Shapes are found everywhere in our daily lives and the artist Wassily Kandinsky was interested in circles, triangles, and squares in his abstract paintings. An activity for kids is inspired by one of Kandinsky's works where they draw concentric circles, color them in with crayons, cut them out, and glue them on construction paper to create their own artwork like the abstract artist.
Wassily Kandinsky was a Russian painter known for his abstract, experimental style using simple shapes, colors, and lines, inspired by music. As one of the pioneers of abstract art, Kandinsky was not afraid to try new techniques unlike other artists of his time, similar to how Vashty's art uses dots but in a different way from Kandinsky's paintings where the music he listened to can almost be seen and felt through the artwork.
The document provides instructions for students to create a circles painting inspired by abstract artist Wassily Kandinsky. It includes information about Kandinsky's life and work, techniques for mixing colors, and step-by-step directions for the painting activity. The goals are for students to learn about Kandinsky, mix their own colors, and use those colors to paint a non-representational circles composition in the style of the artist.
Eily O'connell is not a Goth but sees similarities between her work and Gothic styles. She was inspired by Irish surrealist artists Dorothy Cross and Alice Maher due to some similar design features, particularly their use of crabs. When collecting found objects for her artwork, she looks for things with interesting textures or things that would disgust people. She has been interested in art from a young age and studied jewelry design in college after initially wanting to pursue fashion design and textile art. Nature heavily influences her work due to growing up in the countryside, and she uses recycled materials in an effort to limit her environmental impact.
1) The document describes an evening where a man named Vicente helps two children, a little girl and boy, with their homework. He gifts them pencils which they are excited about.
2) The next evening, Vicente holds the little girl on his lap inappropriately while helping with her homework. The mother senses something is wrong and has the children go to their rooms.
3) The mother confronts Vicente and slaps him repeatedly down the stairs until forcing him to leave. She bathes and changes the little girl's clothes, sensing something was wrong.
This document discusses Wassily Kandinsky's abstract paintings and asks questions about the lines, shapes, colors, thoughts, and feelings they provoke in the viewer. It notes that Kandinsky did not paint representations of things but instead focused on abstract elements like shapes, areas, and lines to evoke responses in the audience.
This document provides information about the artist Yayoi Kusama and her unique artworks. It discusses how she developed a practice that incorporates different styles like Surrealism and Pop Art. Key motifs in her work include intricate infinity net patterns inspired by her hallucinations, as well as pumpkin forms which have symbolic meaning for her. The document also describes an art lesson where children examined Kusama's works featuring the letter R and discussed colors, techniques, and subjects like mushrooms. They also had opportunities for creative expression by drawing and writing stories inspired by her paintings.
Shapes are found everywhere in our daily lives and the artist Wassily Kandinsky was interested in circles, triangles, and squares in his abstract paintings. An activity for kids is inspired by one of Kandinsky's works where they draw concentric circles, color them in with crayons, cut them out, and glue them on construction paper to create their own artwork like the abstract artist.
Wassily Kandinsky was a Russian painter known for his abstract, experimental style using simple shapes, colors, and lines, inspired by music. As one of the pioneers of abstract art, Kandinsky was not afraid to try new techniques unlike other artists of his time, similar to how Vashty's art uses dots but in a different way from Kandinsky's paintings where the music he listened to can almost be seen and felt through the artwork.
The document provides instructions for students to create a circles painting inspired by abstract artist Wassily Kandinsky. It includes information about Kandinsky's life and work, techniques for mixing colors, and step-by-step directions for the painting activity. The goals are for students to learn about Kandinsky, mix their own colors, and use those colors to paint a non-representational circles composition in the style of the artist.
Eily O'connell is not a Goth but sees similarities between her work and Gothic styles. She was inspired by Irish surrealist artists Dorothy Cross and Alice Maher due to some similar design features, particularly their use of crabs. When collecting found objects for her artwork, she looks for things with interesting textures or things that would disgust people. She has been interested in art from a young age and studied jewelry design in college after initially wanting to pursue fashion design and textile art. Nature heavily influences her work due to growing up in the countryside, and she uses recycled materials in an effort to limit her environmental impact.
