This document provides instructions for a lesson plan inspired by Alexander Calder's wire sculptures. Students will create their own wire circus figures based on Calder's work "Calder's Circus". The lesson introduces Calder's life and kinetic sculptures. It then guides students through creating abstract wire figures of circus performers by bending, twisting, and combining materials like wire, felt and string without using glue. Finally, students will collaboratively arrange and perform with their wire circus figures.
Alexander Calder was an American sculptor and artist born in 1898 in Pennsylvania. He is known for inventing mobiles, moving sculptures made of weighted objects that are balanced to move freely in response to air currents. Calder made play and movement the major themes of his art over his 50-year career. He created sculptures out of unusual materials like wire, wood, and sheet metal. Some of his most famous mobiles and sculptures include "Mobile", "Devil Fish", "Mercury Fountain", and "Five Swords". Calder had a childlike view of the world that was reflected in his innovative and interactive kinetic artworks.
Rene Magritte, One Point Perspective and SurrealismIgnite
This document discusses the surrealist artist Rene Magritte and his use of one point perspective and size disparities to create impossible or surreal scenes that blur the line between reality and illusion. It provides examples of Magritte's paintings where he uses techniques like one point perspective and changing the relative sizes of objects to create impossible spaces or scenes that generate unusual feelings in the viewer. The document also contrasts one point perspective, which uses a single vanishing point, with aerial perspective, which manipulates elements like overlap, value, and size to create an illusion of depth.
This document provides guidance and inspiration for an art exam project on the theme of "Relationship". It discusses the different ways "Relationship" can be interpreted in art and the assessment objectives that must be addressed. Potential starting points like people, the natural world, and man-made objects are presented. Examples of artists who have explored relationships through their work are provided to spark ideas, including works by Ron Mueck, Edward Hopper, Andy Goldsworthy, Anselm Kiefer, and Chiharu Shiota. Next steps like creating a Pinterest board and mind maps are recommended to begin developing the project.
Wassily Kandinsky was a Russian painter born in 1866 in Moscow. As a child, he was musically inclined and learned to play the piano and cello. After leaving school, he initially became a teacher but later decided to study art at age 30. Kandinsky's abstract paintings were composed of shapes and colors, with the artist finding musical inspiration to determine his artistic choices. He believed that listening to music allowed him to see colors, and cited Wagner and jazz as favorites. Kandinsky passed away in 1944 at the age of 78.
Paul Cezanne was a French post-impressionist painter born in 1839. He studied law but preferred painting. He developed a new style of painting known as cubism which used simple shapes and flat colors to create form. Cezanne painted over 200 still lifes and 900 oil paintings over his 40-year career, taking months to finish each painting through careful observation. Though his style was criticized and misunderstood during his life, Cezanne is now recognized as pioneering modern art and highly influential to later artists.
Georges Seurat was a French painter born in 1859 who is best known for inventing the pointillism technique of painting. Pointillism uses small dots or touches of different colors that are blended by the eye of the observer. Seurat's most famous painting, Sunday Afternoon on the Island of La Grande Jatte, took him two years to complete using this technique and measures 6'10" x 10'1" in size.
O documento resume os principais gêneros da pintura, incluindo retrato, autorretrato, mitológico, religioso, natureza-morta, histórico, alegoria e paisagem (urbana, rural e marinha). A apresentação foi feita pela estagiária Eliane como prova de aula para o 8o ano sob a orientação do professor Alexandre Palma.
Alexander Calder was an American sculptor and artist born in 1898 in Pennsylvania. He is known for inventing mobiles, moving sculptures made of weighted objects that are balanced to move freely in response to air currents. Calder made play and movement the major themes of his art over his 50-year career. He created sculptures out of unusual materials like wire, wood, and sheet metal. Some of his most famous mobiles and sculptures include "Mobile", "Devil Fish", "Mercury Fountain", and "Five Swords". Calder had a childlike view of the world that was reflected in his innovative and interactive kinetic artworks.
Rene Magritte, One Point Perspective and SurrealismIgnite
This document discusses the surrealist artist Rene Magritte and his use of one point perspective and size disparities to create impossible or surreal scenes that blur the line between reality and illusion. It provides examples of Magritte's paintings where he uses techniques like one point perspective and changing the relative sizes of objects to create impossible spaces or scenes that generate unusual feelings in the viewer. The document also contrasts one point perspective, which uses a single vanishing point, with aerial perspective, which manipulates elements like overlap, value, and size to create an illusion of depth.
This document provides guidance and inspiration for an art exam project on the theme of "Relationship". It discusses the different ways "Relationship" can be interpreted in art and the assessment objectives that must be addressed. Potential starting points like people, the natural world, and man-made objects are presented. Examples of artists who have explored relationships through their work are provided to spark ideas, including works by Ron Mueck, Edward Hopper, Andy Goldsworthy, Anselm Kiefer, and Chiharu Shiota. Next steps like creating a Pinterest board and mind maps are recommended to begin developing the project.
Wassily Kandinsky was a Russian painter born in 1866 in Moscow. As a child, he was musically inclined and learned to play the piano and cello. After leaving school, he initially became a teacher but later decided to study art at age 30. Kandinsky's abstract paintings were composed of shapes and colors, with the artist finding musical inspiration to determine his artistic choices. He believed that listening to music allowed him to see colors, and cited Wagner and jazz as favorites. Kandinsky passed away in 1944 at the age of 78.
Paul Cezanne was a French post-impressionist painter born in 1839. He studied law but preferred painting. He developed a new style of painting known as cubism which used simple shapes and flat colors to create form. Cezanne painted over 200 still lifes and 900 oil paintings over his 40-year career, taking months to finish each painting through careful observation. Though his style was criticized and misunderstood during his life, Cezanne is now recognized as pioneering modern art and highly influential to later artists.
Georges Seurat was a French painter born in 1859 who is best known for inventing the pointillism technique of painting. Pointillism uses small dots or touches of different colors that are blended by the eye of the observer. Seurat's most famous painting, Sunday Afternoon on the Island of La Grande Jatte, took him two years to complete using this technique and measures 6'10" x 10'1" in size.
O documento resume os principais gêneros da pintura, incluindo retrato, autorretrato, mitológico, religioso, natureza-morta, histórico, alegoria e paisagem (urbana, rural e marinha). A apresentação foi feita pela estagiária Eliane como prova de aula para o 8o ano sob a orientação do professor Alexandre Palma.
