Tamara Thomas Art Teaching Portfolio

Welcome...

2011-07-30T17:48:00.000-07:00

...to my teaching portfolio. I was recently a substitute art teacher at Nottingham High School. (Visit my Nottingham blog to see what my students were up to.) I recently moved back to my hometown after being out of state and staying at home with my wonderful young son, Clayton. My family and I are excited to be back and landing a full time teaching job again would make our lives complete.

I have been working on this portfolio steadily, and may still do more updating. Please click on links to the right to learn more about me and my teaching career.Please contact me if you have any questions.

I taught at College For Kids through Onondaga Community College this past summer and I am excited to present some of the work my students did:

Printmaking Possibilities, Keeping a Sketchbook, Weaving Wow, Stained Glass Mosaics,
Recycled Jewelry and Accessories, Tessellations, Greeting Cards

Here are some recent pieces (but don't forget to look on the right side of this blog for more of my work.) :

Tessellations

2011-07-30T17:47:00.000-07:00

I love creating tessellations and so do the students. We started with paper versions and then worked using the Paint program.

Greeting Cards

2011-07-30T13:14:00.000-07:00

We made a variety of greeting cards during the week. We made pop-ups, origami shirts, wizards and wreaths as decorations, mini quilts, monsters, and marble highlighted cards.

Recycled Jewelry and Accessories

2011-07-30T13:08:00.000-07:00

We used old t-shirt sleeves to create necklaces and headbands.

The braided bracelets are made from the seam on the bottom of the shirts.

On another day we created accent flowers out of fabric scraps and buttons.

Another day we made Worry Doll pins from scraps, popsicle sticks and clothepins.

On the last day we used strips of fabric scraps to make necklaces.

Stained Glass Mosaics

2011-07-30T13:00:00.000-07:00

Students in this class were able to create 2 windows: one using paint and the other one using glass marbles. They made decorative vases from recycled jars and bottles and flowers to fill them. Lots of fun!

Weaving Wow

2011-07-30T12:58:00.001-07:00

Here are my students in my Weaving Wow classes. We created God's Eye projects, recycled t-shirt yarn necklaces and bracelets, and coil baskets.

Printmaking Possibilities

2011-07-30T12:58:00.000-07:00

Students created a variety of prints including prints using food, impressed designs on styrofoam, monoprints on textured blocks, and carved block prints. The kids printed on paper, notecards, discarded book pages, and fabric.

Keeping a Sketchbook

2011-07-30T12:57:00.000-07:00

Students in the "Keeping a Sketchbook" class drew from life, created doodle pages, worked from photographs, learned face proportions, got tips on giving object form with perspective and shading, added to cut and glued photographs,

Basic Elementary Rubric

2010-06-02T08:43:00.000-07:00

Transcripts

2010-04-16T12:34:00.000-07:00

I removed copies of my art, elementary and students with disabilities certificates because some information on them is private.

2010-04-15T18:32:00.000-07:00

Links
Pop-Up art by Robert Sabuda

Grade 7 AH- Faith Ringgold

Grade 7- Surrealism

Grade 6 and 7- Cartoons

Contrast, A Principle of Design

Gr.6 Art History: Human Proportions

Gr.5- Learn how to draw a room in one-point perspective

Gr. 7 Art History: Themes in American Art used in Altered Books

Grade 6- Microsoft Contour Line Drawings

Grade 6- David Gilhooly's Frog Food

Learning How Draw and Draw Cartoons

Grade 4- Lady and the Unicorn Tapestries: A book by Tracy Chevalier

Shade a sphere
http://www.sanford-artedventures.com/create/try_this_3d.html#

Shading box, cylinder, sphere
http://www.sanford-artedventures.com/create/tech_linear_shading_web.html

Contrast in Shape
http://cit.dixie.edu/vt/vt3200/contrast.gif

Color Theory
http://www.colormatters.com/colortheory.html

Color Schemes
http://members.cox.net/mrsparker2/student.htm

Grade 7- Listen to Salvador Dali in an interview:
January 7, 1962

Fairy Doors- Grade 5
http://urban-fairies.com/

Elementary and Middle School Discipline Plan

2010-04-15T18:17:00.000-07:00

Discipline Plan for Art Room 35
Classroom Rules

If you Choose to Break a Rule

Name and checks erased at the end of the period.