1) The document describes an evening where a man named Vicente helps two children, a little girl and boy, with their homework. He gifts them pencils which they are excited about.
2) The next evening, Vicente holds the little girl on his lap inappropriately while helping with her homework. The mother senses something is wrong and has the children go to their rooms.
3) The mother confronts Vicente and slaps him repeatedly down the stairs until forcing him to leave. She bathes and changes the little girl's clothes, sensing something was wrong.
This document discusses Wassily Kandinsky's abstract paintings and asks questions about the lines, shapes, colors, thoughts, and feelings they provoke in the viewer. It notes that Kandinsky did not paint representations of things but instead focused on abstract elements like shapes, areas, and lines to evoke responses in the audience.
This document provides information about the artist Yayoi Kusama and her unique artworks. It discusses how she developed a practice that incorporates different styles like Surrealism and Pop Art. Key motifs in her work include intricate infinity net patterns inspired by her hallucinations, as well as pumpkin forms which have symbolic meaning for her. The document also describes an art lesson where children examined Kusama's works featuring the letter R and discussed colors, techniques, and subjects like mushrooms. They also had opportunities for creative expression by drawing and writing stories inspired by her paintings.
The document provides details about the artist's various creative works over several years, including murals, paintings, drawings, and other art. The works cover a wide range of mediums and styles, from acrylic and latex murals to oil pastels, graphite drawings, digital collages, and more. Many of the pieces were commissioned or part of art programs the artist led.
EverInquisitive is a creative solutions organization run by an individual since age 8. Their creative passions including drawing, painting, sculpture, and writing have consumed them. They have no formal art training but art provides solace and helps them understand the world. Their portfolio includes various paintings, sculptures, and tattoo designs showcasing landscapes, architecture, and more in different mediums and styles.
Jim Wagner Presentation " 30 Years After.... "Jim Wagner
The document appears to be the description of an art exhibit by artist J.W. It includes the titles and descriptions of 29 pieces in the show ranging from pencil drawings to large scale paintings. Many of the pieces were inspired by the artist's experiences teaching children and interactions with writer friends. The exhibit explores themes of childhood, imagination, corporate culture and humanity's primitive roots through abstract and symbolic imagery.
The document summarizes art projects completed by different grades focusing on the works of Akrithakis and Wyspianski. Students created butterflies with textured paper, candle holders, and pictures of children inspired by Wyspianski. Older students practiced sketching and made self-portraits using wrapping paper, glue drawing, oil pastels, and handprints. Younger students contributed self-portraits as well. Currently, third graders are making stained glass windows by outlining drawings with black acrylic and glue then coloring with acrylic paints.
This document provides instructions for four free contemporary fabric art projects: 1) Debbi Crane's "A Piece of Cake" project which involves making colorful fabric books, 2) Wen Redmond's "Fabric Collage Mail Art" project creating postcards from fabric scraps, 3) Dianne Richards' "Fusing Fabrics and Fibers" project making unique fabrics, and 4) Kelli Perkins' "Fiber Effects" needle felting trading cards. The document explores each artist's process and provides step-by-step instructions for beginning fiber artists.
The document is a personal statement from an applicant discussing their interest and experience in art. It describes taking art classes in high school where they found art to be a way to communicate ideas and emotions without writing formally. The applicant enjoys using art for social commentary and exploring the influences of racism. The rest of the document shows a portfolio of the applicant's artworks from classes incorporating different mediums like painting, drawing, ink and more. The pieces range from portraits, figures, landscapes and more exploring subjects of interest to the applicant.
This project involved taking photographs of art pieces created by students and teachers at Desert Hot Springs High School based on a theme. The document shares photos of pencil drawings, paintings using various materials like newspaper and wood, and self portraits created by several artists including Ms. Loughnane, Evelyn Olvera, Gabby Garcia, Sammy Sosa, Laura Chavez, Anthony Segrest, and Liliana Montoy.
