last week so students will be able to continue working.
    Wednesday students will be introduced to their mid-term projects this is called Second Hand Sculpture.  The instructions are found here on the blog yo need only look into past work.  They will also have parents critique their work and send in the parent form.


Foundation Art 2 6th hour
     Students were introduced to depth today by contour lines, overlapping, and size and placement.  We worked on forms and when that was complete they drew a composition showing the three ways of creating depth.  I then introduced the Depth composition with the 5 animals.  On Wednesday students will be introduced to their mid-term project.  We will be going into the lab for them to find their pictures they plan to complete for the assignment.

December 1-5

Art 1
     Students will be painting this week.  They will be working on the Color Wheel with tints assignment.  Instructions are on the white board and a demonstration will be given on Monday to show the students what they will be doing, how best to complete the assignment.
    By Thursday or Friday students should be able to be completing the assignment and a new assignment will be given.
     The new assignment will be Mosaic.  This will consist of a landscape or nature they will be completing four rough drafts and then using 1/2 inch squares of paper to complete the assignment.

Language Art
     This week students will be working with language.  This will be L.8.2 using commas, capitalization, ellipses, and dashes.  They will have vocabulary words of said language and we will be working various ways of learning the different items.  Language book page 628 has capitals, and commas we will see how well the students know these then move on to ellipses and dashes.  The summation should be able to be given Friday.

Foundation 2
     Students should have their upside down lady complete, as well as the scale and proportion bear.  Students will be starting on Texture and Creativity. They will be completing step by steps this week and turning them in.  This process should just prepare them on the simplicity on starting with basic shapes when beginning a composition.

New Trimester November 24th -25th

Language Art
     Students are starting with Language 8.2 this is recognizing and correcting any improper use of capitalization, punctuation, especially commas, ellipses, and dashes, and even spelling.
We will be doing proofreading marks with sentences and practicing them as the starters, we will also work with actual writing of own papers and have the students proofread each others to fix any mistakes.  We will be doing this work for about one week.

Art 1
     Students started color wheel with tints. This will be touching on the following elements and principles of art.
      Elements are: Line, shape, forms, color, and value
      Principles of Design are: Rhythm, Harmony, and Balance
     Students will be designing a color wheel using 24 sections of color and not just the normal 12.  They will need to set up a pattern and continue this pattern throughout the whole of the assignment.  They will be given specific guidelines that will help them to be successful. They will be using a ruler, for measuring and using craftsmanship for painting.  Additional information will be given upon notice.
     I will be introducing the mid-term project sometime in the next week or two.  The information is found already within the blog.


Foundation 2
     Students for the next few days will be doing a step-by-step projects, these help the students break down an object and simplify it for the start of any project.  This process helps with larger projects to help with starting and finishing.  We will then move onto, scale and proportion, upside down and texture, these help the student with enlarging and simplifying then adding a texture of various items to a composition.  Some projects will only take a short amount of time such as one class period while others will take a couple of days.  If questions need to be asked please do so.

November 10-14

Art 1 First and Sixth hours
     Students should be finishing up their Zentangle.  This is a bit like doodling only students are more precise and careful with requirements included. We have critiqued the following on Monday was the Engraving and on Wednesday was the Mask.  Grades for those have been complete along with the Critiques that accompany them.
     This week the Zentangle will be critiqued most likely on Wednesday.
     Students have a Vocabulary test they have known about this for over a week and they have been reminded to take notes for their benefit.
     Students should be finishing up their final mythical creature which is due the following week on Wednesday the 19th.  Late work loose 1/2 points because of the trimester ending on Thursday. Parents make sure they are completing these You as parents will be critiquing their work and this form will be sent home on Monday the 10th for you to be able to be thinking of what to say.
   The last work the students will be doing in my class will be decided during the week it could be a stain glass or origami.
     Students have a vocabulary test they may use their notes if they took them. The test will be given on Thursday.


Foundation 2 Third hour
     Students 3rd note test is due Thursday.  They have had it for over a week and should be finished with it.
     Students were given the fantasy projects last week these are projects that should wait until the last to work on especially if they are working on the final project which is due next Wednesday.
     FINAL PROJECT DUE WEDNESDAY 19TH.
   