Rewards:
Display art work in school building
Praise (daily)
Positive notes home (random)
Whole class radio time
The joy of learning (each day of the school year)

High School Classroom Policy

2010-04-15T18:11:00.001-07:00

Mrs. Thomas's Class Policy

Notebook: This course requires a thin 3-ring binder to be stored in the classroom. Keeping organized and complete is part of your grade for each project. Your notebook should be organized in the following manner:
1) Sketchbook- In the first section, you will store the rubrics that grade each assignment.
2) Projects/Rubrics- The second section is where you will have the assignment sheet and rubric for each project. Your teacher will put your grade and comments on these sheets.
3) Critique- In the third section, you will save information on how the critique art work and self critiques for each project.
4) Class Notes- In the fourth section, you will keep notes you will take during lectures and demonstrations and any other handouts. Dividers will be provided so that each section is clearly marked and can be easily found.

Homework: This consists of weekly sketchbook assignments. (Sketchbook paper will be provided--- students will need to bring a three ring folder to keep the sketches in if they do not possess a store bought sketcbhook.) Each week, at least 20 min. should be spent on sketching. Assignments will be given at the beginning of the week and are due the following Monday. Also, any project you are behind on becomes homework to be completed.

Exams: There will be unit exams that may be in the form of written answer, selected response and or art project. A final exam will be given. The purpose of exams is to reinforce class discussion and the technical knowledge you acquire.

Reading: Students will read from such resources as magazines, books and the internet. They will study art movements, master artists, and the history of animation, for example.

Your Cleanup and Equipment Maintenance Responsibilities:
1. Proper care and use of all tools, computers and materials is expected.
2. Dismissal is signaled by the teacher, not by the bell. You are to remain at your seats while awaiting dismissal, not near the door.
3. You are financially responsible for tools used in and out of the classroom. Occasionally materials may be signed out to you for work at home--with this understanding.
4. It may be necessary on occasion to supply your own materials for given projects.

General Rules:
1. Your time in this classroom is for work from this course only.
2. Students are not permitted to go into the storeroom or supply cupboards with permission from the teacher.
3. You will be considered illegally absent or late unless you come to class with a signed pass from guidance, the office, or another teacher.
4. Bring with you each day the materials you need to do the day's work. That includes a pencil, and a sketchbook,. You will not be allowed to go to your locker during class time.
5. Discussion is part of your learning. Not all your work is manual; the most important part must be done with your mind. We will discuss projects, have critiques and learn about the history of art as background for projects and to help us formulate ideas for our work.
6. Assigned seats are necessary at the beginning of the course. Later, you may be able to sit where you like, provided no behavioral problems result from such seating.
7. When students have completed a project they will need to stay busy in class by catching up on sketchbook homework assignments or drawing in their sketchbooks.

Helpful Hints:
Keep a neat and complete folder on the server. Be prompt and use your class time wisely. Cooperate in cleanup and in helping around the room. Take advantage of opportunities to build up your average. (Come in during free mods. or after school to work on projects. Take home projects to work on them. Spend more time sketching or do more sketches. ) Ask for extra help when you think you need it. I will arrange time to give individual attention.

Don't think of assignments as just things that must be handed in and graded! Give projects practical and personal meaning by thinking of them as handmade items that are decorative or useful to you in your everyday life. Experiment. Don't copy sample work shown in class, or the ideas of others.

Classroom Management:
When a student does not follow guidelines outlined in this handout and/or the school rules as defined in the "Code of Conduct" , the student will be spoken to about behavior.......
......one time.....and the behavior continues, the student is spoken to a second time they are given a warning.
......the behavior continues, the student receives lunch detention with the teacher for ½ or whole period on the following day.
......the behavior continues, or the lunch detention is skipped, the result in a parent phone call and a discipline referral is filled out. Removal from the room may be required. Students fill out a pass to the in-school room stating what behavior brought them to the room.

