This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document is Stephen Robertson's professional art teaching portfolio from 2016 at Fuhua Primary School in Singapore. It summarizes 14 art projects Robertson completed with primary school students exploring themes of identity, culture, environment and community. The projects utilized various materials and techniques including ink, paint, markers, found objects and more. Each project engaged students in developing skills while learning about different artists and cultures. The portfolio demonstrates Robertson's approach to nurturing students' artistic abilities and identities.
The document provides information about Franklin Township Elementary School, including its location, population statistics, classroom schedules, and after-school programs. It then describes the art teacher, Mrs. Tina Audio, her background and teaching philosophy. Details are given about Mrs. Audio's 3rd and 4th grade art classes, including their rotating schedule, classroom setup, supplies, and technology available. The document outlines Mrs. Audio's unit on Cubism, including lessons on Pablo Picasso's style, creating Picasso-inspired portraits using different views, developing implied textures, and a student self-assessment. Student work samples and the display of art around the school are also mentioned.
Zong Z. Peng has been drawing since age 7 in China, starting with basic lines and colors. At age 10, he began imitating favorite artists and quickly improved. By age 12, he started experimenting with different styles such as cartoonish and realistic. Throughout his teens, Peng was influenced by scenes from daily life, literature, and history in his drawings. By age 20, he created his own characters and stories. While mainly focusing on illustration, he also ventured into abstractionism. Peng hopes to bring his creativity to MIT Sloan through entrepreneurship.
This document provides information about an art exhibit to teach kindergarten students geometry concepts. It includes descriptions of 6 Cubist artworks with their histories and an art vocabulary word for each. Students will identify and describe 2D and 3D shapes within the paintings. They will also discuss how the art makes them feel and note similarities and differences between the pieces. Activities include naming shapes found in the paintings, combining basic shapes to create new ones, and using lines to form shapes.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
Zong Z. Peng has been drawing since age 7 in China, starting with basics and then imitating favorite artists. Through experimenting with different styles from ages 12 to 18, Peng's skills improved and he discovered his own path. His drawings were influenced by scenes from daily life, literature, and history. By age 20, Peng started creating his own characters and stories, and occasionally ventured into other genres like abstractionism. Peng has found the same joy in entrepreneurship as in art and hopes to bring creativity to MIT Sloan.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document is Stephen Robertson's professional art teaching portfolio from 2016 at Fuhua Primary School in Singapore. It summarizes 14 art projects Robertson completed with primary school students exploring themes of identity, culture, environment and community. The projects utilized various materials and techniques including ink, paint, markers, found objects and more. Each project engaged students in developing skills while learning about different artists and cultures. The portfolio demonstrates Robertson's approach to nurturing students' artistic abilities and identities.
The document provides information about Franklin Township Elementary School, including its location, population statistics, classroom schedules, and after-school programs. It then describes the art teacher, Mrs. Tina Audio, her background and teaching philosophy. Details are given about Mrs. Audio's 3rd and 4th grade art classes, including their rotating schedule, classroom setup, supplies, and technology available. The document outlines Mrs. Audio's unit on Cubism, including lessons on Pablo Picasso's style, creating Picasso-inspired portraits using different views, developing implied textures, and a student self-assessment. Student work samples and the display of art around the school are also mentioned.
Zong Z. Peng has been drawing since age 7 in China, starting with basic lines and colors. At age 10, he began imitating favorite artists and quickly improved. By age 12, he started experimenting with different styles such as cartoonish and realistic. Throughout his teens, Peng was influenced by scenes from daily life, literature, and history in his drawings. By age 20, he created his own characters and stories. While mainly focusing on illustration, he also ventured into abstractionism. Peng hopes to bring his creativity to MIT Sloan through entrepreneurship.
This document provides information about an art exhibit to teach kindergarten students geometry concepts. It includes descriptions of 6 Cubist artworks with their histories and an art vocabulary word for each. Students will identify and describe 2D and 3D shapes within the paintings. They will also discuss how the art makes them feel and note similarities and differences between the pieces. Activities include naming shapes found in the paintings, combining basic shapes to create new ones, and using lines to form shapes.
Leonardo da Vinci was an Italian polymath, regarded as one of the most diversely talented individuals to have ever lived. He made significant contributions to many fields, including painting, sculpting, architecture, science, music, mathematics, engineering, literature, anatomy, geology, astronomy, botany, writing, history, and cartography. Some of his most famous works include the Mona Lisa and The Last Supper.