The presenter wishes to discuss their research for a sculpture project and how they will apply it in the classroom. They will first show how they developed ideas for the sculpture by experimenting with materials used by artist Anselm Kiefer, such as books made of lead and cardboard. They will then discuss research on Kiefer and the Maasai tribe. Finally, they will explain how students can make zines and three-dimensional cardboard screens based on questions about the Maasai tribe and Kiefer's artwork.
This document summarizes Kayla Schonvisky's Art 21 project where she responded to and was inspired by the works of several artists, including Katharina Grosse, Vija Celmins, and Kara Walker. For Grosse, Kayla created a painted rose sculpture in response to Grosse's painted pine tree. For Celmins, she drew fallen leaves in graphite to emulate Celmins' realistic style. In response to Walker's cut paper silhouettes, Kayla created a mixed media work about lost identity using newspaper and a dog tag.
This document summarizes Lucy Crookes' body of work from her time studying at the University of Leeds, including oil paintings focused on childhood fragility displayed in 2014, drawings exploring childhood innocence from 2013, and character illustrations for a children's book from 2016. It also provides details on individual art pieces such as titles, materials, sizes and dates.
This document contains samples of art lesson plans for different grade levels ranging from kindergarten to 5th grade. It includes brief descriptions of projects focused on different art mediums like printmaking, drawing, painting, sculpture and clay. Example lessons cover topics like dreamcatchers, clay mosaics, modes of transportation, coil pots, and more. The document also lists art exhibits and family arts night events the educator has participated in.
Keith Southerland has provided details on 14 artworks in various mediums including watercolor, acrylic paint, block print, screen printing, charcoal, and fabric design. The artworks include sketches, paintings, scarves, kimonos, life drawings, self portraits, greeting cards, and fabric designs. The artworks were created for portfolios, classes, jobs, and to sell. Southerland experimented with different styles, subjects, and mediums over his career.
This document summarizes the author's art education research journal. It describes several projects and pages from the journal, including observing an elementary school art class, creating a fall landscape painting, including an article on street art, adding their own artwork using stencils, and pages on ancient African art and the International art scene. The author enjoyed being able to use different mediums in their journal and felt their journal was more personal and complete by adding their own original art.
The New Zealand Independent School's art collection includes student works from Years 7-12 exploring a range of themes and media. Portraiture is a prominent subject, with students conveying personal emotions and movement through expressive lines and applied paint. Students also created still life compositions and perspective drawings demonstrating skill development. Some worked with new media like photography and digital art. Students were influenced by artists from Da Vinci to contemporary figures as they developed their individual styles.
The document describes various art workshops and projects taught to students of different grade levels. Some of the workshops and projects described include learning about archeology through gridding a site and analyzing finds, color theory using watercolors, creating Balinese shadow puppets, making stained glass artwork, creating quilt squares and letters about freeing captive whales for a social justice project, making an edible color wheel out of icing to learn about the color wheel, collaborating on chalk art, making mosaics, optical illusions, Adinkra symbols art from Ghana, set design, sun printing techniques from history of photography, paper making from its origins, creating a naturalist's notebook, sculpting in the style of Henry Moore, Carn
The document summarizes art projects done by students at different grade levels that were inspired by the Polish painter Stanislaw Wyspianski. Students made self-portraits using materials like paper, glue, chalk and oil pastels. Older students worked on sketches of people in different positions and stained glass window designs using acrylic paint and glue. Younger students contributed self-portraits as well as pictures of children with hats inspired by Wyspianski's works.
The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
I thought it would cost more to relate to the silence and solitude of the study, it has not been. Just messing with me first paint stains, has been almost as immediate infatuation is like a return to those areas for meditation, dialogue and creating more active, even those areas that believers call to prayer. They talk with my ten and I meditate the historical, the story is a individuu step. With the brushes can remove water feelings, psychic energy is renewed. These you see below are the first paintings after returning to the world in which I am made.