Este documento describe las diferentes formas en que los artistas han usado la tinta a lo largo de la historia, incluyendo las técnicas de Van Gogh, Picasso, Matisse, Kandinsky, Warhol y Burton. Explica que la tinta puede usarse de diferentes maneras dependiendo de la herramienta y superficie, y menciona que ha sido una técnica fundamental en el cómic y la ilustración. Alienta al lector a experimentar con la tinta por sí mismo.
Andy Warhol (1928-1987) was an American artist known for his pop art works that used bright colors and repeated images of popular icons and figures from mass media. Some of his most famous works include Eight Elvises, which depicted Elvis Presley in different poses, and his silkscreen paintings of Marilyn Monroe. Warhol used techniques like silkscreening, which involves a woven mesh and ink-blocking stencil, to reproduce images and explore repetition. He was fascinated by pop culture and mass media and often featured icons like Monroe, Mickey Mouse, and dollar signs in his art.
Georges-Pierre Seurat was a French Neo-Impressionist painter in the late 19th century who developed the technique of pointillism. Pointillism involved applying small dots or points of pure color close together so that from a distance they visually blend in the eye of the observer. Seurat was inspired by scientific theories on color and contrast, and used this technique to carefully organize color on his canvases. He would labor for up to a year on preparatory studies before beginning a final painting using the pointillist method.
A arte construtivista surgiu na Rússia entre 1917-1934 como resposta à revolução bolchevique. Promovia a utilização de formas geométricas, cores primárias e tipografia em cartazes para temas políticos e sociais, buscando construir uma nova realidade social através da técnica e dos novos materiais da engenharia.
Artists began creating self-portraits in the 15th century to depict themselves as subjects or important characters in their work. With more accessible mirrors, many painters, sculptors, and printmakers experimented with self-portraiture. Albrecht Dürer was one of the first to systematically create self-portraits at different ages over his lifetime, establishing self-portraiture as an artistic genre. Since then, many other notable artists like Rembrandt, Van Gogh, Frida Kahlo, and Lucian Freud have also used self-portraiture to represent themselves at various stages of their lives.
Gcse Art and Design "Movement" Scheme of WorkRWFortismere
This document provides an outline for a series of art lessons focused on movement. Lesson 1 involves students presenting their summer work and understanding different approaches to artwork. Lesson 2/3 includes figure drawing exercises of people in sports poses to understand expressive drawing. Lesson 4/5 involves overlapping portraits using charcoal to suggest movement. Homework assignments include researching artists like Anton Bragaglia and Edward Muybridge who studied movement. Later lessons explore color theory, experimental drawing and painting techniques, 3D wire sculptures, and response artworks based on artists like Francis Bacon who depicted the human form in motion.
Clay is a soft, earthy material made from eroded rocks that can be shaped using different methods like pinching, coil building, working with slabs, or throwing on a pottery wheel. Common techniques for working with clay include pinching pieces by hand, creating coil structures by rolling ropes of clay, forming flat slabs using rollers or pins, and shaping items on a spinning wheel using one's hands. Once formed, clay pieces are fired in a kiln to make them strong and permanent.
O Surrealismo surgiu em Paris na década de 1920 como um movimento artístico e literário influenciado pelas teorias psicanalíticas de Freud e pelo Marxismo, enfatizando o papel do inconsciente na criatividade. Liderado por André Breton, reunia artistas do Dadaísmo e tinha como objetivo produzir uma arte destruída pelo racionalismo. A palavra "surrealismo" teria sido criada por Guillaume Apollinaire e foi melhor expressa na pintura de Salvador Dalí e Max Ernst por meio da distorção de
A Op Art é uma forma de arte que usa ilusões de ótica, surgiu na Europa e EUA nos anos 1960, e artistas como Victor Vassarely, Pieter Mondrian e Alexander Calder foram pioneiros do estilo, usando formas geométricas e cores para criar a ilusão de movimento.
The document provides an overview of still life paintings from 1480 to 2011. It discusses how still life artists represented objects and plants in various styles, with some taking realistic approaches and others experimenting with arrangement on a flat surface or showing technical skill. Examples of still life paintings by artists such as Hans Memling, Michelangelo, Juan Sanchez Cotan, Francisco de Zurbaran, Rembrandt, Rachel Ruysch, Giuseppe Maria Crespi, Luis Melendez, Claude Monet, Vincent van Gogh, Paul Gauguin, Pierre-Auguste Renoir, Henri Matisse, Kazimir Malevich, Henri Rousseau, Umberto Bocciono, Maurice Pre
A Op Art é um movimento artístico baseado em ilusões de ótica que criam a sensação de movimento. Surgiu nos anos 1960 e usa formas geométricas, contrastes de cores e padrões para confundir a visão. Artistas como Victor Vasarely, Bridget Riley e Alexander Calder foram pioneiros do estilo, que questionava a relação entre arte e percepção visual.
Oil pastels can be used in a variety of techniques including stenciling, blending, impasto, hatching and cross-hatching, parallel brush strokes, using fragmented colors, and scratching. The stencil technique involves using oil pastel as a backdrop covered by an ink wash, watercolor, or diluted acrylic paint, allowing the pastel to show through. Blending involves mixing colors using fingers, stumps, or solvents. Impasto creates thick, dense lines that bring out texture and intensity. Hatching and cross-hatching underline relief and create varied hues and textures.
Ud1 2009 formas en la naturaleza lam 4º esoHERODES
Este documento presenta varios ejercicios prácticos sobre estructuras vegetales como hojas, frutos, flores y árboles. También incluye ejercicios sobre la interpretación artística de animales y paisajes. Los estudiantes deben completar los ejercicios usando diferentes técnicas como dibujo, collage y pintura.
Antonio Berni fue un artista argentino influenciado por los acontecimientos históricos de su época. Sus primeras obras estuvieron influenciadas por el impresionismo pero luego se volcó al realismo social para reflejar la pobreza, desocupación y luchas obreras de las décadas de 1930 y 1940. Uno de sus personajes más emblemáticos fue Juanito Laguna, quien representaba a los niños pobres de Argentina. A través de Juanito, Berni denunció la exclusión social y apeló por los derechos de
The document provides an overview of Zentangle, a meditative art form using repetitive patterns and shapes. It describes how Zentangle involves making conscious, deliberate marks without erasers, even turning perceived "mistakes" into new patterns. Videos are included demonstrating Zentangle techniques like step-by-step instructions, creating mandalas, sample patterns, and doodling seashells, vines, and spikes.
