tag:blogger.com,1999:blog-40393623855870014192024-03-28T03:33:12.781-07:00shine brite zamoranoZamorano Fine Arts Academy student work and real-world collaborations. Art projects created by K-5 students in San Diego.dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.comBlogger535125tag:blogger.com,1999:blog-4039362385587001419.post-13567050552893754672020-12-09T08:25:00.000-08:002020-12-09T08:25:06.097-08:00Lek Jeyifous digital landscape resources<p>Choose one photo to use as your digital landscape collage. </p><p>Save it to your device, so you can use it as the background for your work in Google Slides.</p><p>Use the website https://www.remove.bg/upload to remove backgrounds of images that you would like to add to your digital landscape.</p><p><br /></p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-HyaZD5FbSYA/X9D0AeouK6I/AAAAAAAAP-s/FyF2caIlHTkLA9tuAhWPQJipPVqctXpfQCLcBGAsYHQ/s1920/IMG_7640.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1280" data-original-width="1920" src="https://1.bp.blogspot.com/-HyaZD5FbSYA/X9D0AeouK6I/AAAAAAAAP-s/FyF2caIlHTkLA9tuAhWPQJipPVqctXpfQCLcBGAsYHQ/s320/IMG_7640.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-UXdP_PiSXPo/X9D0AZ-Z1-I/AAAAAAAAP-o/t03cz-a-FewD-wyjT4ppnqP14KtXGluxgCLcBGAsYHQ/s540/IMG_7639.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="540" height="320" src="https://1.bp.blogspot.com/-UXdP_PiSXPo/X9D0AZ-Z1-I/AAAAAAAAP-o/t03cz-a-FewD-wyjT4ppnqP14KtXGluxgCLcBGAsYHQ/s320/IMG_7639.jpg" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-MtBcTAjFx9Q/X9D0AHopDWI/AAAAAAAAP-k/2sNhESdWntMRGRS1DgsMRyvfMkELyT5NQCLcBGAsYHQ/s420/IMG_7638.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="281" data-original-width="420" src="https://1.bp.blogspot.com/-MtBcTAjFx9Q/X9D0AHopDWI/AAAAAAAAP-k/2sNhESdWntMRGRS1DgsMRyvfMkELyT5NQCLcBGAsYHQ/s320/IMG_7638.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-YwjDGbg4zQo/X9Dz_5EAu8I/AAAAAAAAP-c/BGbZWAAP4mMUh3hVEOtW0BU5i6DykU3iQCLcBGAsYHQ/s274/IMG_7637.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="184" data-original-width="274" src="https://1.bp.blogspot.com/-YwjDGbg4zQo/X9Dz_5EAu8I/AAAAAAAAP-c/BGbZWAAP4mMUh3hVEOtW0BU5i6DykU3iQCLcBGAsYHQ/s0/IMG_7637.jpg" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-bSioq5wF2_w/X9Dz_25QQ2I/AAAAAAAAP-g/fR2UWS10GRQOtV7LSTY3o1EzEQjVfwdRACLcBGAsYHQ/s640/IMG_7633.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="481" data-original-width="640" src="https://1.bp.blogspot.com/-bSioq5wF2_w/X9Dz_25QQ2I/AAAAAAAAP-g/fR2UWS10GRQOtV7LSTY3o1EzEQjVfwdRACLcBGAsYHQ/s320/IMG_7633.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-EO3mG7AHe3U/X9Dz_r6DH_I/AAAAAAAAP-Y/ovkwoc1IJRM-ma5j0ApMFa7FUaaDP8VVgCLcBGAsYHQ/s596/IMG_7632.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="446" data-original-width="596" src="https://1.bp.blogspot.com/-EO3mG7AHe3U/X9Dz_r6DH_I/AAAAAAAAP-Y/ovkwoc1IJRM-ma5j0ApMFa7FUaaDP8VVgCLcBGAsYHQ/s320/IMG_7632.jpg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ZZGkQ31woRQ/X9Dz_LlFIRI/AAAAAAAAP-Q/RF-8y1TOD0ollTipMCpv7p-CFSKCOwJRwCLcBGAsYHQ/s307/1zamo2.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="164" data-original-width="307" src="https://1.bp.blogspot.com/-ZZGkQ31woRQ/X9Dz_LlFIRI/AAAAAAAAP-Q/RF-8y1TOD0ollTipMCpv7p-CFSKCOwJRwCLcBGAsYHQ/s0/1zamo2.jpeg" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-BS5T78iIx78/X9Dz_G0HkfI/AAAAAAAAP-M/fCJ9BnNF_jctWo_DX6h2doBK7rVqKC8lACLcBGAsYHQ/s640/1scpahome.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="426" data-original-width="640" src="https://1.bp.blogspot.com/-BS5T78iIx78/X9Dz_G0HkfI/AAAAAAAAP-M/fCJ9BnNF_jctWo_DX6h2doBK7rVqKC8lACLcBGAsYHQ/s320/1scpahome.jpeg" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-YoWkVcBchQY/X9Dz_FNdBdI/AAAAAAAAP-U/9N6W8CrbLL40k4CXxk1qfBbm9LphCycFQCLcBGAsYHQ/s785/1PHralphs.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="588" data-original-width="785" src="https://1.bp.blogspot.com/-YoWkVcBchQY/X9Dz_FNdBdI/AAAAAAAAP-U/9N6W8CrbLL40k4CXxk1qfBbm9LphCycFQCLcBGAsYHQ/s320/1PHralphs.jpg" width="320" /></a></div><br /><p></p><p><br /></p><p>Below are some images with backgrounds already removed that you can also use in your work.</p><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-vTCLalg3lUw/X9D1zyCCupI/AAAAAAAAP_M/m5hBogZntgosUenEmuEyM0Na0VC9d2HMQCLcBGAsYHQ/s910/pixlr-bg-result%2Bcopy%2B2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="512" data-original-width="910" src="https://1.bp.blogspot.com/-vTCLalg3lUw/X9D1zyCCupI/AAAAAAAAP_M/m5hBogZntgosUenEmuEyM0Na0VC9d2HMQCLcBGAsYHQ/s320/pixlr-bg-result%2Bcopy%2B2.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-6IYhhepqmpg/X9D1z9ZjinI/AAAAAAAAP_Q/ZkSQLXwPci84pCbHGb68DK31sMTdtZfAwCLcBGAsYHQ/s900/pixlr-bg-result%2Bcopy%2B3.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="507" data-original-width="900" src="https://1.bp.blogspot.com/-6IYhhepqmpg/X9D1z9ZjinI/AAAAAAAAP_Q/ZkSQLXwPci84pCbHGb68DK31sMTdtZfAwCLcBGAsYHQ/s320/pixlr-bg-result%2Bcopy%2B3.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-f_9jirfenXQ/X9D13zyz5tI/AAAAAAAAP_U/jKQ4i3iCvy4G9uM6RzkF4n8o06UEBJdsACLcBGAsYHQ/s800/pixlr-bg-result%2Bcopy%2B6.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="800" data-original-width="800" height="320" src="https://1.bp.blogspot.com/-f_9jirfenXQ/X9D13zyz5tI/AAAAAAAAP_U/jKQ4i3iCvy4G9uM6RzkF4n8o06UEBJdsACLcBGAsYHQ/s320/pixlr-bg-result%2Bcopy%2B6.png" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-q1cGfog90zc/X9D19WMO_DI/AAAAAAAAP_c/OO7OEcP1BQUn-h6Ux-7zMI8zD5LCHrVXgCLcBGAsYHQ/s1200/pixlr-bg-result%2Bcopy%2B8.