Tardiness- three tardies = discipline referral (school policy)

Grading:
Each project is graded according to a rubric. (areas graded: preparation, research, assignment goals/requirements, craftsmanship, originality, progress, aesthetics, critique, self assessment, conduct.) Most are tailor-made for each project by the teacher and the students. Each project is worth a maximum of 100 points.

Sketchbooks are graded weekly according to a rubric.

Grade 5 Block Prints

2010-04-15T14:50:00.000-07:00

Animal Portraits:

Sculpture Club- Elementary

2010-04-15T14:24:00.000-07:00

Students created a variety of sculptures in several weeks from wood, food, wire and pipe cleaners, and paper.

High School Self Assessment and Rubric

2010-04-15T13:35:00.000-07:00

Here is an example of a student's self assessment and rubric.

Positive Reinforcement

2010-04-15T13:24:00.000-07:00

Teaching Philosophy

2010-04-15T10:29:00.001-07:00

My enthusiasm about art is boundless and I love sharing that with my students. Because of my studio, art history, art criticism, and aesthetics experience base I am able to structure meaningful art experiences for my students. I build comprehension of the elements of art and the principles of design in each project I assign.

I believe that art can help students by encouraging problem solving and critical thinking. My art instruction includes study of art of past and present cultures from around the world to enable students to gain appreciation and understanding of their own heritage and other cultures.

My students evaluate their own artworks and those of their peers as well as those of the masters. I hold formal oral critiques and students write self assessments of their own projects.

It is important for me to select certain units of study to coordinate with the classroom teacher; creating art across the curriculum. Students can further explore social studies, history, science, math and language arts while using their hands and minds to create works of art.

Art can be a social effort that builds an exchange between artist and viewers. I provide opportunities for parents, friends and the community to appreciate student work. Students are taken on field trips or “virtual” trips to examine master works or interesting environments.

My aim is to develop aesthetically responsive, literate, and creative students with a life-long interest and involvement in the arts. I hope that I am able to achieve a classroom atmosphere that is fun, supportive, and accommodates different abilities and learning styles.

Resume

2010-04-14T16:13:00.000-07:00

Please click here to see my resume. I was unable to get it to appear on this blog with the correct formatting.

Curriculum Maps

2010-01-24T13:28:00.000-08:00

(Viewable by everyone.)
High School Maps:
Link to Studio in Art Curriculum Map.
Link to Computer Animation Curriculum Map
Link to Drawing and Painting Curriculum Map
Link to Art Major Curriculum Map
Link to Computer Design Map

Middle School Maps:
Link to Grade 6 Art History Curriculum Map

Elementary School Maps:
Link to Kindergarten Curriculum Map
Link to Grade 4 Curriculum Map

High School- Rubric

2010-01-24T12:40:00.000-08:00

Middle School- Sketchbook Assignments

2010-01-23T18:58:00.000-08:00

(Rubric)

Sketch #1 Color Practice

Element of Art: Color Principle of Design: Contrast

Draw the shape 10 times. Chose a simple shape that is easy to draw. Consider simplified worms, turtles, fish, or birds rather than geometric shapes. Draw your chosen shape the same size each time, and try to fill the entire sheet. Color in each shape, using one of the following color schemes in each shape. Keep coloring until you have created all ten color schemes.

The three primary colors
The six intermediate colores.
Three to five warm colors
Triadic colors
A gradual change from a dark vale to a light value,

The threee secondary colors
Analogous colors
Three to five cool colors
Complementary colors
The color spectrum (ROY G BiV)

How you apply the color within each shape is up to you: be creative!

Journal ideas: which is your favorite shape and color scheme?

Sketch #2 Circles

Element of Art: Line Principle of Design: Movement

List five round objects that can be drawn in a way that shows movement. Examples might included a basketball being bounced, or pizza dough being tossed in the air.