Zong Z. Peng has been drawing since age 7 in China, starting with basics and then imitating favorite artists. Through experimenting with different styles from ages 12 to 18, Peng's skills improved and he discovered his own path. His drawings were influenced by scenes from daily life, literature, and history. By age 20, Peng started creating his own characters and stories, and occasionally ventured into other genres like abstractionism. Peng has found the same joy in entrepreneurship as in art and hopes to bring creativity to MIT Sloan.
Blair Lambert is seeking an art teaching position and has experience teaching art at various schools and camps. She has a Bachelor's degree in Art Education and Studio Art, and is completing a Master's degree in Art and Design Education. Her teaching philosophy focuses on helping students think critically about art and developing both technical and conceptual skills. She provides examples of art lessons she has taught that develop skills while exploring concepts.
This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
1. The document provides instructions for drawing lessons focusing on lines, shapes, textures, and landscapes.
2. It discusses key drawing techniques like showing distance through object size, using foreground, middle ground and background, and creating textures through hatching and dotting.
3. Students are given activities to practice these techniques by drawing people of different sizes, landscapes, still lifes and sketches of natural objects.
This document provides biographical details of the Chinese artist Zhong-Yang Huang. It states that he was born in Guangzhou, China in 1949 and from a young age his parents encouraged him to draw and paint. By age eight, he began formal training in traditional Chinese painting and calligraphy, showing great talent that impressed his instructors and peers who believed he would become a great artist.
This document contains an English conversation lesson about courtesy. It includes conversations on asking for and giving biographical information, as well as questions about sports and activities. The conversations cover grammar points such as statements and questions with the past tense of "be" and questions using "can" to express ability. There are exercises to practice the grammar and pronunciation from the conversations.
Keith Haring and Dan Eldon both used art journals to document their lives and ideas. Haring used his journal as a bank for sketches, notes, and reflections, documenting daily life in a less personal way. Eldon filled his journals between ages 15-22 with collages, photos, drawings and ephemera, documenting his travels and using satire as commentary. He considered his journals personal works of art, while Haring saw his as a useful tool. Both artists represented concepts in their work and left their mark before passing away at young ages.
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 outlines an 8th grade art unit on non-objective art by Vasily Kandinsky and how art interconnects with other disciplines. The unit goals are for students to identify, describe, and design non-objective artworks, understand Kandinsky's importance, and recognize how art relates to music, math, science, and other subjects. On Mondays, students will learn how to create non-objective art and be assessed on a completed work. They will also discuss how art applies to other classes. The rest of the week involves instruction on non-objective art and Kandinsky, demonstrating grid techniques, and work sessions with support for all students.
The document provides the substitute art teacher's plans for the day which includes the class schedule, attendance procedures, and activity instructions for each class period. High school art students can continue working on pen and ink projects or do homework, and studio art students work on independent projects. Middle school art will do a thankful art lesson using markers, crayons, and the example provided. The substitute is asked to contact administration with any student problems and remind students they may be written up for disobedience.
Rodney Pike is a digital artist known for his photorealistic caricatures of famous people. He has been drawing and painting since childhood, inspired by cartoons and Norman Rockwell. Though self-taught, Pike has honed his skills through extensive practice over many years. Recently, he discovered a talent for photo manipulation in Photoshop, which rekindled his passion for art. He now focuses on creating caricatures through photo manipulation, drawing inspiration from other digital artists.
The document profiles up-and-coming British artist Mr. Sam Driver and his career aspirations. It discusses his art education and influences, including teachers who encouraged self-expression. Currently studying fine art at Northumbria University, Mr. Driver cites artists Mr. Nate Frizell and Mr. Michael Peck as inspirations and is working to display his paintings and drawings in exhibitions in Moscow, Dubai, and York. He envisions using his creative talents in the future to pursue work that is personally satisfying, possibly in America.
K to 12 mapeh (arts) III complete objectives and subject matterAlcaide Gombio
ย
1. The document outlines an art curriculum for elementary students consisting of 8 lessons per grading period across 4 grading periods.
2. The lessons cover a range of art mediums including drawing, painting, printmaking, and sculpture/3D works. Specific lessons teach skills like different types of lines, illusion of space, landscape painting, and puppet making.
3. Each lesson includes objectives, materials, and activities. Objectives focus on developing art techniques and appreciation of art and culture. Many lessons encourage using materials from the local environment and culture.
The document provides information and suggestions for art students to work on over the summer break in preparation for the next term. It includes a list of artists and recommended techniques for students to study and emulate. It outlines a two-page artist study assignment where students analyze an artist's work and include a transcription. It also encourages students to take reference photos over the summer that can be used for etching and drawing assignments when classes resume. Students are asked to complete a second artist study on a board and submit all their work by a specified date to ensure they are prepared for the new term.