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="931" data-original-width="1200" src="https://1.bp.blogspot.com/-q1cGfog90zc/X9D19WMO_DI/AAAAAAAAP_c/OO7OEcP1BQUn-h6Ux-7zMI8zD5LCHrVXgCLcBGAsYHQ/s320/pixlr-bg-result%2Bcopy%2B8.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-E3xqpi9kt1w/X9D19ZqUjvI/AAAAAAAAP_Y/aQjaE4iWIxMyu5KkrqejSCOneWC4pp2NgCLcBGAsYHQ/s1017/pixlr-bg-result%2Bcopy%2B9.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="675" data-original-width="1017" src="https://1.bp.blogspot.com/-E3xqpi9kt1w/X9D19ZqUjvI/AAAAAAAAP_Y/aQjaE4iWIxMyu5KkrqejSCOneWC4pp2NgCLcBGAsYHQ/s320/pixlr-bg-result%2Bcopy%2B9.png" width="320" /></a></div><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-rGcSOB15CIE/X9D59HLUzdI/AAAAAAAAP_w/DUdOUGGcw4ooH7RcTeqpH1BqUjfu1cxkwCLcBGAsYHQ/s450/6a00d83451cbb069e200e54fa1ac308834-800wi-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="332" data-original-width="450" src="https://1.bp.blogspot.com/-rGcSOB15CIE/X9D59HLUzdI/AAAAAAAAP_w/DUdOUGGcw4ooH7RcTeqpH1BqUjfu1cxkwCLcBGAsYHQ/s320/6a00d83451cbb069e200e54fa1ac308834-800wi-removebg-preview.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-ZYnNe891Esc/X9D6L9lO7LI/AAAAAAAAP_0/vaR488eyR40ZjKbmZob2O3rOrBmpovT8gCLcBGAsYHQ/s614/81aeaLQ9icL._AC_SL1500_-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="406" data-original-width="614" src="https://1.bp.blogspot.com/-ZYnNe891Esc/X9D6L9lO7LI/AAAAAAAAP_0/vaR488eyR40ZjKbmZob2O3rOrBmpovT8gCLcBGAsYHQ/s320/81aeaLQ9icL._AC_SL1500_-removebg-preview.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-caAoESPCCyQ/X9D6PDk4svI/AAAAAAAAP_8/cRTjDUp97qwagdfnvcgzZiA-UorfCAxzwCLcBGAsYHQ/s666/45278356_101-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="375" data-original-width="666" src="https://1.bp.blogspot.com/-caAoESPCCyQ/X9D6PDk4svI/AAAAAAAAP_8/cRTjDUp97qwagdfnvcgzZiA-UorfCAxzwCLcBGAsYHQ/s320/45278356_101-removebg-preview.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-7WQLiDx-9Aw/X9D6R1NfMwI/AAAAAAAAQAA/BKCKLXEQ6tg5z0Xu3uyb5zQJSrDj_XTSACLcBGAsYHQ/s612/r1-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="408" data-original-width="612" src="https://1.bp.blogspot.com/-7WQLiDx-9Aw/X9D6R1NfMwI/AAAAAAAAQAA/BKCKLXEQ6tg5z0Xu3uyb5zQJSrDj_XTSACLcBGAsYHQ/s320/r1-removebg-preview.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><a href="https://1.bp.blogspot.com/-UumcQn1lWPQ/X9D6UkM667I/AAAAAAAAQAE/MckU-5UjoDgiPQEdzXSxS4znnihJakeAQCLcBGAsYHQ/s460/Snapshot_020-removebg-preview.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="324" data-original-width="460" src="https://1.bp.blogspot.com/-UumcQn1lWPQ/X9D6UkM667I/AAAAAAAAQAE/MckU-5UjoDgiPQEdzXSxS4znnihJakeAQCLcBGAsYHQ/s320/Snapshot_020-removebg-preview.png" width="320" /></a></div><br /><div class="separator" style="clear: both; text-align: center;"><br /></div><br /><p><br /></p>dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com54tag:blogger.com,1999:blog-4039362385587001419.post-90587131437472590972018-09-19T14:53:00.000-07:002018-09-20T12:32:26.586-07:00into the deep with yellena.I've loved the work of Yellena James for many years. 2 of her prints hang in our living room and they are such a treat in terms of shape, pattern, and subtle movement. she was <a href="http://www.shinebritezamorano.com/2010/08/ms-james.html">one of the first living artists that I brought into my elementary curriculum </a>and I think it's long overdue to share her work with another generation of Zamorano students.<br />
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Recently, <a href="https://yellena.com/about/">Yellena</a> has been working on dark backgrounds and creating shapes and patterns with colors that are most luminescent. I love the glow and the mystery of these darker compositions. To me, they appear to be fantastical studies of underwater sea life.<br />
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<a href="https://2.bp.blogspot.com/-Cgfm4x7t7eg/W6LD82Gm7bI/AAAAAAAAPAw/EFQr5GGaEsEC45XAJc-WU0c7DNG3uirPQCEwYBhgL/s1600/IMG_0391.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="514" height="320" src="https://2.bp.blogspot.com/-Cgfm4x7t7eg/W6LD82Gm7bI/AAAAAAAAPAw/EFQr5GGaEsEC45XAJc-WU0c7DNG3uirPQCEwYBhgL/s320/IMG_0391.jpg" width="257" /></a></div>
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With my 3rd graders, I'm using her work to start their line unit. We are looking at a number of her paintings and using them as a springboard to experiment with contour line, pattern, and space. When students use sketching to plan their compositions, we talk about how they should be drawing from 3 things- Yellena's work, their personal experiences with nature, and their imagination. After creating at lest 2 sketches, they describe which one they would like to move forward with and then get rolling on the black paper final drawing.<br />
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When starting on the black paper, I encourage them to draw out the shapes softly with our crayola colorsticks- this will allow them to erase and edit if necessary. Once things are laid in, they add patterns and other details. Then they can start playing with hand pressure to make some of the elements brighter to pop and to make other parts submerge a bit into the background darkness. I encourage them to elaborate on their sketches- adding more pattern, detail, and color.<br />
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There are a few constraints with this drawing activity- a minimum of 3 shapes, 3 patterns, and a use of overlapping. I also encourage them to play with line thickness as well as hand pressure, so that focal points stand out a bit more.<br />