Make a simple drawing of each one you have listed. Add motion lines and other details to show the indicated movement.

Journal idea: Add captions to each drawing. Comment on your favorite drawing. Describe each drawing by talking about the movement.

Sketch #3 Crosshatch value scale & drawing

Element of Art: Line, Value, Form

Create ten-point value scale using crosshatched lines. Draw nine 1-inch square boxes across the paper in pencil. In the first box, using a paperclip point, put crosshatched lines very close together to create a value that appears very light. The more scratches the lighter the value. Crosshatch inside each box, gradually making your lines father and farther apart in successive boxes, until the value in the next to last box appears to be quite dark. The last box should be left black, without any crosshatches.

Underneath the value scale, draw a large fruit or a vegetable. Cut it up if you choose. Shade it to make it have form (look 3D) using crosshatching. Draw a cast shadow, too. The drawing should have all of the values shown in the value scale you created.

Journal ideas: Why did you pick this particular fruit or vegetable? What dishes can be made from it? How did this cross-hatching technique go for you?

Sketch #4 Texture

Principle of Design: Unity

Look around at your surroundings for textures. Stay inside or go outside. Touch different surfaces. Zoom in closely and draw a different texture in each rectangle. Name each texture and write it down on the blank. Examples: wood, marble, brick, carpet, etc. Use a combination of light and dark values to make your textures look realistic.

Journal ideas: Which is your favorite texture? Where did you find the textures? Do your drawings simulate the textures well? Do they look like they feel accurate?

Sketch #5 Interpret a Headline

Principle of Design: Unity

Look through the newspaper headlines. Find a headline that can be interpreted literally and would make for a silly or unique artistic composition. For example, you could use a headline in the sports section that reads “Star Player leaves Gators,” or one that read, “Squad helps dog bite victim.” Create a drawing for the headline you found. Literal translations of headlines can often be interpreted in humorous ways. Create unity by cutting out the headline, gluing it down to incorporate it into your artwork somehow.

Journal ideas: What did your parents say about this drawing? How would one of your friends interpret the same headline? Describe what the article to go with the headline really was about.

Sketch #6 Shape Symmetry

Element of Art: Form Principle of Design: Balance

See sample solution

Fold your paper in half so the crease runs up and down (vertical). Leave folded.

Draw shapes on punched hole side of paper. (holes on left)

Hold the folded paper up to a bright window and trace the original lines onto the 2nd half of the paper.
Open the paper to reveal a symmetrical design. The left side of the page mirrors the right side. This is a type of balance.
Add more lines, patterns, and designs to the background. Finish using color. (colored pencils or markers) If you choose to use water-based markers, try this technique: Trace over the initial shapes with a water-based marker. Dip the a paintbrush in water and touch it to the lines, blending and spreading the color. Add final details with the markers when dry. Notice how the markers look different in wet and dry areas.

Journal ideas: What color scheme did you end up using? What does the shape you repeated say about you? What other things in the world are symmetrical?

Sketch #7 Fruit Subtracted

Element of Art: Line Principle of Design: Rhythm

Select a piece of fruit such as an apple, pear, or peach. Place it in front of you. Near the left edge of the paper, do a contour line drawing of the fruit. (A contour line drawing shows an object by drawing its edges or contours without using value or color.) When you have finished the first drawing, take one or two bites from the fruit. Next to the first drawing, draw the fruit again with the bites missing. When you have completed the second drawing, take a bite or two. Draw the fruit again. Continue in this manner until the last drawing shows only the apple core. The progression from large to small will show visual rhythm. In terms of music, you can look at the page as a decrescendo. The volume gets softer as the fruit gets smaller, or the pace gets slower as the fruit gets smaller.

You must do a minimum of 4 fruit drawings on the page.

