Thursday, June 26, 2014

Value Pulling with Mike Henderson



Mike Henderson, Upstairs (not in crocker) Each way is at Crocker…similar

Recap: Colorwheel
Discussion: 
Value:
How do we make colors lighter?
How do we make colors darker?
What is value?
What is shade? 
What is tint? 
Draw a value scale

Artist: 
Born in the small farming town of Marshall, Missouri, in 1944
Mike Henderson was supposed to work in the local factory with his father. 
His passion for art led him across the country to one of the first integrated art schools in the United States, the San Francisco Art Institute. 
He earned a B.F.A. in 1969 and an M.F.A. in 1970. 
Henderson has been teaching art and art history at the University of California at Davis ever since
He is considered a prominent figure among the second generation of Bay Area abstract painters.

Project: Create a Mike Henderson inspired Value piece by pulling paint

Step1: With the long side of a craft stick, pick up white and any pure color
Step2: Place it on your paper and pull it across to create a new color
Step3: allow the mixing to show, so you get many colors in each pull
Step4: try and create a rectangle with each pull
Step5: repeat the process with each of your pure colors with black and white
Use a paper towel to wipe craft stick between
Step6: feel free to break your stick to get new shapes with your pulls

Materials: 
White paint 
Black Paint
Pure colors of paint, primary and secondary for each student
Pulls: pop sticks, illustration board 
Large Card stock White 








Wednesday, June 25, 2014

Pop Art Clay with Wayne Thiebaud



Art Link: 
Compare Pop art and Op art
What is pop short for
What artist do you associate with Pop art? 
If you had to create a Pop art project what would you create? 

INTRODUCTION to lesson (Anticipatory set): 
Show Wayne Thiebaud’s ice cream
Analyze
Describe
Interpret

OBJECTIVE: Create clay sculpture inspired by Wayne Thiebaud’s desserts
Score Slip Hand-built Subtractive sculpture
Additive Sculpture Pop Art Texture
Physical Texture Visual texture Leather hard
Bone Dry

CA STANDARDS: 
1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.6 Describe the use of the elements of art to express mood in one or more of their works of art.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: Complete a clay sculpture with texture and an emotional mood based on the art element color. 

INSTRUCTION: 
Students will receive details about Pop Art
Hand built sculpture
Pop Artists
Mood and emotion in art

MATERIALS: 
Clay
Toothpicks
Clay tools
Slip
Acrylic paint

DIRECT INSTRUCTION:
Day 1: Power Point Presentation Pop Art
Opening: Art Link: Compare Op Art to Pop art
What is pop short for?
When you hear the words Pop Art what artist comes to mind? 
If you were asked to create a Pop Art project, what would you 
Create? 
Pre-assessment: Sketchbook: Wayne Thiebaud’s Ice Cream Cones
How does this art effect you? 
Review: Describe, analyze, interpret
Teacher Models: 
Pop Art and art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
Art Activity: Critique Claes Oldenburg’s Dropped Cone
Think-Pair-Share Table Groups
Describe, Analyze, Interpret
Discussion: Pop Art
History
Pop Art defined
Pop Art Characteristics
ART HISTORY: Wayne Thiebaud
VIDEO
Critique works of dessert
Color 
Texture
Bio Info
Claes Oldenburg steals from Wayne
We steal from them both!!!

Sketchbook Activity: 
Begin to sketch your final clay project


Day 2: Texture and Color
Art Link: What is Pop Art, compare to Op art
Relate texture to the Wayne Thiebaud video from
                        yesterday
Discussion: Texture and Color
What is Texture? 
Physical Texture
Visual Texture
Color: Mood and emotion
Teacher Models: 
Texture and color
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment

Sketchbook Activity: 
Continue to sketch your final clay project add texture and color
Day 3:
Art Link: 
What mood does this piece show? 
Discussion: Sculpture
Additive
Subtractive
Scoring and slipping
Teacher Models: 
Clay construction Pinch Pot and slab pot
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
Sketchbook Activity: 
Continue to sketch your final clay project add texture and color and add 
Plans for scoring and slipping the final project. 
Day 4, 5, 6: create clay and allow it to get leather hard add texture/details when leather 
hard
Final Dry time art activity Day 7 and 8: 
Each table will receive research paper on one of nine artists
Students will read, collect data and present one artist to the class as a
Group
Presentation will be of a group artwork inspired by their artist. 
Artwork must be of the subject matter most identified with the artist
Artwork must include characteristics of the artist
Students will aid in instruction by researching one of nine artists and sharing the information with the class. 
Students will take notes in their sketchbook about each of the nine artists
Wayne Theibaud
Jasper johns
Andy Warhol
Jim Dine
Roy Lichtenstein
Tom Wesselman
Claes Oldenburg
David Hockney
Robert Indiana
FINAL PROJECT Painting: Day 9, 10, 11, 12
Students will paint clay sculpture using Pop Art style
Students will use color/texture to achieve an emotion or mood





Tuesday, June 3, 2014

Typography and Pattern with Lou Dorfsman



Discussion: 
Typography
What does it mean? 
Where do we see it? Daily lives, Computer

ARTIST
Louis "Lou" Dorfsman (1918 – October 22, 2008) was a graphic designer who oversaw almost every aspect of the advertising and corporate identity for the Columbia Broadcasting System (CBS) in his 40 years with the network.
In Eero Saarinen's CBS Building on 52nd Street and Sixth Avenue, Dorfsman was responsible for all of the building's graphics, designating the type, design and spacing for wall clocks, elevator buttons, and elevator inspection stickers.[2] He designed a 35-foot-wide (11 m), 8 1⁄2-foot-tall (2.6 m) design called Gastrotypographicalassemblage for the building's cafeteria that listed all of the foods offered to patrons in hand-milled wood type. Dorfsman considered this work to be "his magnum opus, his gift to the world".[3] The work has now been installed in a building on the campus of the Culinary Institute of America in Hyde Park, New York.

Pattern
What is pattern? 
How do we create pattern in art? 

Project
Step1: Grab small square of practice paper
Step2: Practice your letter
Step 3: Make suer the letter is open, like a coloring book 
Step4: Fill the page
Step4: get your letter approved by an adult
Step5: Recreate your letter on the page with type
Step6: Make sure your type page in long ways
Step7: Draw your letter again in the same manner as your practice
Step 8: Fill Your letter with pattern
Step9: Turn in your letter to mrs. Mollie

Materials: 
Pre-cut paper with type
Thin Sharpie markers
Practice paper
Sticky notes for each student with their letter on it (ABC etc). 



Tuesday, May 27, 2014

High School Art Final

Mixed Media Collage Reproduction
• Must create a reproduction of work by any famous artist. 
• Minimum 12” X 18” 
Must incorporate: 
Blind contour
Create depth and/or perspective
Shading and value to create form:
USE ONE: Stippling, scumbling, hatching, cross hatching, etc. 
Tessellation OR Op art reference
Pop Art reference
One of the following: Oval action figure, gestural figure OR portrait
Visual and/or tactile texture
Color, emotion, mood
Newspaper and/or magazine 
Paint (watercolor or acrylic) 
Oil Pastel
Graphite pencil drawing
Pen and ink (sharpie OR black ink pen)
  • Required: Please complete the artist statement and final rubric. Blue tape both on the back.
  • Required: Title of work: incorporate original artist’s name into your title. 
  • One day to find your fine art inspiration
  • Four days of studio time, three days of independent work. 
  • Due on May 28 with presentation, including: why you chose the artwork and how you incorporated each requirement. 