Language Arts Fourth and Fifth
     Students have the summation of RL8.5 on Tuesday.  This is the text structure of a sentence.  They parts they will need to know are compare and contrast, narrative plot, problem/ solution, cause and effect, chronological/ sequential,  students have worked very hard to learn the differences if they are absent they will have a bit harder time unless they study.
     We will be focusing the last on Narrative plot,  and breaking it down to the essentials,  We will have a quiz on this but should not overly hurt the grade because of the end coming up so quickly.

November 3-7

Language Arts
     Monday students went into the lab and tried out a new writing program.  It is called Utah Compose.  This takes over the My Access that we have used the past years.  It will help students write and keep track of papers for all classes.  I had my students to into the lessons and work on just seeing how to manipulate the programs that each lesson was given.  I hope to use this with my writing prompts for all students to better their writings.  It will score their work as well as help them with what needs work.
     Tuesday students will be taking their summation on Figurative Language the second half of the words.  They will also be taking a vocabulary test on the definitions.
     We will then be starting on either verb and verbals and all they have.  This will bring in active and passive verbs and with verbals gerunds, participles and infinitives.
     We will continue to work on creative narratives for the starters as well as any new vocabulary that comes up with the new terms.


Art 1
     Students critiqued their engravings.  This assignment was due Monday.  Wednesday students will critique their masks this is an assignment that took a bit of time and we have just filled in here and there. Monday students were introduced to Zen tangle.  This is a creative outlet that is like a glorified doodling.  Students have specific requirements but have a large assignment of being creative.
     Students should be on the downward spiral of finishing their FINALS.  Remember they are due on the 19th no later or they loose 1/2 points. We will be finishing up with Origami this is paper folding.  We only get the very basic and get some students really involved with bringing out this talent.


Foundation 2
     Students were to have their final projects here Monday to work on.  All students should have a final at this point.  We will have a review of all the test notes before the final test is given.  Students are taking their final test Friday.of this week.  It will be a take home test and will need to be finished an turned in by the 13th.  We will be introducing the students to the final projects they are Fantasy.  Each demonstrate different ask-pecks in the fantasy section.  FINALS are due November 19th late work will loose 1/2 points.


If there are any questions please email me. Thanks Ms. Ewell

October 27-31

Art 1
     Students will critique their printmaking Monday.  They will then turn in the two templates and a print from each.  They should have turned in the roughs before starting the printing process.
     Students will also be working on a new assignment that is the Engraving.  Students are to color the center section in crayon this needs to be solid they will then ink the crayon.  This will the start of the engraving.  This is another style of printmaking.
     Students also have their mask which we sprayed a couple of weeks ago.  Students brought these back into the class room.  They should have designed their roughs of just what they would like to do on this project and they will be starting this process in a few days.
     Remember students should be working on FINAL MYTHICAL CREATURES. The instructions are found in the April posting of this year.  If they need supplies this is the week to get them.
THESE ARE DUE NOVEMBER 19TH.


Foundation 2
     Students should have turned in their second note test on Monday.  They were given a week for this test and could use their notes.
     Monday we introduced color.  This is the final stage for their final project.  Colors and values will play the largest part in the final project and this was given Monday.  They were also given two project that will better their understanding of how to mix and work with the color pencils.
    Students should have turned in the 1point perspectives.  Many have also turned in the 2 point buildings.  The two point house should have taken a bit longer because of all that needs to be part of the project.
     Remember students should be working on COLOR PENCIL FINALS. The instructions are posted. These are due NOVEMBER 19TH.

Language Art
     Students were given a summation of the RL 8.1-4 those who did not pass have been call in for bear time this week.  This should not have been a difficult test because it simply covers information that has been covered before and even tested before.  Students were given days of review for this test.      Students are now working on the second half of the figurative language.  We are giving examples as well as practicing.   Friday will be the test day for this section of RL8.4B.
     Tuesday we will be in the lab for continued writing practice.
     Wednesday we will continue with Earnest Green and the Figurative language.
     Thursday will be much of the same but Earnest Green should have finished and turned in.
     Friday students will be given a vocabulary test and will be given the summative test for RL8.4B of figurative language.
     Each day we are in class we will have starters this focuses on writing and some will be focused on the review.  

Final Color Project

Final Project: Color

There are things you will need to consider when looking for a final project. Look in magazines, books, calendars, novelty magazines, etc.  The list can go on you need only look. It must be in color.

