student gallery
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Avondale High school
3D Design (Intro to metals and ceramics)
Advance Metals 1 & 2
Advanced Ceramics 1 & 2
L'Anse Creuse High School (2015-16)
Sculpture / 3D Art
Altered Books: Students recycled old book and made them into art. After learning about several techniques, they chose a theme and used the book and its pages along with miscellaneous materials to portray their message.
Jewelry - Keychain/Charm: Students learned proper safety and cutting/filing/sanding/texture/polishing techniques and then designed and cut a charm or keychain from their chosen metal (copper, new-gold, nickel-silver, or brass).
Ceramic Sculptures: Using Slab construction along with various other methods, students created an abstract sculpture using "multiples" of the same or similar shapes. Advanced students learned about different building architecture and created a small scale house or birdhouse.
Abstract Plaster Sculpture: After studying and doing group presentations of various abstract sculptors (Marshall Fredericks, Jean Arp, Henry Moore, Barbara Hepworth, Constantin Brancusi), Students designed and carved an abstract sculpture from plaster.
Paper Mache Animals: Students created their own colorful paper mache animal after learning about Mexican, Oaxacan Folk Art.
Paper Mache Masks: Students learned about various uses of masks throughout history and different cultures. Then, they created a mask to reflect their personal style.
Wire Faces: Students learned about Alexander Calder and then created a self-portrait using a continuous piece of wire.
Mobiles / Kinetic Sculptures: Students learned about Alexander Calder and his kinetic sculptures, then learned to bend wire to balance their shapes.
Wire/Nylon Abstract Sculptures:
Assemblage: Students learned about the artist Louise Nevelson, and then created assemblage art using found objects and recycling then to portray a theme or idea.
Cardboard Relief Sculptures:
Mini Model-Magic Sculptures: To get the creative juices flowing and to assess students' current sculpture skills, they were given a piece of Model-Magic and asked to make something creative.
Marshmallow/Spaghetti Challenge: As an ice breaker for the beginning of the school year, students participated in a team challenge to see who could get the tallest marshmallow/spaghetti sculpture using a limited amount of supplies.
Advanced Portfolio / AP Art
AP STUDIO ART: Drawing/Painting Portfolio 1
AP STUDIO ART: Drawing/Painting Portfolio 2
ADVANCED STUDENTS explored a variety of media and techniques for these still-life drawings/paintings.
ADVANCED STUDENTS explored a variety of media and ideas to create surrealistic drawings/paintings.
drawing
Expressive Plant Drawings: After learning about the expressive qualities of line, level one students observed plants and then drew them to have an expressive quality using a variety of drawing media.
Contour Line Ink Drawings: Level 2
Still-Life Drawings: Level 1, 2 & 3 students drew a variety of still life objects using different media per skill level.
One-Point Perspective Drawings: Students looked for areas in their environment where there was one-point perspective and took several photographs, then enlarged the image using one-point perspective drawing techniques and shading.
Ink Self-Portraits: After exploring several ink value drawing techniques, level 2 students used a grid to enlarge a photo of themselves and render it with India ink.
Painting
Level 1, 2, & 3 Plant Paintings: Level one students learned about color theory and color schemes, as well as different watercolor painting techniques while incorporating them into one plant painting. Advanced students learned about Georgia O'Keefe and used abstraction to paint a zoomed-in portion of a flower/plant.
Levels 1, 2, & 3 Landscape Paintings: Level one students learned how to paint watercolor landscapes, and advanced students painted a city-scape. Advanced students also painted landscapes using acrylic paint and a palette knife for texture.
Pointillism Painting: After learning about George Suerat and pointillism, students painted a landscape in a similar style using acrylic paint.
Ink & Watercolor:
Chinese Brush Painting: Students learned about the Chinese culture and brush-painting techniques and then incorporated those techniques along with other watercolor techniques they had previously learned to create their own painting.
Art Nouveau Self Portraits: (more coming soon)
Collage: Students used magazines, newspaper, scrapbook paper and paint to visually tell a story or represent a big idea or an issue that they were passionate about.
Pop Art Inspired Painting: Level 2 students chose an object that was personal to them and then painted the object in a variety of ways that were inspired by artists such as Wayne Thiebaud, Any Warhol, and Roy Lichtenstein.
