Nylon Sculpture - 11/27-12/14

Nylon Sculpture 

Lesson Objective: To use multiple medias to create an original sculpture.

Essential Skill to be Mastered: Using design techniques to create a sculpture while using wood, wire, nylon, paint, and yarn.

I Can Statement: I can can incorporate color and design into an orignal sculptured piece of art.

Teaching Strategy: Day 1 - Introduce students to project by showing a presentation of different types of designs to use for sculpture. Show an example of the finished project and give directions or guidelines to design specifications. Model how to bend wire into a non objective shape, staple to wood and cover with nylon. Explain how one side will be painted and one side will be designed with yarn using the same type of design that is painted on oposite side. Day 2 - Model how to cut and glue yarn onto sculpture and use guided practice to ensure that students are following directions. Days 3-10 - Continue using guided practice giving help when needed and making sure that students are not rushing through the project too quickly, making sure to emphasize craftsmanship.

Materials:

4x5x1 block of wood

Wire hanger

Knee high panty hose

Glue

Paint

Paintbrush

Yarn

Staple gun

Staples

Instructions:

1. Unbend and reform wire hanger into desired shape, making sure to bend the ends out.

2. After desired shape has been made staple ends of wire onto wood block. Use about 4 stapes per sculpture.

3. Stretch a nylon knee high over the top of the wire down to and over the wood base (the opening of the nylon will be underneath the sculpture when it is standing.

4. Using a few staples, staple the nylon to the bottom of the base.

5. Cut off any excess nylon making sure not to cut too close to staples.

6. Using one color of acrylic paint as a base coat paint the entire sculpture. Make sure all of the nylon is coated with paint and the base is painted (including the sides of base)

7. Allow for paint to dry.

8. On one half of the sculpture paint a design making sure the design coves the entire half side.

9. On the other side use cut strips of yarn that are glued on to make the designs making sure not to leave any nylon showing through the yarn. Or the students can paint both sides and then incorporate enough yarn into the design that half of the sculpture is covered with the yarn. 

Mix It Up Abstract - 11/13-11/20

Mix It Up Abstract

Lesson Objective: SWBAT work in pairs to create an abstract tiled watercolor painting.

Skill to be Mastered: To collaborate with each other in using watercolor techniques to create two paintings to be cut into tiles and rearranged to produce an abstract tiled painting.

I Can Statement: I can work with a partner to design and produce a watercolor tiled abstract piece of art.

Teaching Strategy: I start this project by showing students different examples of abstract paintings in a PowerPoint Presentation, like Picasso and Braque. After the presentation I will put them in pairs and have them paint an abstract painting using watercolor and sharpie (to make certain areas more defined or just for looks). I will not tell them at first that they will be cutting up their paintings to ensure that they give their best effort. I will model how to measure 1-2 inch squares on their paintings before they cut them out. I will use guided practice to make sure they are following all instructions and to make sure they are working with their partners and not doing it all on their own. I will also explain how they will be graded on the project and that if one student does all the work on the project it will affect the other students grade in a negative way. I explain that the work is to be done equally.

Materials:

12x18 drawing paper
12x18 black construction paper
Pencil
Watercolor paint
Paintbrush
Water cup
Paper towels
Sharpie markers
Scissors
Glue

Instructions: 
1. Decide as a pair what colors you want your end piece to be.
2. Paint an abstract painting on 12x18 paper.
3. Use sharpie after painting dries to enhance look.
4. Measure out 2 inch even squares on paper and cut out.
5. Mix up the squares with your partner and rearrange onto black construction paper.
6. Use Glitter glue in between each piece to look like glitter frames.

Painted Shapes - 10/30-11/06

Painted Shapes

Lesson Objective: SWBAT to understand geometric and organic shapes, and use that understanding to create an abstract piece of original artwork.

Essential Skill to be Mastered: To create an abstract piece of art using painted cut out shapes that shows the illusion of a light source.

I Can Statement:  I can use painted cutout geometric and organic shapes that show the illusion of a light source to create an abstract work of art.