1. You will need to think of the subject matter:

*no cartoons/ or coloring book style

            *no logos/ numbers/ letters/ silhouettes, etc. no exceptions.

            *it must be realistic, not fantasy

            *nature, landscape, inanimate, portrait, etc. are a few examples.

2.      You will need to think of the Composition. It must be a good composition, filling 3/4‘s of the paper. Must be 3/d the whole picture needs to be looked at, the positive / negative, balance and more will need to be considered.  No outlines should be left within only values. 

3.      Values; these are the most important part of your final. You will be using colored pencils, because of this you will need to consider your values in a different way. Changing the intensity of the colors going from a deeper color to lighter in the same pencil, or each section outlined, these are not values. Values in color are used a white, black, and even a gray pencil. Another way would be using the direct complement and even the opposite of what you are using for example if using a red using green as the complement or the cool colors as the values.  It is not always better to use black or gray for a darker value.

4.      Proportions, Texture, Craftsmanship will also be considered. You need to remember how an overall effect will look. This makes a difference to how I think you feel about the final. If it looks sloppy, ripped, folded, wrinkled, not finished or even looks like a rushed job, you could care less about your grade.

5.      You will be using large thick paper, and may have a 1” border. If you are going to use your own colored pencils, look for a large enough set (more than 12). If you are planning to purchase your set and are looking at a really good set consider the prismacolor brand.  These are more expensive but they are the better quality for your money.  (We sell then here at the school, or you may spend more at other stores).

6.      Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high effort spent.  (what would you give them for a grade) Thanks for your help.  Ms. Ewell

Due: ________________________________

October 13-15

Art 1
     Introduction of Final project.  This is a mythical creature.  The information is found in the hand out.  Parents you will need to do a parent critiquing on your students project.  This one is not a project that will do well if started the night before it is due.  The due date is November 19th this is the day before the trimester ends.  No cardboard should be showing when it is complete. If students need any supplies there are many stores, I also have some. I will not give out any the week before the due date they may come in before that time.
     Students are working on printmaking they will learn one of the many ways of printing.
     Students will be working on their mask sometime (I think) when we return from fall break.
     Projects that are missing need to be in by Wednesday or they become a dead project and will no longer receive points.

Art 2
     Introduction of Final project.  This is a color pencil project.  I will be introducing prisma color pencils these are expensive pencil a 1.00 per pencil but not a mandatory to use I have had students be successful with the cheaper pencils.   Those students planning to continue at the high school are recommend.  Parents you will need to critique your students work.  Due date is November 10th this is the day before the trimester ends.  Values dealing with color is very important.  Please take the time to work on this.
     Students are also in the process of doing perspectives one and two point.  They will be completing these next week.
     Those students that are behind in assignments need to get them in no later than Wednesday they become a dead project. and will no longer be worth any points.

Language Arts
     Today we are taking the Figurative Language Vocabulary test and the Summation of the words. Both will be entered this day.
     We are trying to finish the Warrior's book and will be working to complete it this week.
     We will also be finishing up the handout that has gone along with this book.  Turning them in as soon as possible, so we will be able to finish the Earnest Green story.


I will be putting items in that students need to have for those who have been absent.

October 6-10

Art 1
     Students are finishing up the Rhythm and Motion.  We will critique on Friday.
     On Tuesday we started the Mask.  This is a project that will have many days.  It is a filler project because of the time it takes for each stage.  The first is to mold the celluclay to the plastic mold.  This then will take any where from a week to three weeks to cure. In the meanwhile students will be drawing their roughs, these roughs will help establish the creative side of what they wish to paint onto the mask.  We then will spay a base color over the top to sill the base. This will take a few days to air out.  Students will take their mask and draw the chosen rough onto the mask.  It is a lot easier to draw on paper than on a three dimensional surface.  If the student chooses to add additional items such as glitter, bling, feathers etc. they may do so but they are to bring the items themselves.
     Thursday I will be introducing printmaking.  This project teaches the printing process in a simplified form.  Students will have rough,  each needing to be different: plant, inanimate, scenery,  and an animal,  keeping items simplified for better results.  They will be doing two different styles but the printing process will be the same.
     Monday I will be introducing FINAL PROJECT.