Final meets California Art Standards: 

  • 1.8 Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the artist's style.
  • 2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
  • 2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
  • 2.4 Demonstrate in their own works of art a personal style and an advanced proficiency in communicating an idea, theme, or emotion.
  • 2.6 Present a universal concept in a multimedia work of art that demonstrates knowledge of technology skills.
  • 3.2 Identify contemporary artists worldwide who have achieved regional, national, or international recognition and discuss ways in which their work reflects, plays a role in, and influences present-day culture. (artist statement question)
  • 4.1 Describe the relationship involving the art maker (artist), the making (process), the artwork (product), and the viewer.
  • 5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.








Wire Birds with Paul Klee's Twittering Machine



Wire Birds with Paul Klee (all student art project: ASAP)

Recap
Audubon
Mo Willems

Discussion: 
Sculpture
3D
What is Form
Compare and contrast Form to art we have created in the classroom
Texture:
What is texture? 
 How does your hair feel?
 How does the bottom of your show feel?
 Do they feel the same?
 What about tree bark vs. A puppy? 
Art and texture: 
 The job of an artist is to create visual texture
  A dog might look fluffy and a marble would be shiny and smooth

CA Art Standard: 1.5 Identify and describe elements of art in works of art, emphasizing line, color, shape/form, texture, space, and value.

Paul Klee
ARTIST: Paul Klee
(1879 – 1940) 
Swiss painter of German nationality.
His highly individual style was influenced by movements in art that included expressionism, cubism, and surrealism
Klee was a natural draftsman who experimented with and eventually mastered color theory, and wrote extensively about it. 
His works reflect his dry humor and his sometimes child-like perspective, his personal moods and beliefs, and his musicality. 
He and his friend, the Russian painter Wassily Kandinsky, both taught at the German Bauhaus school of art and architecture.
for additional information, please visit: http://en.wikipedia.org/wiki/Paul_Klee

Prep: 
Cut Copper wire into 15” pieces
Cut Watercolor paper into 3” by 3” pieces

Project: 
Step 1: 
Twist copper wire into the shape of a bird
Start with one leg 1”
Work up and create a head that sticks out
Try to make a point for the beak
Work down to form a neck
Twist back up and curve to make the back
Twist in and out for the back tail three times
Curve down to make a second leg
Twist legs together at the top to complete
Your bird should be no larger then your 3”x3” paper

Step2: 
Think about the type of texture you want to create for your backbround
Look again at Paul Klee’s work Twittering Machine
Pay attention to the background texture
How will you add texture to your watercolor
Step1: Paint 3”by 3” piece of paper with turquoise liquid watercolor
Step 2: using various forms of texture (Cotton balls, rag, cars, tooth picks 
add in black ink to the wet watercolor

MATERIALS: 
3”x3” watercolor paper
Copper Wire 18 gauge 

Liquid Water color 

Monday, September 2, 2013

Wire Sculpture with Alexander Calder


Art Link: 
What is Form
Compare and contrast Form to art we have created in the classroom

INTRODUCTION to lesson (Anticipatory set): 
Analyze the pillow artwork by Mathilde Roussel
Use Critique/discussion form to enhance conversation
Think-Pair-Share 
Group discussion about this work of art

OBJECTIVE: Using uncut Wire, create a piece of art inspired by Alexander Calder. Include Form Space and balance in the final work of art. 
Discuss with table form and space as pre-assessment
Discuss and practice drawing your final project on paper
Work closely with teacher before receiving wire
Students will understand new vocabulary as is relates to visual art: 
Form Space Balance Relief Sculpture 
Mobiles High Relief Middle Relief Ladder perspective
Low Relief Space shapes Free-standing sculpture
Linear perspective Mobile Kinetic Stabiles

CA STANDARDS: 
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.

PURPOSE: complete a wire sculptue addressing elements and principles of art

INSTRUCTION: 
Students will discover review the elements of art, explore, form, space and balance, look at the artwork of Alexander Calder and create a wire sculpture piece as a final art project. 