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.
The document provides details about the artist's various creative works over several years, including murals, paintings, drawings, and other art. The works cover a wide range of mediums and styles, from acrylic and latex murals to oil pastels, graphite drawings, digital collages, and more. Many of the pieces were commissioned or part of art programs the artist led.
EverInquisitive is a creative solutions organization run by an individual since age 8. Their creative passions including drawing, painting, sculpture, and writing have consumed them. They have no formal art training but art provides solace and helps them understand the world. Their portfolio includes various paintings, sculptures, and tattoo designs showcasing landscapes, architecture, and more in different mediums and styles.
Jim Wagner Presentation " 30 Years After.... "Jim Wagner
The document appears to be the description of an art exhibit by artist J.W. It includes the titles and descriptions of 29 pieces in the show ranging from pencil drawings to large scale paintings. Many of the pieces were inspired by the artist's experiences teaching children and interactions with writer friends. The exhibit explores themes of childhood, imagination, corporate culture and humanity's primitive roots through abstract and symbolic imagery.
The document summarizes art projects completed by different grades focusing on the works of Akrithakis and Wyspianski. Students created butterflies with textured paper, candle holders, and pictures of children inspired by Wyspianski. Older students practiced sketching and made self-portraits using wrapping paper, glue drawing, oil pastels, and handprints. Younger students contributed self-portraits as well. Currently, third graders are making stained glass windows by outlining drawings with black acrylic and glue then coloring with acrylic paints.
This document provides instructions for four free contemporary fabric art projects: 1) Debbi Crane's "A Piece of Cake" project which involves making colorful fabric books, 2) Wen Redmond's "Fabric Collage Mail Art" project creating postcards from fabric scraps, 3) Dianne Richards' "Fusing Fabrics and Fibers" project making unique fabrics, and 4) Kelli Perkins' "Fiber Effects" needle felting trading cards. The document explores each artist's process and provides step-by-step instructions for beginning fiber artists.
The document is a personal statement from an applicant discussing their interest and experience in art. It describes taking art classes in high school where they found art to be a way to communicate ideas and emotions without writing formally. The applicant enjoys using art for social commentary and exploring the influences of racism. The rest of the document shows a portfolio of the applicant's artworks from classes incorporating different mediums like painting, drawing, ink and more. The pieces range from portraits, figures, landscapes and more exploring subjects of interest to the applicant.
This project involved taking photographs of art pieces created by students and teachers at Desert Hot Springs High School based on a theme. The document shares photos of pencil drawings, paintings using various materials like newspaper and wood, and self portraits created by several artists including Ms. Loughnane, Evelyn Olvera, Gabby Garcia, Sammy Sosa, Laura Chavez, Anthony Segrest, and Liliana Montoy.
The presenter wishes to discuss their research for a sculpture project and how they will apply it in the classroom. They will first show how they developed ideas for the sculpture by experimenting with materials used by artist Anselm Kiefer, such as books made of lead and cardboard. They will then discuss research on Kiefer and the Maasai tribe. Finally, they will explain how students can make zines and three-dimensional cardboard screens based on questions about the Maasai tribe and Kiefer's artwork.
This document summarizes Kayla Schonvisky's Art 21 project where she responded to and was inspired by the works of several artists, including Katharina Grosse, Vija Celmins, and Kara Walker. For Grosse, Kayla created a painted rose sculpture in response to Grosse's painted pine tree. For Celmins, she drew fallen leaves in graphite to emulate Celmins' realistic style. In response to Walker's cut paper silhouettes, Kayla created a mixed media work about lost identity using newspaper and a dog tag.
This document summarizes Lucy Crookes' body of work from her time studying at the University of Leeds, including oil paintings focused on childhood fragility displayed in 2014, drawings exploring childhood innocence from 2013, and character illustrations for a children's book from 2016. It also provides details on individual art pieces such as titles, materials, sizes and dates.