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I really am enjoying the variety of compositions that are coming from this drawing experience! next week, they are going to use line a lot differently, so they can see the range of possibilities with the similar elements and materials... stay tuned:)<br />
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<a href="https://4.bp.blogspot.com/-aZgG56nZuz0/W6LEnUJdMvI/AAAAAAAAPBE/gIwV7wJ5tM8S3k4dhzGle7HeFFF_oYD0wCLcBGAs/s1600/IMG_0469.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1416" data-original-width="1231" height="320" src="https://4.bp.blogspot.com/-aZgG56nZuz0/W6LEnUJdMvI/AAAAAAAAPBE/gIwV7wJ5tM8S3k4dhzGle7HeFFF_oYD0wCLcBGAs/s320/IMG_0469.jpg" width="278" /></a></div>
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A few more classes have yet to play, so I'll come back and showcase their work, too.<br />
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These are from Thursday:)<br />
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Doesn't this necklace totally fit in with the drawings???</div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com26tag:blogger.com,1999:blog-4039362385587001419.post-10653081192891299632018-09-13T14:29:00.001-07:002018-09-13T14:29:55.157-07:00lines! more lines! even more lines!
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<div class="Body">
Wrapping up with my first 2 week rotation with our 1st & 4th
graders and we have been experimenting with line while looking at the work of
Nate Williams, Brita Lynn, Cadu Mendonca, and Seize Happywalker for inspiration.</div>
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Let’s dive in.</div>
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1sts looked at an illustration by <a href="http://www.n8w.com/">Nate Williams</a> and created
profile portraits than included things of interest/ importance to them. They
talked about things they liked, drew a few of them as practice, and then
included them in the head of a portrait. They drew a picture of them thinking
about what they like.<span style="font-size: 11pt; text-align: center;"> </span></div>
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They came back this week and we looked at a couple animals at the
SD zoo and compared them to a couple paintings by <a href="http://www.cadumendonca.com/">Cadu Mendonca</a>. They picked up
on the difference between seeing a face in profile and seeing one from the
front- one eye and half a mouth… except for peppa pig! We drew one of his
animals together and then kids were to experiment with patterns within the
animal. Color was added to specific parts to make certain parts stand out.</div>
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4ths looked to a drawing by <a href="https://shivincreations.com/2018/07/11/brita-lynn-thompson-creative-founder-of-zenspire-designs/">Brita Lynn</a> Thompson (zenspiredesigns) for a landscape and
pattern exercise. They noticed how line was used to make the different
landscape elements and how she also used it to fill every area with patterns.
They looked at a collection of Sd landmarks and tried out combining different
elements from different images. We talked about large v small scale and
overlapping to create space, to boot.</div>
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Students scaled up in pencil, added colored, traced contour
lines, and added patterns. Most kids needed extra time for this activity, so
they had a full 80 minute session and then 15 minutes of the next to complete
it. </div>
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After that, they took a look at some work by <a href="https://artpeople.net/2016/12/seize-happy-wallmaker-raphael-aline/">Seize Happywallmaker</a> (how
awesome is that name?). They picked up on how he uses lines to create different
shapes and how he overlaps to still make some depth in an abstract image. They
noticed how symmetry was present in some of his pieces and not in others. I
shared a short video of Home working and the kids loved it. It’s always cool to
share this type of thing with our kids. I think it’s so important to see,
videos or first hand, artists working through the various steps of the design
process.</div>
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I modeled how they could create a design like Seize
by starting with a couple simple shapes, giving them borders, adding another
border that branches off, and then supporting shapes. We jumped right in to
this. It was more much more spontaneous than the landscape drawing. Students
drew, traced their lines, and added color. When coloring, I encouraged them to
experiment with hard/soft, color patterns, and leaving some background shapes
open, so there were places for us to rest.</div>
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To wrap up, the 4ths completed an exit slip that had them
comparing and contrasting the focus works and telling me which experience they
enjoyed more and why.</div>
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The 1sts and 4ths are off to a great start! Can’t wait to see
them again when we play with shape!</div>
<!--EndFragment--><br />dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com16tag:blogger.com,1999:blog-4039362385587001419.post-84803383645094359422018-09-03T20:12:00.000-07:002018-09-03T20:12:51.965-07:00it's a block party!
