Art 1
Students are finishing the Zentangle and we will be critiquing on Wednesday for this assignment. Students will need to take home their mid-term projects from the library or throw them in the dumpster. Wednesday we will be starting Origami and this will be finishing up the trimester they will need to keep up with the roughs and will have a final project they will need to fold. Reminder their Final Mythical Creature is due on Friday. Late work will only receive 1/2 credit. They will need to bring in the parent critique along with tags on their creatures.
Art 2
Students have been given the final note test, The sooner they get this done it will be out of their heads. Their FINAL PROJECT is due on Friday the 27. Late work will only receive 1/2 credit. They will need to turn in the parent critique. They will finish up the year with fantasy projects which were introduced on Friday of last week.
Language Arts
Students will be reading Tom Sawyer and will be taking the summation on Wednesday. We will have a review on Tuesday and the retake will be on Thursday. Wednesday we will be starting chapter 4-6 with vocabulary to start us out. We will continue with this and be taking the summation at the beginning of next week most likely on Tuesday. Those who have me next trimester we will continue with this unit into the next trimester. Many of the things we will be learning will go along with the review of sage and will help them with understanding. We will be finishing up the unit with Tom and Huck the Disney version.
Wednesday, February 25, 2015
Tuesday, February 17, 2015
February 17-20
Language Arts:
Starter: "boys will be boys" write a paragraph (8 to 9 sentences). We will be starting The Adventures of Tom Sawyer. We will listen the first day an audio called The Big Read which is about 30 min. Students will be listing important facts they hear. They will then share with their groups and list ten facts they all discovered. They will need to prepare to share with the class. We will then continue with the same unit. This will take in Writing 8.2 informational as well as W. 8.1 argumentative. We will also be Reading Informational and doing 8.1-2 SL 8.1 and 4. Students will have a handout to work from as well as reading the book itself.
Art 1
Students will be critiquing their Engraving and they are working on Zentangle. They should be working on their Final Project at home. Due on the 27 of this month. We will finish up with origami as the final projects in class.
Foundation 2
Students should have turned in their note test last Friday. They will be finishing their Final Porjects due on the 27 of this month. They are working with color.
Starter: "boys will be boys" write a paragraph (8 to 9 sentences). We will be starting The Adventures of Tom Sawyer. We will listen the first day an audio called The Big Read which is about 30 min. Students will be listing important facts they hear. They will then share with their groups and list ten facts they all discovered. They will need to prepare to share with the class. We will then continue with the same unit. This will take in Writing 8.2 informational as well as W. 8.1 argumentative. We will also be Reading Informational and doing 8.1-2 SL 8.1 and 4. Students will have a handout to work from as well as reading the book itself.
Art 1
Students will be critiquing their Engraving and they are working on Zentangle. They should be working on their Final Project at home. Due on the 27 of this month. We will finish up with origami as the final projects in class.
Foundation 2
Students should have turned in their note test last Friday. They will be finishing their Final Porjects due on the 27 of this month. They are working with color.
Monday, February 9, 2015
February 9-13
ART 1
Students will be critiquing their stain glass, they have the engraving this is a project that students use crayon and ink and slowly scratch away at the picture to reveille the animal, it must fill 3/4 of the paper and the animal must be dominant. Remember they should be working on their final projects which are due on the 27th of this month.
Foundation 2
Students will start the 2pt house and the note test will be tomorrow and be a take home due back on the 13th at the latest. We will then be starting color to complete their final project which is due on the 27th of February. We will also be doing fantasy to finish up the year.
Language Arts
Students will be starting their Sage Testing today. Make sure they have eaten a good breakfast and had plenty of rest. I will be giving them a jolly rancher to keep the blood pumping well. They will be in the lab for two days and will be finishing up their other sage testing on Thursday and Friday for the two writings in Utah Compose. We will also be starting another short unit RI 8.7 Evaluating different Media. If you have any questions contact me.
Students will be critiquing their stain glass, they have the engraving this is a project that students use crayon and ink and slowly scratch away at the picture to reveille the animal, it must fill 3/4 of the paper and the animal must be dominant. Remember they should be working on their final projects which are due on the 27th of this month.
Foundation 2
Students will start the 2pt house and the note test will be tomorrow and be a take home due back on the 13th at the latest. We will then be starting color to complete their final project which is due on the 27th of February. We will also be doing fantasy to finish up the year.
Language Arts
Students will be starting their Sage Testing today. Make sure they have eaten a good breakfast and had plenty of rest. I will be giving them a jolly rancher to keep the blood pumping well. They will be in the lab for two days and will be finishing up their other sage testing on Thursday and Friday for the two writings in Utah Compose. We will also be starting another short unit RI 8.7 Evaluating different Media. If you have any questions contact me.