MATERIALS: four feet of wire per student
Sketch paper
Pencils

DIRECT INSTRUCTION:
Power Point Presentation FORM
Pre-assessment: Sketchbook: 
How does this art effect you? 
Opening: Art Link: What is Form activity
Review: Elements of art 
Discussion: Form, Space, Balance
Space: Overlapping
Ladder perspective
Linear perspective
Form and Sculpture
Relief Sculpture
Free Standing Sculpture 
Space and sculpture
Review Principles of Art
Balance
Symmetry
Asymmetry
ART HISTORY: ALEXANDER CALDER
Expressionist
Began with wire circus
Invented Mobile
VIDEO: Calder’s Circus
Wire sculptures
Describe, Interpret, Analyze
Calder had plans in his sketchbook
Teacher Models: 
Form, Space and Balance throughout discussion 
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 

FINAL PROJECT: Students will create a wire sculpture in the style of Alexander Calder
Sculptures must be in the shape of a box and have objects inside
Wire may not be cut, students will solve the problem of the wire in its 
full length
Students will draw and submit three plans for their wire before receiving 
Wire. They must consider measurements, interior content Form,   Space and Balance. 





Op Art Wire sculptures



Art Link: 
What an Optical Illusion
How do artists create illusions in their work
Name three ways we have used illusions in our artwork

INTRODUCTION to lesson (Anticipatory set): 
How does this art effect you? 

OBJECTIVE: Create wire sculpture from found objects, finished in two colors to give the illusion of visual movement. 
Students will understand new vocabulary as is relates to visual art: 
Op Art Kinetic Optical Illusion Chromatic Achromatic
Negative Space Positive Space Complementary
Neutral Contrast Value Hue
Saturation

CA STANDARDS: 
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: complete a wire sculpture with contrast that creates the illusion of movement

INSTRUCTION: 
Students will receive details about Op Art
Students will aid in instruction by researching one of nine artists and sharing the information with the class. 

MATERIALS: 
Wire Hangers
Wood block
Nylon sock
Acrylic paint
brushes

DIRECT INSTRUCTION:
Day 1: Power Point Presentation Op Art
Opening: Art Link: What is an Optical Illusion
Pre-assessment: Sketchbook: 
How does this art effect you? 
Review: Describe, analyze, interpret
Discussion: Op Art
History
Impact on culture
Objective of Op Art
Requirements to be considered Op art
ART HISTORY: Indirect Instruction
Each table will receive research paper on one of nine artists
Students will read, collect data and present one artist to the class as a
Group
Students will take notes in their sketchbook about each of the nine artists
MC Esher
Julian Stanczak
Josef Albers
Yaacov Agam
Jesus-Rafael Soto
Richard Anuszkiewicz
Bridget Riley
Frank Stlla
Victor Vasarely
Teacher Models: 
Optical illusion and art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
FINAL PROJECT: Students will create a wire sculpture using op art style
Sculptures must be made from supplies received
Students will use two contrasting colors to achieve optical movement

Day 2: Color theory
Art Link: Prep for presentations
Student artist Presentations
Day 3:
Art Link: 
Favorite artist studied from day 2
Discussion:
Complete presentations
Rubric
Studio: Begin to construct sculptures
              Wire hanger into wood block
Day 4: Color Theory
Art Link: Compare and contrast Vasarely’s two works of art
One black and white, one in color. 
Studio: Artists construct their three piece wire sculpture. 
               Paint it with a glue mixture
                     1/3 Elmers glue 2/3 water
Discussion: 
Color Theory with Josef Albers
Day 5: Black and white study
Art Link: 
Studio: artists paint sculpture with glue mixture
Draw sculpture in sketchbook to study
Fill in sculpture study with black and white pattern
Day 6: Color study
Art Link
Studio: artists paint sculpture with glue mixture
Draw sculpture in sketchbook to study
Fill in sculpture study with a two color pattern
              Paint with acrylic paint
                 no blue tape allowed
MATERIALS: 
   Wood blocks (all shapes) two drilled holes that will hold wire hanger
   Wire hanger
   Glue 
   Water
   Paint brushes (small brushes for details)