Farmington High School (2015)
Jewelry
Students demonstrate proper tool safety practices and procedures while learning to make functional and nonfunctional jewelry pieces. Making jewelry teaches students: envision/plan, explore new mediums, aesthetic awareness, expression/give meaning, good craftsmanship, problem solving/persistence, and reflection.
Digital Photography
Students learned how to use a digital camera while taking photos using different photography methods, such as lighting, composition, portraiture, and landscapes while incorporating the elements of art & principles of design. They also used technology, such as Photoshop to manipulate images and communicate ideas through aesthetic awareness.
International Academy east (2015)
INTERNATIONAL BACCALAUREATE art: (ib2) grade 12
Printmaking: (IB1) Grade 11
Essential Question: To what extent does symbolism enable us to express ideas and meaning?
Students did a series of printmaking including monoprints, relief prints, and intaglio prints based on a culture they researched.
Students did a series of printmaking including monoprints, relief prints, and intaglio prints based on a culture they researched.
Still Life Acrylic painting: (IB1) Grade 11
Essential Question: How can one reveal his or her identity through visual expression?
Charcoal Still Life Drawing: (art 2) Grade 10
Essential Question: When working with reality, how do we record space and shadow?
Figurative monoprints: (art 2) grade 10
Essential Question: What are the expressive qualities of the human figure?
Chinese brush painting: (Art 1) GRADE 9
Essential Question: How does interdependence with nature influence culture?
Japanese kiri-e-gami notan: (Art 1) grade 9
Essential Question: How does interdependence with nature influence culture?
Students learned about Japanese culture and art, and made a nature inspired paper-cut kiri-e-gami / notan.
Students learned about Japanese culture and art, and made a nature inspired paper-cut kiri-e-gami / notan.
AFrican Masks: (art 1) grade 9
Essential Question: How do people attempt to control their world?
Islamic & Indian Arabesque radial design: (art 1) grade 9
Essential Question: Why is abstraction used?
Rochester Adams High School (2014)
ceramic relief tile: grades 9-12
Students learned about the history of ceramic tile and vocabulary associated with ceramics. After researching local ceramic tile companies, they created a personal design and made a 4” relief tile using the slab method; adding and subtracting clay. They used under-glaze & clear glaze to color the tiles. When the tiles were finished, they were attached to a pillar in a community area in the school.
Recycled Process Journal: (Adv. painting) grades 9-12
Part of being an artist is investigating, researching, and exploring new ideas. Art journaling combines the written language and the visual language to give a greater breadth of expression and understanding. Art journaling is about experimentation, practice and expression, both written and visual. It is a place for questions that may not have answers, and a place for thoughts and emotions. Although the journal can become an extension of the self, it is also a place to experiment and learn about art materials. Recycling an old library book, students worked on an art journal throughout the semester. It stretched their thinking, allowed for experimentation, and gave practice and experience to help them become better artists.
Still-Life Painting: grades 9-12
Students worked in small groups to arrange objects (including an object of their own) with consideration to composition, color and texture combinations to create a still life to be photographed using the 'rule of thirds'. They painted their composition using their choice of watercolor or acrylic paint. Several students displayed their paintings in the district art show.
Self Portraits: Grades 9-12
At the beginning of the
semester, students made self-portrait drawings without any instruction from the
teacher. At the end of the semester, they drew a realistic self portrait after learning to draw what they “see” and not what they “think they
see” using observational skills, shading, and mathematical proportions. When
they were done, they compared the differences.
one-Point Perspective : grades 10-12
First, students drew a series of boxes that varied in size and shape, filling up the page. Then they shaded the boxes using a full range of value with an imaginary light source. Once they completed the boxes, we moved onto a landscape drawing. Using photos of one-point perspective that the students researched, they made a drawing using the methods they learned, adding value and details of their own.
Plaster masks: Junior HIgh
Students were introduced to various cultures and different uses of masks with a PowerPoint presentation. After sketching out several ideas and choosing their best design, I gave them a plaster mold demonstration and they made their own masks using plaster strips, paint, and various materials. During the assessment, students presented their masks talking about their idea, process, strengths and weaknesses, and craftsmanship.