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<span class="s1">This year’s annual 1st week “almost whole school” collaborative is up in the auditorium. All our 2nd thru 5th grade classes contributed to the success of this large scale public art installation in our auditorium.</span></div>
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<span class="s1">I’m going to keep this short and simple because I plan on writing it up more in detail soon for an upcoming Arts & Activities piece as part of my “Alive and Kicking” article series that focuses on using contemporary art as inspiration for your visual art curriculum.</span></div>
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<span class="s1">The inspiration for this activity was a block party” quilt by <a href="https://corinnesoveystudio.com/">Corinne Sovey</a>- a graphic designer and quiltmaker based in Austin, Texas.<span class="Apple-converted-space"> </span></span></div>
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<span class="s1">With this activity, my students had about 20 minutes to design a quilt square that used the geometric elements found in Corinne’s quilt- with the addition of one more as well. After briefly going over my class rules and regs, I introduce the quilt and we identify the shapes in it. After that, we get busy making.</span></div>
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<span class="s1">Each student starts with a 6x6 white square, 3 analogous color 3x3 squares, and a black or dark grey 2x3 rectangle. As classes roll through, the colors that are out for them gradually transitions- I usually start with yellows and move thru the spectrum until we end up back at yellow. I had plans for something a little different this year, but it didn’t happen;) The activity provides some student decision making opportunities while also working within certain design constraints.</span></div>
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<span class="s1">1- students fold the white square into quarters and are reminded that they can place only one color in each of the quarters</span></div>
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<span class="s1">2- students select one colored square to leave as is and place it in one of the white quarters</span></div>
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<span class="s1">3- students select one color to turn into a triangle shape. They hold it like a diamond and cut from the bottom corner to the top. They get rid of one piece and place the triangle in one of the white quarters. I model rotating the triangle in different directions in different squares</span></div>
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<span class="s1">4- with the remaining colored square, students have a choice- they may use a cardboard stencil to turn it into a quarter circle or they may cut it into rectangles. They take the shape or shapes and place in another white quarter. Again, experimenting with rotation and if using rectangles, they should only use them vertically or horizontally.</span></div>
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<span class="s1">5- the final black rectangle is cut into a minimum of 2 rectangles and placed in the last white quarter. Again, attempting to limit themselves to vertical and horizontal positioning.</span></div>
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<span class="s1">6- once they have all their parts, I encourage them to look at their arrangement and decide whether it is satisfying. If they need to move pieces, they may.</span></div>
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<span class="s1">7- then they glue the pieces down</span></div>
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<span class="s1">8- when that’s done, they flip the paper and put glue on the back and head on back to our assembly table</span></div>
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<span class="s1">9- students place and press their quilt squares on a large 24x36 white sheet of paper. I encourage them to look at the placement of the other student pieces and respond to it. They may decide the bottom of their design looks better at the top, or they might want to rotate it a quarter turn to join in a more interesting way with another quilt square.</span></div>
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<span class="s1">As classes roll thru, I place the working collaborative on my floor, so students can start to get an idea of the overall effect and color transition.</span></div>
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<span class="s1">When all classes are done, it install it in the auditorium. The use of 24x36<span class="Apple-converted-space"> </span></span><span class="s2"> </span><span class="s1">pieces makes these things much more easy to transport:)</span></div>
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<span class="s1">And boom! So many kids have work on display and the install celebrates the elements of unity and variety as well as the community and diversity of our elementary school.<span class="Apple-converted-space"> </span></span></div>
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<br />dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com32tag:blogger.com,1999:blog-4039362385587001419.post-82566498067084951982018-02-21T22:08:00.001-08:002018-02-22T12:29:48.377-08:00looking into the eye of the beast.During this rotation, my 5ths are exploring paint, color value, and symmetry. We have been looking at the work of Australian artist <a href="https://beastman.com.au/biocv/">Brad Eastman</a> for inspiration for this experience. Brad is a very prolific artist who draws much inspiration from the patterns that are found within the natural world. I really love his play of geometric and natural shapes, his use of contour line, and his wonderful sense of composition as he pulls everything together in works that range in scale from intimately small digital works to immense wall murals.<br />
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I start the activity by sharing two murals that Brad has done that are similar in subject, symmetry, and use of color value gradations. We spend a few minutes identifying these elements and talking about what these works remind us of- what the students see in them.<br />
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To start the hands on activity, the students and I create a small sketch inspired by these two paintings. I want them to see how they can break up the picture plane to create a design that emphasizes symmetry and repetition. We start with the eye form and then add matching lines to the top, bottom, left, and right of the eye. The point of this is for them to see how they can start with simple large shapes to set up the compositional framework. Then, I encourage them to add more lines to give their sketch more detail.<br />
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Once that sketch is complete, students create a second sketch that starts with a shape of their choosing. They break up the picture plane in a similar fashion to the first one.<br />
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With both sketches done, students choose one and enlarge it softly onto a large (12x15") sheet of watercolor paper. They hold off putting their name on the paper until the drawing is complete. They do this, so that they can use the back of the paper to restart their drawing if the need arises.<br />
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To create the bold contour lines, students may trace their pencil lines with a crayon, chisel tip sharpie, or fine tip sharpie- or a combo a couple/all of them, depending on the detail present in their drawing.<br />
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When students move on to the painting step, I demo creating light and dark values by adjusting the amount of water used with the tempera cakes that we are using. Each student gets a scrap of watercolor paper to test out colors while they are working. Students choose a brush to start with- large, medium, or small. If they need to change brush size, they are responsible for cleaning the brush in the sink, putting it back if the right bin, and getting a different size brush. They are also responsible for changing the water in the cups that they are sharing with their paint tray team.<br />