Wassily Kandinsky was born in Moscow, Russia in 1866 and loved music from a young age, playing the piano and cello as a child. After leaving school, he became a teacher but left at 30 to study art, creating abstract paintings made up of shapes and colors, which he chose based on the music he listened to, believing music and art were closely connected. Kandinsky died in 1944 at the age of 78.
La sanguina es una técnica pictórica basada en óxido férrico que produce dibujos en tonos de rojo. Se usa en forma de barras o lápices para dibujar sobre papel. Fue usada históricamente para bocetos de frescos y se popularizó en el siglo XIV para retratos y desnudos. Artistas destacados que usaron esta técnica fueron Leonardo da Vinci, Miguel Ángel y los impresionistas franceses.
This document provides instructions for a Year 9 project creating an artist board researching artists who use natural forms in their work. Students are asked to research three artists - one who primarily works with paint, one who works in monochrome, and one who works with printmaking. For each artist, students should find information, images of their work, and create a transcription as well as adding their own opinions. Examples of natural forms that could be used include leaves, flowers, shells, and animals.
Reductive printmaking involves carving away areas of the printing block for each new color layer to create a multi-layered print. The artist begins with a fully inked block and removes material for subsequent prints, building up the image layer by layer and registering each new color precisely. This process is demonstrated using a foam block and ballpoint pen, where blue lines are carved away to create the negative space and additional areas are then removed to print additional yellow and color layers in the composition.
Andy Warhol was an American artist known as the founder of POP art. As a child, he was often bedridden and found solace in drawing. His art featured repeated images of everyday objects and celebrities painted in bright colors. This included paintings of money, soup cans, and portraits of famous people like Marilyn Monroe and Muhammad Ali that he would recreate in different styles. Warhol's work was a major change from traditional art as it focused on popular and commercial images, and made him one of the most famous artists of the 20th century.
This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
Este documento describe las diferentes formas en que los artistas han usado la tinta a lo largo de la historia, incluyendo las técnicas de Van Gogh, Picasso, Matisse, Kandinsky, Warhol y Burton. Explica que la tinta puede usarse de diferentes maneras dependiendo de la herramienta y superficie, y menciona que ha sido una técnica fundamental en el cómic y la ilustración. Alienta al lector a experimentar con la tinta por sí mismo.
Andy Warhol (1928-1987) was an American artist known for his pop art works that used bright colors and repeated images of popular icons and figures from mass media. Some of his most famous works include Eight Elvises, which depicted Elvis Presley in different poses, and his silkscreen paintings of Marilyn Monroe. Warhol used techniques like silkscreening, which involves a woven mesh and ink-blocking stencil, to reproduce images and explore repetition. He was fascinated by pop culture and mass media and often featured icons like Monroe, Mickey Mouse, and dollar signs in his art.
Georges-Pierre Seurat was a French Neo-Impressionist painter in the late 19th century who developed the technique of pointillism. Pointillism involved applying small dots or points of pure color close together so that from a distance they visually blend in the eye of the observer. Seurat was inspired by scientific theories on color and contrast, and used this technique to carefully organize color on his canvases. He would labor for up to a year on preparatory studies before beginning a final painting using the pointillist method.
A arte construtivista surgiu na Rússia entre 1917-1934 como resposta à revolução bolchevique. Promovia a utilização de formas geométricas, cores primárias e tipografia em cartazes para temas políticos e sociais, buscando construir uma nova realidade social através da técnica e dos novos materiais da engenharia.
Artists began creating self-portraits in the 15th century to depict themselves as subjects or important characters in their work. With more accessible mirrors, many painters, sculptors, and printmakers experimented with self-portraiture. Albrecht Dürer was one of the first to systematically create self-portraits at different ages over his lifetime, establishing self-portraiture as an artistic genre. Since then, many other notable artists like Rembrandt, Van Gogh, Frida Kahlo, and Lucian Freud have also used self-portraiture to represent themselves at various stages of their lives.
Gcse Art and Design "Movement" Scheme of WorkRWFortismere
This document provides an outline for a series of art lessons focused on movement. Lesson 1 involves students presenting their summer work and understanding different approaches to artwork. Lesson 2/3 includes figure drawing exercises of people in sports poses to understand expressive drawing. Lesson 4/5 involves overlapping portraits using charcoal to suggest movement. Homework assignments include researching artists like Anton Bragaglia and Edward Muybridge who studied movement. Later lessons explore color theory, experimental drawing and painting techniques, 3D wire sculptures, and response artworks based on artists like Francis Bacon who depicted the human form in motion.
Clay is a soft, earthy material made from eroded rocks that can be shaped using different methods like pinching, coil building, working with slabs, or throwing on a pottery wheel. Common techniques for working with clay include pinching pieces by hand, creating coil structures by rolling ropes of clay, forming flat slabs using rollers or pins, and shaping items on a spinning wheel using one's hands. Once formed, clay pieces are fired in a kiln to make them strong and permanent.
O Surrealismo surgiu em Paris na década de 1920 como um movimento artístico e literário influenciado pelas teorias psicanalíticas de Freud e pelo Marxismo, enfatizando o papel do inconsciente na criatividade. Liderado por André Breton, reunia artistas do Dadaísmo e tinha como objetivo produzir uma arte destruída pelo racionalismo. A palavra "surrealismo" teria sido criada por Guillaume Apollinaire e foi melhor expressa na pintura de Salvador Dalí e Max Ernst por meio da distorção de
A Op Art é uma forma de arte que usa ilusões de ótica, surgiu na Europa e EUA nos anos 1960, e artistas como Victor Vassarely, Pieter Mondrian e Alexander Calder foram pioneiros do estilo, usando formas geométricas e cores para criar a ilusão de movimento.