The document provides information about various art and design programs and courses, including:
- An exhibition with a range of fashion, photography, product design, and more that inspired creative imagination.
- The Kingston Foundation course which allows students to experiment with various disciplines like graphic design, fashion, fine art, and more before specializing.
- Details about the Bournemouth Arts BA Illustration course which emphasizes primary research, guest speakers, life drawing, and study trips.
- Examples of student illustration work from the Bournemouth Arts course, including a children's book with bold colors and shapes to tell a story without words.
- Two poster design concepts by the document's author, inspired by
Writing sample by Julia Montepagani, published in the Art Students League of New York 's artist magazine, Atelier. An interview with artist Ezra Cohen.
This 8th grade art unit focuses on non-objective art, Vasily Kandinsky, and the interdisciplinary nature of visual art. Over the course of one week, students will learn about Kandinsky and non-objective art, practice creating non-objective artworks using a variety of lines, and discuss how art relates and interconnects to other disciplines like music. Each lesson has a learning objective and assessment, and incorporates warm-up activities, instruction, work time, and closing discussions or critiques. The unit aims to help students understand non-objective art and Kandinsky's importance, identify connections between art and other subjects, and develop art skills through creating non-objective compositions.
The document outlines a 5-day lesson plan to teach diversity and acceptance of differences to a 1st grade classroom. The class has 19 students from various racial and cultural backgrounds, as well as some with disabilities. Over the week, students will read a book about differences, discuss their own families, create self-portraits, write essays, and share photos of their families to help them feel comfortable with their own identities and appreciate others. The teacher will use visual aids, art projects, discussions, and technology like Prezi to engage students and meet the objective of helping them understand and embrace diversity.
The document provides research and examples for a school/college magazine cover, including:
1) Existing magazine covers typically feature themes like art and sport, with the main feature written larger and images/headlines in the background.
2) Covers use bold colors that contrast to grab attention, along with the date, price, and school/college name.
3) Example cover ideas include images of students in class and headlines like "Students Get Creative" paired with a vibrant, youthful design.
This lesson plan is for a drawing class and focuses on creating the illusion of space. It includes reviewing the concept of illusion of space and having students create a picture that shows it. Examples from local artists Manuel Baldemor and Giovanni Antonio Canal will be shown that emphasize treating space in cityscapes and daily life. Students will then create their own artwork applying the techniques learned and appreciate how artists create the illusion of space using lines and object sizes. Their works will be critiqued on demonstrating the illusion of space.
This document discusses two perspectives on identity and how it relates to culture and body image. The first view is that identity is shaped by the cultural and social forces one is exposed to, while the second sees identity as something that individuals construct for themselves by choosing from various cultural influences and changing over time. Neither view is considered completely right or wrong. The document then discusses various components of identity including relationships, career, beliefs and self-concept. It analyzes the development of self-awareness from infancy through adulthood.
A profile portrait is a drawing of a person's head from the side, showing only one ear. Some famous examples include Whistler's Mother and Lady in Yellow. Students were assigned tasks to draw and cut out profile portraits, then create Archimboldo-style collages by combining portraits with images of fruits and vegetables cut from magazines. Homework was to collect magazines with fruit and vegetable images.
Blair Lambert is seeking an art teaching position and has experience teaching art at various schools and camps. She has a Bachelor's degree in Art Education and Studio Art, and is completing a Master's degree in Art and Design Education. Her teaching philosophy focuses on helping students think critically about art and developing both technical and conceptual skills. She provides examples of art lessons she has taught that develop skills while exploring concepts.
This document outlines a 3 lesson drawing curriculum for elementary school students. Lesson 1 focuses on mark making with crayons using the artists Jackson Pollock and Edgar Degas as examples. Lesson 2 teaches self-portraits using color and expression, showing works by Close, Matisse, and Dekooning. Lesson 3 incorporates line and found objects into drawings, exploring the techniques of Van Gogh and Jasper Johns. Each lesson aims to develop students' drawing skills through different approaches and lasts 1 hour and 20 minutes. The overall goal is for students to explore art and improve abilities through varied drawing methods.
1. The document provides instructions for drawing lessons focusing on lines, shapes, textures, and landscapes.
2. It discusses key drawing techniques like showing distance through object size, using foreground, middle ground and background, and creating textures through hatching and dotting.
3. Students are given activities to practice these techniques by drawing people of different sizes, landscapes, still lifes and sketches of natural objects.
This document provides biographical details of the Chinese artist Zhong-Yang Huang. It states that he was born in Guangzhou, China in 1949 and from a young age his parents encouraged him to draw and paint. By age eight, he began formal training in traditional Chinese painting and calligraphy, showing great talent that impressed his instructors and peers who believed he would become a great artist.
