Blog #18

Document your experimentation with marker wash. Think about india ink and other types of watercolor methods that you know or might want to try out. What elements and principles can you address with these medias? How could you use these medias in a way that fosters creativity as described by Cindy Foley in the TED Talk?

For our study in class the teacher showed a simple and cheap effective way of experimenting with marker wash. A student basically can draw on the paper itself, or rub the marker on a container and dab a wet paint brush to spread the color on any given surface. The same goes to the marker drawn on a surface and then wet it with a brush to mimic a watercolor look or India Ink spread without making a permanent mess.




My drawing was that of a landscape in Charleston and below mine are samples of other classmate works.

I've seen methods where you paint with a wet brush first and before the liquid dry's too quickly on the surface you use a water dropper filled with India Ink and watch the image come to life as the ink spread through the watery tunnels. 

Elements and Principles:

Achromatic/Monochromatic lessons

Mix Paint colors (Tints/shades)

color theory

rhythm 

balance

value/space

shape/form

line

Since marker wash isn't %100 controlled or of a standard scholarly art lesson with traditional supplies. The marker wash can simply be an experiment that the students have to begin and finish and somewhere in between have them fine something unique. A form from a happy accident perhaps. 

The lesson could be as vague as to just tell them to "Discover something". By the time they go and find it they surely will cover a few of the Elements & Principles listed above anyhow. 

Blog #17

Develop an idea for a visual art field study. Where would you take the students, why would this be an important place to take them? What standards would the trip address? What is it that they are getting here that they can’t get in the classroom environment? Expand upon or address anything else you think is important.

A thought could be that for High School students that are working on a portrait design is taken on a tour to the Gibbes Museum of Art in Charleston South Carolina. The tour can cover history as far as some standards goes. Here is a brief description of their permanent exhibit This place is important for a couple of reasons. The students may not realize that they live in a state full of history. Good and Bad history but history none the less. The arts flourish down in Charleston and the over all location from a colony well on passed the civil war has plenty of art to tell what went on.

-Portraiture was the principal art form of colonial South Carolina. Though Europen immigrants willingly left families and possessions to come to the New World in hopes of a better life, they carried with them their European artistic ideals. As colonial America did not yet have an established artistic tradition, artists and sitters continued to look to Europe, and England in particular, to define the most desirable qualities of taste and refinement. ( Gibbesmuseum.org)

The permanent collection at the Gibbes contains work by artists who came to the colony with artistic skills gained in Europe, such as portrait artists Jeremiah Theus, John Wollaston and Henrietta Johnston, who is recognized as the first woman artist in America. Frequent and continued travel to Europe for education and business provided Charlestonians the opportunity for numerous portrait commissions by well-known artists working abroad, such as William Keable and Benjamin West.
(Gibbesmuseum.org)

This would be an important place to take them it's history and to ask them what skills do they think they have gained coming from a prior art class or from an old town that they left. The questions that I would ask and have them think are things like, where did your skills from come? Do you think they are hereditary and are passed down by a known artists in your family? Or do you believe you are the first of your family to embark down an artistic road? The study of self portraits at the museum could then be broken down into how they would make their own self portraits in the classroom. If this was a painting II course then I would require them to study the use in lighting and pigments. Assignment could then be paint a self portrait best derived from the works at the museum using oil paints.

What they are getting out of the trip if we are to go there is one the restless students can see the world of art outside their classroom. 2, there are limits to just Googling an image from any time period, A printed image on computer paper stuffed in a kids book bag is never a true experience than to take a break from a classroom's four walls to see paintings in person.

Blog #16

Describe procedures for how you will teach 3D using bought materials to young adults following through with how you would have them complete a successful piece of art using these skills. Lesson ideas from today can be used or you may find something totally different. Use as many images as you need, it can address any level of student or course in this age group. Feel free to gather resources from the Internet.

I would do a series of procedures. First off a lesson for a middle school class would include Twist-ez wires and tell them to make an animal. The course could also include a 100 piece 3-D design instillation to be placed around the school or in the classroom. To avoid the student body from damaging the pieces more than likely the designs will be left in the classroom. Only location that I could think of is maybe the schools library.







Bought material: construction paper
copper,soapstone, wire, cardstock, metal pieces, cardboard, foam, etc.