Journal ideas: Describe the fruit’s taste; why you chose that fruit; what you think about your drawing …

Sketch #8 Point of View

Element of Art: Space, Form

Look carefully at a coffee mug. Set it on the desk in front of you and do a simple contour line drawing. Things such as a mug can be seen in space from different perspectives. Now, look at your mug from a bird’s eye view; from a worm’s eye view; from eye level. What other ways can you think of to tip or angle the mug to make it more interesting? Can you isolate and enlarge a small area of it rather that drawing the entire cup? When you are satisfied with a new arrangement, do a second contour line drawing from your chosen perspective. The mugs take up the positive space and the white background is the negative space. Since you are filling the page you should have a balance of positive and negative space. Shade the 2 drawings to give them form. Make them look three dimensional.

Journal ideas: What is the best thing you like to drink out of a mug? How many cups of coffee do your parents drink in a day? What’s your reaction to your drawings?

Sketch #9 Doodle Drawing

Element of Art: Shape Principle of Design: Emphasis

Without thinking, scribble/doodle on your paper using a pen. Now turn your paper 90 degrees. Does an image appear to you? Again, turn your paper 90 degrees. Any image yet? Keep turning your paper until you see an image (or part of an image), and then work into the scribble to make the image stand out. Use pencil or colored pencil this time, instead of a pen. You can add additional lines to create shapes to enhance the image. Fill your page with at least 3 different images started by doodles. Select one drawing to create a focal point (emphasis). Color it in for more interest and/or add more fine details. The viewer will notice that drawing first because you emphasized it.

Journal ideas: Write a description of one or more of your images. Write a poem about an

image. How did you create emphasis so that your image stood out?

Contrast page: Do in class

Imagine each circle to be a design for a t-shirt. What would you enjoy showing off on a shirt?

Journal ideas: What are some contrasts you have learned about in English or Social Studies? Do any of your designs reflect these contrasts? Which is your favorite? Which was the hardest?

Sketch # 10 Negative Space Pattern Fill- In

Element of Art: Shape, Space Principle of Design: Pattern

Choose five items that you see around the room. Arrange the items in a pleasing manner (composition). Draw a contour-line still life of the items you see. Just draw the outside edges to show their shapes. Be conscious of how your still life fills the page. Don’t draw your objects so small that they appear dwarfed by the surrounding page; draw them large enough that the paper’s negative space creates an interesting shape. Now outline your still life objects with a thicker, darker line. Fill in each object (the positive space) with a different pattern.

Journal ideas: Which patterns do you like the most? Which one was the most difficult? (most of the time, that one comes out the best)

Elementary- Grade 5, Illustrate a Word

2010-01-23T18:34:00.000-08:00

Middle School- Grade 8 Art History, O'Keeffe

2010-01-23T18:23:00.000-08:00

Middle School- Grade 8, Art History- Jacob Lawrence style Hurricane Katrina Scenes

2010-01-23T18:18:00.001-08:00

Middle School- Grade 7, The Ribbon That Binds

2010-01-23T16:35:00.001-08:00

Each piece connects to the next by the ribbon.

Middle School- Grade 6 Art- Tesselations

2010-01-22T18:35:00.000-08:00

Tesselations inspired by Escher.

Middle School- Grade 6 and 7 Felted Pouches

2010-01-22T18:30:00.000-08:00

My fellow art teacher and I went to a felting workshop and in turn had the instructor come to our school and teach several grades how to felt. Other projects included butterflies, pencil covers, and geodes.

Middle School- Grade 7, Food Sculptures inspired by Gilhooly

2010-01-22T18:21:00.000-08:00

See photographs of 9th graders creating the same clay project.

Middle School- Grade 6 Chagall Self Portraits

2010-01-22T18:14:00.000-08:00

Link to Rubric for Chagall Self Portraits

Middle School- Grade 7, Block Prints

2010-01-22T18:09:00.000-08:00

Middle School- Grade 6 Art- Master Artist Place Settings

2010-01-22T18:03:00.000-08:00

Link to Master Place Setting Rubric
Link to Artist Notes

Middle School- Grade 6 Art- Goldsworthy Inspired Environmental Sculptures

2010-01-22T17:54:00.000-08:00

Elementary- Fuzzy Monster Art Club

2010-01-22T17:48:00.000-08:00

Middle School- Grade 6 Art History, Woven Baskets

2010-01-22T17:42:00.000-08:00

Elementary- Grade 5, Fairy Doors

2010-01-22T17:30:00.000-08:00

Elementary- Grade 5, Aztec Calendars

2010-01-22T17:27:00.000-08:00

Elementary- Kindergarten, Self Portraits

2010-01-22T15:32:00.000-08:00

Students were taught to place their features in proportion.

