Daily Work
Art Theme for the year: Know thyself in Art
Day 1
Objective: familiarize yourself with class and course expectations.
1. Letter to students
2. Introduction
a. Prezi
3. Philosophy
a. I want students to know that anyone can learn to draw or create art. Creativity does not equal skill. In Art, as in other aspects of life, to learn, you must make mistakes. I intend to create an environment with security, consistency, respect, dignity, and care so that students feel safe enough to do so. I am passionate about building relationships with my students and inspiring them to go farther than they ever thought they could.
4. Blind Contour drawing
5. Send them with letter to parents and signature form for syllabus on Plusportals (PP)
Day 2
DA What are the characteristics of a blind contour drawing?
Objective: Understand that the most important skill in drawing is that of seeing.
Day 3
DA Who are you in art class? Who are you as an artist? Jot down some ideas.
Objective: Identify strengths and areas for improvement.
Day 4
DA Is art a feeling or an action? Is it a receiving or a giving? Is art a question or an answer? Jot down your ideas.
Objective: Demonstrate understanding of the latest brain research with regards to mind maps.
Day 5
DA - Choose a color that you like and look for it EVERYWHERE. Document your discoveries using text and image in your VAJ in a 48-hour time period.
Objective: Demonstrate understanding of the latest brain research with regards to mind maps.
Day 6
DA Without looking at your art history mind map, write down everything you remember about it. You may choose to re-create the mind map quickly without color or drawings.
Objective: Demonstrate understanding of annotated analysis.
Day 7
DA Jot down the main components of an ANNOTATED artwork analysis.
Objective: Demonstrate understanding of annotated analysis.
Day 8
Objective: Understand color schemes in relation to color theory.
DA Take something out of your backpack and draw it from 3 different angles.
Day 8 NEW
DA Let’s Talk!
Objective: Understand that the process portfolio comes from a variety of technical exercises and research.
Day 9
DA - Start a page by writing your BIG QUESTION. Anything you research or trial will be documented here.
Objective: Understand that inspiration can come from a variety of sources.
Day 10
DA - Write 3 different sources of information you plan to use to become an expert in your ‘BIG question’.
Objective: Understand that a strong concept comes from personally relevant themes.
Day 11
DA - List what you have accomplished with your passion project. Are you giving your best effort?
Objective: Understand that a strong portfolio comes from strong skills and a variety of techniques.
Day 12
DA - How can the skills you learn in your passion project become part of your next piece?
Objective: Understand that a strong portfolio comes from strong skills and a variety of techniques.
Day 13
DA - How can the skills you learn in your passion project become part of your next piece?
Objective: Compare and contrast the skills and techniques you have practiced during your passion project research.
Day 14
DA - Write down 3-5 ideas you want to start researching for a project.
Objective: Compare and contrast the skills and techniques you have practiced during your passion project research.
Day 15
DA - Further develop the 3-5 ideas you wrote down last class. (DA’s due Monday)
Objective: I compare and contrast the skills and techniques I have practiced during my passion project research.
DA - Make thumbnail sketches for one of your ideas. (DA check today!)
self assess Objective: I am an expert in my new media/technique. (scale of 1-5)
DA 17 - Drawing partners activities.
Self assess objective: I have at least three thumbnail sketches for a new idea. (scale of 1-5)
DA 18 - Reflect on your progress since the beginning of the year. (a few sentences will do.)
Self assess objective: I have trialed my new ideas. I know what media and techniques I will use. (scale of 1-5)
DA 19 - Go take a walk with your workbook. Breathe in and out while looking for lines. Watch for lines that are long, short, thin, fat, straight, curved, parallel, perpendicular, strong, weak… Draw a few small scenes that are full of lines in your book. Come back in 10 minutes.
Self assess objective: I am in the process of applying new techniques on my first piece. (scale of 1-5)
DA 20 - Write today’s goal: I am working on my final piece. Rate yourself 1-5.
DA 21 - Write today’s goal: I can interpret the function and significance of a piece.
8-8:45 - complete studio piece/resubmit VAJ
8:45-9:30 - critique
DA 22 - #inktober….make a small drawing in ink (marker, pen)
Today’s goal: I have defined a new design problem.
Play around with the ARTIST Magnets...create a whimsical sentence that might guide you in your next design adventure.
Inspiration Station
Let’s figure out what you want to spend the next 5 weeks working on.