The document provides an overview of still life paintings from 1480 to 2011. It discusses how still life artists represented objects and plants in various styles, with some taking realistic approaches and others experimenting with arrangement on a flat surface or showing technical skill. Examples of still life paintings by artists such as Hans Memling, Michelangelo, Juan Sanchez Cotan, Francisco de Zurbaran, Rembrandt, Rachel Ruysch, Giuseppe Maria Crespi, Luis Melendez, Claude Monet, Vincent van Gogh, Paul Gauguin, Pierre-Auguste Renoir, Henri Matisse, Kazimir Malevich, Henri Rousseau, Umberto Bocciono, Maurice Pre
A Op Art é um movimento artístico baseado em ilusões de ótica que criam a sensação de movimento. Surgiu nos anos 1960 e usa formas geométricas, contrastes de cores e padrões para confundir a visão. Artistas como Victor Vasarely, Bridget Riley e Alexander Calder foram pioneiros do estilo, que questionava a relação entre arte e percepção visual.
Oil pastels can be used in a variety of techniques including stenciling, blending, impasto, hatching and cross-hatching, parallel brush strokes, using fragmented colors, and scratching. The stencil technique involves using oil pastel as a backdrop covered by an ink wash, watercolor, or diluted acrylic paint, allowing the pastel to show through. Blending involves mixing colors using fingers, stumps, or solvents. Impasto creates thick, dense lines that bring out texture and intensity. Hatching and cross-hatching underline relief and create varied hues and textures.
Ud1 2009 formas en la naturaleza lam 4º esoHERODES
Este documento presenta varios ejercicios prácticos sobre estructuras vegetales como hojas, frutos, flores y árboles. También incluye ejercicios sobre la interpretación artística de animales y paisajes. Los estudiantes deben completar los ejercicios usando diferentes técnicas como dibujo, collage y pintura.
Antonio Berni fue un artista argentino influenciado por los acontecimientos históricos de su época. Sus primeras obras estuvieron influenciadas por el impresionismo pero luego se volcó al realismo social para reflejar la pobreza, desocupación y luchas obreras de las décadas de 1930 y 1940. Uno de sus personajes más emblemáticos fue Juanito Laguna, quien representaba a los niños pobres de Argentina. A través de Juanito, Berni denunció la exclusión social y apeló por los derechos de
The document provides an overview of Zentangle, a meditative art form using repetitive patterns and shapes. It describes how Zentangle involves making conscious, deliberate marks without erasers, even turning perceived "mistakes" into new patterns. Videos are included demonstrating Zentangle techniques like step-by-step instructions, creating mandalas, sample patterns, and doodling seashells, vines, and spikes.
Wassily Kandinsky was born in Moscow, Russia in 1866 and loved music from a young age, playing the piano and cello as a child. After leaving school, he became a teacher but left at 30 to study art, creating abstract paintings made up of shapes and colors, which he chose based on the music he listened to, believing music and art were closely connected. Kandinsky died in 1944 at the age of 78.
La sanguina es una técnica pictórica basada en óxido férrico que produce dibujos en tonos de rojo. Se usa en forma de barras o lápices para dibujar sobre papel. Fue usada históricamente para bocetos de frescos y se popularizó en el siglo XIV para retratos y desnudos. Artistas destacados que usaron esta técnica fueron Leonardo da Vinci, Miguel Ángel y los impresionistas franceses.
This document provides instructions for a Year 9 project creating an artist board researching artists who use natural forms in their work. Students are asked to research three artists - one who primarily works with paint, one who works in monochrome, and one who works with printmaking. For each artist, students should find information, images of their work, and create a transcription as well as adding their own opinions. Examples of natural forms that could be used include leaves, flowers, shells, and animals.
Reductive printmaking involves carving away areas of the printing block for each new color layer to create a multi-layered print. The artist begins with a fully inked block and removes material for subsequent prints, building up the image layer by layer and registering each new color precisely. This process is demonstrated using a foam block and ballpoint pen, where blue lines are carved away to create the negative space and additional areas are then removed to print additional yellow and color layers in the composition.
Andy Warhol was an American artist known as the founder of POP art. As a child, he was often bedridden and found solace in drawing. His art featured repeated images of everyday objects and celebrities painted in bright colors. This included paintings of money, soup cans, and portraits of famous people like Marilyn Monroe and Muhammad Ali that he would recreate in different styles. Warhol's work was a major change from traditional art as it focused on popular and commercial images, and made him one of the most famous artists of the 20th century.
This document provides strategies and resources for integrating art history into K-12 classrooms in an engaging way. It outlines goals of making art history relevant, engaging, and manageable for teachers. Key recommendations include examining artworks in context, looking for themes, being inclusive, and allowing student exploration. Short and long-term project ideas are presented to incorporate art history, such as having students act as travel agents or compose songs about artworks. Resources like SmartHistory and museum websites are also suggested.
Research 6 different types of wire sculpture DarylBatesGames
The document discusses the history and development of wire sculpture. It notes that American sculptor Alexander Calder greatly advanced the medium in the 1920s with his kinetic wire sculptures of circus performers. The document also discusses Ruth Asawa, who experimented with crocheted and tied wire sculptures in the 1950s and 1960s that were transparent and interwoven. Modern wire artists mentioned include Gavin Worth, Kue King, and Elizabeth Berrien, each with their own unique styles and techniques using wire. The document concludes by stating that wire sculpture requires simple tools and can be done as a hobby using various metals and integrated beads or gems.
The document provides instructions for a final project in a jewelry making class. Students are asked to create a pendant, bracelet, or pair of earrings using wire wrapping or wire sculpting techniques. They must bring in a picture of the design they intend to make and estimate the materials and time needed. The goal is for students to challenge their skills while completing the piece during the class final exam period. Examples are provided, and completed works will be graded and returned the following semester.
Jr. High Lesson Plan - Fish Sculpture using recycled materialscdpenamtz
Go Fish lesson plan adapted from Linda Eastman
Unit: Recycling Sculpture
Lesson: Go Fish! Fish or other Sea Creatures from Recycled Materials
Grade: Jr. high ( Middle School)
This document provides a lesson plan on sculptures from the American period in the Philippines up to the present. It includes 4 sessions to teach students about prominent sculptors from each period and the styles and materials they used. Students will then work in groups to create sculptures out of found "junk" materials representing imaginary creatures or concepts. Their sculptures will be displayed in the school or neighborhood. Finally, students will assess their own and other groups' works based on criteria like originality and variety of materials used.