This document contains samples of art lesson plans for different grade levels ranging from kindergarten to 5th grade. It includes brief descriptions of projects focused on different art mediums like printmaking, drawing, painting, sculpture and clay. Example lessons cover topics like dreamcatchers, clay mosaics, modes of transportation, coil pots, and more. The document also lists art exhibits and family arts night events the educator has participated in.
Keith Southerland has provided details on 14 artworks in various mediums including watercolor, acrylic paint, block print, screen printing, charcoal, and fabric design. The artworks include sketches, paintings, scarves, kimonos, life drawings, self portraits, greeting cards, and fabric designs. The artworks were created for portfolios, classes, jobs, and to sell. Southerland experimented with different styles, subjects, and mediums over his career.
This document summarizes the author's art education research journal. It describes several projects and pages from the journal, including observing an elementary school art class, creating a fall landscape painting, including an article on street art, adding their own artwork using stencils, and pages on ancient African art and the International art scene. The author enjoyed being able to use different mediums in their journal and felt their journal was more personal and complete by adding their own original art.
The New Zealand Independent School's art collection includes student works from Years 7-12 exploring a range of themes and media. Portraiture is a prominent subject, with students conveying personal emotions and movement through expressive lines and applied paint. Students also created still life compositions and perspective drawings demonstrating skill development. Some worked with new media like photography and digital art. Students were influenced by artists from Da Vinci to contemporary figures as they developed their individual styles.
The document describes various art workshops and projects taught to students of different grade levels. Some of the workshops and projects described include learning about archeology through gridding a site and analyzing finds, color theory using watercolors, creating Balinese shadow puppets, making stained glass artwork, creating quilt squares and letters about freeing captive whales for a social justice project, making an edible color wheel out of icing to learn about the color wheel, collaborating on chalk art, making mosaics, optical illusions, Adinkra symbols art from Ghana, set design, sun printing techniques from history of photography, paper making from its origins, creating a naturalist's notebook, sculpting in the style of Henry Moore, Carn
The document summarizes art projects done by students at different grade levels that were inspired by the Polish painter Stanislaw Wyspianski. Students made self-portraits using materials like paper, glue, chalk and oil pastels. Older students worked on sketches of people in different positions and stained glass window designs using acrylic paint and glue. Younger students contributed self-portraits as well as pictures of children with hats inspired by Wyspianski's works.
The purpose of this lesson plan was to integrate art and language arts. Students were to narrate the story The Legend of the Indian Paintbrush, by displaying a use of symbols on a collage.
I thought it would cost more to relate to the silence and solitude of the study, it has not been. Just messing with me first paint stains, has been almost as immediate infatuation is like a return to those areas for meditation, dialogue and creating more active, even those areas that believers call to prayer. They talk with my ten and I meditate the historical, the story is a individuu step. With the brushes can remove water feelings, psychic energy is renewed. These you see below are the first paintings after returning to the world in which I am made.
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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3. As you can see, Alice inWonderland has
been a reoccurring theme in my art.To
the right is a painting, then left to right on
the bottom there are Russian nesting
dolls, a digital design book cover, and a
drawing ofThe Mad Hatter made out of a
page from the book.
4. Unfinished Portrait (AWork in Progress)-
Graphite on paper, 9”x12”
The Purpose of Art is toWash the Dust
of Daily Life from Our Souls-Picasso,
Graphite on paper, 9”x12”
5. A Still Life (My Mona Lisa),
vine charcoal, 3’x4’
16. The right shows examples of second grade Zentangles and
the left has 5th grade examples on the smaller paper and
Kinder examples on the larger paper
18. Student art work influenced byWassily
Kandinsky.
These pieces were inspired by Wassily
Kandinsky, Circles in a Circle, 1923 with a
focus on adding value, 5th grade
These two were inspired by Wassily Kandinsky, Composition No.
VIII, 1923 with a focus on shapes, lines, and colors, 2nd grade
19. For these pieces we
focused on texture
and emphasis.We
looked at examples
of surrealism for
inspiration.