For this unit students learned about the female American artist Georgia O'keeffe. After viewing works of O'keeffe's students each got their own object to draw to emulate her style of zooming in and cropping that made her the mother of the art movement Modernism. Students had to crop their object off a large piece of paper on at least three sides before getting oil pastels. With the oil pastels they made sure to dissect the coloring of their object and tried to replicate the color with various blending and layering techniques to get the vibrant colors that O'keeffe was so famous for.
Vocabulary Learned: Georgia O'keeffe, Magnification, zoomed in, cropping, color blending, color layering, Design Element Space, direct observation, art movement Modernism, Vibrancy, pigment, large scale.
Materials Used: 11"x11" TruRay construction paper, various objects for direct observation, pencils, oil pastels.
For this unit I incorporated math and puzzle work when students had to create their own Tessellations. After they had covered a piece of paper with their Tessellation each student received their own paint palette to be able to mix 18 different values of one color. The next step involved creating a still life upon a gray piece of paper where they learned placement, proportions, how to shade and highlight their work.
Vocabulary Learned: Tessellation, infinite, Design Element Value, value scale, tint & shade, monochrome, still life, light sources, shading, blending, natural versus unnatural light, proportions, placement.
Materials Used: Card stock paper, 2"x2" card stock paper for tessellation, scissors, tape, pencil, sharpie, tempera/acrylic mix paint, gray scale paper, ebony pencil, prismacolor white colored pencils, glue, Still Life setup (plastic fruits & vegetables, cloth).
Students learned more about their Design Element Value along with a new Element: Space. Space for this unit referred to how they designed a landscape using simple lines to get their Foreground, Middle ground and Background. When they had accomplished this they replicated it onto their self portrait created before using a system of mapping lines and looking into a mirror to get as close to their likeness as possible. This in depth unit taught students how to properly use materials and tools properly, see colors differently, see their reflection and render their portraits to the best of their ability.
Vocabulary Learned: Self Portraits, Space, Value, mapping lines, facial features, proportions, silhouette lines, outlines, background, middle ground, foreground, watercolor techniques, wash, layering, replication, placement, reflection.
Materials Used: Pencils, sharpie, mirrors, watercolor paint, watercolor brushes, prismacolor colored pencils.
For this unit students learned about the historical tradition of Kente culture originating from Ghana during the 12th century. Students learned traditional shape/symbol meanings as well as color meanings within the cloth. Students began with choosing colors based upon meaning for themselves, wove those colors into a pattern and created a cloth design only using shapes and symbols learned. Students learned how to tie double knots, stitch with two different patterns on a vertical and horizontal ground they created. This unit involved extensive hand/eye coordination as well as yarn manipulation skills.
Vocabulary Learned: Kente Cloth, culture, traditional wear, shape/color/symbol meanings true to Kente tradition, Patters, stitch patterns, double knot, geometric shapes, bold colors, balance, symmetry, asymmetry, weaving, vertical, horizontal.
Materials Used: Strips of TruRay construction paper, glue, black markers, rulers, construction crayons, plastic needles, yarn, scissors.
Students learned about their Design Elements Form, Texture and Value for this multi media unit. Students viewed the work of famed artist Jeff Koons as inspiration for their forms and to better understand the meaning of Form versus Shape.
Vocabulary Learned: Design Elements, Form, 3 Dimensional vs. 2 Dimensional, Illusion, Texture, shading techniques, solid color, value, sizing, direct observation, sketch, sculpture, Jeff Koons.
Materials Used: TruRay colored paper, elmers black markers, pencil, crayon, tempura paint, black crayons, scissors, glue.
For this unit students learned about One Point Perspective through Optical Illusion known in the 1960s as OP Art. Seeing examples of MC Escher, one of the world's most famous Graphic Designers helped connect students to what Optical Illusions are designed to do. Through the use of mathematics and a ruler students created the illusion of a hallway with the use of a vanishing point. Students got to use professional grade colored pencil Prismacolors to color in their hallway sections. Added last was shading and highlighting where students learned about how to create a light source. Finally with correct perspective students integrated their photos into their illusions.
Vocabulary Learned: One Point Perspective, OP Art, optical illusion, MC Escher, horizontal & vertical lines, vanishing point, graphic design, shading, highlighting, light source, perspective.
Materials Used: Rulers, 9"x9" piece of white paper, black colored marker, Prismacolor Pencils, black colored pencils, erasers, printed photograph, scissors, glue stick.
For this unit students learned about Pop Art along with a few artists of the movements time Andy Warhol and Roy Lichtenstein. Students received different pictures of food item containers where they had to replicate them, centered and of large scale on a thick piece of paper. Students focused on the shape of the jar and the labeling due to Pop Art's interest in popular culture. After outlining their drawings students used artists tape to create sections for the three complementary pairs of the color wheel. Students learned how to blend and shade with the opposite pairs, in the end the tape was peeled off to reveal the crisp white lines beneath.
Vocabulary Learned: Pop Art, complementary colors, opposite pairs, blending, vibrant colors, flat colors, warm colors, cool colors, solid color, replication, centering.
Materials Used: Artists tape, oil pastels, black marker, print out food item images.
For this unit students learned about Contour art with a twist; creating an image using one line without looking. This "blind art" created a free flow sketch that didn't rely on sight but on concentration of observing an image of bugs/crustaceans/insects. Students at this age are very particular and have a difficult time letting go of that control...having no control forced a new skill of observation. After their sketch students painted in their creatures using a layering technique. The final step was to recreate their creature using wire. Students learned how to manipulate wire by twisting, pinching and bending to try to match their line drawing.
Vocabulary Learned: Contour art, movement, volume, subject matter, "blind art", wash, layering technique, loop-twist, thread-wrap, wavy bend, manipulation, wire sculpture.
Materials Used: Watercolor paper, pencil, creature images, black colored pencil, watercolor paint, scissors, color coated electrical wire.
Students learned about the Mexican holiday of Dia de los Muertos (day of the dead) for this unit. Using symmetry and design students first created a frame for their skull experimenting with construction crayons and their blending abilities. For their skull students used large brushes for a watercolor ground and tiny brushes for their detailed design. Neon paints were applied last before cutting out their skulls, folding in tabs and creating their 3 dimensional piece.
Vocabulary Learned: Frame, border, balance, design, asymmetry, symmetry, Cultural history, Calaveras, fade effect, 3-dimensional tabs, multimedia, facial proportion, line design, imagery.
Materials Used: Construction crayons, permanent marker, tru-ray paper, watercolor paper, ink pens, watercolor paint, tempera/acrylic paint, large and small paint brushes, neon paint, scissors, clear tape.
For this unit students learned about the ancient tradition of Indonesian Batiks. Students created artwork that transferred to cloth using gel glue. When the glue dried students then used only their primary colored watered down acrylics to paint upon the cloth revealing the dried glue as a resist to the color. Upon completion students then created patterned frames for their Batiks.
Vocabulary Learned: Batik, cropping, overlapping, Pattern, Primary colors, Secondary colors, resist, color bleeding, frame/border, repetition, outline, solid color, line design, mounting.
Materials Used: Permanent markers, cloth, gel glue, acrylic paint, watercolor paint brushes, TruRay construction paper, rulers, black markers, construction crayons.
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