Foundation 2
     Students should be finishing up with Space, and Balance.  Each have specific processes that need to be done correctly in order for the assignment to be right.  Space is focusing on positive and negative.  Balance is focusing on symmetrical.  Both have contrast and are completed in pen or marker.  Examples where shown and students were taking through the steps for better understanding.       Perspective will be introduced on Thursday.  This will then complete the second set of notes for the coming up of the second note test.  When working with perspective we focus on one and two point.  We start out simple with the one point buildings then move to a one point house.  Two point buildings follow with two point house and a two point barn.  The summation will be the houses and barn.
     Monday I will be introducing FINAL PROJECT.

Language Art
     Monday students will be working on Figurative Language.  This is broken up into a three sections.  RL8.4 is the "Context Clues, Chunking and Word Meanings",  We will have the summation on this section on Friday.  Students have been given practice sentences and practice paragraphs to help them prepare for the test.  Examples are following. Next we also started with RL8.4a this is the figurative language words.  This will be broken into two sections the first 5 words are Simile, Metaphor, Personification, Onomatopoeia and Hyperbole.  Students were give definitions for them to write as vocabulary words and then are given little quizzes each day for students to better their understanding of these words.  Examples are following.  (there were a total of 10)
     We will continue with this type of practice for the week and next for figurative language for context clues we will complete and take the summation on Friday.

Using context clues to figure out a words meaning is like being a detective.  The reader comes across a mystery- an unknown word- and has to use clues to solve it.  Look for clues, hints, around a word you don't know. us the clues to guess a meaning for the word. 
     I was the day of the big ______ and I had never seen it show so much! Everything was ____, so I had to wait until tomorrow to play my big basketball game.  It was the _____, and the winner of this game would hold the first place title in the whole county.  The day looked dark and  _____. I was so sad that I started to feel _____ my friends weren't _____ at my house because their parents wouldn't let them come over.  It started snowing harder.  I hoped we would _____ the other team tomorrow and win the basketball game! 
blizzard, defeat, depressed, championship, postponed, arriving, dreary

Figurative language read the lines of poetry, and figure out which technique is being used: simile, metaphor, hyperbole, onomatopoeia, or personification.
1. Like burnt-out torches by a sick man's bed
2. There's a faucet in the basement that had dripped one drop all year since he fixed it, we can't find it without wearing scuba gear.
3. When stars threw down their spears and water'd heaven with their tears,
4. The moon was a ghostly galleon tossed upon cloudy seas, the road was a ribbon of moonlight over the purple moor
5. My teeth were chattering as we waited in the freezing cold for the bus to arrive.
     

Close Reads

Monday: the first day I demonstrated three different ways of a close read.
     *Picture: students examine: what goes through your mind? (students write it down)
                    Students then probe deeper: they examine the picture again and come up with more reasons for the circumstance. They need to use a bit of inferring, by using their background knowledge.
                    Students then probe some  more for even more information.
     *Cartoon: Students examine: what does the text say? (write it down)
                      Students read it again: write your thoughts. "How does the text say it?"
                      Evaluate Meaning: what is the purpose of the cartoon? funny, not, drama, why or why not?
      *Short Text: students read through and take notes,
                           Students read again (teacher did this) break it down to sections.  Helping for closer examination. This helps when answering questions easier to tell where something might be at a quick glance.
                           Students then would read again for final question and answer.  These tips help when taking tests.  If a student learns a close read they are less likely to have to retake a test because of a low score.

Tuesday: Lab
Wednesday: this is what we will be using for the close read.
How to Do a Close Reading

The process of writing an essay usually begins with the close reading of a text. Of course, the writer's personal experience may occasionally come into the essay, and all essays depend on the writer's own observations and knowledge. But most essays, especially academic essays, begin with a close reading of some kind of text—a painting, a movie, an event—and usually with that of a written text. When you close read, you observe facts and details about the text. You may focus on a particular passage, or on the text as a whole. Your aim may be to notice all striking features of the text, including rhetorical features, structural elements, cultural references; or, your aim may be to notice only selected features of the text—for instance, oppositions and correspondences, or particular historical references. Either way, making these observations constitutes the first step in the process of close reading.

The second step is interpreting your observations. What we're basically talking about here is inductive reasoning: moving from the observation of particular facts and details to a conclusion, or interpretation, based on those observations. And, as with inductive reasoning, close reading requires careful gathering of data (your observations) and careful thinking about what these data add up to.

