Hwk 1 Shonibare
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Yinka Shonibare's artwork "Dysfunctional Family" depicts figures in colorful batik fabrics arranged as a family. Students analyzed the work by describing what they saw, identifying family members, and discussing the patterns and their cultural associations. They considered what the artist aims to convey, such as issues of identity, alienation, race, and class. The title "Alien Nation" and the figures' foreign patterns portray them as alien despite being a typical family portrait.
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Hwk 1 shonibare
This document provides discussion questions about the artwork "Dysfunctional Family" by Yinka Shonibare. It asks students to describe what they see in the picture, identify family members, describe the patterns on the fabric, associate the patterns with a place, and explain what the artist is trying to say. It notes that the work is part of a series called "Alien Nation" and asks how students would define an "alien." Homework involves drawing one of the figures, answering the questions, and writing paragraphs of increasing length about the work using specified vocabulary words.
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This document provides information about artists who have used celebrity imagery in their work. It discusses Andy Warhol's silkscreen prints of Marilyn Monroe using flat colors and repetition. It also covers Shepard Fairey's stencil artwork, including his iconic "Hope" poster of Barack Obama. The document includes lesson plans teaching students to create stencil prints and explore techniques used by Warhol, Fairey, Banksy and other street artists who reference celebrities in their pop art-influenced work.
Inquiry Methods - 2017
The document provides advice for presenting a piece of artwork and leading a discussion with an audience. It recommends starting with open-ended questions that can be answered in multiple ways based on personal perspectives. Examples of open-ended questions are given that ask the audience to describe what they see in the artwork or how people in the artwork are interacting. Close-ended questions that can be answered with a yes or no are less conducive to discussion. The document also suggests listening to audience responses and using their names to validate their opinions and turn their questions back on them to further the discussion.
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Interpreting Visual Culture Assignment Choose one of the followin.pdf
Interpreting Visual Culture Assignment Choose one of the followin.pdf
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Pictorialism- f64.pptx
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.
Easter holiday challenge 3 loo roll
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.
Homework 1: Research an issue
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.
Royal Academy W/Sheet 202
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.
Year 11 ESA lessons 2020
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.
Selfie Cover Lesson
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.
Modernism and Photography
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.
Lino step by step
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.
Early Photography
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.
Past, Present & Future SoW
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.
History of Photography, The Early Years
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.
Drawing machine
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.
Year 12 abstraction 2
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.
How do we read a photograph?
Photography, A level Photography, Denotative, Connotative, Diane Arbus, Critical and Contextual Studies
KS3_First Lesson 2019
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.
Year 12 abstraction 1
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.
A level first lesson 2019
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.
Blind drawing
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.
Mouth and Meaning
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.
Typography of marks
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.
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Cherries 32 collection of colorful paintings
The cherry: beauty, softness, its heart-shaped plastic has inspired artists since Antiquity. Cherries and strawberries were considered the fruits of paradise and thus represented the souls of men.
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This is my presentation for the Record Store Scavenger Hunt.
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HERE IS THE FULL SCRIPT OF VINNAITHTHAANDI VARUVAAYA BY GAUTHAM VAASUDEV MENON
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Meena Pittman