On a High School level the students could draw a 3-D design piece that both shows a use of negative and positive space. An organic form or some type of abstract angular design using cardboard. These pieces can be large and the student should think about tearing the outer coverings off on certain surface to make a corrugated work.


Another lesson idea could be the study of an organic plant and then designing a way that its shape could actually be built or lived in. A scaled version of the form with windows and ladders of some sort. A tree house or something on the ground.










Materials- cardstock, foam, construction paper. Any type of material that can bend and not break and yet sturdy.

Contour study design using wire is another option.

Blog #15

Describe procedures for how you will teach 3D using cheap or found materials to young adults following through with how you would have them complete a successful piece of art using these skills. Lesson ideas from today can be used or you may find something totally different. Use as many images as you need, it can address any level of student or course in this age group. Feel free to gather resources from the Internet.

There was a small exercise my 760 course where a student can roll newspaper sheets to make tubes for a 3-D design. I could use this same exercise for the first week and then continue by having students design on a found material that they can at least assemble 50 of the pieces.
Found material could be dumpster diving probably something the teacher will have to do.
Find things like:
Cardboard
paper clips
notebook paper
buttons
old markers that are dried out
outdoor items
rocks/pebels
tree leaves
sticks
legos

Any time that is attainable appropriate and comes with many.






Tape and plastic wrap for 3-D design 2 to make ghostly body parts and figures.


For a young age group possibly a lesson on 3-D design with Jelly Beans. For the youth they can engineer cubes and stack them by conjoining tooth pics and the beans end on end.

class room examples of the Newspaper Idea, copper and Twist-ez for a 3-D design exercise.

In these design we were told to experiment and understand to workings of the material. Perhaps for a high school class the students will be given one class period to work with multiple material. On day 2 they are to have come back and decide on a famous building structure and assemble the structure with the material they have gotten use to. They could assemble a small 10 inch scale model of the famous architecture of their choice.

Blog #14

Think about the aspects of film-making (history, making, critiquing, reading/literacy) and talk about how you could incorporate it into your art courses. You might not teach a ‘film’ course like I do but what types of things would your students be interested in? What might be important for them to know or understand about film as a media?



I would tell several film 101 slide shows for starters. I could then ask what they are interested as far as movie genres. I would have them list out a few movies they like and then show a study on Anatomy of a Scene. Plot Device and other film studies.

The students should learn movie reviews and study if a film is a genuine master piece or just popular because of being a hot item. The student should be the ones to learn and judge.

Key things for them to know in a film 101 class.
History from the beginning
Pioneering actors and ways to film a movie
Plot Device
Anatomy of a Scene

Links provided by Secondary Methods course 760

https://docs.google.com/document/d/1Zn_HCPdaJUyo8c2Z9kfd99eJpY5dil5mx7WZY3LHdnA/edit

http://www.nytimes.com/section/movies

http://tvtropes.org/pmwiki/pmwiki.php/Main/PlotDevice

Youtube sample

https://youtu.be/Ptz_ybNRavg

Blog #13 lesson special needs and the gifted

After discussing both special needs and gifted students. What are your plans to include both sets of needs as well as engage the average student in your class. Give an example of a specific lesson that you can modify to address all levels of learning.

For a student for the gifted he or she can turn can make a self portrait of their minds. They will carefully plan out a machine in their portrait.
http://handmadekidsart.com/simple-machine-drawing/

Double drawing could be fun for a student with special needs. I think for them to engage in motor skills and using both arms and hands do create an abstract drawing assignment. If a student bless them happens to not handle decent motor skill but have exemplary skills in another way I still think an double sketch whether its one at time could still be a lot of fun for a special needs student. I have a following example below. 

http://artssake.tumblr.com/post/29632813545/tony-orrico


I Perhaps for a classroom project the image above for the students with special needs create a brain.The students with gifted abilities creates the mechanized operating system to make the brain go. The collaborative project can grow into machines that churn the eyes, mouth, AND nose and the ears.

http://www.lovethatmax.com/2013/02/helping-kids-with-disabilities-write.html

these are some items I could have for students with special needs if I take this group project to a smaller scale.





A device that could have graphite stick composit

This lesson can be called "The Mind" or "Oh what we can create" title will need work.

The elements: are Line, Shape/Form, Space, Texture
The Principle: Proportion, Unity, Balance, Emphasis

This lesson on building the human mind as a collaborative project will also build team work if implemented correctly