Elementary- Grade 4, Mayan Wall Hangings

2010-01-22T15:12:00.000-08:00

Elementary- Grade 5, Picasso Wall Vases

2010-01-22T15:10:00.000-08:00

Elementary- Grade 5, Worry Dolls

2010-01-22T14:53:00.000-08:00

Students used clothespins, scraps of fabric, string, yarn, and various other materials to create worry dolls.

HS Computer Design- Synectics

2010-01-22T14:34:00.001-08:00

Synectics
Take an object and use synectics
to create 6 versions of it.

The term Synectics comes from the Greek word synectikos which means "bringing forth together" or "bringing different things into unified connection."

For Synectics information: (another teacher's unit)
http://www.wcboe.k12.md.us/custom_pages/Inst_Technology/Main/HS/Art/Design%20Synectics/introdesignsynectics.htm

And: http://en.wikipedia.org/wiki/Synectics

Trigger Questions for Synectics
SUBTRACT ADD TRANSFER EMPATHIZE ANIMATE
SUPERIMPOSE CHANGE SCALE SUBSTITUTE FRAGMENTATE
ISOLATE DISTORT DISGUISE CONTRADICT
PARODY PREVARICATE ANALOGIZE HYBRIDIZE
METAMORPHOSE SYMBOLIZE MYTHOLOGIZE FANTASIZE
REPEAT COMBINE

You will:

Draw it
Simplify it
Melt it
Animate it
Hybridize it
Change it's scale and purpose

HS Studio in Art- Masterpiece Spoof

2010-01-22T14:28:00.000-08:00

Maurader School Mascot- Variations on a Theme Create a painting of a wolf in the style of a master artist.

Essential Questions:
What is the significance of your selected artist and his/her movement?
How can you describe and imitate the style of your selected artist?

REQUIREMENTS: Minimum size: 11" X14"

ASSIGNMENT GOALS:
1) Your teacher will assign you a master artist: Examine the master's art work.
2) Read the entire Scholastic Art issue dedicated to your artist. Research the artist by finding out important information:

ARTIST:	ANSWERS:
Movement the artist was connected with:	years( - )
Movement description:
Years the person lived:	( - )
2 Example art works:
2 Interesting facts:
Education:
List subjects in artworks
Colors they would have use in their palette:
Techniques, medium and style:
Possible painting you will base you piece on:	URL: or page in what book?

3) Using a wolf photograph as reference, draw several thumbnails for your design. After a critique select the best option. Decide what medium you will use- pastel, watercolor, acrylic instead of oils, craypa, colored pencil? You do not have to use the same medium your artist used.
4) Sketch your design on your surface, and begin painting. Discuss your plan of action individually with Mrs. Thomas.
5) Bring your research information along with examples of the artist's work to share with the class when you introduce your artist to the class with your finished art work.
6) Final written exam (critique of your work) will be provided for you to TAKE HOME 2 weeks before exam dates- June 2 (write final version in class 6/16).

HS Studio in Art- Papermaking Workshop

2010-01-22T12:11:00.000-08:00

I wrote a grant and was able to have a visiting artist teach us how to make paper. It was a terrific learning experience for all of us.

HS Studio in Art- Self Portraits on Handmade Paper

2010-01-22T12:04:00.000-08:00

These are self portrait block prints using the students' handmade paper. I wrote a grant and received funding for an artist to come to our school and teach us how to make paper.