How to Begin:

1. Read with a pencil in hand, and annotate the text.

"Annotating" means underlining or highlighting key words and phrases—anything that strikes you as surprising or significant, or that raises questions—as well as making notes in the margins. When we respond to a text in this way, we not only force ourselves to pay close attention, but we also begin to think with the author about the evidence—the first step in moving from reader to writer.

Here's a sample passage by anthropologist and naturalist Loren Eiseley. It's from his essay called "The Hidden Teacher."

. . . I once received an unexpected lesson from a spider. It happened far away on a rainy morning in the West. I had come up a long gulch looking for fossils, and there, just at eye level, lurked a huge yellow-and-black orb spider, whose web was moored to the tall spears of buffalo grass at the edge of the arroyo. It was her universe, and her senses did not extend beyond the lines and spokes of the great wheel she inhabited. Her extended claws could feel every vibration throughout that delicate structure. She knew the tug of wind, the fall of a raindrop, the flutter of a trapped moth's wing. Down one spoke of the web ran a stout ribbon of gossamer on which she could hurry out to investigate her prey. Curious, I took a pencil from my pocket and touched a strand of the web. Immediately there was a response. The web, plucked by its menacing occupant, began to vibrate until it was a blur. Anything that had brushed claw or wing against that amazing snare would be thoroughly entrapped. As the vibrations slowed, I could see the owner fingering her guidelines for signs of struggle. A pencil point was an intrusion into this universe for which no precedent existed. Spider was circumscribed by spider ideas; its universe was spider universe. All outside was irrational, extraneous, at best raw material for spider. As I proceeded on my way along the gully, like a vast impossible shadow, I realized that in the world of spider I did not exist.

2. Look for patterns in the things you've noticed about the text—repetitions, contradictions, similarities.

What do we notice in the previous passage? First, Eiseley tells us that the orb spider taught him a lesson, thus inviting us to consider what that lesson might be. But we'll let that larger question go for now and focus on particulars—we're working inductively. In Eiseley's next sentence, we find that this encounter "happened far away on a rainy morning in the West." This opening locates us in another time, another place, and has echoes of the traditional fairy tale opening: "Once upon a time . . .". What does this mean? Why would Eiseley want to remind us of tales and myth? We don't know yet, but it's curious. We make a note of it.

Details of language convince us of our location "in the West"—gulch, arroyo, and buffalo grass. Beyond that, though, Eiseley calls the spider's web "her universe" and "the great wheel she inhabited," as in the great wheel of the heavens, the galaxies. By metaphor, then, the web becomes the universe, "spider universe." And the spider, "she," whose "senses did not extend beyond" her universe, knows "the flutter of a trapped moth's wing" and hurries "to investigate her prey." Eiseley says he could see her "fingering her guidelines for signs of struggle." These details of language, and others, characterize the "owner" of the web as thinking, feeling, striving—a creature much like ourselves. But so what?

3. Ask questions about the patterns you've noticed—especially how and why.

To answer some of our own questions, we have to look back at the text and see what else is going on. For instance, when Eiseley touches the web with his pencil point—an event "for which no precedent existed"—the spider, naturally, can make no sense of the pencil phenomenon: "Spider was circumscribed by spider ideas." Of course, spiders don't have ideas, but we do. And if we start seeing this passage in human terms, seeing the spider's situation in "her universe" as analogous to our situation in our universe (which we think of as the universe), then we may decide that Eiseley is suggesting that our universe (the universe) is also finite, that our ideas are circumscribed, and that beyond the limits of our universe there might be phenomena as fully beyond our ken as Eiseley himself—that "vast impossible shadow"—was beyond the understanding of the spider.

But why vast and impossible, why a shadow? Does Eiseley mean God, extra-terrestrials? Or something else, something we cannot name or even imagine? Is this the lesson? Now we see that the sense of tale telling or myth at the start of the passage, plus this reference to something vast and unseen, weighs against a simple E.T. sort of interpretation. And though the spider can't explain, or even apprehend, Eiseley's pencil point, that pencil point is explainable—rational after all. So maybe not God. We need more evidence, so we go back to the text—the whole essay now, not just this one passage—and look for additional clues. And as we proceed in this way, paying close attention to the evidence, asking questions, formulating interpretations, we engage in a process that is central to essay writing and to the whole academic enterprise: in other words, we reason toward our own ideas.