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Most students have needed about 2 hours to complete this activity. Some more, some less. I meet with my 5ths for 90 minutes, so this activity has been completed over 2 sessions. When they complete their painting, students reflect on their process by answering 3 questions on an exit slip.<br />
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I am really emphasizing question 2- What was the hardest part of this activity? How did you deal with it.<br />
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I want them to really think about that. How did they solve that problem?<br />
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I really have been digging the variety in approaches to this activity. The students have been thoroughly engaged during the painting experience.dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com11tag:blogger.com,1999:blog-4039362385587001419.post-49546448319778232552018-02-13T07:42:00.003-08:002018-02-13T07:42:42.645-08:00artists that have inspired me.<div class="Body">
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Let me start off by saying that I am thrilled to be a part of the
AEBN that Cindy Ingram over at the <a href="https://artclasscurator.com/">Art Class Curator</a> has
organized. I look forward to learning from all the others involved as well as
sharing some insights myself.</div>
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Since the first topic was set, I’ve kicked around various ways to
approach it. What I’ve ended up with is a little bit of a time machine, that
goes way back when I wasn’t old and gray and moves forward from there.</div>
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So shall we? We shall!</div>
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Let’s start with my youthful affection for Andy Warhol, dating
way back to the mid 80s. I don’t know how I was first turned on to his work,
but I remember very much looking forward to a field trip to MoMA my junior year
in high school when there was a big retrospective of his work. I was really
fascinated by his use of silkscreen and the mass production qualities of his
work. <i>(I went on to major in printmaking in both undergrad and grad school
due, in large part to a continued fascination with making multiples- the reach
of the various print medias- but I flashforward before I need to flashforward!)</i>
I loved his use of popular items to engage the viewer and speak to a larger
audience.</div>
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Moving forward a couple years to the early 90s in philly where I
was doing my undergrad at Tyler school of art.<span style="mso-spacerun: yes;"> </span>I spent my time there regurgitating the work of artists that
had come before. I don’t mean this as as much of a knock as it sounds, because
I firmly believe most artists and creatives go thru similar phases as we grow
and form our own paths, but that’s what I was doing;) I was blown away by the
energy and power present in the work of Frank Kline and spent much of my
sophomore and junior years mimicking that in a much more timid and affordable
scale. At the same time I was also very much drawn to the work of Ellsworth
Kelly and his approach to nature and architecture and his abstraction of it.
This duality has continued to be a big part of who I am to this day.</div>
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While also in undergrad I had the good fortune of studying in
Rome for a semester and, despite the setting, continued in my abstract ways.
However, one spring weekend we took a field trip (<i>which, after some late
night dancing, I barely made the train for)</i> to Ravenna and visited
Byzantine cathedrals and other buildings that had the most amazing mosaics
inside them. This trip did not inform my work or my artistic philosophy for a
few years, but it has been, in the long run, one of the most impactful artistic
experiences I have had. The style resonated, but so did the craft, the emphasis
on pattern and decorative space, and the time that went into the creation of
these works. Also, the fact that the creators were anonymous to us now was eye
opening. </div>
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When I went off to grad school down south in Baton Rouge, the
impact of these works would become apparent in a series of large scale crayon
drawings which combined pattern elements with drawn medallions that spoke of
the modern, suburban world from which I was raised. Though still borrowing, I
was finding my voice as an individual artist.</div>
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<i>one of those grad school pieces:)</i></div>
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Since then I have bounded back and forth between figuration and
abstraction. Gleaning from history and popular culture. </div>
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Now, in terms of art ed practice and curriculum, over the past 5
years or so, I have found myself drawn to a couple other bodies of work, and
have used each extensively when working with my elementary school students.
Quilts and street art. </div>
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Both have been devalued and marginalized for a long time,
although they are being viewed in different lights in recent years. I am drawn
to the modular and pattern nature of quilt design. Like most of the work shared in this post, the range of abstract compositions possible in the quilt medium really rings my bell. I love being able to use the
work of quilt designers to introduce my students to the duality of unity and
variety in both art and our social organization. I also think it is important
to elevate female dominated art forms within the eyes and minds of our
students, especially during our current social and political climate. In the
past few years I have used the work of Libs Elliott, Maritza Soto, Latifah
Saafir, and Tula Pink to kickstart student experiments in shape, color, and
social fabric.</div>
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At the same time <i>(well, not exactly the same time, but
regularly throughout the year)</i> I have been exposing my students to the work
of more and more street artists. When doing so, I emphasize the fact that art
does not need to be set in a museum or gallery to be considered important or
valuable. I want my students to recognize that art is all around them and that
it can be created anywhere. I have used the work of street artists from around
the world as inspiration for student visual explorations and I have recently
turned more specifically to artists creating public art in San Diego- the likes
of Isaias Crow, Santos Orellana, Monty Montgomery, and Gloria Muriel. I have
found that using the work of contemporary street artists, and in particular,
local ones, increases student engagement and enthusiasm. It also provides
opportunities for first hand interaction and relationships between the artists
and my students (<i>and, I’m not gonna lie- I love getting to meet these
artists, too!).<o:p></o:p></i></div>
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And there we are. Here we are. I hope you’ve enjoyed the read. A
bit different than my usual project based ramblings, but hopefully in a good
way. I’m looking forward to digging into the coming monthly topics. <a href="https://artclasscurator.com/art-teacher-blogs/">Now, go check out some more insights on artist inspirations from other incrediblyinspiring art ed bloggers!</a></div>
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<h2 style="background-color: white; color: #3b3b3b; font-family: Arvo; font-size: 22px; font-weight: normal; line-height: 1.2; margin: 0px; padding: 0.5em 0px 0.2em; position: relative; text-align: -webkit-center; text-transform: uppercase; word-wrap: break-word;">