The document summarizes the Jewellery Design and Silversmithing program at Sint Lucas University of Art and Design in Antwerp, Belgium. The program emphasizes experimentation, topicality in the arts, and allows room for artistic research. Students learn both contemporary jewellery design and small object design, starting with ideas and research. They receive an academic training and link theory with practice through workshops and guest lectures. The program aims to help students develop as artists and designers through an individualized learning process focused on research, craft, and presentation skills.
This syllabus provides an overview of an AP Art History course, including required and recommended texts, course expectations, content and units of study. The key points are:
1. The course examines major forms of artistic expression from prehistory to present across world cultures and contexts.
2. Students will learn to analyze and critically examine works of art based on visual and historical properties.
3. The course aims to prepare students for the AP Art History exam through various assessments including slide identification, essays and multiple choice questions.
Lecture: Using the Studio Habits of Mind to Help Students Create Ceramic Works
The teachers of Bruce Guadalupe Community School created a parallel curriculum that used the work of ceramist Luz Angela Crawford as inspiration for students to create various ceramic pieces. During this presentation I will share with you examples of parallel curriculum planning, student work, and student success.
This document provides information about relief sculpture and instructions for a student project to create a three dimensional architectural facade in relief. It defines relief sculpture as sculpted motifs raised from but still attached to a two dimensional background. It outlines the basic types of relief sculpture and explains how relief sculpture differs from regular sculpture by remaining attached to its background. The document then provides a six step process for the student project, including researching cultural architectural styles, sketching ideas, experimenting with materials, creating the relief sculpture, revising if needed, and participating in a class critique.
Nick Cave is an American artist known for his "Soundsuit" sculptures - brightly colored wearable assemblages made from found objects. Wearable art combines aesthetic and artistic considerations, intended to draw attention rather than be worn casually. It emerged in the 1960s and grew in the 1970s and 2000s, exemplified by Viktor & Rolf couture shows featuring handmade pieces seen as self-expression and defiance of mass production. Artists combine form and function, where form is the shape conveying meaning, and functions include physical uses, social commentary, and self-expression. They incorporate found objects to evoke feelings through unexpected materials' original purposes. The document provides instructions for a student project to create wearable art
Shaun Belcher is a multi-disciplinary artist with a focus on art history. He has a MA in Fine Art from Nottingham Trent University and has taught multimedia courses there since 2008. His research interests include the impact of technology on the arts and notions of place. He has published a book of poetry, contributed to exhibition catalogues and journals, and delivered papers at several conferences. Belcher also works in fine art, music, community arts projects, and online.
This document outlines a lesson plan for high school art students where they take on the role of art thieves planning a heist. Students are placed into groups and must select 5 works of art to research, finding information on the artwork's history, current location, and justification for choosing it. They compile this into a presentation folder and present their findings to the class. The teacher provides guidance and ensures proper internet usage throughout the project.
Eternal Vigilance is a 500-pound bronze statue created by local artist John Silk Deckard and installed in front of the Erie Art Museum in 1983. Deckard depicted the work as a "heroic, self-clutching figure" and hoped viewers would unravel its meaning. The statue took over a year to complete using the lost wax casting technique, where Deckard first made a small wax model and then a larger version to cast in bronze.
Eternal Vigilance is a 500-pound bronze statue created by local artist John Silk Deckard and installed in front of the Erie Art Museum in 1983. Deckard depicted the work as a "heroic, self-clutching figure" and hoped viewers would get involved in unraveling its meaning. The statue took over a year to complete using the lost wax bronze casting technique, with Deckard first making a small wax model and then constructing the larger statue out of quarter-inch wax sheets.
This student completed an art project focused on experimenting with different techniques including drawing from observation, sculpture building, and printmaking. They analyzed primary sources by doing sketches of still life sculptures using various materials and shading techniques. They also created collograph prints inspired by the still life sculptures and researched artists like Leonardo Da Vinci and Pablo Picasso for techniques to incorporate. The student evaluated their work and felt they performed well in the artist research, printing, and sketching but could improve on sculpture building and the speed of their drawings.
Arh2051 fa2020 research project instructions section 2ProfWillAdams
This document provides instructions for a two-part research project in an art history class. For the first part, students will research and write a 4-page analysis essay about an assigned piece of art. For the second part, students will create their own interpretation of the assigned artwork in a different medium of their choosing, such as photography, painting, or poetry. The instructions provide guidance on researching credible sources, developing an understanding of the original work, and creating and justifying their own reinterpretation. Students are assigned specific artworks and the requirements include submitting a draft by July 12th and the final project with both written and artistic components by July 26th.
Maker Movement Kids Week Journal (Mar. 2-Mar. 8, 2015)HEROfarm
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Objectives:
TSWBAT: Identify parts of a whole.
TSWBAT: Create a collaborative artwork using details.
TSWBAT: Respect others' work.
Materials:
- Construction paper
- Scissors
- Glue
- Markers/crayons
- Examples of parts of a whole
Elements of Design:
Line, shape, color, texture
Principles of Design:
Balance, emphasis, unity
Art Terms:
Parts, whole, details, collaborate
Procedures:
1. Show examples of parts making a whole (puzzle pieces, face features, etc).
2. Explain that we will be making a collaborative artwork using details.
The document discusses recommendations for incorporating an education object collection into tours and programs at the Seattle Art Museum. It provides examples of how tactile objects could enhance tours for students and visitors with vision impairments by allowing them to closely examine related objects. Accessibility docents recommended including materials like ceramics, wood, and textiles to supplement gallery discussions. The collection could improve many education experiences if integrated thoughtfully while addressing issues like ensuring one-on-one interaction.
Similar to Alexander calder inspired-wire_sculpture_lesson_plan_october_2009 (20)
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Texture is defined as the tactile and visual quality of surfaces. Textures can be natural, like animal skin or tree bark, or artificial, like fabrics and man-made surfaces. We perceive texture through both touch and sight. Every material has a unique texture based on its tactile feel and visual appearance. When representing tactile textures graphically, we create visual textures using art techniques like scraping, stenciling, and printing. Texture provides visual interest and a sense of volume in relief artworks.
