Year 9_Banners booklet
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This document provides instructions for exercises to practice color theory and different text styles. It instructs the reader to complete a color wheel, identify primary and secondary colors, find complementary color pairs, and create charts of cool and warm colors. Later exercises direct the reader to write words or phrases in 3D, perspective, and graffiti-inspired text styles using bright colors and following additional guidelines. The goal is to apply understanding of color and experiment with different textual designs.
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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.
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.
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【业务选择办理准则】
一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
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。
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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）
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一、工作未确定，回国需先给父母、亲戚朋友看下文凭的情况，办理一份就读学校的毕业证【微信：A575476】文凭即可
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
7:个人信誉贷款加10分
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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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可以提供昆士兰科技大学钢印 #水印 #烫金 #激光防伪 #凹凸版 #最新版的毕业证 #百分之百让您绝对满意
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Year 9_Banners booklet
- 1. ……………...
- 2. This booklet will teach you different ways to write text and help you develop you use of colour. There is an exercise on nearly every page. Make sure that you read ALL of the instructions carefully. Before you begin let’s recap some colour theory. Complete the simple colour wheel on the right in COLOUR PENCIL. Press hard to achieve bright colours. Which are the primary colours? 1 2 3 Which are the secondary colours? 1 2 3 Complementary colours sit opposite each other on the colour wheel. They work well together. Can you find three complementary pairs? Colour the boxes below. Pair 1 Pair 2 Pair 3 Cool colours tend to recede while warm colours advance. Create two charts. One with as many cool colour and tones you can create and one with as many warm colours and tones. Cool Warm Apply your understanding of colour to the tasks in this book.
- 5. Choose one of Bob and Roberta Smith’s slogans below. Write it in 3D text in this space. Fill in with bright colour. Think about which way the 3D drop will go and use a different colour for it.
- 7. Look at this piece by Bob and Roberta Smith and the way perspective text has been used. Use the guidelines below to write a word that you would associate with Protest. (Use ‘Hijack Reality’ if you cannot think of anything) Use your ruler to join the corners of each letter to ONE of the stars in a corner. Use bright colours, leave no white space.
- 10. Look at these pieces by Bob and Roberta Smith and graffiti artist, Ben Eine. They have used a carnival style font. Try to copy the text below on the sheet opposite.
- 11. If the text on the left is too difficult to copy then try the one below. The dots look like lights.
- 12. Write one word over three lines like the Ben Eine example on the right. Use the carnival font and plenty of bright colours.