<span style="font-family: inherit; font-size: x-small;">PARTICIPATING <a href="https://artclasscurator.com/art-teacher-blogs/" style="color: #66becd; text-decoration-line: none;">ART TEACHER BLOGS</a>:</span></h2>
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<ul style="color: #3b3b3b; line-height: 1.4; margin: 0px; padding: 0px;">
<li style="margin: 0px; padding: 0px; text-align: left;"><span style="font-family: inherit;">Art Class Curator - <a href="https://artclasscurator.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Artists That Inspire</a></span></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.artedguru.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Art Ed Guru</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="https://www.artisbasic.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Art is Basic</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="https://artroomblog.blogspot.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Art Room Blog</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.artwithmre.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Art with Mr. E</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.artfulartsyamy.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Artful Artsy Amy</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://capitolofcreativity.weebly.com/art-lair--blog" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Capitol of Creativity</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="https://cassiestephens.blogspot.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Cassie Stephens</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.createartwithme.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Create Art with ME</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="https://minimatisse.blogspot.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">MiniMatisse</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.devoncalvert.weebly.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Mr. Calvert's Art Room Happenings</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://mrsboudreauxamazingartroomk-12.weebly.com/" style="color: #66becd; text-decoration-line: none;">Mrs. Boudreaux's Amazing Art Room</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="https://ssesart.weebly.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Mrs. T's Art Room</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.partyinartroom.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Party in the Art Room</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://www.shinebritezamorano.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">shine brite zamorano</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><a href="http://talesfromthetravellingartteacher.blogspot.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">Tales from the Traveling Art Teacher</a></li>
<li style="margin: 0px; padding: 0px; text-align: left;"><span style="color: #66becd; font-family: inherit;"><a href="http://plbrown.blogspot.com/" rel="noopener" style="color: #66becd; text-decoration-line: none;" target="_blank">There's a Dragon in my Art Room</a></span></li>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com11tag:blogger.com,1999:blog-4039362385587001419.post-89024911009981634012018-02-05T14:51:00.000-08:002018-02-05T15:03:37.513-08:00intentions with isaiasOne of the very cool things about focusing on living artists in my curriculum is being able to meet some of the artists first hand and to develop relationships with them. Case in point- <i>and I have loved being able to share this with my students</i>- a couple months ago, I discovered through instagram, that artist <a href="https://www.isaiascrow.com/about.html">Isaias Crow</a> was painting a collaborative mural with visiting artist Leon Rainbow, in my neighborhood. I recognized the house from the photo he posted and excitedly hustled down the street to check it out in person. Isaias, who is one of the kindest and most generous people out there, took time to talk to me (and then my wife when I brought her down, too). We suggested that if he ever needed another wall in the village to paint, that we had one.<br />
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<a href="https://3.bp.blogspot.com/-k5vxkRubELU/WnjaB6tn87I/AAAAAAAAOlg/6Jp22R48lPAPYFYMB2a_59lFIOJSh7Z3QCEwYBhgL/s1600/FullSizeRender_2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="390" data-original-width="750" height="166" src="https://3.bp.blogspot.com/-k5vxkRubELU/WnjaB6tn87I/AAAAAAAAOlg/6Jp22R48lPAPYFYMB2a_59lFIOJSh7Z3QCEwYBhgL/s320/FullSizeRender_2.jpg" width="320" /></a></div>
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<i>the mural that led to this design activity!</i></div>
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<i><br /></i></div>
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<a href="https://1.bp.blogspot.com/-x73SbbAzpvE/WnjaB3eTfPI/AAAAAAAAOlc/pHQkOCTdCCA4lZo2-Io26X5q6c6M_hD2ACEwYBhgL/s1600/FullSizeRender.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="434" data-original-width="750" height="185" src="https://1.bp.blogspot.com/-x73SbbAzpvE/WnjaB3eTfPI/AAAAAAAAOlc/pHQkOCTdCCA4lZo2-Io26X5q6c6M_hD2ACEwYBhgL/s320/FullSizeRender.jpg" width="320" /></a></div>
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<i> the process of the intention murals.</i></div>
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<a href="https://3.bp.blogspot.com/-T_oEiKDzy7Q/WnjaBzKXcUI/AAAAAAAAOlY/LyhqKCID6GMHuFWo0gmdEzskFo9A4rjzwCEwYBhgL/s1600/FullSizeRender_1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="357" data-original-width="750" height="152" src="https://3.bp.blogspot.com/-T_oEiKDzy7Q/WnjaBzKXcUI/AAAAAAAAOlY/LyhqKCID6GMHuFWo0gmdEzskFo9A4rjzwCEwYBhgL/s320/FullSizeRender_1.jpg" width="320" /></a></div>
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Fast forward a month and we were meeting with Isaias to participate in his Intention Mural series. He guided our family through several collaborative and reflective exercises and then we came up with a word to guide the mural process. We chose "now" because as a family we need to work on being more present with one another, and not detached with our focus on our various device screens.<br />
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He came back on MLK day and led us through the mural process- he sprayed "now" on the side of our garage and my wife, 2 kids, and I took turns adding more lines to the wall in order to break it up and abstract the surface. Once that was complete, we used mural and house paint to fill in areas, changing and combining some of the shapes as we went. After lunch we finished the color work with a variety of spray paint colors. It was such a wonderful experience to be a part of. I got to play the role of student to his process and gaining experience with spray paint.<br />
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<i>our intention mural!</i></div>
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As soon as the mural was complete, I knew I had to lead my students through a similar activity. So, the 4th graders have been experimenting with paint technique, abstraction, and meaning in art while using Isaias' Intention process as the guide.<br />
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After looking at several of his intention murals, including ours, I ask the students to write a list of 5 words that symbolize things that are important to them. They then narrow things down to 2 words and practice arranging them in long horizontal sketches. They can use bubble letters, block letters, upper, lowercase and they can spread them throughout the rectangle any way that occupies the space effectively.<br />
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They then draw their word much larger and more lightly on an 8x16" sheet of watercolor paper. I model how they can extend lines to break up the background and how they can add more lines to echo letter parts of their chosen word. I emphasize that the word does not have to end up being readable to the viewer.<br />