This document contains an English conversation lesson about courtesy. It includes conversations on asking for and giving biographical information, as well as questions about sports and activities. The conversations cover grammar points such as statements and questions with the past tense of "be" and questions using "can" to express ability. There are exercises to practice the grammar and pronunciation from the conversations.
Keith Haring and Dan Eldon both used art journals to document their lives and ideas. Haring used his journal as a bank for sketches, notes, and reflections, documenting daily life in a less personal way. Eldon filled his journals between ages 15-22 with collages, photos, drawings and ephemera, documenting his travels and using satire as commentary. He considered his journals personal works of art, while Haring saw his as a useful tool. Both artists represented concepts in their work and left their mark before passing away at young ages.
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 outlines an 8th grade art unit on non-objective art by Vasily Kandinsky and how art interconnects with other disciplines. The unit goals are for students to identify, describe, and design non-objective artworks, understand Kandinsky's importance, and recognize how art relates to music, math, science, and other subjects. On Mondays, students will learn how to create non-objective art and be assessed on a completed work. They will also discuss how art applies to other classes. The rest of the week involves instruction on non-objective art and Kandinsky, demonstrating grid techniques, and work sessions with support for all students.
The document provides the substitute art teacher's plans for the day which includes the class schedule, attendance procedures, and activity instructions for each class period. High school art students can continue working on pen and ink projects or do homework, and studio art students work on independent projects. Middle school art will do a thankful art lesson using markers, crayons, and the example provided. The substitute is asked to contact administration with any student problems and remind students they may be written up for disobedience.
Rodney Pike is a digital artist known for his photorealistic caricatures of famous people. He has been drawing and painting since childhood, inspired by cartoons and Norman Rockwell. Though self-taught, Pike has honed his skills through extensive practice over many years. Recently, he discovered a talent for photo manipulation in Photoshop, which rekindled his passion for art. He now focuses on creating caricatures through photo manipulation, drawing inspiration from other digital artists.
The document profiles up-and-coming British artist Mr. Sam Driver and his career aspirations. It discusses his art education and influences, including teachers who encouraged self-expression. Currently studying fine art at Northumbria University, Mr. Driver cites artists Mr. Nate Frizell and Mr. Michael Peck as inspirations and is working to display his paintings and drawings in exhibitions in Moscow, Dubai, and York. He envisions using his creative talents in the future to pursue work that is personally satisfying, possibly in America.
K to 12 mapeh (arts) III complete objectives and subject matterAlcaide Gombio
ย
1. The document outlines an art curriculum for elementary students consisting of 8 lessons per grading period across 4 grading periods.
2. The lessons cover a range of art mediums including drawing, painting, printmaking, and sculpture/3D works. Specific lessons teach skills like different types of lines, illusion of space, landscape painting, and puppet making.
3. Each lesson includes objectives, materials, and activities. Objectives focus on developing art techniques and appreciation of art and culture. Many lessons encourage using materials from the local environment and culture.
The document provides information and suggestions for art students to work on over the summer break in preparation for the next term. It includes a list of artists and recommended techniques for students to study and emulate. It outlines a two-page artist study assignment where students analyze an artist's work and include a transcription. It also encourages students to take reference photos over the summer that can be used for etching and drawing assignments when classes resume. Students are asked to complete a second artist study on a board and submit all their work by a specified date to ensure they are prepared for the new term.
The document provides information about various art and design programs and courses, including:
- An exhibition with a range of fashion, photography, product design, and more that inspired creative imagination.
- The Kingston Foundation course which allows students to experiment with various disciplines like graphic design, fashion, fine art, and more before specializing.
- Details about the Bournemouth Arts BA Illustration course which emphasizes primary research, guest speakers, life drawing, and study trips.
- Examples of student illustration work from the Bournemouth Arts course, including a children's book with bold colors and shapes to tell a story without words.
- Two poster design concepts by the document's author, inspired by
Writing sample by Julia Montepagani, published in the Art Students League of New York 's artist magazine, Atelier. An interview with artist Ezra Cohen.
This 8th grade art unit focuses on non-objective art, Vasily Kandinsky, and the interdisciplinary nature of visual art. Over the course of one week, students will learn about Kandinsky and non-objective art, practice creating non-objective artworks using a variety of lines, and discuss how art relates and interconnects to other disciplines like music. Each lesson has a learning objective and assessment, and incorporates warm-up activities, instruction, work time, and closing discussions or critiques. The unit aims to help students understand non-objective art and Kandinsky's importance, identify connections between art and other subjects, and develop art skills through creating non-objective compositions.
