Pictorialism, Photo-Secession, and Straight Photography were three major photographic movements between 1870-1930. Pictorialism aimed to express feelings and engage the senses through manipulated images focused on beauty rather than facts. The Photo-Secession movement was founded by Alfred Stieglitz in 1902 and sought to elevate photography to an art form while respecting its mechanical origins. Straight Photography emphasized photography's technical capabilities to sharply depict scenes in focus and detail without manipulation. Major figures included Edward Weston, Ansel Adams, and Imogen Cunningham who were part of the f/64 group that further developed Straight Photography.
Year 7 SoW examining the work of Yinka Shonibare and the idea of what it is to be an alien. Students work towards creating an alien from found materials.
This document outlines steps for a school project where students will create alien sculptures using found materials. They will first learn about the artist Yinka Shonibare and how he represents cultural identity. Students will then design their alien, create a model, and build an armature before fully constructing their sculpture. The document provides guidance on construction techniques and safety. It also introduces the artist Dilomprizulike as additional inspiration for representing cultural issues.
This document provides a challenge for students to transform a toilet roll into something from their favorite film for the Easter holiday. Students can use various materials like paint, pen, pencil, card or fabric to depict characters, soundtrack, setting, genre, location, or quotes from a movie on the toilet roll. Examples shown include representations from The Shining, The Lego Movie, and Paddington to inspire students' creative interpretations.
This document provides instructions for researching and presenting a social issue using a mind map format. Students are to choose a social issue assigned by their teacher, create a mind map that diagrams the key individuals involved and arguments for different perspectives on the issue. The mind map should include images and text to thoroughly convey researched information on the definition of the issue, its causes and affected groups, supporting facts and statistics, and existing systems to address it, as well as how others can help. An outstanding submission will have in-depth, well-supported research presented in a dynamic visual format using color, drawings, pictures and personal insights.
The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
This document outlines the lessons and homework for Year 11 GCSE exam students over the first 2 weeks focusing on the themes of "Broken", "Extreme Contrast", and "Personal Space". Students should bring in an object related to their chosen theme for observational drawings. Homework includes researching 3 artists on the theme and creating a written profile and practical response for each in their sketchbook. Future lessons involve creating additional studies of objects using different mediums like inks, watercolor, chalk pastels, and single line drawings.
This document provides instructions for students to draw a profile of themselves within a silhouette on a phone, filling it with words, doodles, pictures that illustrate their desires, wishes for the future, friends, fears, beliefs, family, and to think carefully about any text and to fill the entire silhouette with no white spaces and in full color.
Pictorialism, Photo-Secession, and Straight Photography were three major photographic movements between 1870-1930. Pictorialism aimed to express feelings and engage the senses through manipulated images focused on beauty rather than facts. The Photo-Secession movement was founded by Alfred Stieglitz in 1902 and sought to elevate photography to an art form while respecting its mechanical origins. Straight Photography emphasized photography's technical capabilities to sharply depict scenes in focus and detail without manipulation. Major figures included Edward Weston, Ansel Adams, and Imogen Cunningham who were part of the f/64 group that further developed Straight Photography.
Year 7 SoW examining the work of Yinka Shonibare and the idea of what it is to be an alien. Students work towards creating an alien from found materials.
This document outlines steps for a school project where students will create alien sculptures using found materials. They will first learn about the artist Yinka Shonibare and how he represents cultural identity. Students will then design their alien, create a model, and build an armature before fully constructing their sculpture. The document provides guidance on construction techniques and safety. It also introduces the artist Dilomprizulike as additional inspiration for representing cultural issues.
This document provides a challenge for students to transform a toilet roll into something from their favorite film for the Easter holiday. Students can use various materials like paint, pen, pencil, card or fabric to depict characters, soundtrack, setting, genre, location, or quotes from a movie on the toilet roll. Examples shown include representations from The Shining, The Lego Movie, and Paddington to inspire students' creative interpretations.
This document provides instructions for researching and presenting a social issue using a mind map format. Students are to choose a social issue assigned by their teacher, create a mind map that diagrams the key individuals involved and arguments for different perspectives on the issue. The mind map should include images and text to thoroughly convey researched information on the definition of the issue, its causes and affected groups, supporting facts and statistics, and existing systems to address it, as well as how others can help. An outstanding submission will have in-depth, well-supported research presented in a dynamic visual format using color, drawings, pictures and personal insights.
The document discusses the Eco-Visionaries exhibition which examines humanity's impact on the planet through climate change, species extinction, and resource depletion. It presents innovative approaches from architects, artists, and designers that reframe our relationship with nature. Through various media like film, installation, and photography, the works interrogate how architecture, art, and design are reacting to an increasingly changing world beyond mainstream notions of sustainability.