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Students can then choose a few crayon colors to use as their crayon resist. They can use the crayons to trace pencil lines to trap paint colors and they can use crayons to fill sections. I suggest half crayon, half tempera paint. When filling shapes with crayon, I encourage students to experiment with hand pressure to create light and dark color values.<br />
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When they move on to painting, the color choices are theirs to make- they can be similar to the crayon colors or they can contrast against those colors.<br />
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The final step is to complete an exit slip that asks students to identify why they chose that particular word. It also gets them to compare their work to Isaias's and to reflect on the most challenging part of the whole process.<br />
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The kids have been super engaged with this activity and many students have been coming in at morning recess AND lunch recess throughout the week to continue working. The art room has been buzzing with creative energy all week long!<br />
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<i>the art room has been HOPPING at recess!</i></div>
dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com27tag:blogger.com,1999:blog-4039362385587001419.post-37652359664765356882018-02-01T14:30:00.000-08:002018-02-01T14:30:36.808-08:00jamming with jeremySearching for local artist inspiration a little while ago, I came across the work of <a href="http://www.jeremysvision.com/portfolio/">Jeremy Sicile-Kira</a>. I soon discovered that Jeremy is autistic and that he is nonverbal. One of the ways he communicates with the world is through his painting. I love his bold, bright palette and his use of masking tape to create lines throughout his compositions.<br />
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I have since used his work as inspiration for painting experiments with a couple groups of students.<br />
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I have 2 class moderate/severe special education classes and I thought his world would lend itself so well to experiments with liquid media and color mixing. We broke the process down into 3 parts- coloring a sheet with crayon while trying to use the side of the crayon, then placing tape down and adding color with cake tempera, adding more tape and more cake tempera, and finally, more tape and liquid tempera. The cake tempera gave us transparent colors while the liquid temperas gave us more opaque colors. The first class is younger and required more hand over hand assistance with these steps. The second group is older and more independent and through the activity with less help.<br />
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At the end of each experiment, students helped each other add paint to large canvases that were already taped. Again, exploring color mixing. Earlier in the year, they created the first layers of color on these by driving vehicles through primary color paint to make secondary colors.<br />
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I've also introduced Jeremy's work to my first graders and when doing so, I have talked about how he is a wonder like Augie from "We're All Wonders', which the 1st grade team has read. With these experiments, students have followed the same steps, although the first layer of crayon is a bit more complex in shape and detail. With each step, we talk about creative choices- what parts of the image do they want to protect from the next layer of paint. We also go over proper care of each of the paint mediums and the paint brushes.<br />
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The activities have been a blast to do with each of the groups- there has been A LOT of excitement as the tape gets peeled off at the end of the activity.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com9tag:blogger.com,1999:blog-4039362385587001419.post-75252546084127067592018-01-24T14:42:00.002-08:002018-01-24T14:42:36.644-08:00words with wosene.I've been working with our littlest artists the past couple weeks and they are experimenting with chalk pastels, too. We have been mixing colors and using letters and words in our drawings. For this activity, we are looking at the work of Ethiopian artist <a href="https://wosene.com/about/">Wosene Worke Kosrof</a>. He uses characters from his native language, Amharic, as the basis of his compositions.<br />
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We start the activity by looking at Wosene's website, so the kids can see him and a couple of his pieces. When looking at his paintings, we notice how some of the characters different sizes- big, medium, and small. We also notice how some of the characters resemble English letters and some look right side up, others look flipped upside down, and others look they are on their side.<br />
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Now, before getting to the letters part, we prepare to do some color mixing. The kinders have already done a collage that focused on primary colors, so we review them and then break our paper up into rectangles and squares by drawing horizontal and vertical lines. I model using the point of the chalk for this. When we start to fill shapes in, we use the side of the chalk and we try to keep our elbows up, so that our drawings and arms stay as clean as possible. <i>(The kids also can choose to wear art aprons for this- I only have one size, so it's always a little comical watching them put the aprons on and having them come down to their shins;)</i><br />
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After laying the primaries in to all our shapes, we experiment with mixing by adding one primary on top of another to make our secondary colors. We also add white to a couple colors, so we can see how colors get lighter and not darker when we do.<br />
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The final step requires a switch to our greasy crayon- the black oil pastel. <i>(I pull the black chalk pastel from all my boxes because, when they get used, drawings get out of control.) </i>I model using a letter per shape to spell a name. As I go, I turn the paper in different directions to change the orientation of some of the letters. Once we have letters in each shape, we go back and make a few of them bold by pressing harder and making the lines thicker.<br />
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This activity has brought out a lot of joy in the kids. They're excited to see the new colors that they create and they have been digging the play of letters in their drawings.<br />
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<br />dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com7tag:blogger.com,1999:blog-4039362385587001419.post-58973690721408524732018-01-19T14:36:00.002-08:002018-01-19T14:36:34.032-08:00making meaning with jean-michelThe 3rd graders are starting their color and chalk pastel unit by looking at the work of <a href="http://basquiat.com/">Jean-Michel Basquiat </a>for inspiration. This activity allows students to focus on meaning in art and gives them opportunities to experiment with themes that are important to them. <div>
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I have always loved the boldness and the energy of his work. There is a rawness to it the captivates me. I know his work can be difficult to approach with students, but I encourage you to give it a chance.<div>
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We start out by looking at a couple photographs of Basquiat at work, so the students can identify with him. We talk about how his parents were immigrants- his father was from Haiti and his mom from Puerto Rico. At Zamo, we have a diverse population and many of our students have family members that have come to the US from different countries. We all know the political climate today, and I think it's so important to recognize the positive impact immigrants have had after they and their children have established themselves here.</div>