Thursday: We will continue with close reads: handout 

Friday: Close reads: handout

September 29-30 and October 1-3

Foundation Art 1                                              September 29-30, October 1-3

                Students are turning in the Mosaic on the 29^th, this will also be critique time.

                They have started on the Rhythm and Motion project.  This is to show a pattern using the elements as well as show motion while using the elements.   Instructions of this project are found on an attached sheet.  Examples are at bottom of page. This will be done in watercolor.

                Students are to have their Mid-term project here on the 2^nd of October.  Late work will be docked 10 each day late.  No excuses will be accepted.  Students may also turn in the project sooner if they are going to be absent this day.

                Friday will be a vocabulary test.  They will need to know the spelling of the word and the definition.  – Rhythm-ordered repetition of an element (like a pattern)

                     --Motion- movement, lines giving the illusion of going from one area to another using angles

                   -- Color- the reflection of light, colors found on the wheel

                   --Value- lightness or darkness on a given surface

                   --Criteria- standard by which something will be judged (requirements)

                   -- Critique- detailed analysis (judging critically a piece of work)

                         

                       

Foundation Art 2                                                              September 29-30, October 1-3

                Students should be finishing up their self portrait.  (Introduced last week.) Many students are becoming aware of how important it is to work on proportions and values.

Students Mid-term is due on October 2^nd.  No late work for full credit will be given.  Each day late 10 points will be docked.  If a student is absent they will need to make sure their project is here before the due date.

Monday students will be introduced to Space- area surrounding objects and objects themselves such as positive and negative.  Students need to realize the importance of negative space because it can become too overpowering if it dominates the space. (examples) the object is positive the background is negative)

 

Thursday Students will be starting balance:  there are three different balances but the students will focus only on two.  The first is asymmetrical—design does not repeat itself on the other side (landscape). Symmetrical—one can draw a line in the center vertical to show duplicate design (mirror image). The third is radial—all the design seems to radiate out from one spot (spiral)

                      

Language Art                                                     September 29-30, October 1-3

                Retake on the dialogue and vocabulary tests for those who did not pass on Friday. Students will be brought into bear time to retake these test.  These are worth 75% of their grade and must receive at least 70% or higher.  They may take the test again to receive a higher score but this must be done on their own.  I will not call them in.
     *We will be working on Close Reads this week.  This will teach the students better testing skills.  Students will learn how to read through a text at least three times and glean information each time.
     *We are continuing with "Warrior's Don't Cry".  We are on chapter 11.  Students are to be finishing up the worksheet as we read.  This is a book we read most days, unless we are in the computer lab.
     *We are in the computer lab on Tuesday.  Students should finish their papers on the civil rights as turn these in.  They have been working on them for 4 labs.
     *We are working on creative writing as the starters, this will continue this week.  If a student has been absent they are to find a picture on Monday and write 100 words that tell me a story of this picture, giving me the setting, bringing in the various characters, etc.  They are then on the following days to just let me know what has been happening throughout the week.
     *Friday students will be completing the work they are behind on.

Rhythm and Motion

RHYTHM AND MOVEMENT

Definition: The art of showing rhythm and movement within a work of art. Rhythm means a repetition of an element.  Elements are as follows: line, shape, form, color, texture, value.  By using these elements you create a type of pattern, within a piece of art work. Movement shows a type of motion within art work.  Making the eye go from element to element by using size, (large to small, fat to thin) angled, curved lines.

STEPS:

1.      Using thin paper, fold hamburger and hotdog folds.

2.      Draw 4 different patterns showing rhythm and movement. (roughs)

3.      Choose the best from roughs and enlarge

4.      Enlarge on large thick paper with 1” border

5.      Lightly draw image on paper use ruler where needed

6.      Using watercolors you will need to start from the lightest colors to the darkest colors

7.      .If you need to have crisp lines make sure you are waiting until sections are completely

dry before painting next to each color.