This document outlines the lessons and homework for Year 11 GCSE exam students over the first 2 weeks focusing on the themes of "Broken", "Extreme Contrast", and "Personal Space". Students should bring in an object related to their chosen theme for observational drawings. Homework includes researching 3 artists on the theme and creating a written profile and practical response for each in their sketchbook. Future lessons involve creating additional studies of objects using different mediums like inks, watercolor, chalk pastels, and single line drawings.
This document provides instructions for students to draw a profile of themselves within a silhouette on a phone, filling it with words, doodles, pictures that illustrate their desires, wishes for the future, friends, fears, beliefs, family, and to think carefully about any text and to fill the entire silhouette with no white spaces and in full color.
This document discusses the relationship between modernist art movements in the early 20th century and photography. It provides examples of key modernist photographers and artworks that pushed the boundaries of photographic representation, making artificial or fabricated images that depicted reality in unconventional ways, as the art form evolved during this period. Modernist movements discussed include Futurism, Vorticism, Constructivism, Dada, and Surrealism, with examples such as Muybridge, Marey, Duchamp, Boccioni, Lewis, Tatlin, Lissitzky, Moholy-Nagy, Duchamp, Outerbridge, de Chirico, Bayer, Man Ray, and Dali.
This document provides step-by-step instructions for creating a lino print using multiple colors. It explains that the process involves making successive cuts to the lino printing plate to reduce the areas that will print, and layering different colored inks on the plate to create an image where the lighter colors show through the darker ones. The instructions are divided into sections for the initial cutting, the first print, the second cutting, the second print, the third cutting, and the final print.
The early history of photography began with artists in the Renaissance seeking to capture realistic representations of nature which led to the development of tools like the camera obscura. In the 18th century, scientists discovered ways to capture shadows using light-sensitive chemicals, laying the foundations for photography. The first permanent photograph was created by Joseph Niépce in 1826, while Louis Daguerre later invented the daguerreotype process in 1839, producing sharp metal plate images. Around the same time, William Henry Fox Talbot invented the calotype process using paper negatives, allowing images to be reproduced. Early photographers focused on portraiture and landscapes but their subjects expanded over time.
This document outlines an art project that explores past, present, and future techniques through a journey theme. It involves taking a sketchbook on a journey around the school, making observational drawings. Students will also complete mono-prints, take photos on their journey home, and draw from those photos. The project then introduces artists like Matisse, Hartill, Heckel, and Rauschenberg and their techniques like cut paper collages, embossing, linocuts, and collage. Students will experiment with these techniques, creating their own cut paper journey, relief prints, single and multicolor linocuts, and collages with lino prints. They will combine their best works in a final grid piece.
Photography began in the early 19th century when scientists discovered ways to capture images through chemical reactions on light-sensitive surfaces. The first permanent photograph was made in 1826 by Joseph Nicéphore Niépce in France, using a primitive camera to expose bitumen coated plates to light. By the late 1830s and 1840s, improvements in photographic processes and equipment allowed photography to become available for widespread experimentation and use.
A simple drawing machine can be made using elastic bands wound up and felt pens to quickly and visibly mark a surface. Students are asked to take their homemade drawing machines to class to have them create a drawing and explore the types of marks they are capable of making. Examples of drawing machines are provided for inspiration but the goal is for students to quickly construct a new drawing device in class that can record marks without needing many components.
The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
Students in the Art department should be respectful of other students' artwork by not touching it, as damaged work could affect grades. They should also be respectful of materials by using fragile items carefully and following safety instructions when using sharp equipment. The sink area must also be kept dry and clean to prevent slips or water damage to artwork. Students are expected to bring a sketchbook to class to apply their best efforts and take risks in exploring different ways of working.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
Fortismere welcomes the recipient to their school. They provide two art tasks for the summer holiday involving creating drawings with different mediums on various surfaces based on themes, as well as visiting specified art exhibitions. Expectations for art lessons include being punctual, prepared, engaged, and cleaning up. Outside of lessons, independent art engagement is encouraged through gallery visits and keeping up with the art world. Resources for wider art reading and theory are recommended, including books, magazines, and apps. The first project this term is on abstraction, exploring techniques and receiving feedback. The second project focuses on diversity and developing a personal response over several weeks.