Teaching Strategy: Day 1 - Begin by questioning the students to make sure they remember from previous lessons the difference between geometric and organic shapes. Have them identify different geometric and organic shapes in the classroom. Show a circle template and draw a circle on the board without using the template and ask why the drawn circle is not actually a geometric shape. Explain, if students do not know that the circles on the template are perfect circles whereas when someone draws one it is usually not perfect. Have students try to draw a perfect circle on paper without the aid of measuring devices or templates to provide an understanding about perfect geometric circles. Then show an example of the finished project they are to create. Have them look at the other geometric shapes and ask what they notice about it (that all the edges are straight and each shape was measured before cutting out. Refer back to previous projects they did on value. Question them about how value can create on a 2 dimensional surface the illusion of 3 dimensional forms and the direction a light is shining. Have someone hand out poster board to start drawing their backgrounds to cut out. Day 2 - Model how to create darker or more intense shades of color to give the illusion of depth  Day 3-5 - Use guided practice to ensure students are using rulers or templates to create more authentic geometric shapes. When students are finished with project have them write a reflective essay on another students work. Have them pick students another students work to write about but only allowing one student to write about any one work. Give them guidelines on what they are to look for and write about in each others work. Give students a critique guide handout to use when writing their own critique.

Vocabulary Terms:
Organic Shapes
Geometric Shapes
Light Source
Color Intensity
Shade
Critique

Materials:
14x22 Poster board
Tempera paint
Paintbrush
Ruler
Circle template
Scissors
Water
Paper towels

Instructions:
1. Draw a random organic shape big enough to fill the poster board or at least close, to use as the background.
2. Cut out background.
3. Paint background two different colors using any pattern or design of choice.
4. Using a ruler to make straight edges or a circle temple to make circles, draw at least 8 geometric shapes.
5. Cut out shapes.
6. Paint shapes colors of choice but not the same as the background and indicate with paint the impression of a light source on the shapes.
7. When gluing shapes to background try to arrange so the eye has somewhat of a line to follow.
8. Have students draw names to write a critique about another student's project.

Clay Fish - 10/26-11/01

Pinch Pot Fish

Lesson Objectives: SWBAT manipulate clay using their hands and clay tools in order to create a clay fish sculpture.

Skill to be Mastered: Successfully working with clay, clay tools, and paint to create a painted ceramic sculpture of a fish.

I Can Statement: I can use clay and paint to create a sculpture of a fish.

Teaching Strategy: Introduce project by showing presentation about fish and the many different species and the different ways that fish have been sculpted by artists. The presentation also has step by step pictured instructions to building a pinch pot fish. As I am showing the instructional slides I will be modeling how to do it as I go. I use guided practice as the students progress through the project to ensure they are using the proper clay connecting process. I write the instructions on the board as a guideline if they have questions and I am helping someone else. At the end of the project I instruct the students to write a reflection about their fish.

Vocabulary:

Pinch pot

Slurry

Materials:

Clay

Clay tools

Slurry

Tempera Paint

Paintbrush

Paper towels

Water cup

Instructions:

1. Roll up clay to form 2 balls that fit just into the palm of your hand. 

2. Using your thumb press into center of ball about 3/4 of the way through. 

3. Begin to pinch and pull the ball of clay in a circular pattern until the ball forms a round cup or bowl shape.

4. Repeat for second ball of clay.

5. Cut a small hole into the bottom of one of the bowls.

6. Score the rim of each bowl using a scoring tool and apply slip.

7. Connect the bowls and smooth out the seams were they were connected. Set aside.

8. Form the features, (eyes, mouth, lips, fins, teeth, etc.).

9. Score and slip each piece before connecting.

10. Make sure too smooth edges as you go.

11. After fish has been fired, paint with tempera paint.

Modifications: Give extra help building the fish, and extended time to finish. Do not take point away if the fish does not have very many features.

Clay Tiles - 3D Art - 10/16-10/25

Clay Tiles

Lesson Objective: SWBAT manipulate clay to form a square tile and how to properly add clay to form a relief project. Students will understand the words clay, relief, score and slip, and etching.

Essential Skill to be Mastered: Use hands and tools to manipulate clay to form tiles in a relief fashion.

I Can Statement: I can manipulate clay using my hands and tools to form a relief tile.