The document outlines a 5-day lesson plan to teach diversity and acceptance of differences to a 1st grade classroom. The class has 19 students from various racial and cultural backgrounds, as well as some with disabilities. Over the week, students will read a book about differences, discuss their own families, create self-portraits, write essays, and share photos of their families to help them feel comfortable with their own identities and appreciate others. The teacher will use visual aids, art projects, discussions, and technology like Prezi to engage students and meet the objective of helping them understand and embrace diversity.
The document provides research and examples for a school/college magazine cover, including:
1) Existing magazine covers typically feature themes like art and sport, with the main feature written larger and images/headlines in the background.
2) Covers use bold colors that contrast to grab attention, along with the date, price, and school/college name.
3) Example cover ideas include images of students in class and headlines like "Students Get Creative" paired with a vibrant, youthful design.
This lesson plan is for a drawing class and focuses on creating the illusion of space. It includes reviewing the concept of illusion of space and having students create a picture that shows it. Examples from local artists Manuel Baldemor and Giovanni Antonio Canal will be shown that emphasize treating space in cityscapes and daily life. Students will then create their own artwork applying the techniques learned and appreciate how artists create the illusion of space using lines and object sizes. Their works will be critiqued on demonstrating the illusion of space.
This document discusses two perspectives on identity and how it relates to culture and body image. The first view is that identity is shaped by the cultural and social forces one is exposed to, while the second sees identity as something that individuals construct for themselves by choosing from various cultural influences and changing over time. Neither view is considered completely right or wrong. The document then discusses various components of identity including relationships, career, beliefs and self-concept. It analyzes the development of self-awareness from infancy through adulthood.
A profile portrait is a drawing of a person's head from the side, showing only one ear. Some famous examples include Whistler's Mother and Lady in Yellow. Students were assigned tasks to draw and cut out profile portraits, then create Archimboldo-style collages by combining portraits with images of fruits and vegetables cut from magazines. Homework was to collect magazines with fruit and vegetable images.
Paper mache is made by mixing torn or shredded newspaper with glue and a little water to form a pulp that can be shaped over balloons or bottles and allowed to dry hard. Tempera is a type of paint that can be mixed with other colors or water and is suitable for painting finished paper mache objects.
Portrait Drawing and Painting the Head in Ink and Paintglennhirsch
ย
The document discusses techniques for drawing the human head and skin color. It provides examples from various artists such as Kathe Kollwitz, Lucian Freud, Otto Dix, Rodin, Giorgio de Chirico, and Renoir. Tips are given for drawing the head, including observing how lines on the face disappear in certain areas. For skin color, it notes that skin tone depends on factors like light, genes, surrounding colors reflected off greasy skin, and one's imagination.
The document provides instructions for creating paper mache masks as part of a lesson plan that meets several state theatre standards. It begins with a brief history of masks throughout time, describing their various purposes from curing diseases to distinguishing tribes. The instructions then guide students through the process of shaping a paper base, applying overlapping strips of newspaper or paper towels coated in paper mache paste, and finishing with decoration. Examples of completed student masks are also included.
The document provides advice for artists drawing self-portraits or portraits. It emphasizes that drawing requires constructing three-dimensional objects and representations on a two-dimensional surface based on one's perspective and viewpoints. This construction depends on knowledge that is gained through study and practice, just as in other fields. While talent is important, it must be paired with knowledge to create quality work. The search for specific artistic knowledge should be enjoyable, as that makes the process of improving one's construction abilities through practice easier.
- When drawing a portrait, the width of the head is two-thirds of its height when viewed straight on and seven-eighths of the height when viewed in profile.
- The face can be divided into four equal sections with features falling along these lines, such as the eyes in the middle section.
- Details like eye shape, placement of features, and use of values to render light and shadow are important for accurate portrayal.
Paper mache is an art form that uses paper pieces or pulp molded and bonded together with glue or paste to form 3D objects. It has been used to create decorative boxes, masks, dolls, sculptures, furniture, architectural features, boats, and observatory domes. Common terms for paper mache include papier mache and papier machรฉ, originating from French. Many countries have developed paper mache traditions, like Russian lacquered boxes, Korean hanji sculptures, and Mexican skull designs. It is a versatile material that can be used for both decorative and functional creations.
This document provides an overview of the key visual elements used in art analysis: focal point, color, line, shape, space, texture, perspective, pattern, rhythm, dynamic, intensity, unity & variety, contrast, scale & proportion, and symmetry & asymmetry. It explains these elements and provides examples to demonstrate their application in discussing various visual art forms, with the goal of learning how to critically analyze and communicate about works of art. The elements are tools that artists use to create works and critics use to evaluate them.