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Andy Warhol (1928-1987) was an American artist known for his pop art works that used bright colors and repeated images of popular icons and figures from mass media. Some of his most famous works include Eight Elvises, which depicted Elvis Presley in different poses, and his silkscreen paintings of Marilyn Monroe. Warhol used techniques like silkscreening to create his art, which often featured primary colors and reproduced images from popular culture to comment on consumerism and celebrity.
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2. 2
Pre-Lesson Information
Objectives
Students will . . .
• learn about the life and work of the artist Alexander Calder
• create sculpture works inspired by the work of Alexander Calder as well as
the work on display in Calder Jewelry
• create a wire figure following a circus theme as a warm up activity and
introduction to the work of Alexander Calder
• explore various techniques for bending and manipulating wire
• reflect on the art they have created
• present their works in a collaborative presentation
Art Terms
Abstract – A style of art that is not realistic. Abstract art usually contains bold
colors and lines with geometric and organic shapes
Form - An element of art, such as you would see in a sculpture that has three
dimensions
Geometric Shapes – Any regular shape or form consisting of measurable lines and
angles or shapes from geometry; shapes with names
Organic Shapes – Any shapes or forms that are irregular; suggestive of shapes or
forms found in nature
Space – The area around, between or within objects in an artwork; three-
dimensional space can be created with color, overlapping of objects and the amount
of detail in the artwork
Preparation
1. If possible, plan a trip to the San Diego Museum of Art to view the exhibition
Calder Jewelry.
2. If teaching this lesson to more than one group of students, think about
displaying unique student examples from the first group for students from
later groups.
3. Display photographs of Calder’s works for students to look at and be inspired
by.
4. Gather all materials from the materials list, including your own assortment of
found materials.
5. Distribute materials onto the tables or desks.
3. 3
Tips for Working with Wire
Explore wire bending techniques prior to introducing the lesson, using online
sources, books, or through play. Several of the following tips come from wire
artist, Elizabeth Berrien’s online resource Teaching Innovative Wire Sculpture:
http://www.wirelady.com/berrienwirehowtopage.html.
Safety first. Loose wire can be a hazard for eyes. It is recommended that
students first work with foot-long, pipe-cleaner lengths of wire. Especially at
the beginning, students working with wire should be supervised closely to
ensure that they handle it safely and with respect. Any student that waves a
wire about should be gently shown the correct way to control it.
Start with simple materials. Twisteez or plastic coated telephone wire is
helpful for beginners. The different color strands helps the student see what
is going on as they blend wires together.
Include props. Hands are often the best tools for working with wire, but
students may also enjoy alternatives such as pencils, markers, and other
forms around which they might wrap the wire to create new shapes.
Explore materials. If you have an assortment of different kinds of wire,
encourage your students to try working with all of them.
Note: Copper, including plastic coated telephone wire, is soft and pliable.
This may make it easier to shape. It may also make it a little harder to hold
together as a structure.
Play. Direct students to explore with the wire rather than suggesting that
there is only one way to do it. Left to their own innate inventiveness, a class
of 25 students given total creative rein may invent 25 new and different
methods of assembling wire sculpture.
Begin with a drawing. Some students may want to begin with a drawing,
then lay their wire on it and push it around and shape it to conform to the
image. Although Calder did sometimes sketch prior to creating his wire art
works, be sure to monitor this process, as some students may have a difficult
time translating a three-dimensional, balanced form from a 2-D sketch.
Apply discoveries. More advanced students can ponder the structural
aspects of wire sculpture - how many different ways can they attach the wire
to itself, and how strong or weak are the results? What happens when they
combine two or more different thickness or types of wire? Can a kinked wire
be straightened again?
Begin again. Remember: any time you're just not satisfied with what you
make, it's okay to take it apart and start over.
4. 4
Wire Circus Figures
Inspired by Le Cirque de Calder (Calder’s Circus), Whitney Museum of Art, New York
Subject: Visual Art
Grades: Upper Elementary (adaptable to all grade levels)
Medium: wire, felt, and string
Project Time: approximately one hour from start to completion
General Description
In this project, students will make their own circus characters inspired by the wire
figures and animals created by Alexander Calder in Le Cirque de Calder. Like
Calder, students will bend, twist, and shape wire into forms and combine various
other found materials without the use of glue or tape. Students will be encouraged
to work collaboratively to act out their pieces following the art making activity.
Materials
o Wire (select one)
aluminum/copper/brass wire (gage 18 – found in hardware stores)
plastic coated wire (Twisteez Wire brand can be purchased through Nasco
Art Supplies - http://www.enasco.com/ or coated telephone wire)
pipe cleaners [safer option for younger students (K-2)]
floral wire
o Scissors (wire cutters should be used for 18 gage wire)
o Felt and Fabric scraps
o Yarn, string
o Pencils and paper for sketching (optional)
o Other found materials
Reminder: No glue, staples, or welding materials are needed for this activity!
5. 5
Directions
Motivation (10 minutes)
o Show PowerPoint (or slides) of Alexander Calder’s wire sculptures from
Le Cirque de Calder or show a clip from the video from the Whitney
Museum’s exhibition "Alexander Calder: The Paris Years, 1926-1933" -
available on You Tube http://www.youtube.com/watch?v=t6jwnu8Izy0
o Read a biography for Alexander Calder and review as a class (an upper
elementary-level biography is available on page 12 of this lesson plan).
o Lead a gesture drawing activity to study various ways in which circus
performers’ bodies might move (optional)
Discussion (10 minutes)
As a class, discuss why the circus may have inspired Calder in his own art
making:
After seeing the Ringling Brothers, Barnum & Bailey Circus in Paris in 1926,
Calder made his circus of working miniature wire figures. It was not the
tricks of the circus that interested Calder, but the dynamic movement of
bodies in space. The circus atmosphere may have also have appealed to
Calder’s own free-spirited nature. As a trained engineer, Calder was familiar
with the mechanics required to achieve balance when working with three-
dimensional forms and he used this knowledge to create his moving
sculptures.
Have students consider:
o What are some of the different acts one might see at a circus?
o What types of characters (lion tamer, clowns, elephants, etc) are they
interested in making?
o How can one suggest these characters with wire and other materials?
Art Making (40 minutes)
o Introduce the project. Having an example(s) on hand will help students
better understand the project idea. These figures do not need to be
realistic – no face details. They will be fairly abstract forms, suggestive
and whimsical, like Calder’s own creations.