This document provides instructions for three blind drawing tasks. It begins by having students put their hand in a bag to feel an object without looking, then use descriptive words to create a blind drawing. In the second task, students examine a new object for 5 minutes before creating an ink drawing with their arms outstretched. The third task has students choose a section of their ink drawing to enlarge and develop into a painted composition using color theory concepts like advancing/receding and complementary colors. The overall document guides students through a series of blind drawing and painting exercises intended to heighten descriptive abilities and understanding of texture through non-visual means.
The document provides instructions for several mindfulness exercises focused on slowly experiencing water and mapping the interior of one's mouth through senses and drawing.
The first exercise has one slowly smell, taste, and feel water in their mouth before swallowing. The second asks one to draw the shape and textures felt inside their mouth using different media over three, one-minute drawings.
The third exercise invites revisiting mapping the mouth interior with eyes open, the non-dominant hand, varied papers and media, and different drawing speeds to further contemplation and sensory awareness.
The document provides instructions for making homemade drawing tools to create unique and textured marks that cannot be achieved with conventional brushes. It instructs the reader to photograph their homemade tools, use them to make marks on a grid to explore the different effects, and then apply the best marks and tools to create a large abstract piece, focusing on rhythm and balance.
The document discusses the work of Paul Klee, a German-Swiss artist. It quotes Klee's definitions of a drawing as "a line going for a walk" and a line as "a dot that went for a walk." It then lists two references to Klee - a 2005 work about his ideas and teaching, and an interview where musician Faris Badwan discusses encountering Klee's work. It concludes by mentioning Mister Maker's child-friendly explanation of Klee's art history.
Summer Holiday ART Tasks provides two tasks for students to complete over the summer break. Task 1 asks students to create three drawings each of "The Good, the Bad and the Ugly" using different mediums and surfaces with the size of their choice. Task 2 suggests visiting one of four exhibitions, providing the artist, location and directions for each by tube or on foot from nearby tube stations.
The document provides instructions for creating either a Dadaist or Surrealist self-portrait for homework. For the Dadaist option, students are told to collage images including machinery to represent themselves, with higher grades requiring more separate collage components and consideration of framing and character. For the Surrealist option, students are told to draw themselves from a photo but change their appearance unrealistically, with higher grades demanding free-hand drawing and added backgrounds. Students should choose either approach to complete the assigned homework.
Expressionism is an artistic style focused on emotional and spiritual expression over physical realism. Vincent Van Gogh and Edvard Munch used expressionism to explore their own voices and perspectives in a hostile world where they felt insecure. Munch's painting "The Scream" expresses his own cry of loneliness and fear, depicting a bloody red sky that made him feel trembling fright. Van Gogh's "Sunflowers" showed how he used color intensely to express his feelings about a subject rather than simply describe it, opening our eyes to the expressive power of color.
This document provides information about Yinka Shonibare's artwork "Double Dutch" (1994) and includes an activity exploring pattern making techniques inspired by African art and textiles. "Double Dutch" uses Dutch wax printed cotton canvases that reference the complex interactions between Europe, Asia, and Africa. The activity asks students to create their own pattern on canvas using shapes and tones, applying techniques like reflection, rotation, and repetition. Success criteria evaluate designs based on accuracy of shapes, use of tone, tonal range, and reference to African art forms.
The document summarizes Bob and Roberta Smith, a contemporary British artist who advocates for the importance of art in democratic life. In 2013, he founded the Art Party organization to promote this message to the British government. The document then discusses having students think of an issue they feel passionate about, research it, and create a sign or artwork to raise awareness on the topic in a concise, impactful way.
This document discusses the relationship between modernist art movements in the early 20th century and photography. It provides examples of key modernist photographers and artworks that pushed the boundaries of photographic representation, making artificial or fabricated images that depicted reality in unconventional ways, as the art form evolved during this period. Modernist movements discussed include Futurism, Vorticism, Constructivism, Dada, and Surrealism, with examples such as Muybridge, Marey, Duchamp, Boccioni, Lewis, Tatlin, Lissitzky, Moholy-Nagy, Duchamp, Outerbridge, de Chirico, Bayer, Man Ray, and Dali.
This document provides step-by-step instructions for creating a lino print using multiple colors. It explains that the process involves making successive cuts to the lino printing plate to reduce the areas that will print, and layering different colored inks on the plate to create an image where the lighter colors show through the darker ones. The instructions are divided into sections for the initial cutting, the first print, the second cutting, the second print, the third cutting, and the final print.
The early history of photography began with artists in the Renaissance seeking to capture realistic representations of nature which led to the development of tools like the camera obscura. In the 18th century, scientists discovered ways to capture shadows using light-sensitive chemicals, laying the foundations for photography. The first permanent photograph was created by Joseph Niépce in 1826, while Louis Daguerre later invented the daguerreotype process in 1839, producing sharp metal plate images. Around the same time, William Henry Fox Talbot invented the calotype process using paper negatives, allowing images to be reproduced. Early photographers focused on portraiture and landscapes but their subjects expanded over time.