HS Drawing and Painting- O'Keeffe Inspired Paintings

2010-01-21T18:54:00.000-08:00

HS Studio in Art- Oaxacan Sculpture

2010-01-21T18:48:00.000-08:00

Oaxacan (Papier Mache) Sculpture

Create a free standing figure that you will paint to
look like an oaxacan wood carving.

Essential Questions you will be able to answer at the end of the unit:
What are Oaxacan Wood Carvings and what is their cultural relevance?
What is the history of papier mache?
How do you build a sculpture using papier mache?

Oaxacan Wood Carving

Oaxaca, pronounced (Wa-HAH-ka) is one of the Mexico's largest and poorest states, yet its folk art and traditions are among the richest. Unsurpassed for their originality, colors and wizardry, Oaxacan wood carvings have become a prized folk art. They are created by the Zapotec Indians who live in the Oaxaca Valley, located in the southern part of Mexico. These figures of wood were for the most part just toys. Imagine your parents making your toys for you!

The wood carving techniques and artistic capacity of the Zapotec Indians are legendary, honed over hundreds of generations. Each of the wooden sculptures are hand-carved from the wood of the Copal (or Copillo) tree. Each piece is hand-sanded and painted in bright and exciting motifs. The majority of the carvings are called Alebrijes.
http://www.alltherest.com/wood.htm
http://www.kn.pacbell.com/wired/fil/pages/listoaxacandi.html|
http://www.oaxacanwoodcarving.com/gallery.html

Materials: armature (egg cartons, masking tape, wire), newspaper, art paste, acrylic paint, brushes

Steps:

Examine Oaxacan Wood Carvings (see websites listed above) and papier mache techniques.
As a group member, read about one area in the history of papier mache and write 3 comprehension questions others will answer as a quiz. http://users.belgacom.net/papier-mache/
http://home.eol.ca/~props/papier.html
Write questions and answers neatly on the bottom of this paper.
Sketch your ideas for your sculpture in your sketchbook.
Build an armature.
Wrap with papier mache. (thick)
Let dry. Paint.

HS Studio in Art- At work with clay

2010-01-21T18:42:00.000-08:00

See results by another group of students in 7th Grade.

High School Studio in Art- Pastel Jacket Drawings

2010-01-21T18:38:00.000-08:00

H.S. Drawing and Painting, Chuck Close

2010-01-21T15:11:00.000-08:00

Up CLOSE Portraiture
Create a large scale self portrait in the style of Chuck Close.

Close was famous for his implementing a grid system to lay out his subject. He used a frontal, head-on, passport-photo view, with unsmiling lips and deadpan eyes. Each rectangle on the grid was a small abstract painting within itself. When viewed closely, the works appear to be an abstract landscape. From a distance it looks like an enormous face. To quote Close, "I was trying to do away with the traditional portrait, where the features are very important. I wanted to make every part of the painting have equal importance."

Essential Questions:
*Where does Chuck Close fit in the timeline of art?
*How can a photograph be abstracted like Chuck Close's style?

Materials:
Canvas, stretchers, pencil, self portrait photographs, acrylic paint, brushes, PhotoShop, T-square

Steps:

SUBJECT: Self portrait
PRACTICE
1) Draw yourself for 2 days in class and finish for sketchbook homework.
PREPARATION
2) Examine Chuck Close's art work. See teacher's book: Chuck Close: Up Close. Try the internet: http://www.artcyclopedia.com/artists/close_chuck.html
3) Read the Scholastic Art issue: Working with Portaits: Chuck Close. Each student will write questions with answers for each article in the issue: (Mrs. Thomas will put these together into an open book test based on your questions.)

Face to Face with Chuck Close

A Close Encounter

Portraits Then and Now:

Paintings that look like Photos:

Painting the Inner Person

Photos that look like Paintings:

Carrie Williams: Creating Portraits

Arts Alive (on back)

Photorealism

Painting with a Camera

Save your questions and answers to your folder on the server. Turn in the final answers to the Hand-in folder in the Drawing and Painting folder on the server. (Label it lastname_closequestions)

3) Take the test. Turn it in to the Hand-in folder. (Label it lastname_closetest.)