6. 6
Art Making continued. . .
o Introduce the supplies to be used in this project – these should include
only supplies which can be wired or attached to the figure without the use
of glue.
o Demonstrate ways to bend, cut, and coil wire and allow students to
experiment with these and other techniques on their own.
Note: Many students will enjoy the freedom of this activity, but may also
get caught up in exploring the materials outside the circus theme.
Encourage some initial “playtime,” so that students will have the
opportunity to familiarize themselves with the materials and what they do
prior to starting a more directed activity. Having visuals on the table may
also help to inspire circus-themed projects.
o Allow students to explore materials and create their characters.
o For Calder, the act of performing the work was as vital as the figures
themselves, so you may consider having students work collaboratively to
act out their pieces following the art making activity. Have the students
help with the arrangement of the circus characters for installation. Give
them criteria for the grouping, dividing the characters into acts or stages.
Adaptation Suggestions
For Younger students (grades K-2)
This lesson can be adjusted for younger elementary grades by using larger,
more easily manipulated coated, wire material, such as pipe cleaners, and by
allowing works to be larger in size, accommodating young students’
developing motor skills.
For Older students (grades 7-12)
This lesson can be adjusted to fit the needs of middle school and high school
students by including more in depth exploration with raw wire materials and
various means of combining materials without glue (twisting, linking, sewing,
etc.). If students are already familiar with wire bending and are looking to
be challenged, encourage them to explore making their works kinetic through
mechanized means similar to those utilized by Calder in his work.
Special Needs Adaptations
This lesson can be easily adapted to suit the needs of most learners with
disabilities. For students with visual impairments, tactile activities are
essential to learning and present throughout this lesson. For students with
tactile sensitivity, limit their exposure to more irritating items (such as some
fabrics and pipe cleaners). For students with limited motor skills, try using
larger materials. Also consider group work, where students share the
responsibility of designing the works and putting them together.
7. 7
Wire Jewelry
Inspired by Calder Jewelry on view at The San Diego Museum of Art thru January 3, 2010
Subject: Visual Art
Grades: Upper Elementary (adaptable to all grade levels)
Medium: wire, beads, found materials
Project Time: approximately one and a half hours from start to completion.
General Description
In this project, students will make wire jewelry forms inspired by the sculptural
jewelry created by Alexander Calder. Like Calder, students will combine wire and
various found materials, incorporating methods and motifs associated with Calder’s
work, without the use of welding, soldering, or settings, to form three-dimensional
wearable or non-wearable works of art. Students will be encouraged to present
their work to the class following the art making activity.
Materials
o Wire (select one)
Aluminum/copper/brass wire (gage 18 – found in hardware stores)
plastic coated wire (Twisteez Wire brand can be purchased through Nasco
Art Supplies - http://www.enasco.com/ or coated telephone wire)
pipe cleaners (safer for younger students)
floral wire
o Scissors (for use with Twisteez or telephone wire)
o Wire cutters (for use with aluminum, copper, and brass wire)
o Needle nose pliers (for use with aluminum, copper, and brass wire)
o Tissue paper or cloth scraps (for smoothing out wire safely)
o Ring measure (can be found in most jewelry supply stores or online at Fire
8. 8
Mountain Gems and Beads http://www.firemountaingems.com) – a Crayola
marker is an inexpensive alternative
o Chasing hammer and anvil (can be found in most jewelry supply stores or
online at Fire Mountain Gems and Beads http://www.firemountaingems.com)
o Pencils and paper for sketching (optional)
o Other found materials (yarn, string, beads, sea glass, etc.)
o Goggles (optional)
o Mirrors (optional)
Directions
Motivation (10 – 20 minutes)
o If possible, plan a trip to the San Diego Museum of Art to view the
exhibition Calder Jewelry.
o Read a biography for Alexander Calder and review as a class (an upper
elementary-level biography is available on page 12 of this lesson plan).
o View the other work of Alexander Calder, including his circus characters,
to explore connections between his jewelry designs and other work.
Discussion (10 minutes)
Briefly discuss the jewelry work of Alexander Calder.
Alexander Calder created necklaces, bracelets, brooches, earrings and tiaras
from brass, gold, and silver combined with non-precious material and found
objects. Each of his works began as a piece of wire that he then hammered
into shape, often a spiral. Each of his jewelry works stands alone as a one-
of-a-kind piece (Calder never duplicated his designs). He saw his jewelry
objects as wearable sculpture, possessing the same three-dimensionality,
line, and materials found in much of his other sculptural work.
Discuss the jewelry designed and created by Alexander Calder:
o What are some of the motifs that we see often (e.g. spiral – see
page 14 of this lesson plan for other design ideas)?
o Because Calder used cold processes when making and attaching his
works, the pieces reveal his process (the artist’s hand). Looking
carefully at examples of his jewelry art, how does it appear that he
created each piece?
o What can we learn about jewelry making and sculpture by looking
at Calder’s works?
9. 9
Art Making (40 – 60 minutes)
o Introduce the project. Having an example(s) on hand will help students
better understand the project idea.
o Introduce the supplies to be used in this project – these should include
only supplies which can be wired or attached to the work without the use
of glue.
o Demonstrate ways to bend, cut, and coil wire as well as the jewelry
making techniques recommended below and allow students to experiment
with these and other techniques on their own.
Techniques to try:
Create a loop. Cut the length of wire that you’ll be working with. On
one end, with round-nose pliers, make a simple loop by grasping the end
of the wire (Fig. 1) in the pliers and wrapping the wire once around the
outside of the pliers (Fig. 2).
Fig. 1 Fig. 2
Create a spiral.
This was a key motif in Calder’s work. To create a spiral, begin with a
loop. Hold the loop firmly in the middle of your pliers or fingers (if
working with softer wire) (Fig. 3) and, with your finger, push the wire
upward to wrap it around the first loop. Do this until you have the desired
size, as many revolutions as desired (Fig. 4). When you have all the loops
you need, if desired, bend the tail wire 90 degrees at the top of the spiral.
Form a simple loop to attach to other items (Fig. 5).
Fig. 3 Fig. 4 Fig. 5
10. 10
Create a Loop & Loop or Loop & Hook (for attaching two ends of wire)
To attach two ends of wire together, one can either create a permanent
bond, by creating one loop within another or a temporary attachment that
can be made using a loop and hook. To create a hook, grasp the straight
piece of wire with pliers (or fingers if working with softer wire), and form
a hill shape (Fig. 6). Bend the hill shape over to form a hook (Fig. 7) and
attach the hook to a pre-made loop shape (Fig. 8).
