Lost Sock Creations

Lost Sock Creations
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Thursday, December 19, 2013

Christmas Final Exam...


This is the blank bulb the students are given on an 8by10 inch piece of computer paper.
They are graded bast on intricacy and creativity of design idea (20 pts.), use of space (40 pts.), and neatness of coloring and lines (40 pts.). 
I tell them if the bulb is very detailed, that the background does not have to be as detailed, vise versa. 
I stress the idea of proving themselves through their time and effort put into the work. 

I allow them to use their faith as part of their design if desired... 
or 
just think of the bulb as a hanging sphere that is needing to be filled with design. 
YAY!!!! Schools out, have a great break.
 


Tuesday, December 3, 2013

Cubism Portraits

Shattered Portraits of People 
Art of Shattered People 
Picasso Painting on top right. 

TEACHER EXAMPLES
This example of mine is sort of a cubist self-portrait using crazy abstract colors.
I tried to keep things in the relative area they are naturally in.

This example of mine is using more neutral tones 
and it is harder to see who the person is in the portrait.
This is because the features are more various and jumbled around in the composition.
 

THE HANDOUT


 THE ART MOVEMENT
Early 20th Century Paris, France
Pablo Picasso

I begin this lesson with going over some history of Pablo Picasso and his invention of Cubism. 
I show the movie, Dropping in on Picasso by Crystal Video. 
We then try to capture the idea of Cubism in dicussion. I try to get them to understand that it is seeing one object from multiple perspectives at one time. 
I have them imagine me taking a picture of a student from the front, back, and side. 
Then I take the tangible pictures of them and cut them up into pieces. 
I rearrange them in a different order, then draw the new arrangement.
There may be 3 eyes, 2 noses, and features from different angles... 
but that is the point!

THE ASSIGNMENT
1. On 12 by 18 white paper, divide the area into a variety of sections using a pencil.
Have 10-15 areas somewhat evenly drawn out.
2. In each section, draw at least 2 eyes (each from different angle), 1 nose, 1 mouth, and 2 ears.
They can also include parts of hair, neck, chin, cheeks, accessories, but do not need to include body parts below the neck. 
3. I encourage them to emphasize their pencil lines with either a sharpie, other markers, or use a harder line of whatever they are coloring with. This is keep the details they worked so hard on from disappearing after the coloring process.
4. After emphasizing, color using a them (blue period, rose period, neutral tones, or abstract colors).

Here are some
STUDENT EXAMPLES



Angel Auarez

Haley Ackerman

Dacy Moss

Josh

Matthew

Taylor 
Casey Stubblefield








Overplapping Rainbow Leaves

I teach this project to teach kids how to overlap to create depth, to blend common colors on the wheel, how to use watercolor pencils, and the anatomy of a leaf.
I have a collection of card stock leaf stencils that I made from real leafs for the students to trace onto the paper. We use 12 by 18 inch paper that is medium to heavy weight to allow for water. Students trace leaves with pencil, draw in the veins of the leaf, then outline with permanent black marker. 

I then take all students to the back when they are ready for coloring to demonstrate the proper use of watercolor pencils. I use the color wheel to show them what kind of colors should be blended as well as what kind of colors should be next to each other (opposites or complements) to avoid visual flatness.  They use the pencils lightly on each leaf. Each leaf should contain at least 2 colors (to show blending of color knowledge). These pencils are NOT colored pencils (only look similar), so they do not need to be used as such.

After all leaves are colored,  students use a medium to small size brush to blend the two colors on each leaf together. Each leaf should be blended individually. Do not use water and brush in one continual sweep over paper. Blending all colors on the page together at one time will result in a muddy color (neutral) appearance.

After water is used t blend each leaf, I have the students do the last stem. 
EMPHASIS!
They can use colored pencils or markers to pop out the outside line and veins visually. This seems like an unnecassary step, but you would be surprised at how they come to life after this.

STUDENT EXAMPLES...
Emily

Celeste

Jeremiah