STRATEGY
5) Have a fellow student take your photograph with the digital camera. We will enlarge this image and print it out twice.
6) Draw a grid on to the first photograph. (using PhotoShop, you can draw a grid on that way) Using colored pencil, draw organic shapes directly onto each cell, selecting similar values and colors to create abstracted squares like Chuck Close's work.
7) Stretch canvas, gesso it.

FINAL PIECE
8) Draw the enlarged grid onto the canvas using a T-square.
9) Using your colored drawing and the photograph as a guide, mix paints and paint each grid of your canvas.

H.S. Computer Design, Color Study

2010-01-21T14:57:00.001-08:00

H.S. Computer Animation, Claymation

2010-01-21T12:08:00.001-08:00

(part of the WebQuest Unit)

Claymation Assignment:

Students will work as a team to create a Claymation for Cezanne Studio and Tamara Thomas, movie producer. The animation should be around 30 seconds long on the topic of responsibilty. Mrs. Thomas will be consulting with you on a regular basis.

Steps:
1. Examine the Claymations on the web.

2. Assign students to roles on the team. Team members will be as follows:

Team Members	Animation Jobs
	2 or more clay artists- build the characters
	2 or more clay artists- build the characters
	Set Designer- Creates the set
1-	2 Camera operators- take the photos of each movement, sets up lighting
2-
All members	Storyboard artists-(all team members brainstorm the concept) -draw the story board
1-	2 Motion control artists- move characters, other objects and set
2-
	Audio producer- selects music to accompany the animation
	Animation Manager- checks progress, checks the clock, gets people in gear, following schedule? And notes?
	Text transition cell makers
	Animators using PhotoShop (ex. scenes and text)- Take the photographs, arrange into layers and convert to animation using ImageReady

***SEE WebQuest for links to sites that may help you.

3. Brainstorm the topic of "responsibility".

4. As a team you will create the storyboard showing a beginning, middle and an end. You must include at least 8 frames. Refer to the storyboard section of the Webquest.

5. Clay characters need to be built using armatures.

6. Set needs to be built and arranged.

7. Learn about the new digital cameras. Review the Camera Shots documents.

8. Generally rehearse the animation before photographing.

9. Begin filming- every new movement is a new photograph.

10. Save the images to the server. Make sure you are keeping track of the order of the

movements.

11. Create text frames if needed.

12. Arrange all images and text frames in the correct order.

13. Open the images in ImageReady. Import folder as frames.

14. Set the delays per frame.

15. Edit further in Quick Editor.

H.S Computer Animation, Animate a Masterwork

2010-01-21T11:10:00.000-08:00

Animate A Master Art Work

Essential Questions:

What is the historical relevance of your chosen master art work?
How does the work fit with it's historical period?
How does ImageReady enable an artist to animate a master art work?

Steps:

Select a master art work- 2D piece. Save a psd. version about 350 pixels X 350 pixels in size.
Research this piece of work and answer the following questions on the Historical Analysis sheet.

3) Brainstorm ideas of how you will animate a master art work. You must move things within the art work and/or (must) add original elements that interact within the master art work. (it cannot just be the backdrop) Draw at least 5 thumbnail sketches of changes in the masterpiece and/or elements you will add. Select a few of the best ones for use in an animation.

4) Outline/Script: Write down what will happen in your animation.

Create a Storyboard. Put your ideas in logical sequence (beginning, middle, end): establish a flow; prepare the editing process. Keep in mind that this is going to be SHORT (no more than 30 seconds long).
Production Schedule: use teacher/student set deadlines for production, drawing, etc. *** Calender.
Draw your original images in PhotoShop or Illustrator.
Bring those images into the masterpiece document into PhotoShop/ImageReady. Continue by starting to create changes.
Add audio accompaniment or sound effects.

REQUIREMENTS:

No larger than 350pxls X 350pxls

Original elements are the only ones allowed to be added

Length: no more than 30 seconds