Turn in Colossal Annotation/reflection.
Review objective
DA #23 - #inktober2015 Create an ink drawing that is related to your new design problem.
Objective: I understand the difference between concept maps and topic maps Framework for Analysis. (Rate 1-5)
Concept maps, topic maps, Mind Maps® and other visual organizers can be used by students to organize knowledge and understandings about artists, artworks, styles and movements. While there is some difference in approach between concept mapping, topic mapping and Mind Mapping, each uses a visual and hierarchical approach to organize key ideas or concepts.
Arrows, broken and unbroken lines can be used to show links between the core subjects matter, and the sub-concepts and features that emerge from it.
The linking arrows and lines can be further articulated with linking phrases such as “causes” or “leading to”.
Independent work on individual topics of art research.
Reminder: Colossal (or other) art annotation due Friday.
Review objective.
DA What are you worried about? What’s on your mind? Write about it for a few minutes.
Objective: I understand how societal values frame the way viewers see art.
In June, members of the local arts community were invited to submit pieces that celebrate life’s “Beautiful Worries.” The design intent is to embody the many little worries that we all have – like “Do I drink too much caffeine?” or “Did I remember to close the garage door this morning?” The custom pieces will recognize these little worries, and then illustrate them beautifully with any interpretation from the artists. Contributing artists include Conrad Garner, as well as a commissioned piece specially created for the event by Joshua Pearson and Jay Giroux.
Grant and Sleeter Pg 13 Questions
Interpretive frameworks - How we see artworks
Deconstruction - going against the normal hierarchy
Gender - reinforces gender roles
Want more info?? Check this source, start on page 112
Art Theme for the year: Know thyself in Art
Day 1
Objective: familiarize yourself with class and course expectations.
1. Letter to students
2. Introduction
a. Prezi
3. Philosophy
a. I want students to know that anyone can learn to draw or create art. Creativity does not equal skill. In Art, as in other aspects of life, to learn, you must make mistakes. I intend to create an environment with security, consistency, respect, dignity, and care so that students feel safe enough to do so. I am passionate about building relationships with my students and inspiring them to go farther than they ever thought they could.
4. Blind Contour drawing
5. Send them with letter to parents and signature form for syllabus on Plusportals (PP)
Day 2
DA What are the characteristics of a blind contour drawing?
Objective: Understand that the most important skill in drawing is that of seeing.
- Collect syllabus signatures
- Syllabus
- Class routines – Un-birthday, Fancy Friday, Day of Play, Passion Project, NEW YORK!!!
- Baseline quiz
- blind contour drawings
- Check PP for homework
Day 3
DA Who are you in art class? Who are you as an artist? Jot down some ideas.
Objective: Identify strengths and areas for improvement.
- Distribute Sketchbooks
- Label edges with first/last, grade
- Label inside cover with Name, School, Cell phone, email, 2015-16
- Goals for semester/year
- What does good art look like?
- What do artists do to make art look good?
- Write a goal for the semester/year using those words.
- Finish Syllabus
- Finish Blind Contour
- Check PP for Try to find an artwork that you can see yourself in, that describes your personality. Figure out why you chose this piece. hmwk assignment
Day 4
DA Is art a feeling or an action? Is it a receiving or a giving? Is art a question or an answer? Jot down your ideas.
Objective: Demonstrate understanding of the latest brain research with regards to mind maps.
- Mind map activity
- Mindmap this Art History lesson and fill out blank timeline
- Read Lumpito - where does your inspiration come from?
- Documents of contemporary Art series - select book and read 3 different articles. Write about the most inspirational one in your IWB. Consider the following essential questions if you need help getting started:
- What are the standards by which we judge art? Can we justify these standards, and, if so, how?
- What moral responsibilities does the artist have? Are they different to those of any other “knower”?
- Does the artist have a responsibility to reflect on the values, beliefs and attitudes of his or her time and place?
- To what extent does an artist have a moral obligation to avoid or confront controversial issues that might shock or be contrary to those of the common populace?
- To what extent does the work of the artist influence the culture in which it was created? To what extent does the existing culture influence the artist working within it?
- Is it possible for artistic expression in visual arts to take the place of words?
- Is it important for artworks to be original? Why?
- Is art simply an imitation of an idea?
- Is the artist’s intention relevant to the viewer?
- What do we expect from art?
- What does it mean to say “I know an artwork”
- What is art?