Tuesday, February 3, 2015
FEBRUARY 2-6 Final Project Information
February 2 Art 1
Students are working on Stain Glass
All assignments should be in for any scoring.
Intro to new project will be Tuesday as well. This will be the Engraving.
Foundation 2
Students we introduced to 1 point house. Requirements are as follows: doors with frames, windows with frames, 3 or more add on each must be different, 3 or more take a ways, each must be different in order to count, side walk, shingles, siding and or brick, details. All must be drawn correct for full credit if they go beyond they would be able to earn bonus points.
Language Arts
Students journal: invent and describe a new food. 1/2 page requirement for full credit.
Students completed the teens articles, we then did an outline, This was to teach them the fundamental requirements for this. It should not be wordy they already had the statement, and the three reasons from doing the articles they needed only to give the 3 evidence for each reason. Students were then given a quick quiz on what is found in an argumentative essay.
The next two days we will be doing articles for sage testing teaching how to do two column notes and also an outline on Thursday they will then go into the lab to practice the writing portion.
For all art classes I will be introducing the FINAL PROJECT on Tuesday. They will be given a paper with an outline of requirement as well as the parent form for they to have.
First two dealing with color is for the 9th graders the second two dealing with mythical is for the 8th.
Students are working on Stain Glass
All assignments should be in for any scoring.
Intro to new project will be Tuesday as well. This will be the Engraving.
Foundation 2
Students we introduced to 1 point house. Requirements are as follows: doors with frames, windows with frames, 3 or more add on each must be different, 3 or more take a ways, each must be different in order to count, side walk, shingles, siding and or brick, details. All must be drawn correct for full credit if they go beyond they would be able to earn bonus points.
Language Arts
Students journal: invent and describe a new food. 1/2 page requirement for full credit.
Students completed the teens articles, we then did an outline, This was to teach them the fundamental requirements for this. It should not be wordy they already had the statement, and the three reasons from doing the articles they needed only to give the 3 evidence for each reason. Students were then given a quick quiz on what is found in an argumentative essay.
The next two days we will be doing articles for sage testing teaching how to do two column notes and also an outline on Thursday they will then go into the lab to practice the writing portion.
For all art classes I will be introducing the FINAL PROJECT on Tuesday. They will be given a paper with an outline of requirement as well as the parent form for they to have.
First two dealing with color is for the 9th graders the second two dealing with mythical is for the 8th.
Final Color Parent Grading
Sheet
Student Name: __________________________________ Hour: ______
Comments:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade (1 - 25): _______________
Signed by: ______________________________________ Date: __________
Relationship to Student: ______________________________
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. Pick something that will challenge but not so had you get
frustrated.
- 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 space, asymmetrical or symmetrical balance
and more will need to be considered, outlines should be the start only I should
not see pencil by the end of your composition.
3.
Values; these are the most important part of your
final. They will help you make your composition 3/d. 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 with 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. How well they do their values. 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: ________________________________
Late work will only receive ½ credit.
Mythical Creature
Sculpture Grading Sheet
Student Name: __________________________________ Hour: ______
Comments:
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Grade (1 - 25): _______________
Signed by: ______________________________________ Date: __________
Relationship to Student: ______________________________
Final Requirements: Mythical Creature
Sculpture
¨ *Skeletal/
armature must be constructed from cardboard, measuring
no smaller than 1 foot in diameter, but may be larger and fit through all
doors. This armature is much like the skeletal of your own body it is the basic
mold for the inside of the creature. The Animal must be a full animal not just
a head but with the full body as well. This will be a 3/d creature no flat objects.
It must stand or be stable in position you have chosen. If there should be legs
make them as part of the armature.
¨
¨ *Construction: must hold together, you
will be coming from home to school.
Using glue, tape, wire, thread, yard, etc. Some things work out better
than others, experiment to find out which one for your creature. (hot glue gun
is not always the best)
¨
¨ *Cover: you must cover the outer
with what will complete you creature i.e. fur, wrapping paper, paint, feathers,
bling, fabric, yarn, please no lined, or construction paper this will just fall
apart and not help with a final look, just remember the original cardboard must
not be showing, etc.
¨
¨ *No drawing on creature with marker, pencil etc. you must make or
paint your eyes, mouth or any physical features and body parts, etc. to
complete your creation. Go the extra mile.
¨
¨ *Tag: This is your information; you
must include a tag with your creatures name and your name along with the date
and hour. Use yarn or string to tie the
tag onto the creature it looks better than just a scrap piece of paper
scribbled on with information with tape holding it in place.
¨
¨ *Creativity: this means background knowledge and using your
imagination along with items that are common and turning them into uncommon
ways, this will play a huge part in the project. Take time to come up with an original
mythical creature.