This document outlines an art project that explores past, present, and future techniques through a journey theme. It involves taking a sketchbook on a journey around the school, making observational drawings. Students will also complete mono-prints, take photos on their journey home, and draw from those photos. The project then introduces artists like Matisse, Hartill, Heckel, and Rauschenberg and their techniques like cut paper collages, embossing, linocuts, and collage. Students will experiment with these techniques, creating their own cut paper journey, relief prints, single and multicolor linocuts, and collages with lino prints. They will combine their best works in a final grid piece.
Photography began in the early 19th century when scientists discovered ways to capture images through chemical reactions on light-sensitive surfaces. The first permanent photograph was made in 1826 by Joseph Nicéphore Niépce in France, using a primitive camera to expose bitumen coated plates to light. By the late 1830s and 1840s, improvements in photographic processes and equipment allowed photography to become available for widespread experimentation and use.
A simple drawing machine can be made using elastic bands wound up and felt pens to quickly and visibly mark a surface. Students are asked to take their homemade drawing machines to class to have them create a drawing and explore the types of marks they are capable of making. Examples of drawing machines are provided for inspiration but the goal is for students to quickly construct a new drawing device in class that can record marks without needing many components.
The document discusses various techniques and exercises for abstract art, including blind contour drawing to describe textures by feel alone, using unorthodox tools to create unique brush marks, and contemplative drawings exploring the sensory experience of drinking water and the interior of one's mouth. Students are encouraged to experiment freely with mark making and non-traditional methods to develop their artistic practice.
Students in the Art department should be respectful of other students' artwork by not touching it, as damaged work could affect grades. They should also be respectful of materials by using fragile items carefully and following safety instructions when using sharp equipment. The sink area must also be kept dry and clean to prevent slips or water damage to artwork. Students are expected to bring a sketchbook to class to apply their best efforts and take risks in exploring different ways of working.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
Fortismere welcomes the recipient to their school. They provide two art tasks for the summer holiday involving creating drawings with different mediums on various surfaces based on themes, as well as visiting specified art exhibitions. Expectations for art lessons include being punctual, prepared, engaged, and cleaning up. Outside of lessons, independent art engagement is encouraged through gallery visits and keeping up with the art world. Resources for wider art reading and theory are recommended, including books, magazines, and apps. The first project this term is on abstraction, exploring techniques and receiving feedback. The second project focuses on diversity and developing a personal response over several weeks.
This document provides instructions for three blind drawing tasks. It begins by having students put their hand in a bag to feel an object without looking, then use descriptive words to create a blind drawing. In the second task, students examine a new object for 5 minutes before creating an ink drawing with their arms outstretched. The third task has students choose a section of their ink drawing to enlarge and develop into a painted composition using color theory concepts like advancing/receding and complementary colors. The overall document guides students through a series of blind drawing and painting exercises intended to heighten descriptive abilities and understanding of texture through non-visual means.
The document provides instructions for several mindfulness exercises focused on slowly experiencing water and mapping the interior of one's mouth through senses and drawing.
The first exercise has one slowly smell, taste, and feel water in their mouth before swallowing. The second asks one to draw the shape and textures felt inside their mouth using different media over three, one-minute drawings.
The third exercise invites revisiting mapping the mouth interior with eyes open, the non-dominant hand, varied papers and media, and different drawing speeds to further contemplation and sensory awareness.
The document provides instructions for making homemade drawing tools to create unique and textured marks that cannot be achieved with conventional brushes. It instructs the reader to photograph their homemade tools, use them to make marks on a grid to explore the different effects, and then apply the best marks and tools to create a large abstract piece, focusing on rhythm and balance.
The document discusses the work of Paul Klee, a German-Swiss artist. It quotes Klee's definitions of a drawing as "a line going for a walk" and a line as "a dot that went for a walk." It then lists two references to Klee - a 2005 work about his ideas and teaching, and an interview where musician Faris Badwan discusses encountering Klee's work. It concludes by mentioning Mister Maker's child-friendly explanation of Klee's art history.
Summer Holiday ART Tasks provides two tasks for students to complete over the summer break. Task 1 asks students to create three drawings each of "The Good, the Bad and the Ugly" using different mediums and surfaces with the size of their choice. Task 2 suggests visiting one of four exhibitions, providing the artist, location and directions for each by tube or on foot from nearby tube stations.