Day 5
DA - Choose a color that you like and look for it EVERYWHERE. Document your discoveries using text and image in your VAJ in a 48-hour time period.
Objective: Demonstrate understanding of the latest brain research with regards to mind maps.
- Mind map activity
- Mindmap this Art History lesson and fill out blank timeline
- begin photo transfer project (gesso)
- HMWK - *extra day to complete Contemporary Art page, mind map art history lesson.
Day 6
DA Without looking at your art history mind map, write down everything you remember about it. You may choose to re-create the mind map quickly without color or drawings.
Objective: Demonstrate understanding of annotated analysis.
- Read ‘Advice for Beginners’ by Ira Glass (Zen Pencils Book)
- Begin a page about the artwork that you can see yourself in. Describe why you chose the piece. Then add if you think it is a good work of art and why. (Leave room for an image in the middle of the page)
- Understand the difference between an evaluation of an artwork based on personal criteria and an artwork based on a set of established criteria. Re-evaluate your selected art based on a set of established criteria.
- Understand annotation as a framework for analysis. Apply it to the re-evaluated artwork based on the selected set of established criteria.
- Discuss essays.
- HMWK annotation page, mind map part 2
Day 7
DA Jot down the main components of an ANNOTATED artwork analysis.
Objective: Demonstrate understanding of annotated analysis.
- Review the annotated analysis pages.
- Color Theory
- Annotated Artwork due Monday, mind map part 2 due.
Day 8
Objective: Understand color schemes in relation to color theory.
DA Take something out of your backpack and draw it from 3 different angles.
- Review the annotated analysis pages and the mind map page part 2
- Color Theory
- Continue on Photo transfer
- Select Color scheme
- Add secondary color w/ scratches.
- HMWK - Elements and Principles ATC’s (artist trading cards), Mind map part 2
Day 8 NEW
DA Let’s Talk!
Objective: Understand that the process portfolio comes from a variety of technical exercises and research.
- Genius Hour-style projects.
- Begin.
Day 9
DA - Start a page by writing your BIG QUESTION. Anything you research or trial will be documented here.
Objective: Understand that inspiration can come from a variety of sources.
- Watch How I became 100 artists.
- Formulate your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
Day 10
DA - Write 3 different sources of information you plan to use to become an expert in your ‘BIG question’.
Objective: Understand that a strong concept comes from personally relevant themes.
- Watch Inspiration Station #1
- Formulate your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
- Studio Time! Make it count!
Day 11
DA - List what you have accomplished with your passion project. Are you giving your best effort?
Objective: Understand that a strong portfolio comes from strong skills and a variety of techniques.
- Continue with your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
- Studio Time! Make it count!
- You could also have a page on Guillermo Kuitca and ‘How I became 100 Artists’.
Day 12
DA - How can the skills you learn in your passion project become part of your next piece?
Objective: Understand that a strong portfolio comes from strong skills and a variety of techniques.
- Continue with your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
- Studio Time! Make it count!
- You could also have a page on Guillermo Kuitca and ‘How I became 100 Artists’.
Day 13
DA - How can the skills you learn in your passion project become part of your next piece?
Objective: Compare and contrast the skills and techniques you have practiced during your passion project research.
- Continue with your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
- Studio Time! Make it count!
- You could also have a page on Guillermo Kuitca and ‘How I became 100 Artists’.
Day 14
DA - Write down 3-5 ideas you want to start researching for a project.
Objective: Compare and contrast the skills and techniques you have practiced during your passion project research.
- Continue with your Passion Project:
- The Big Question (Process Portfolio)
- Research (Process Portfolio)
- Creation (Process Portfolio)
- Exhibition (Curation)
- How is paper mache done?
- Watch some youtube videos, research, find other artists doing similar work.
- Create at least one sculpture with paper mache.
- Exhibit your paper mache project and talk about things you learned in making it.
- Studio Time! Make it count!
- You could also have a page on Guillermo Kuitca and ‘How I became 100 Artists’.
Day 15
DA - Further develop the 3-5 ideas you wrote down last class. (DA’s due Monday)
Objective: I compare and contrast the skills and techniques I have practiced during my passion project research.
- Studio time - make sure everything is getting documented. (Process portfolio)
- Starting today, subscribe to thisiscolossal.com and on instagram: @colossal. Each week you need to complete one sketchbook page using the annotation analysis method on the inspiring artist of your choice.