Teaching Strategies: Days 1and 2 - To begin this lesson I questioned the students to assess their knowledge of vocabulary involved in this project. I then showed them samples of the different stages of the tile project, for example, the bone dry stage right before it is fired, the fired stage, and the finished stage after it has been painted. I then showed students where all supplies are and and how to set their areas up before they begin their work. I then modeled how to roll and cut the clay. I introduced the term slip and score to show students the proper way to attach clay pieces to ensure the do not fall off during firing. Students are required to draw their tiles on paper before starting with the clay. Once they are done with their drawing I cut a portion of clay for each of them and allow them to begin. I also show how to properly clean a table, what to do with scrap clay and how to cover tiles so they do not dry out too early. Days 2-3 - I use guided practice to make sure students are using the proper connecting and smoothing techniques. Day 4-7 - There are no classes so the tiles are fired and cooled. Days 8-9 - Students finish their tiles by painting them. I watch to make sure they are using good craftsmanship while painting. When finished students will write a reflection of their work.

Vocabulary:

Clay

Relief

Score and slip

Etching

Materials:

9x12 drawing paper

Pencil

Clay

Clay knife

Rolling pin

Square template

Burlap

Slip

Paper towels

Instructions:

1. Use the square template and draw 3 squares on drawing paper. 

2. Draw one sketch in each square of what the tiles will or might look like. Shade the areas that will be sticking up from the tile. Pick two of the designs to use on tiles.

3. One tile will be a relief tile (cut out shapes to put on tile), and one has to be part relief and part etching (cutting designs into the tile).

4. Use rolling pin to roll slab of clay out evenly to about 1/2 inch. 

5. Lay the square template on top of clay and cut out a square. Set aside extra clay.

6. Use the extra clay to form shapes that will match a design done on paper.

7. When connecting shapes to the tile scratch lines (scoring) on both the shape and the area that it will be stuck on the tile. Apply slip (mushy clay) to both areas that were scored.

8. Place the shape onto the scored and slipped area of the tile that you want it.

9. Continue this process until all shapes are on the tile.

10. Rub tile with water occasionally to prevent drying and to smooth out any bumps or scratches.

11. Smooth any rough edges.

12. Carve name or initials into back of tile.

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Modifications: Give one-on-one help with scoring and slipping. Extend time to work on project. 

Warm and Cool Dragons 2D Art - 10/16-10/25

10/16-10/23
Warm and Cool Dragons

Objectives:
SWBAT create their own dragon on paper using either warm or cool colors, after analyzing different dragon styles and features.

Essential Skill To Be Mastered: Students will understand warm colors, reds, yellows, and oranges, and cool colors, blues, purples and greens, and use that understanding to create either a warm or cool dragon.

I Can Statement: I can create a dragon using warm and cool colors.

Teaching Strategy: To start this project I show a PowerPoint presentation and discuss how long dragons have been around, or written about or drawn and the different countries that use dragons in symbolic ways or even believe in dragons. We look at different pictures of dragons painted or drawn in cool or warm colors. I printed handouts that showed different ways to draw dragon parts, like the head, feat, and wings. I model the different steps in the handout about how to draw a dragon head and then use guided practice throughout the project. I assign a reflection essay at the end of the project and have the instructions written on the front board.

Materials:
Dragon PowerPoint presentation
12x18 drawing paper
Pencil
Colored pencils and/or markers

Instructions:
1. Talk about warm and cool colors and the type of affect they can have in a drawing or painting and how the colors can lend to a certain visual mood.
2. Show presentation of dragons either painted or drawn using either warm or cool colors. Discuss how dragons are mythical creatures but in some countries people claim to have dragon ancestors.
3. Model different ways to draw different dragon features.
4. Have students practice drawing different dragon features, like the head, snout, body, tail, and scales, before they start their dragon.
5. Students may draw a complete dragon or just the head and torso.
6. When coloring the dragon have students use more than one cool or warm color.
7. After coloring the dragon have students color the background a solid color that is either black or the opposite of the dragon colors. For example, if the dragon is done in warm colors, then the background could be colored either black or a cool color.

Modifications: Give one-on-one modeling instructions while student is following along. Guide student in picking out the correct color combinations.

This Website's Goal

Dear students, parents, and guardians,
First of all, we would like to welcome you to our class website!  To see what's going on in your (or your student's) classes, scroll through our posts or use the Archive (above, right) to see a monthly and daily breakdown of objectives (goals), class projects, and assignments, as well as helpful instructional websites and videos.  If you have any questions about what's going on, check here or be sure to contact us via e-mail.  The goal of this website is to help make the school year a little easier and to help everyone succeed.  Together, we can make this a great year!

                                                                                                   Sincerely, 

                                                                                                   The 8th Grade Art Team