The Mathalicious Part

The practice of using a grid to create an accurate reproduction of a subject has been done since the days of Leonardo da Vinci. My students are finding that it is an effective way to improve their perception of perspective and proportion in their drawing. A few students remarked, "The grid is easier because I can focus on one square at a time, and as each of them comes together the portrait is reveiled." - Ashley.  "Every square shows you the lines and value." --Konnadia.  "It was hard at first, but if you practice and focus on the square it helps." -- Myosha.  I employ the gridding method because of the infusion of math skills. The students use a dialation scale factor of 3, they learn how to read a ruler, and understand measurements. To take the lesson up a notch, my students paint a gray scale, and create another value scale. That should assist them to develop a sensitivity to varying lights and dark values found in their portraits which they will shade accordingly.

No Rose-Colored Glasses

Landscape drawing is a great way to teach the illusion of space. It is also a wonderful way to have students experience with the blending of colors in oil pastels. We began this unit by exploring one-point perspective with rulers and pencils, then the students practiced the six steps to show space in a drawing: size; overlap; shading; placement; value and focus and linear perspective. They study this through drawing still lifes in an earlier unit, so that their schema of such techniques continuously develops.

Prior to getting down and dirty with the oil pastels, students practice techniques with the media, such as using the side of the pastel for broad strokes and easy blending, the tip of it for more precise or saturated lines, stippling and cross-hatching for effect and also for blending. I find that this type of investigation with the media helps build the confidence that my Everyday Students really benefit from.

The students used color to create the feeling of a particular mood. To do this they studied color theory extensively, first creating a color wheel with tints and shades, and then using that to uncover color schemes. Their artworks look like two separate painitngs, but their objective was to use two different colors schemes.

In these works they were to demonstrate an understanding of the relationship between the horizon, background, middleground and foreground. Which I tell them are simply illusions, because the paper is a two-dimensional surface. As a matter of fact I tell them, "Artists are in the business of creating illusions." They find that amusing. I sing rhythms to encourage recall, and sometimes I'll have them clap along with a rhythm.

High school students act too cool to clap or sing along. Unfortunately the child's-play-snatchers have invaded their homes around the age of 13 so they roll their eyes at me when I sing, as if I were crazy.

My feelings... Great! Think I'm the crazy-singing-art-teacher-lady. Then perhaps they'll never forget it.

Have a colorful day! And remember, life is wonderful when you see through rose-colored glasses.

Chatskis In Perspective

Students wrap up their object drawings after blindly choosing an object from what I call my Chatski Bag. Their objective is to show the illusion of space in an object; The students have to consider as they draw: linear perspective, three dimensional form, size, overlapping, value and focus, etc. and draw the object from different positions to create an abstract composition. I plan to extend this lesson in to our Color Theory Unit. The paper is folded in thirds, as students consider the next phase which consists of using three different color schemes painted with Tempera.The results should be striking! Tune in later to see them.

Back To The Future

First week, students play Soul Train Scrabble Board (complete with theme music) to arrange the class procedures in order of occur acne.

Students used jigsaw strategy to read, summarize and present text. Art class is about so much more than production.

I Know What They Did This Summer!

Every Summer, for the last few years I am lucky enough to work with the young leaders of the C5 Georgia Youth Foundation. The paintings are called Golf Trophy Art, because they are awarded to participants in a golf competititon which is also a fundraiser for the organization. The workshops are only two days from 8:00 a.m. - 3:00 p.m. The objective is for students to express in a painting thier experiences within C5, or their hopes and dreams from participation in C5. The self-portraits are
9" x 12", acrylic on canvas. The students volunteer their hours to create beautiful artworks, enjoy fellowship and pizza lunch. Want to see more paintings? We're working on a mid-year workshop, an exhibit and fundraiser. Want to learn more about C5, want to volunteer time or donate to this amazing organization. Visit http://c5georgia.org/.

Art History & the Mechanics of Pop-Ups

Imani S.

L. Robinson

T. Butler

Summer Bridge... to Cross

Summer Session, "Summer Bridge" is nearing an end, and what a whirlwind three weeks it has been. First just attempting to condense a 16-week lesson into a 9-week quarter is already quite a fete. Now to squish that into a three-week session, that's some magic for you!
One of the classes I'm teaching ("Intro to Art") is Maskmaking. I've taught maskmaking before, in one-day workshops in community centers to semester-long classes with middle school students. I feel that it is a subject that exposes students to a wide variety of cultural expression. They can analyze the origins of their own ideas in relation to community, culture and the world. [GA Visual Arts Standard VAHSVAMC.4] For this class, I was incredibly inspired by the art of Warren King. http://wrnking.com.
Because I always embed math, science, and history in every lesson of course the students complained  "It's too hard!" Nevertheless, fact is, in crafting the cardboard pieces into a cohesive representation, one must consider geometry and physics as well as creative expression. Students had to consider the symmetry of their shapes, and when it was necessary to use a rotation, a reflection or a translation. I can't tell you how many times I watched someone cutting what should be two identical shapes at two different times -- there's no way they will turn out the same shape.
The students began the lesson by exploring the cultural significance of masks in Native American, African and Mexican traditions. We used a chart at www.whats-your-sign.com then I encouraged them to think about an animal spirit who's characteristics best matched their own. I encouraged them to think about the function and the form of their masks as well. From there they compared and contrasted characteristics on a double bubble map - here's where it got tricky... explaining that their mask was representational and not literal. Oh, what fun!
When the students were frustrated I would tell them "that's good, frustration leads to problem solving." When the students grumbled I said "it's like a science experiment -- you are testing theories." Oh, and "there are no mistakes, only your expression" is my mantra. Even with my best efforts there were a few students who decided to retaliate against the rigor to make my three weeks a living hell. I had the remedy for that -- one-to-one lessons (when everyone else got cooking) Alas, mini-session or not, the class still had an amazing learning experience and most of them produced amazing works. I hit at least eight State and Common Core Standards in the lesson, examples of their base masks are posted. Next up... painting. Stay tuned.