- Check on objective: Objective: I compared and contrasted the skills and techniques I practiced during my passion project research.
DA - Make thumbnail sketches for one of your ideas. (DA check today!)
self assess Objective: I am an expert in my new media/technique. (scale of 1-5)
- Studio time - make sure everything is getting documented. (Process portfolio)
- Set a goal, set a time. Go!
- Have you found your artist inspiration for this week? Subscribe to thisiscolossal.com and on instagram: @colossal. Each week you need to complete one sketchbook page using the annotation analysis method on the inspiring artist of your choice. (4 per month)
- Self assess Objective end of class: I am an expert in my new media/technique. (scale of 1-5)
DA 17 - Drawing partners activities.
Self assess objective: I have at least three thumbnail sketches for a new idea. (scale of 1-5)
- Too many choices is no choice at all. Go to ATT and pick a theme. Watch the video and start planning a piece.
- Have you found your artist inspiration for this week? Subscribe to thisiscolossal.com and on instagram: @colossal. Each week you need to complete one sketchbook page using the annotation analysis method on the inspiring artist of your choice. (4 per month)
- Self assess Objective end of class: I am an expert in my new media/technique. (scale of 1-5)
DA 18 - Reflect on your progress since the beginning of the year. (a few sentences will do.)
Self assess objective: I have trialed my new ideas. I know what media and techniques I will use. (scale of 1-5)
- Artist Inspiration Annotation page due.
- Studio Time
- Self assess Objective end of class: I am an expert in my new media/technique. (scale of 1-5)
DA 19 - Go take a walk with your workbook. Breathe in and out while looking for lines. Watch for lines that are long, short, thin, fat, straight, curved, parallel, perpendicular, strong, weak… Draw a few small scenes that are full of lines in your book. Come back in 10 minutes.
Self assess objective: I am in the process of applying new techniques on my first piece. (scale of 1-5)
- Artist Inspiration Annotation page due Thursday in class or friday via G-drive (share with me).
- Studio Time
- Self assess Objective end of class:I am in the process of applying new techniques on my first piece. (scale of 1-5)
DA 20 - Write today’s goal: I am working on my final piece. Rate yourself 1-5.
- Artist Inspiration Annotation page due today in class or friday via G-drive (share with me).
- Studio Time
- Reassess your progress.
DA 21 - Write today’s goal: I can interpret the function and significance of a piece.
8-8:45 - complete studio piece/resubmit VAJ
8:45-9:30 - critique
DA 22 - #inktober….make a small drawing in ink (marker, pen)
Today’s goal: I have defined a new design problem.
Play around with the ARTIST Magnets...create a whimsical sentence that might guide you in your next design adventure.
Inspiration Station
Let’s figure out what you want to spend the next 5 weeks working on.
Turn in Colossal Annotation/reflection.
Review objective
DA #23 - #inktober2015 Create an ink drawing that is related to your new design problem.
Objective: I understand the difference between concept maps and topic maps Framework for Analysis. (Rate 1-5)
Concept maps, topic maps, Mind Maps® and other visual organizers can be used by students to organize knowledge and understandings about artists, artworks, styles and movements. While there is some difference in approach between concept mapping, topic mapping and Mind Mapping, each uses a visual and hierarchical approach to organize key ideas or concepts.
Arrows, broken and unbroken lines can be used to show links between the core subjects matter, and the sub-concepts and features that emerge from it.
The linking arrows and lines can be further articulated with linking phrases such as “causes” or “leading to”.
Independent work on individual topics of art research.
Reminder: Colossal (or other) art annotation due Friday.
Review objective.
DA What are you worried about? What’s on your mind? Write about it for a few minutes.
Objective: I understand how societal values frame the way viewers see art.
In June, members of the local arts community were invited to submit pieces that celebrate life’s “Beautiful Worries.” The design intent is to embody the many little worries that we all have – like “Do I drink too much caffeine?” or “Did I remember to close the garage door this morning?” The custom pieces will recognize these little worries, and then illustrate them beautifully with any interpretation from the artists. Contributing artists include Conrad Garner, as well as a commissioned piece specially created for the event by Joshua Pearson and Jay Giroux.
Grant and Sleeter Pg 13 Questions
Interpretive frameworks - How we see artworks
Deconstruction - going against the normal hierarchy
Gender - reinforces gender roles
Want more info?? Check this source, start on page 112