一比一原版(BC毕业证)波士顿学院毕业证如何办理
BC毕业证学历书【微信95270640】办理波士顿学院毕业证成绩单（Q微信95270640）毕业证学历认证OFFER专卖国外文凭学历学位证书办理澳洲文凭|澳洲毕业证,澳洲学历认证,澳洲成绩单 澳洲offer,教育部学历认证及使馆认证永久可查 ,国外毕业证|国外学历认证,国外学历文凭证书 BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，BC毕业证，专业为留学生办理毕业证、成绩单、使馆留学回国人员证明、教育部学历学位认证、录取通知书、Offer、
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如果你回国在学历认证方面有以下难题请联系我们我们将竭诚为你解决认证瓶颈
1所有材料真实但资料不全无法提供完全齐整的原件。【如：成绩单丶毕业证丶回国证明等材料中有遗失的。】
2获得真实的国外最终学历学位但国外本科学历就读经历存在问题或缺陷。【如：国外本科是教育部不承认的或者是联合办学项目教育部没有备案的或者外本科没有正常毕业的。】
3学分转移联合办学等情况复杂不知道怎么整理材料的。时间紧迫自己不清楚递交流程的。
如果你是以上情况之一请联系我们我们将在第一时间内给你免费咨询相关信息。我们将帮助你整理认证所需的各种材料.帮你解决国外学历认证难题。
国外波士顿学院波士顿学院本科学位证成绩单办理方法：
1客户提供办理信息：姓名生日专业学位毕业时间等（如信息不确定可以咨询顾问：我们有专业老师帮你查询波士顿学院波士顿学院本科学位证成绩单）；
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3波士顿学院毕业证成绩单电子版做好以后发送给您确认；
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5波士顿学院成品做好拍照或者视频给您确认；
6快递给客户（国内顺丰国外DHLUPS等快读邮寄）。疯一把山娃算了算这一次足足花了老爸元够他挣上半个月的山娃很不解一向节俭的父亲啥时变得如此阔绰大方大把大把掏钱时居然连眉头也不皱一下车票早买好了直达卧铺车得经过山娃老家门口山娃拒绝父亲送说往车上一躺就等着下车决无丢失的道理有手机在身联系也方便再说他都岁了还有大半车的小伙伴相伴他不怕在父亲千叮咛万嘱咐中山娃依依不舍地爬上车朝窗外不住地挥手别了父亲别了父亲的城别了我的暑假生活我的城市生活望着窗外挥舞的房
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一模一样【微信：A575476】【美国加州大学圣地亚哥分校毕业证（ucsd毕业证书）成绩单Offer】【微信：A575476】（留信学历认证永久存档查询）采用学校原版纸张、特殊工艺完全按照原版一比一制作（包括：隐形水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠，文字图案浮雕，激光镭射，紫外荧光，温感，复印防伪）行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备，十五年致力于帮助留学生解决难题，业务范围有加拿大、英国、澳洲、韩国、美国、新加坡，新西兰等学历材料，包您满意。
【业务选择办理准则】
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二、回国进私企、外企、自己做生意的情况，这些单位是不查询毕业证真伪的，而且国内没有渠道去查询国外文凭的真假，也不需要提供真实教育部认证。鉴于此，办理一份毕业证【微信：A575476】即可
三、进国企，银行，事业单位，考公务员等等，这些单位是必需要提供真实教育部认证的，办理教育部认证所需资料众多且烦琐，所有材料您都必须提供原件，我们凭借丰富的经验，快捷的绿色通道帮您快速整合材料，让您少走弯路。
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
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8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
→ 【关于价格问题（保证一手价格）
我们所定的价格是非常合理的，而且我们现在做得单子大多数都是代理和回头客户介绍的所以一般现在有新的单子 我给客户的都是第一手的代理价格，因为我想坦诚对待大家 不想跟大家在价格方面浪费时间
对于老客户或者被老客户介绍过来的朋友，我们都会适当给一些优惠。
选择实体注册公司办理，更放心，更安全！我们的承诺：可来公司面谈，可签订合同，会陪同客户一起到教育部认证窗口递交认证材料，客户在教育部官方认证查询网站查询到认证通过结果后付款，不成功不收费！
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storyboard: Victor and Verlin discussing about top hat
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Matka Guessing Satta Matta Matka Kalyan Chart Indian Matka Dpboss
Hwk 1 Shonibare
- 1. ‘Dysfunctional Family’ by Yinka Shonibare In pairs, answer the following questions: Explain what you see in the picture? Can you recognise the different members of the family? If so, how do you know? How would you describe the patterns? Do you associate the patterns on the fabric with a particular place? What do you think the artist is trying to say in this art work? Explain your reasons. This art work is part of a series of art works called ‘Alien Nation’. How would you define an ‘Alien’? Does the title help you understand the artwork?
- 2. Homework: 1. Write the title- ‘ Dysfunctional Family’ 1999 by Yinka Shonibare -in your sketchbook. 2. Draw one or more of the figures in colour. 3. Write up your comments from the questions completed in class. Try to use the specific vocab below. Grade 1: Write out each question and answer each one in full sentences. Try to include the words below: Pattern Colourful Batik Sculpture Foreign Alien Grade 2: Use the answers from the class task to help you write a short paragraph about this work. Use the grade 1 words and those below: Issue based work Installation Race Class Identity Alienation Grade 3< Collect more information about other themes Shonibare addresses in his work. Write a short paragraph covering the answers from the lesson and introducing the information you have discovered. Use the grade 1, 2 and 3 vocab within your writing. Colonialism Globalisation Status Multiculturalism Stereotype Controversial Think carefully about the overall presentation. You may wish to create a border featuring some of the patterns Shonibare uses or include images of his other work.
Editor's Notes
- Like most of Shonibare’s works, Dysfunctional Family is a playful exploration of status, alienation, and multiculturalism. This is accentuated by the artist’s use of batik, a colorful, patterned material often used as a symbol for exoticism or “Africanness.” The fabric, however, is not indigenous to Africa, but is actually colonial in origin. First made in Indonesia, it was imported to Holland and reproduced by English designers. Dysfunctional Family consists of four stuffed mannequins of a stereotypical “space-alien” family that, at about four feet high, look like oversized cartoon toys. The artist here uses the patterned fabric as a metaphor for the phenomenon of cultural confusion, unveiling the notion of identity as a construct. At the same time, he uses the creatures to play on the notion of the foreign–or “alien”–in today’s social fabric