¨
*Elements:
color (any that will enhance the beauty of the creature), texture (feathers,
bling, cloth, etc.), form (every angle must be considered 3/d) these are the
most predominant found on your project.
*Principles:
balance (symmetrical, must be able to stand on its own), unity (everything that
comes together and works with it), proportions (the head, legs, body work with
each other not against having the creature fall) are the most predominant.
¨ *Take the time to create, don’t wait till the
night before. You have time to create but only if you don’t wait.
¨
¨ *Parents
I would like you to rate you student between
1-25 on effort, time spent, creativity, construction, and overall completion on
this project. I would like you to
consider all aspects of this project. Read the instructions for what is to be
the finished product. A parent form has been attached for you to fill out, and your
students is to return. Make sure they are finished before being sent. Thanks for your help comments are welcome. If
you lose the form another one may be found on my blog.
¨
¨ *Due date:
__________________________, No late work will be accepted for full
credit second day only ½ points given. This will be due at the end of the
trimester. Do your best to be on time. **** Parent please
Tuesday, January 13, 2015
Notes
BASIC LINES (definition)
man-made device used for symbolization
horizontal vertical slant curve |
BASIC SHAPES (definition)
item that is measured by height and width 2/d
triangle square circle
 |
 |
 |
|||
BASIC FORMS (definition)
item that is measured by height, width and depth 3/d
sphere cone pyramid cylinder cube |
 |
||||||||||
 |
|||||||||||
 |
 |
||||||||||
 |
|||||||||||
DIRECTION (definition)
guided visual movement, where an artist wants you to look
COMPOSITION (definition)
an arrangement of items on a picture plane
PROPORTIONS (definition)
relationship of size and area, scale
MOTION (definition)
movement, lines that give the illusion of going from
one
area to another using angles.
CRAFTSMANSHIP (definition)
quality of work, neatness
CONTOUR LINES (definition)
lines that define an object (starts to show depth, not finished
product)
UNITY (definition)
oneness with everything working together as a
cohesive
piece of artwork.
RHYTHM (definition)
ordered repetition of an element (like a pattern)
HARMONY (definition)
similarity or repetition (of design ideas that are alike)
STEPS IN DRAWING A COMPOSITION 1. block in shapes
2.
check proportions
3.
refine and add detail
4.
add values (lights and shadows)
TEXTURE (definition)
surface quality of an object to show how something
might
fee, what it is made of.
CRITERIA (definition)
a standard by which something will be judged, the requirements
for a piece of artwork
CREATIVITY (definition)
1. using common in uncommon way
2. back-ground knowledge plus
imagination
DEPTH (definition)
the first three ways that can show depth are: (examples)
1.
Contour lines 2.
Overlapping 3. Size and
placement
 |
|||||||||
 |
|||||||||
 |
 |
 |
|||||||
 |
|||
 |
|||
CONTRAST (definition)
extreme difference, opposite i.e. black & white, etc.
DOMINANCE (definition)
largest amounts used to have something occupy the most
prominent position within a composition.
EMPHASIS (definition)
some element or principle that is different than the unified
piece to pull attention or focus to it
CRITIQUE (definition)
a detailed analysis and assessment of something, judging
critically the art.
______________________________________________________________________________
SPACE (definition)
area surrounding objects and objects themselves i.e. positive
and negative space
A:
Positive object themselves, items to standout for emphasis (focal point) i.e. dog, person,
flower
B:
Negative the unoccupied or empty space left after the positive elements
have been created, i.e. background, air around object
BALANCE (definition)
a visual well-being or felling of stability, or an equal distribution of visual weight,
whether 3/D or 2/D.
A:
Symmetrical (formal) on can draw a line in the center whether vertical
or horizontal to show duplicate design [mirror image]
B:
Asymmetrical (informal) design does not repeat itself on the other side. [landscape]
C:
Radial all design seems to radiate out from one spot. (spiral)
VALUES (definition)
chiaroscuro, lightness or darkness of a surface.
RULES
1. When there is a change in surface there is a change in values.
2. Reflected light is darker than the shadow but lighter
that the shadow core.
1.
Highlight 2. Light 3. Shadow edge 4. Shadow core
5. Reflected light 6. Cast shadow (number 4 and 5 are what make you appear to
be trained. No smudging with your
finger, at any time when doing values, strictly the pencil).
PORTRAIT (definition)
Introduction to portrait drawing
1.
Draw an oval shape
2.
Eye level- ½ way
3.
Central axis- ½ way
4.
End of nose- less than ½
5.
Center line of mouth- 1/3 bet/nose
& chin
6.
Bottom of lips- ½ way bet/ nose &
chin
7.
Eyes- divide eye-line in fifths
8.
Eyebrows- little less than width of
an eye
9.