 

8.      When you want a darker color use more pigment when you want lighter colors you need to use more water.

Parent grading sheet/ Art 1 and Art 2

Second Hand Sculpture Parent Grading Sheet

Student Name: __________________________________             Hour: ______

Comments: (This should reflect how you feel your student has accomplished the assignment, using the criteria assigned)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

Value/ Pencil Mid-Term Parent Grading Sheet

Student Name: __________________________________             Hour: ______

Comments: (This should reflect how you feel your student has accomplished the assignment, using the criteria assigned)

 ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Grade (1 - 25): _______________

Signed by: ______________________________________ Date: __________

Relationship to Student: ______________________________

Week September 22 - 26

Foundation Art 1
   
     * Students this week will be completing their Mosaic and critiquing.
     *Students will be given a new assignment on Wednesday, it will be called a Rhythm and Motion.  Notes for this assignment may be found within the blog. Students need to remember the importance of being here for the critiques.  If they are absent they will need to turn them in the next day.  Still remembering the requirements of the critique.
     *Students need to have their progress reports turned in. By Thursday they will be considered late and no full credit is given.
     * Mid-term sculpture is due on October 2nd.  Full credit is only given before or on due date.
   *Parent scoring paper will be sent home Monday.

Foundation Art 2

     *  Students this week are working on Values,  the need to realize the importance of values because of the mid-term project.
     * Mid-term project is due on October 2nd.  Full credit is only given before or on due date.
     *Students will be introduced to portraits on Monday.  This will consist of measuring a front view portrait as well as continuing with portraits using values.  They will be doing Self-portraits using mirrors. This is a challenging project because of keeping your position while drawing and not getting proportions incorrect.
     *Students need to remember to take down notes for the coming test #2.
   *Parent scoring will be sent home Monday.

Language Arts

     * We will be working on dialogue and how it creates humor or suspense in a text.
   *Students will be working of how to find dialogue, understand if it is humor or suspense, and how to write their own dialogue.
     * We are continuing with creative narrative.
     * We are reading above grade level,  we are doing this by reading "Warrior's Don't Cry".
     * We are completing the worksheet of warrior's in class, we will then review how well they followed along with the text.
     * On Thursday we will be in the lab working on their writing.  This is working on civil rights coming up with things they want to learn more about. They will be writing a paper on this.
     * We will be having vocabulary words: Monday they will write the word and definition 3 times.  One time should be in their handbook.  Tuesday will be the word 10 times.  Wednesday they write the word, definition and an example for each.  The quiz will be Friday.  This process helps with hooking the information into the long term memory.
     * The following is the vocabulary words for the week.

Write the word and the definition 3 times. One set should be in your handbook. The additional two should be on your vocabulary paper (if you still have the paper)
 *dialogue: a conversation involving two or more persons, a conversational passage in a literary work, written conversation
 *humor: something that is or has the ability to be comical or amusing
 *suspense: gives the reader the "on-edge" feeling, leaving the reader hanging, trying to figure out what will happen next

September 8-12

                               This week in art 1 we are doing the "Color Wheel with Tints".
Students were to finish roughs then start on the final project.  Using thick paper with 1/2" margins. This project teaches students to be exact in doing patterns, using measuring, as well as with color.  They will have 24 squares or 24 rectangles.  Each square is split into three sections, for a total of 72 areas to paint.
Elements: shapes, color, values
Principles: harmony, unity, pattern

                               This week in art 2 we were introduced to depth.
Students were to finish the creative alphabet, the texture should already be turned in. Friday students will have their first Note test.  If students have written down the notes they may use them during the test.


                               This week in Language Art we are focusing on RL 8.2, RL 8.10 and W 8.3
These core items focus on theme and central idea, reading above the grade level and creative writing.
We are reading "Warriors Don't Cry", this is a higher reading level, we talk about the theme and central idea from the text.  Monday they took retakes of vocabulary words.  Tuesday they will retake the Summative of Explicit and Inferred during "Bear Time".  Wednesday we will continue with reviewing the terms "Theme and Central Idea" the test for this will be Friday as well as the vocabulary test for these two terms with definitions. Thursday we will be in the lab researching the civil rights movement, using the book as a reference point.

Second Hand Sculpture (Mid Term)

Second Hand Sculpture: (mid-term)

·         Reference: This final must be chosen from a real sculpture.  The sculpture must be an original three dimensional sculptures not a photo, or wall hanging. One that is used to show beauty, enhance the decor.  Once the sculpture has been chosen you must copy the sculpture into word, and have the following on the paper as well.  This will be turned in with the sculpture. Must have a print out of the following: title of sculpture, artist name, copy of sculpture, material used (sculpture is made from…), student name, student hour and class.

