Art Experience
Due to the current pandemic crisis and changes in educational routines, the TRHS Art Department and administration have suspended instruction of Ceramics 1 and 2 and all Jewelry classes for the Fall 2020 semester. These classes cannot be effectively and authentically taught in a hybrid or remote format. Proficiency and skill acquisition demand hands-on activities with consistent teacher interaction using materials, tools and equipment only available in a classroom setting. Art Experience is a broad-based, foundational art course in which students will engage with a wide variety of materials and processes, build solid understanding of art fundamentals appropriate to all future art courses, and explore the importance of art in the world. Mrs. Ormiston and Ms. Neiderman will be teaching sections of Art Experience.
Lesson 1: Art as Text
- Technical Skills: how to use a word cloud
- Conceptual Skills: students use the word cloud as a tool to describe themselves. They also learn about the IB learner profiles to determine their academic strengths.
- History and Culture: Text in art (Egyptian Hieroglyphs, Robert Indiana, Mel Blochner, Barbara Kruger, Phil Vance, text in graphic design)
- Learning Benefits: students understand how to manipulate words for visual design. They recognize that anything can be artistic.
Lesson 2: Photo Collage
- Technical Skills: basic photography, physically organizing elements into an interesting composition
- Conceptual Skills: students organize twelve objects that represent something about themselves based on at least three principles of design
- History and Culture: found object artists (Joseph Cornell, Lori Vrba, The Heidelberg Project, Louise Nevelson). Students had to analyze what the objects and the orientation of the object represented about the artist.
- Learning Benefits: students learned about the principles of design and how to intentionally organize compositional elements based on them.
Lesson 3: Zentangle Name
- Technical Skills: drawing zentangle patterns, creating light and dark values using pen
- Conceptual Skills: students drew their name with at least five large overlapping letters. They filled in each negative space with ten different patterns, each varying with light, mid-tone, and dark values.
- History and Culture: Artists that used line and pattern (Gustav Klimt, Bridget Riley, Keith Haring, Yayoi Kusama)
- Learning Benefits: students learn how to create light and dark values using layered lines, students learn a little bit about planning abstract compositions by overlapping letters.
Lesson 4: Value Project
- Technical Skills:
- Conceptual Skills:
- History and Culture:
- Learning Benefits:
Lesson 4: Color Wheel
- Technical Skills:
- Conceptual Skills:
- History and Culture:
- Learning Benefits:
Lesson 5: Positive/Negative Space
- Technical Skills: drawing an object realistically from life, rendering it with a 3-D appearance
- Conceptual Skills: students understand positive/negative space relationships by tracing an object twice, leaving the silhouette of the object on one side of the paper and a realistically drawn object on the other side.
- History and Culture: Artists that intentionally manipulated space (Rubin Base, Rene Magritte, MC Escher, Edgar Degas)
- Learning Benefits: students understand the element of space and the principle of contrast, both of which help them organize their compositions
Lesson 6: Notan Paper Cut
- Technical Skills: drawing and cutting out intricate paper designs
- Conceptual Skills: students learn about notan designs and create their own designs. Students learn how to design shapes within a box and flip those cut designs out to create a reverse negative space image
- History and Culture: Japanese notan artists (in preparation for the notan animal portrait project)
- Learning Benefits: students learn about mirror symmetry, another compositional design tool they can use to plan their artwork.
Lesson 7: Geometric Complementary Colors
- Technical Skills: Drawing geometric designs in a mirror symmetrical manner. Continuous practice of value gradations and mixing analogous colors within complementary color pairs
- Conceptual Skills: Students could either trace objects with bilateral symmetry or create a geometric shatter look using overlapping ruler lines. They had to pick one pair of complementary colors and mix four analogous colors (two for each complementary color)
- History and Culture: Abstract geometric artists (Nicole Niederman, Emma Kuntz, Mags Ocampo, Pablo Picasso)
- Learning Benefits: Students learn how to draw with a ruler. They understand how to mimic shapes and values with bilateral symmetry.
Lesson 8: Warm and Cool Color Drawings
- Technical Skills: continuous practice with warm/cool color relationships and varying values
- Conceptual Skills: students pick from three different conceptual options that involve warm/cool color relationships (see examples below)
- History and Culture: Color field artists (see Color Design Lesson)
- Learning Benefits: students learn how colors visually interact with each other and how to strategically plan color schemes for their projects
Lesson 9: Geometric Pattern Drawing
- Technical Skills: Arranging colored and patterned geometric shapes in a visually interesting design manner.