This document discusses the key elements of visual art including line, shape, color, value, texture, and form. It describes different types of shapes, colors, color harmonies, textures, and principles of composition such as balance, rhythm, and unity. Color is discussed in terms of hue, tint, shade, and tone. Color harmonies include complementary, analogous, monochromatic, triadic, rectangular, and split-complementary schemes. Composition principles incorporate symmetrical, radial, and asymmetrical balances to achieve unity and equilibrium in a work of art.
Their Work Not Mine: The Student Centered Studio ClassroomRebecca MissRoberts
ย
A presentation about creating a student centered studio classroom environment given by Rebecca Roberts at the Massachusetts Art Education Association 2015 Conference in North Adams, MA.
The document is a teacher's guide for teaching Grade 1 art classes over two quarters. It includes 18 drawing and painting lessons focusing on key concepts like lines, shapes, colors, and portraiture. The first lesson introduces art and drawing by having students explore different line types and use them to draw people, animals, and structures. The second lesson teaches portrait drawing by identifying facial features. The third expands this to full-body portraits by tracing and adding detail.
Their Work, Not Mine: The Student Centered Studio Classroom 2014Rebecca MissRoberts
ย
This is a narrative version of the presentation Their Work, Not Mine, given by Rebecca Roberts, at The 2014 National Art Education Association Convention in San Diego, California.
This document provides guidance for a 10-hour visual art project for students on the theme of identity. It involves students reflecting on their own identity traits from their parents/guardians and exploring concepts like profiling based on appearance. Students will create two mixed-media art pieces - a self-portrait collage combining images and paintings to represent themselves, and a landscape painting of their homeland. The goal is for students to learn about themselves and symbolism while practicing art techniques to express their identity.
Gina has always loved art and was influenced by it from a young age. She began drawing at age six and took classes focused on drawing, Chinese painting, and watercolor painting throughout her childhood, which helped establish her artistic skills and perspective. Gina later discovered a passion for graphic design and is now studying it in graduate school with the goal of making it her career. Her writing reflects on how her love of art has evolved over time from her early artistic experiences through her current studies in graphic design.
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.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for engaging young students in visual art.
This document provides a teaching guide for a Grade 1 art curriculum. It includes 18 lessons organized into two quarters that cover concepts like drawing, color, painting, and portraiture. The first lesson introduces students to the elements of art through line drawings and identifying shapes in self-portraits and objects. Subsequent lessons build on these skills and teach color concepts, painting techniques, and the work of Philippine artists. The guide provides objectives, materials, procedures, and assessments for each lesson to help students understand fundamental artistic elements and processes.
The document describes an art project for European children that aims to inspire creativity and develop fine motor skills by having them explore shapes, textures, colors and different art techniques like pointillism. The children are expressing themselves through art, learning new vocabulary, and developing skills like concentration while interpreting themes and explaining their own artwork. Observations note how individual children at different ages are engaging with the project and improving abilities like holding a pencil or independently forming shapes.
This document contains information about Robin Singer, a visual artist and educator. It includes her contact information and summaries of her teaching philosophy and experience. She believes art education allows students to be creative, think outside the box, and express themselves. Her lessons incorporate other subjects like math, science, English and history. She aims to inspire students and help them challenge themselves through art. The document also provides examples of art projects and lessons she has taught on subjects like self portraits, metal embossing, printmaking, batik, ceramics and illuminated manuscripts.
The lesson plan describes a 60-minute art class for 11th and 12th grade students focused on still lifes and color theory. Students will read two articles - "An Oak Tree" and "Still-life Paintings in a Consumer Society" - and analyze them using an "Author Says/I Say" strategy. This involves identifying statements from the text, providing their own interpretation, and discussing what they learned. The teacher will engage with students individually and in groups. The goal is for students to better understand the evolving purpose and social context of still lifes over time to apply to their own still life creations.
This document summarizes an art criticism unit for 2nd grade students. In the pre-assessment, students practiced identifying and describing elements of art like line, shape, and color using works of art and vocabulary terms. Value, form, and space were terms most students struggled with. In the post-assessment, students analyzed each other's descriptions of artworks, identified additional elements, and created paintings highlighting important terms. Students showed improved understanding of vocabulary and engaged well with interactive critique activities.
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.
8085 Problems in Curriculum and InstructionAshDTay
ย
This presentation organizes and explains works of art made in three studio classes (Drawing with Colored Pencils, Acrylic Painting, and Green Art/Recycled Art) over the course of the 2015 Spring semester. ย Each pieceย is then translated into a brief art lesson appropriate for teaching ย to grades K-12.
