Posted by Niki Cassidy On September 2, 2016
Welcome Back to the 2016-17 school year! If you are reading this then you are in one of my art classes. Here is where you will find information on current class projects, links and videos for more information and highlights of your outstanding work. Please stay tuned for updates. If you ever have a question about anything feel free to email me: email@example.com this is the best way to reach me. An email will typically be read and responded to in 1-2 business days! Looking forward to meeting and working with each of you.
Posted by Niki Cassidy On February 2, 2016
What are three main characteristics of you learning style?
Describe a time when your learning style was a benefit in class, or life.
How might a student use this information?
What can a teacher do with this information?
How can you use this information to achieve your goals in this class?
Posted by Niki Cassidy On January 31, 2016
Specific | Manageable | Attainable | Realistic | Timely
What is the specific goal?
How and why is it manageable?
Why is this goal attainable for you?
Why do you believe it’s realistic?
What is the time frame for you to reach this goal?
Posted by Niki Cassidy On January 22, 2016
The final exam for 2-d is project based and written. The project portion was introduced and students were required to document their planning process using the following steps:
Task: Create a triptych that illustrates a chosen theme using 2 art media.
Create a new google document. Write the meaning of each term in their own words.
For each word in bold students were to look up the definition and image (google). Record each definition on the google doc. in your own words.
Select a theme from a predetermined list.
Record the theme on the same google doc. with an explanation of what the word or phrase means to you.
Select 2 art mediums from this semester that will be used in the final triptych.
Record the media you plan to use onto the Google doc.
On the Same Google doc. further describe what the theme means and brainstorm how it can be illustrated.
Search google images for inspiration and resources.
Copy and paste the selected images into the google document and describe how they will be used in the final triptych.
Using copy paper create a rough draft of your triptych. Fold the paper in third before drawing. Remember Each panel must relate to the theme as well as be able to stand alone as a single piece of art.
Photograph your finished rough draft and insert it into your google document. Share the document with me at firstname.lastname@example.org.
Note: The rough draft must be submitted prior to beginning your final project.
Posted by Niki Cassidy On January 7, 2016
The summative assessment for our current unit will require students to create an enlarged portrait of a person they admire. This person may or may not be famous or personally known by the student. The grid technique required is demonstrated in class as well as in the following video.
Posted by Niki Cassidy On December 16, 2015
This week we have been studying how to draw Eyes, nose, and mouth in preparation for creating a realistic portrait. the following videos represent the skills learned in class. Practicing these skills will strengthen students ability to accurately render the facial features of a chosen individual.
Posted by Niki Cassidy On December 3, 2015
Research: Recycling Awareness
Unit Question: How can we make an artwork that is makes people environmentally aware?
Task: Write a statement identifying the effects of pollution on the animal you have chosen and describing specific actions the viewer of your art can do to help. You must support your statement with evidence from credible sources.
Before getting started, research the answer to the following questions:
· What is recycling?
· What items can be recycled and what items cannot?
· What data supports recycling?
· What happens to items that are not recycled?
· Where do recycled items go and how are they prepared?
· How does not recycling lead to different types of pollution?
· How does pollution effect the environment?
· How are animals and humans harmed by pollution?
· How is the land harmed by pollution?
· Describe the animal you have chosen as the subject of your collage. Where does it live? What does it eat? How is this animal an asset to the environment?
· How is this animal specially harmed by pollution?
· Why should people care?
For each question, locate a credible source, read the information, copy and paste directly from the page or article onto a google word document. For each question include the url below the pasted information.
After all questions have been researched use this information to write a statement identifying the effects of pollution on the animal you have chosen and describing specific actions the viewer of your art can do to help. You must support your statement with evidence from credible sources.
Posted by Niki Cassidy On November 24, 2015
Today was the final day for work or the formative coffee cup collage. Students who finished early were asked to research the animal of their choice for the summative assessment. Students were told that the animal selected should be part of a species that is directly effected by poor recycling efforts. The selected animal photos were then emailed directly to me at: email@example.com and printed out in class. The remaining students will be given the opportunity to complete this requirement on Monday after the break.
Posted by Niki Cassidy On November 18, 2015
Unit 4 will focus on collage as an artistic medium. We will be using the work and style of Megan Coyle, a renowned collage artist, as inspiration for our final projects in this unit. Her work is shown below:
The first formative assessment will ask students to select colors, textures, and shades of chosen colors to render a still life image selected by the teacher. This formative is designed to teach students the techniques and management of materials required on their summative projects. It will also assist me in identifying areas in need of further instruction.
The summative assessment will ask students to select an animal of their choice to carefully render using this technique.
The rubric and standards of success will be included in the next post.
Posted by Niki Cassidy On October 28, 2015
For unit 3 we are focusing on color theory. This unit will review basic color mixing using the three primary colors to create the secondary and tertiary colors.
Students will create a value scale of tints, shades, tones of a single color in 20% increments.
Student will use this experience to develop a summative assessment that clearly demonstrates their knowledge and understanding of color mixing and expressive qualities. Each student will create an expressive color ‘wheel’ using their unique creativity and interests. Samples of expressive color ‘wheels’ include but are not limited to the following:
Students are encouraged to search the internet and their immediate environment for inspiration but are discouraged from copying directly.