Fig. 6 Fig. 7 Fig. 8
Lash a stone or glass piece to an object.
To attach large pieces of glass and rough cut stones Calder would often
use wire to lash these objects to his pieces. To lash a piece of stone or
glass, lay the wire over the object with equal amounts of wire hanging
over each side (Fig. 9), and wrap the wire in varying directions around the
object (Fig. 10), twisting the two wire ends together when done and
cutting off any excess wire.
Fig. 9 Fig. 10
Wrap a ring.
Start with approximately three feet of wire for this project and place your
wire around the ring measure or Crayola marker. To make the band of
your ring, you will leave about 6" of wire on one side, wrap the longer
side around the ring measure about 3-4 times (Fig. 11). Twist the two
wires around each other. Place the first stone on the longest wire and
bring it down close to the band of the ring (Fig. 12). Wrap the wire
around the stone and under the band, bring it back up. If you want to go
around the stone again you can. At this point you need to be creative and
make your own design. There really is not a wrong or right way.
11. 11
Wrap a ring continued. . .
Continue to add additional stones at this point if you choose. Wrap around
the stones and occasionally go under the band to add more strength.
Once you are finished adding your stones, wrap the longer wire around
the band 3-4 times, close to the setting. Cut the wire once you are happy
with how it looks (Fig. 13).
Fig. 11 Fig. 12 Fig. 13
o Finish demonstrating the above techniques and then allow students to
explore materials and create their pieces.
o For Calder, the act of wearing the work was as vital as the works
themselves, so you may consider having students display their art on
themselves or other students following the art making activity, perhaps in
the format of a fashion show or formal exhibition.
Adaptation Suggestions
For Younger students (grades K-2)
This lesson can be adjusted for younger elementary grades by using larger, more
easily manipulated coated, wire material, such as pipe cleaners, and by allowing
works to be larger in size, accommodating young students’ developing motor skills.
For Older students (grades 7-12)
This lesson can be adjusted to fit the needs of middle school and high school
students by including more in depth exploration with raw wire materials and various
means of combining materials without glue (twisting, linking, sewing, etc.). If
students are already familiar with wire bending and are looking to be challenged,
encourage them to explore making their works kinetic through mechanized means
similar to those utilized by Calder in his work.
Special Needs Adaptations
This lesson can be easily adapted to suit the needs of most learners with
disabilities. For students with visual impairments, tactile activities are essential to
learning and present throughout this lesson. For students with tactile sensitivity,
limit their exposure to more irritating items (such as some fabrics and pipe
cleaners). For students with limited motor skills, try using larger materials. Also
consider group work, where students share the responsibility of designing the
works and putting them together.
12. 12
Biography
Alexander Calder
(1898-1976)
Written by Branan Freeman, Museum Educator
Alexander Calder was born on July 22, 1898. Both of his parents were artists.
His father was a sculptor and his mother was a painter. They moved often because
his father made art for people all over America, but in every house where they
lived, little Alexander had his own workshop where he was encouraged to create. At
age 11, he made his first two sculptures, a tiny dog and a duck, for his parents for
Christmas gifts. By this age, he was already skilled at handling tools and metal
sculpting materials.
Even though he was a talented artist, he decided to study to be an engineer
while at university. He liked inventing and operating machines and figuring out how
to make things work. However, while at work aboard a ship one day, he saw an
amazing sunrise on one side of the boat and a brilliant moon on the opposite side.
He was so inspired by the beauty of nature that he decided to become an artist.
One of his first jobs as an artist was working for a magazine sketching
animals in the circus. This experience influenced much of his artwork for many
years. He even sculpted a tiny circus of performers made from wire, leather and
cloth and performed his Cirque Calder for friends and family. Soon he began to
sculpt other things from this material, such as portraits of his friends and public
figures of the day. Word traveled about the inventive artist, and in 1928 Calder was
given his first solo gallery show in New York.
In 1931, Calder created his first kinetic sculpture and gave form to an
entirely new type of art. Kinetic sculpture is sculpture that moves. The first of these
objects moved by systems of cranks and motors, and were called "mobiles.” Calder
later created sculptures that moved with wind currents. In addition, he created
sculptures that stood still. They were called “stabiles.”
“I think best in wire” - Alexander Calder
13. 13
California Visual Arts Standards Addressed in this Lesson
Grade Three
1.1 Perceive and describe rhythm and movement in works of art and in the
environment.
1.5 Identify and describe elements of art in works of art, emphasizing line, color,
shape/form, texture, space, and value.
3.3 Distinguish and describe representational, abstract, and nonrepresentational
works of art.
3.4 Identify and describe objects of art from different parts of the world observed in
visits to a museum or gallery
4.3 Select an artist's work and, using appropriate vocabulary of art, explain its
successful compositional and communicative qualities.
Grade Four
2.3 Use additive and subtractive methods processes in making simple sculptural
forms
3.1 Describe how art plays a role in reflecting life (e.g., in photography, quilts,
architecture).
4.1 Describe how using the language of the visual arts helps to clarify personal
responses to works of art.
4.2 Identify and describe how a person's own cultural context influences individual
responses to works of art.
4.3 Discuss how the subject and selection of media relate to the meaning or
purpose of a work of art.
4.5 Describe how the individual experiences of an artist may influence the
development of specific works of art.
5.4 Read biographies and stories about artists and summarize the readings in short
reports, telling how the artists mirrored or affected their time period or culture.
Grade Five
1.1 Identify and describe the principles of design in visual compositions,
emphasizing unity and harmony.
1.2 Identify and describe characteristics of representational, abstract, and
nonrepresentational works of art.
1.3 Use their knowledge of all of the elements of art to describe similarities and
differences in works of art and in the environment.
2.4 Create an expressive abstract composition based on real objects.
2.5 Assemble a found object sculpture that reflects unity and harmony and
communicates a theme.
3.2 Identify and compare works of art from various regions of the United States.
14. 14
Alexander Calder Jewelry – Simple and More Complex Forms
Created by Deidra O’Flaherty, Docent, The San Diego Museum of Art