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Visual Arts Portfolio
Transcript of Visual Arts Portfolio
Painting Techniques Sampler . . . . . . . . . . Slide 9
Relief Print and Rubber Block . . . . . . . . . Slide 11
Free-Standing Plasticine Sculpture . . . . . Slide 13
Grid Drawing . . . . . . . . . . . . . . . . . . . . . . . Slide 15
Design Activity . . . . . . . . . . . . . . . . . . . . . Slide 17
Wire Sculpture . . . . . . . . . . . . . . . . . . . . . Slide 18
Kandinsky-Style . . . . . . . . . . . . . . . . . . . . . Slide 19 Gesture Drawing Mime Time! One of the first art pieces we created in class, I was not sure what to expect from gesture drawings. To begin, a classmate would pick a gesture and pose for 1 minute. They could make a gesture to convey an emotion, feeling, word, job, or activity. During that time, with quick loops and lines, we drew what we saw. This would be a great art lesson to use near the beginning of the year to take the pressure off students and assure they are comfortable beginning their visual arts experience in my classroom. It is a visual arts activity that could be considered easier by students who are not as artistically confident and even for those who tend toward perfectionism. With only a minute to draw, it took away the pressure of making your picture perfect! Also, I can see students enjoying taking turns posing in different gestures as much as they will enjoy drawing each others' poses!
This lesson could easily be integrated with the Grade 1 Physical Education curriculum and Arts curriculum. In the Movement Competence Strand of the Health and Physical Education curriculum, primary students learn to develop fundamental movement and a variety of stability skills, with an emphasis on body and spatial awareness. This would tie in when you have students posing as the mannequin for the gesture. In the Dance strand of the Arts curriculum, grade 1 students learn to communicate different messages using body shapes. Olivia vW, 2012 Kandinsky-Style Painting Design Activity Thank you! "The future belongs to young people with an education and the imagination to create."
–President Barack Obama Bee and Hive Painting Pro Painting Techniques Sampler Art's a Hoot! Print Relief and Rubber Block Ants at a Picnic Free-Standing Plasticine Sculpture The Original Painting by Henri Matisse Madame Matisse Welcome! Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Olivia vW, 2012 Grid Drawing PJ Concurrent Class of 2013, 2012 Our Class Creation Grid Drawing The Heart Wire Sculpture Fiesta Math Integration, Grade 3 Location and Movement:
- complete and describe designs and pictures of images (Ex. Draw a missing portion of the painting on grid paper and combine it as a class) Paint to Music Grade 1 Health and Physical Education, Movement Skills and Concepts:
B1.1 perform a variety of static balances, using different body parts at different levels
Grade 1 Arts, Dance
A1.4 use varied and/or contrasting body shapes to communicate different types of messages Specific Expectations: What makes this ideal for a lesson in a Primary or even a Junior classroom is that it demonstrates many different techniques that students can use to create art with paint. Painting is not limited to plain old paint on a paintbrush! This lesson establishes numerous paint options students can explore and design with. These techniques include flat wash, gradual wash, wet-in-wet, dry brush, wax resist, tape resist, water colour pencil, palette knife, sponging, airbrush spray, stipple, scumble, string, straw, and finger paint! Part of the value of this lesson for students is that from this lesson on they add these techniques to their repertoire of painting skills. With these skills under their belts, students will be able to create more advanced and much more varied works of art!
After teaching this lesson and creating this visual of an assortment of painting techniques, as a teacher I would display the exemplar in the classroom during painting activities to stimulate the memory of my students. Encouraging students to explore new and different techniques is exciting for them. The activity could be expanded for additional exploration with other techniques and painting implements. Specific Expectations Kindergarten, Visual Arts:
3. explore different elements of design (e.g., colour, line, shape, texture, form) in visual arts (e.g., create different kinds of lines with finger-paint; explore colour mixing)
Grades 1-6 (variations on same expectation), Visual Arts:
D1.4 use a variety of materials, tools, and techniques to respond to design challenges This art process was new to me, as I had never made a relief print before. What students might find challenging about creating this piece is understanding that what is left on their block is what will transfer colour as the print, not what they carve out. Also, since it is a reflection, if they are using letters or numbers they would need to carve them backwards for it to translate properly and legibly as a relief print. For this reason, despite the fact that Grade 1 Visual Arts has a focus on contrast, I would use this lesson with a Junior grade class. A modification that could be made for a classroom without rubber blocks would be to use less expensive and available resources like Styrofoam. Instead of carving tools, I would also suggest that students use popsicle sticks to compress the Styrofoam rather than cut into it. Instead of leaving the subject of the relief print up to the students, you could integrate it into another curricular area by making the subject something to do with another ongoing topic. For example, for grade 4 students it could be tied in to Social Studies Medieval unit if they created their own crest or emblem. Specific Expectations Grade 5, Visual Arts:
D1.4 use a variety of materials, tools, and techniques to determine solutions to design challenges (e.g., printmaking: a relief print transferred from craft foam) This is a great lesson for any grade, in fact I remember doing it multiple times in elementary school as a student. From my experience, students love working with plasticine and can modify their end creations on their own based on their skill level working with it. Besides free-standing sculptures, another idea would be to make flat Barbara Reid style plasticine pieces on card stock or Bristol board. This would use less material and would have the students consider foreground and background to know where to start with their image. To integrate this lesson into another curricular area in grade 3 Science and Technology’s Structures and Mechanisms strand. In grade 3, students learn about construction techniques and adding strength to structures and therefore would be a great way to model using wire or Styrofoam balls inside their plasticine sculptures to add structural stability. For example, in the picture shown here, there is a wire through the basket’s handle and the lid to keep it propped open. To assess the finished products, a teacher could look for creativity, varied textures and structural stability. Specific Expectations Science and Technology, Structures and Mechanisms, Grade 3:
2.2 Investigate, through experimentation, how various materials and construction techniques can be used to add strength to structures
3.7 describe ways to improve a structure’s strength and stability Mime Time! Painting Pro Art's a Hoot! Ants at a Picnic Madame Matisse Welcome!