- Conceptual Skills: Focus on design skills using arrangement of geometric shapes (their choice).
- History and Culture: Artists from the 1920's that participated in Art Deco, Constructivism, and Cubism
- Learning Benefits: Students learn how to engage the entire paper with engaging patterns and movement, which builds their awareness on the principles of design.
Lesson 10: Watercolor Weaving
- Technical Skills: watercolor techniques (specifically wet-on-wet), colored pencil texture rubbings, paper weaving
- Conceptual Skills: students come up with their own woven patterns for their colored pencil texture rubbings and their wet-on-wet watercolor page
- History and Culture: examples of weavings--Native American weaving example and El Anatsui (comtemporary African artist displayed at the Denver Art Museum)
- Learning Benefits: students learn how to weave alternative materials to create a 2-D or 3-D piece of art.
Lesson 11: Clay (Alternative: Paper Textures)
- Technical Skills: In-person learners made coils, pinch pots, and textured trays with clay. For remote learners, they manipulated paper (cut, puncture, fold, crumple, curl, etc.) to create various texture studies.
- Conceptual Skills: Students had creative freedom to paint their projects whatever they wanted to. They also had to mold their coils to make their three initials in cursive letters.
- History and Culture: What is ceramics, functional vs. sculptural, and how cultures use sculptures.
- Learning Benefits: Students get hands-on experience working with basic clay skills, which they can use if they took ceramics.
Lesson 12: Marker Monoprints
- Technical Skills: Students learned how to create a monoprint by drawing designs with markers on a plastic baggie, transferring the images onto wet paper.
- Conceptual Skills: Students had to create three monoprint images that related to a concentration theme. They were allowed to draw sharper lines on top of their monoprints to make the images clearer.
- History and Culture: What monoprints are and how they're different from other forms of printmaking. The historical purpose of printmaking (specifically monoprints) and examples of famous historical and modern printmakers.
- Learning Benefits: Students get a taste of printmaking, as well as how to create a small body of work.
Lesson 13: Styrogami
- Technical Skills: Students had to cut up three styrofoam cups and arrange the pieces into a sculpture that stood on its own.
- Conceptual Skills: Some students chose to take an abstract approach with their sculpture while others took a representational/narrative approach with their design.
- History and Culture: What styrogami is and who created it (J.Jules Vitali)
- Learning Benefits: Students learn how to create sculptures using alternative household materials. They also learned how to think about visually interesting art and design "in the round."
Lesson 14: Stella Paper Sculpture
- Technical Skills: Students were first asked to draw four numbers big across their paper, making sure that each of the numbers touched each other and the edges of the paper. Then, they filled in all of the negative spaces with colored zentangle patterns. Students cut out the negative space shapes and cut, folded, and curled the shapes onto cardboard to create an additive paper sculpture.
- Conceptual Skills: Arranging paper shapes into interesting 3-D forms with strong visual movement.
- History and Culture: Frank Stella (specifically his mixed media relief sculptures)
- Learning Benefits: Students learned how to turn paper into a sculptural form.
Lesson 15: Summative Self-Portrait
- Technical Skills: Students continue to practice drawing portraits in a way that meets their technical ability and personal expression. They also tie together all the materials and techniques they used in past projects to create a mixed media project.
- Conceptual Skills: Students create a portrait that represents themselves, as well as the things they enjoy and value. They are required to include a portrait (drawn in whatever style they prefer), words that symbolize themselves, a color scheme that relates to their personality, images (drawn or collaged) that represents things they enjoy, and at least three techniques they had learned from previous projects.
- History and Culture: Description of what portraiture is and how it represents the essence of an artist. Shown work of famous portrait artists such as Frida Kahlo and Vincent Van Gogh.
- Learning Benefits: Students take all of the skills and concepts they've learned from the entire semester and apply it to their final project.
Lesson 16: Independent Project
- Technical Skills: Apply technical skills from previous projects.
- Conceptual Skills: Students were tasked to create two illustrations that represented the theme of opposites. The type of illustrations and style of their work were up to them, as long as it met the assignment theme.
- History and Culture: N/A
- Learning Benefits: Students have creative freedom to create whatever they want. They were forced to problem-solve how to add enough details to both projects to meet the two week duration.
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