·         Unknown artists are not allowed.  No abstracts will be allowed you must have a sculpture that you can tell what it is, such as an animal or a person.  

·         You will be using second hand objects to create a replica of your sculpture.  That means no coping what the artist did or used to create his/ her sculpture, i.e. if the artist used crayons, or horseshoes you may not.

·         Medium: You will be using second hand items from the garage, basement, storage, grandma and grandpa’s home, your home etc.  You may also go to the D.I. or if there is a yard-sale you may purchase these items. You need to remember these are not items you will throw away but items you would give away, sale or donate.

·         You may not use items that spoil such as food, or from nature such as branches or rocks, etc.

·         Attachment: You may use wire, hot glue, bolts, anything that will hold your sculpture together but realize nothing new or just bought to do so.

·         This is not origami, or cutting a pasting so no paper, paper Mache, clay/play dough, soap carved, or carved wood, legos, pop cans, and plastic bottles.  All must be constructed with found objects and constructed together no cutting or carving.  You may cut a little bit but the items must be intact to be a correct sculpture.

·         Non-Usable: You may not use cotton balls, toothpicks, Q- tips, popsicle sticks, action figures, cardboard, or anything found on the floor that should have gone in the garbage. Such as wrappers, ripped socks etc. These items are not found at yard sales or used again for sculpting, if a figure needs to be used it must be constructed no pieces together from body parts of an old action figure. 

·         You may enhance your sculpture with feathers, beads etc.

·         The sculpture must withstand the travel from home and fit through the doors.  They must be at least one foot in height or length, or larger.

·         Best Results: Things to consider for this project:  take time to think about what will work the best and don’t wait till the last moment to put it together.  These sculptures are to have creativity, stability, and thought put into it.  Best results are those who have taken the time to put into the project.

·        Parents you are to be a part of this grade.  I need you to watch you student and when they have finished please give a scoring grade from 1 – 25.  The highest being you feel they have put forth a good effort, worked hard and shown creativity with this sculpture.  You are not to help.  This should be their work not a parent or sibling.  If you need an example of a finished sculpture please e-mail me and I will send an example along.

·         Mid-Term Due ________________________________ no late work will be allowed after due date for full credit.  If there are any questions please ask far enough in advanced. Not the night before.  

(example of a sculpture to use as reference)

                        

(Examples of finished replication)

             

Mid Term black and white in pencil Foundation 2

Mid Term Project (black and white, pencil)

1. Large thick paper may have 1” border

2. Must fill ¾’s of the paper, composition, positive and negative space, values, texture, contrast, dominance.

3. No metal, action figures (sports figures), numbers, letters, words, logos, cartoons, clowns, fantasy, silhouettes, war, etc.

4. School approved, must be realistic. Reference must be check off beforehand. Look in books, magazines, internet (but make sure you printer works), etc.

5. Subjects may be: nature, animal, landscape, and inanimate objects, see examples from classroom, etc.

6. Craftsmanship! No folding, crinkles, smudges, presentation matters.

7. Remember that when you are blocking in basic shapes be checking your proportions as well so you do not need to get to the end and have to restart or erase because of size and area.

8. Texture will be in the foreground if you are doing any kind of animal. Make sure your fur, feathers, smooth or rough are in the direction that shows on your reference, i.e. vertical, horizontal, slant, etc.

9. Values as you add these be sure you are giving me all that apply.  Such as high light, light, shadow edge, shadow core, reflected light and even in some instances cast shadow. 

¨    *Value is the light and shadow on any given object.

¨    Without light you cannot have shadows.

Rules:

a.  When there is a change in surface there is a change in values.

b.  Reflected light is darker than the shadow but lighter than the shadow core

10. Things to consider for this project: take time to think about what will work the best and don’t wait till the last moment to pull it together.  This project you can tell if a person rushes or does not spend much time on it.  Best results are those who have taken the time for all aspects.

11.                         Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high effort spent.  (what would you give them for a grade) Thanks for your help.  Ms. Ewell (see the attached paper for signing.

Mid-Term Due: ______________________ no late work will be allowed after due date for full credit. Each day late 10 points will be docked.  Questions need to be asked before due date not the day of.