This document contains a teaching portfolio summarizing Lesa Brosky's experiences with various art lessons and projects from her time as a student teacher and substitute teacher. It provides examples of lessons she taught on bubble wrap dinosaurs, patriotic prints, train prints, still life drawing, ceramic vessels, mosaic mirrors, abstract painting, and math-integrated art. It also highlights ways she displayed and shared student artwork with the community through volunteering and community engagement projects.
The document outlines an art teacher's teaching portfolio, describing various projects and lessons they have taught students over the course of the year. The projects cover a range of mediums including newspaper collages, self-portraits, black history month celebrations, printmaking, logos, caricatures, comic strips, photography collages, mixed media, painting, sculpture, and service learning projects. Many lessons incorporated concepts of values, color theory, forms, and allowed students to express themselves or important social issues.
1. The document provides 11 icebreaker activities teachers can use at the beginning of the school year to help students get to know each other. The activities include having students write introductory letters to the teacher, find matching partners by string length, create an animal sound "scavenger hunt" to find group members, and make a "student dictionary" by interviewing classmates.
The document provides a critique of two art pieces displayed at a high school art show:
1) "ACEA-Micrography" by Ju Ahn, which uses pen and ink to depict a poverty-stricken boy and country in order to raise awareness of global poverty.
2) The author's own "ACEA-Ethnography" painting which uses various techniques like paint mixed with sand to create a tribal-style piece allowing open interpretation.
The critique praises the art show overall for displaying a variety of art styles, techniques, and themes from different classes in an organized manner, showing the students' hard work and passion for their subjects.
This lesson plan aims to teach 4th grade students about illuminated letters from European manuscripts. Students will learn about the history and styles of illuminated letters and practice recreating designs on activity sheets before choosing a letter to decorate. They will outline, fill, and add designs to their letter following guidelines on craftsmanship. The goal is for students to develop an understanding of cultural heritage and enjoy creative expression.
This document provides information and materials for a lesson on storytelling in Japanese and American art. The lesson introduces students to Japanese painted scrolls and American genre paintings. Students will analyze sample artworks to identify characteristics of each culture's style. They will then be given worksheets to identify unseen artworks as Japanese or American and describe the story or activity depicted. The objectives are for students to be able to identify the cultures' artworks, determine defining characteristics, describe important parts for telling stories, and identify where each culture displays their art.
Similar to Vanessa Florencio -- Student Work 2008 & 2009 (20)
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
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The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
ย
(๐๐๐ ๐๐๐) (๐๐๐ฌ๐ฌ๐จ๐ง ๐)-๐๐ซ๐๐ฅ๐ข๐ฆ๐ฌ
๐๐ข๐ฌ๐๐ฎ๐ฌ๐ฌ ๐ญ๐ก๐ ๐๐๐ ๐๐ฎ๐ซ๐ซ๐ข๐๐ฎ๐ฅ๐ฎ๐ฆ ๐ข๐ง ๐ญ๐ก๐ ๐๐ก๐ข๐ฅ๐ข๐ฉ๐ฉ๐ข๐ง๐๐ฌ:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
๐๐ฑ๐ฉ๐ฅ๐๐ข๐ง ๐ญ๐ก๐ ๐๐๐ญ๐ฎ๐ซ๐ ๐๐ง๐ ๐๐๐จ๐ฉ๐ ๐จ๐ ๐๐ง ๐๐ง๐ญ๐ซ๐๐ฉ๐ซ๐๐ง๐๐ฎ๐ซ:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
ย
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
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Ivรกn Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the bodyโs response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
ย
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Article: https://pecb.com/article
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Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
ย
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
ย
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
1. The following slides are from the Art classes at St. Thomas More
School in Oakdale Ct. The students at STM are all required to
participate in an Art class. During the school year of
2008/2009 the classes offered are Studio Art (drawing),
Printmaking, Sculpture, and Art Appreciation.
The students in any given class range from ninth grade to post
graduates. They come from all over the world. The domestic
students come from New York, Rhode Island, New Jersey,
Ohio, Texas, Arizona and California to name a few, and the
internationals students come from exotic places such as
China, Korea, Japan, Taiwan, Canada and Africa.
I hope you enjoy the following slides, the students worked very
hard and I am very proud of each and every one of them.
2. The Thinker 1902 by Auguste
Rodin
The students were given a history
lesson on The Thinker and
several other Rodin pieces of
work. Once they were able to
talk freely about the sculpture
they were asked to make their
own version of the Thinker.
They created an armature
from wire and newspaper,
they then used paper Macheโ
to cover the base and their
thinker. Once the building was
complete they painted the
work to represent metal.
3.
4.
5.