The document provides instructions for creating either a Dadaist or Surrealist self-portrait for homework. For the Dadaist option, students are told to collage images including machinery to represent themselves, with higher grades requiring more separate collage components and consideration of framing and character. For the Surrealist option, students are told to draw themselves from a photo but change their appearance unrealistically, with higher grades demanding free-hand drawing and added backgrounds. Students should choose either approach to complete the assigned homework.
Expressionism is an artistic style focused on emotional and spiritual expression over physical realism. Vincent Van Gogh and Edvard Munch used expressionism to explore their own voices and perspectives in a hostile world where they felt insecure. Munch's painting "The Scream" expresses his own cry of loneliness and fear, depicting a bloody red sky that made him feel trembling fright. Van Gogh's "Sunflowers" showed how he used color intensely to express his feelings about a subject rather than simply describe it, opening our eyes to the expressive power of color.
This document provides information about Yinka Shonibare's artwork "Double Dutch" (1994) and includes an activity exploring pattern making techniques inspired by African art and textiles. "Double Dutch" uses Dutch wax printed cotton canvases that reference the complex interactions between Europe, Asia, and Africa. The activity asks students to create their own pattern on canvas using shapes and tones, applying techniques like reflection, rotation, and repetition. Success criteria evaluate designs based on accuracy of shapes, use of tone, tonal range, and reference to African art forms.
The document summarizes Bob and Roberta Smith, a contemporary British artist who advocates for the importance of art in democratic life. In 2013, he founded the Art Party organization to promote this message to the British government. The document then discusses having students think of an issue they feel passionate about, research it, and create a sign or artwork to raise awareness on the topic in a concise, impactful way.
Tanjore Painting: Rich Heritage and Intricate Craftsmanship | Cottage9Cottage9 Enterprises
Explore the exquisite art of Tanjore Painting, known for its vibrant colors, gold foil work, and traditional themes. Discover its cultural significance today!
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2. Pierre Bonnard
The Studio at Le
Cannet,
with Mimosa.
1938-46
oil on canvas
127.5 x 127.5 cm
Discuss
Warm/
cool colours.
Composition.
Framing.
Perspective.
4. Henri Matisse
Open Window, Collioure
1905, oil on canvas.
55 cm x 46 cm
Look, Bonnard is doing the
same thing as Matisse.
Discuss:
What are
they doing?
5. Pierre Bonnard, The Studio at Le Cannet, with
Mimosa, 1938-46, oil on canvas, 127.5 x 127.5 cm
Howard Hodgkin, Out of The Window,
Bombay, 2012 – 2014, Oil on wood.
57.5 x 66cm
Look at the time period it took for Bonnard to
make this painting. 8 years. Who takes such a long
time to make a single painting?
What is going on here?
Here’s Howard Hodgkin doing the
same thing. Inside looking outward.
Looking through a window out to a
landscape.
Hodgkin talks about Pierre Bonnard's 'The Bath'
6. Howard Hodgkin, For Matisse, Oil on wood, 2011 – 2014, Oil on wood. 116.2 x 139.4cm
In this
instance
Hodgkin
makes a direct
reference to
Matisse. He
uses the motif
of a window,
the ideas of
seeing
through and
beyond.
In addition,
Hodgkin also
does
something
that Bonnard
does. He takes
years to
complete a
work.
7. How to Draw a Room in 1-Point Perspective:
The inside bit:
This film goes on a bit, but it tells you everything you need to know about
drawing an interior and getting the perspective right.
The exterior follows the same rules, but there’s a shift in colour.
To do TASK:
Make drawings that show an interior opening up into and exterior.
8. Look here’s David Hockney doing the same thing
In this painting Hockney playfully explores the idea of interior and exterior.
He takes us on a journey through the house and out into the landscape.
9. TASK 1a
Pick a location that has an interesting interior as well as an interesting exterior space.
Photograph the both the interior and exterior so that you can use the images to create
a collage that represents the experience of the two environments coexisting.
Use your collage to the produce a painted version.
Look at the centre of the painting.
Hockney is quoting Matisse. Research
this bit and include the Matisse
painting that Hockney is referring to.
10. TASK
Dawn Clements does it again in some of her works.
She picked locations and described interiors and exteriors. She chose to describe the
exterior through windows, and by using curtains to frame the exterior view, like a
theatre. Part of her drawing practise was based on watching old films and them
making drawings of scenes she remembered. She used memory, its fuzzy edges and
lack of precision to tell a story. (Like Bonnard, but a differently).
Take photographs, make a collage, pick a location that has fancy curtains and use
that location to frame a view, landscape, location that says something about your
choices.