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Wednesday, January 15, 2014

Mixed Media

Encaustic-Repousse Landscapes, grades 6-11 
Students were to create a composition that shows contrast in design and materials. Impressionism and expressionism were to be interpreted using encaustic wax painting with metal engraving. Comparison of master artists styles and genre were discussed using Monet and Van Gogh examples. 
Papel Picado, Mexican Cut Paper Designs, grades 9-12
Students were to create movement, rhythm, and pattern, by cutting organic and/or geometric lines and shapes in paper after an introduction to Mexican papel picado tradition. Their designs were to be spontaneous and unplanned, while building layers underneath. An artist statement was written at end.






















Impressionist Collage, grades 9-12
The history of collage was introduced for students to recreate a master's painting by gluing small paper cut/torn from magazines. Color was to be matched closely while following transitions, blending and composition.




















Everglades Habitat Collages, grades 6-11
Collage animals of Eric Carle were shown and students were to create art for a book cover that gives a hint about what the story inside is about. Each student made 6 or more textured paintings, along with one large background textured painting. Composition was first drawn on paper then they were to make at least 2 animals with habitat vegetation in the collage.














Printmaking


Collograph Printmaking, grades 6-11
Using only small objects from nature, plus other fibers, students explored texture. They first built their 'plate' using symmetrical design for their focal point then printed with multiple colors.





















Henna Tattoo Prints, grades 9-12
Students were introduced to henna painting tradition of India and designed their own hand on paper, transferred it, then cut design from linoleum block. Hands were printed onto a large format to show variety and unity of design in their composition.


















Endangered Species Prints, grades 9-12
Students were posed the idea of being scientific illustrators and had to research an endangered species in order to make linoleum block prints. Emphasis was on line and texture with a patterned border surrounding central print that related to markings of animal or their habitat. Five facts of their species were then hand printed around thin border. Group critique at end.

Sculpture

Nature Architecture Unit, grades 6-11
Students were introduced to the architecture of Frank Lloyd Wright and discussed how Wright was influenced by Asian Architecture. They were to visualize how their building would integrate with it's natural surroundings. What geographical area would they choose for their building? Climate, vegetation, and land structure were to be considered. We had a critique when building was about completed then discussed landscaping and how to adopt Asian architectural elements and designs.
 





















Gaudi Mosaic Containers, grades 6-11, air dry clay with stones
Gaudi's architecture was introduced then students were asked to draw different containers that reflected some of Gaudi's unusual architectural shapes. How can you 'borrow' a part of an artist's designs and make it your own? In what ways can you add your personality to an artwork? Colored stones were added at end to give a mosaic effect.



















Gaudi "Rooftop Hangout" Boxes, grades 9-12
After viewing and discussing Gaudi's architecture students were to visualize what their rooftop hangout would look like and how high up. Would it be on a skyscraper? Or overlooking the beach? From drawings, boxes and structures were made from oak tag board. Then to simulate a mosaic texture, paper pieces were cut/torn from magazines and colored papers. Critique at end.
























Plaster Masks, Grades 9-12
Students were shown slides of primitive masks from around the world and discussed mask traditions and materials used. What side of your personality would you portray in your mask? How would it look and what colors would describe it? After creating mask drawings students used plaster strips to create a mask base then built it up areas using cardboard forms. Group critique at end.
























Recycled Object Sculptures, grades 5-6
Louise Nevelson assemblage sculptures were viewed was discussed. How do you create an abstract artwork? Students were shown images of stars in space showing the light and heat rays emanating from them. How would you show the radiating rays of heat and light through sculpture? How would you show movement of other stars or planets? What about distant stars? Using found objects then gluing onto the inside of stretched canvases, they were then painted in one color that shows monochromatic hues when studying the light and shadows on it.

Painting

En Plein Air, oil painting, grades 5-6
After discussing different plein air artists, thumbnail compositions were first painted in different locations. Choosing one of these at one location, the final painting was created with regular critques and discussions.



















Ethnic/Tribal Portraits, acrylic, grades 9-12
Students were shown ethnic and tribal portraits from around the world showing diverse adornments. If you could be from a different ethnic or tribal culture for a day, what would you look like? I took portrait photos of students then they chose one ethnic/tribal printout. First colored sketch, transfer, then acrylic painting. An area of portrait was to be chosen to show color blending in some way using only flat color in shapes or lines. Group critique at midway then at end.











































Mandala Color Wheels, grades 9-12
Color theory was discussed then students were taken through a right brain drawing exercise that lead them into designing a 12-sectioned mandala. The goal was to create a color wheel as a work of art in order to better learn the color mixing principles and color harmonies, with additional elements of line and space. Inner sections were for shades, then pure colors, and tints were painted on outside.























Islamic Tiles, grades 9-12
You are chosen to design a tile wall for a customer who wants you to use only 5 colors. The whole class decided and voted on color scheme. Using right brain drawing techniques, students were taken through a process of designing a symbol that represents something about themselves. Symmetrical balance was key. Personal symbols were drawn on paper, colored with pencils, then transferred onto tiles. Next the tiles were glazed then fired. All tiles were grouped together as a whole unit at end and critiqued.

Preview


Thursday, March 21, 2013

Wednesday, March 20, 2013

My Digital Art and Photography

Digital photo collages

 Education Posters
Photography From Maine to New Mexico