6. The students were given the
assignment of creating a
Noh mask based on a real
wood carved Noh Theater
mask. The student were
shown the traditional use of
the mask. They also
watched sections of a Noh
play and listened to the
music. The students were
then directed to use paper
Macheโ and a balloon to
form the basic shape and
work with more
applications of paper to
create facial features.
7.
8.
9.
10.
11. The sculpture students created several
different projects over the
semester. They were given a
material and then asked to go
look at different artist that worked
in that same material. Once the
students had some ideas they
were required to make several
drawing about the piece they
thought they were going to make.
Some students were able to stay
with their original ideas, other
found that they were unable to
achieve their original goal and
had to make adjustments.
The students worked in wire, foam
core board, and paper Macheโ.
12.
13.
14.
15.
16. The students were all very excited
about the world of politics during
the first semester. To harness that
excitement they were given a
political assignment for their final.
Each student was asked to choice a
political topic that was important
to them. The ideas ranged from
the economy to the dividing line
in Korea. Each student had to
research their topic and bring in
several forms of information. They
then had to create several
drawing about the work they
wanted to produce. They then
created their work out of paper
Macheโ
During the final exam each student
was required to give a five minute
speech on their work and to
answer questions on their topic.
17.
18.
19.
20.
21.
22.
23.
24.
25. The first semester drawing class
focused of drawing the still life.
The students work daily on
learning to draw what they
saw. The students were given
direction on how to draw and
were given examples of what
they were asked to do.
The students were also asked to
learn the language of
drawing.
26.
27.
28.
29.
30.
31.
32.
33. Printmaking was a class were the
students were asked to learn a lot
about color and basic drawing.
The students learned about the
color wheel, how to mix colors on
their own and how to apply color
to different surfaces.
For the final project the students were
given a blank carving surface. The
students were then shown how to
carve the surface in the reverse.
Once the carving was complete
they were shown how to use a
traditional method of inking.
Their final grade was to produce a
stamped image in three different
ink colors, paying special
attention to the details and
producing a professional looking
print.
34.
35.
36.
37. The second semester at STM
requires all art students to
change. The second semester
holds the same classes just
new material for the students
to learn.
I have tried very hard to not
repeat any project. I am
hoping that the new students
will convirce with the first
semester students to produce
new and exciting work.
38. Vincentโs Chair 1889
The art of Vincent Van Gogh is known world
wide. The students have seen it in one form or
another, so what a better way to start of the
new semester. The students have seen
several power point presentations and will be
seeing the movie Vincent. They have talked
about his work and his life in class and have
written a small summary of what they think of
his work. To further they enjoyment of the
great painter they are creating a paper
painting of they own based on his work. The
students were to find a painting that they
enjoyed and sketch it onto a large piece of
paper. They have now started to rip small
pieces of construction paper and apply it to
the large piece of paper in a painterly
fashion.
39.
40.
41.
42.
43.
44. The current printmaking students are
working on making their very own
comic strip. Each students has
created a main character and his
supporting cast. They will be
required to produce a final strip
with five panels inked and
colored.
They will continue the semester by
looking into the art of political
comic strips and their impact on
the American newspaper.
Their final project will be to turn either
their comic strip character or one
of their political works into a
carved stamp. They will then be
required to take the stamp and
make a professional print.
45.
46.
47.
48. The sculpture students have just
finished their first piece. They were
required to make a three
dimensional rendering of their own
head in wire.
I gave them several images to look at
as well as names of artist that
worked in wire.
The only requirement they had to
meet was to produce a wire in the
profile and one in the opposite
direction.
49.
50. The drawing students this semester are
learning in the method of Betty
Edward. Her method has the most
return with the least amount of
effort.
The students are just finishing the pre
drawing section and are staring
the exercises showing them the
left to right brain shift.
51.
52.
53. The following images are from an
exersice where the students were
asked to draw Pablo Picassoโs
portrait of Igor Stravinsky upside
down.
The purpose of the exercise was to
help the students make the brain
shift from left brain to right brain.
The students were given a full hour to
work on the drawing. They were
asked to be very quiet and to not
turn the drawing right side up.
Most students needed the whole
hour and several did not finish.
Most said they felt confused at the
beginning but as they drawing
went on they found that they
were able to work will little
acknowledgement of their
surroundings.
54.
55.
56. The following images are my own
work. I have a real affinity for
political art. I hope that my work
provokes the viewer to ask โwhyโ.
I work in many different mediums. I
currently am working with paper
mache. I also continue to draw
and do some illustrations.
I like for my students to see me
working. I feel that if I am going to
ask my students to do something I
should be able to do it with them.
I enjoy being behind my camera as
you will see. I currently am only
able to work with digital.