Nostrils- drop a straight line down
from the corners of your eyes
10. Corners
of mouth- drop a straight line
from center of pupils
11. Top
of ears- little above eye level line
12. Bottom
of ears- space bet/ nose & mouth
13. Neck-
little past outside corner of eye
*men’s maybe wider
14. Hair-
estimate thickness
linear PERSPECTIVE (definitions)
the illusion of depth on a 2/D surface using horizon line/
eye level, and points of vanishing lines, showing how items recede. 1pt.
perspective when one entire side is facing the viewer and all lines go back to one point. 2pt.
perspective when the corner of
the cube is facing the viewer and the sides diminish to two points.
Lines
used in 1pt.: vertical, horizontal converging.
Lines
used in 2pt.: vertical, converging
ONE POINT HOUSE (example) TWO
POINT HOUSE (example)
COLOR (definition)
another name for hue/ pure, reflected light that we see as
opposed to absorbed light that we don’t. (this is what is found on a color wheel)
properties include: hue, pure, value,
intensity (the brightness and dullness of a
color)
COLOR WHEEL 
rules:
1.
Primary colors are primary because
they make all other colors
Primary colors are primary because
they make all other colors
2.
No other color will make the
primary colors
No other color will make the
primary colors |
|||
|
|||
Two
colors are fence sitters:
Yellow-Green
Red-Violet
 |
|||
|
|||
Categories:
Primary
Secondary
Tertiary
Hue:
Yellow,
red, blue
Green,
violet, orange
Yellow-orange,
red- orange,
red-violet, blue-violet,
blue- green,
yellow-green
PURE (definition)
nothing added to the hue found on the wheel
doesn’t
change the hue, i.e. values, direct complements
VALUE (definition)
these are the lightness and darkness of
a surface in color i.e.
TINT:
White plus the Hue
TONE:
Gray plus the Hue
SHADE:
Black plus the Hue
WARM yellow,
yellow-orange, orange, red-orange, red
COOL green,
blue-green, blue, blue-violet, violet
Primary
Colors: Yellow, Blue, Red
Secondary
Colors: Violet, Orange, Green
Tertiary
Colors: Yellow-green, Blue-green, Blue-violet, Red- violet,
Red-orange, Yellow-orange
COLOR SCHEMES (definition)
a way to organize color in artwork, overlapping value with
a specific hue. There are two different
types of schemes: harmonious, and contrast. Each category gives a different type
of feeling an artist tries to portray.
HARMONIOUS (definition)
examples as follows:
(category) Monochromatic=
one hue plus tints, tones, and shades of that hue
(example:
red, then red + black, red + gray, red + white)
Analogous=
any three hues next to each other on the wheel plus tints,
tones, and shades of those hues (example: red, red-violet, violet)
Warm=
all five warm hues on the wheel plus tints, tones, and shades
for each of those hues (example: yellow, yellow-orange, orange,
red-orange, red)
Cool=
all five cool hues on the wheel plus tints, tones, and shades for
each of those hues (example: green, blue-green, blue, blue- violet, violet)
CONTRAST (definition)
examples as follows:
(category) Direct
complement= (1set) any two hues directly opposite each other
on the wheel plus tints, tones, and shades for each of those hues (example: red and
green)
Double
complement= any two sets of complements plus tints, tones
and shades for each of those hues (example: red and green, blue and orange)
Split
complement= one hue plus two hues on either side (next to its)
of complement plus tints, tones, and shades for each of the hues (example: red,
yellow-green and blue-green)
Triad=
any three hues of equal distance apart plus tints, tones and shades
for each of the hues (example: red, blue, and yellow)
FANTASY (definition)
when you use common in uncommon way with your background
knowledge and your imagination. You have
to have a starting point. The first three categories are the
main part of fantasy the last is just the detail
given to complete them
IMAGINARY HUMANOID mermaid, ghouls, goblins, giants, elf, demon,
dwarf, centaur, (category) wizard, these have the
ability to think and reason.
MYTHICAL ANIMAL dragons,
dinosaurs, Pegasus, griffins, bugs, unicorns, these exist to (category) please their master, for
carnal reasons, work
MAGICAL MACHINE space
station, pulleys, robots, rockets, space ship, space shuttle, (category) time machines, computers,
these must be programed before they are able to
function
ENCHANTED WORLD outer
space, inner space, underwater worlds, castles, glass (category) capsules, architectural
wonders, earth, this would be the background of
the categories found above
ELEMENTS OF ART
(definition) the basic visual
symbols an artist uses to create works of art. An artist’s success depends on how well he or
she uses these elements. They
are: line, shape, form, color, texture,
space, value
PRINCIPLES OF DESIGN (definition)
guidelines that govern the way artists organize the elements
of art. They are: balance, unity,
harmony, contrast, emphasis, proportion, size, movement, rhythm
Subscribe to:
Posts (Atom)