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We then look at three paintings that Basquiat created. I ask the students if art needs to be pretty or beautiful all the time and they have responded with a resounding NO in each class. We talk about how art can convey different feelings by how things are drawn or depicted and I ask them to keep this in mind as we look at his paintings.</div>
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In the first one we focus on his use of large areas of background color and the presence of a portrait in the painting. We agree that the portrait is not realistic, and that we still recognize it as a face. The second one leads us into a discussion of symbols and how they can convey meaning to the viewer and that we may "read" the meaning of those symbols differently than one another, depending on the experiences each of has had. Students see that he has used a <a href="http://www.everypainterpaintshimself.com/article/basquiats_crowns">crown</a> in both paintings. I bring up the fact that Basquiat used those to signify his importance in the art world. He was visually establishing and connecting himself as part of an art royalty.</div>
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Students also notice the amount of words used in the second painting. They recognize Albert Einstein, Thomas Edison, Henry Ford. I point out Miles as Miles Davis- the amazing jazz pioneer and how Basquiat was deeply moved by jazz, blues, and hip hop, rap, and experimental forms of music. They also notice Frank and the fact that we don't know who HE was, but the name/person had significance to Basquiat.</div>
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We look at one more painting and notice another crown, more connections to money and commerce, more bones, including a skull and teeth.</div>
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Before getting started with the hands on portion of the activity, I remind students that we aren't copying his work, but we will be borrowing his methods for constructing his art and his use of symbols and words to create meaningful self portraits.</div>
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Step one is to create a gestural abstract background with 2-3 colors that are important to them. We apply color with the side of the chalk, working to keep elbows up in order to keep the color from smearing. After adding the background, students can add areas of white to lighten colors and they can smooth areas as well. I encourage them to find a balance between smooth and rough areas.</div>
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Next come the symbols- I ask them to add 2-4 personal symbols. These are things that have importance to them- they could connect to family, school, hobbies, sports, etc. We use the point of the chalk to add these elements. I encourage students to hide or obscure symbols if they aren't satisfied with how they are drawn or if they want some messages hidden in their work.</div>
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The portrait element is the 3rd step. Again, I emphasize that the portrait does not have to be perfect. We are aiming to give the viewer an idea of ourselves. I put Basquiat's paintings back up to see and I also let the kids know that if they have a certain way of drawing people/characters, that they can use that style as well. We draw the portrait in chalk and then go over it in oil pastel to give the lines more clarity. This also connects to how Basquiat used large oil sticks to create lines, symbols, and words in his work.</div>
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Finally, come the words. Students add a few words that connect to family, heroes, friends, etc. We talk about text as a visual element. Do they want to use all capital or lowercase letters? Do they want to mix them up, do they want some words to read upside down?</div>
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Then, it's time to clean our mess up;)</div>
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Next week, I plan on having the students reflect on the process by having them do a short written reflection on choices that they made throughout the activity. </div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com10tag:blogger.com,1999:blog-4039362385587001419.post-33837738135638388832017-11-17T13:08:00.001-08:002017-11-17T13:08:30.219-08:00exploring shape with mr. smithMy 3rds have been experimenting with collage and geometric and natural shapes over the past couple weeks. They first created robot collages that focused on symmetry, geometric shapes, 3d shapes, and color value.<br />
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The next week they looked at the work of <a href="http://tomabbisssmithart.com/about/">Tom Abbiss Smith</a> as inspiration for a second round of collage work. Tom is a UK based artist who creates digital collages that smartly play with the juxtaposition of natural and geometric and positive and negative shapes. We noticed geometric shapes similar to those we used in the robot designs and also noticed how much he uses a variety of plant shapes in his work. Looking at his art allowed students to contrast between cut and torn edges as well- we talked about how the torn edges can give shapes a more natural feel. We also saw how he used a cut out shape AND the leftover (digital:) paper elsewhere in certain designs.<br />
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After viewing and talking about Tom's work, students were ready to play and create their own compositions. I emphasized play here because working with collage lets you move pieces around to different spots before gluing, so that you can see the possibilities that different arrangements may hold.<br />
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Students selected a background color and each one started with a large sheet of black and white paper to create natural shapes from. I left a few of Tom's images on my big screen so kids that were stumped to start could borrow from his shape vocabulary. As they started drawing and cutting, I passed out 3 more sheets of colored paper. When doing this, I guided color selection a bit, responding to the color of the background color each student chose.<br />
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After about 25 minutes, students could start to lock down compositional elements with glue sticks.<br />
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Most students did not finish in one hour, so they saved any paper they might need when they came back. This week has been parent conference week and my schedule has some flexibility in it, so I was able to bring each class back for a 30 minute session to finish and reflect on the 2 shape projects. It was interesting to see how much or how little students added to their designs with this extra time. Some that I thought were near done, continued to add and add, while others had a more minimal aesthetic.<br />
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They wrapped up the process by completing an exit slip that had them comparing and contrasting the 2 projects and describing which piece they liked more and why.<br />
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I absolutely love the variety in these pieces. There was a really intriguing range of style from figurative landscapes, to figurative abstractions, to more nonobjective pieces.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com2tag:blogger.com,1999:blog-4039362385587001419.post-35622609496356942162017-10-19T17:19:00.000-07:002017-10-19T17:19:44.348-07:00lines with m&m.I recently wrapped up my first 2 week rotation with our first graders. They explored line direction, pattern, and color value while being inspired by the work of Monty Montgomery and Minhau. Students discovered that an artist can use similar types of lines to make works of art that look a lot different than each other.<br />
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I shared the work of Monty the first week. (Monty was kind enough to visit with some students while this was going on... I'll share more on that wonderful experience later:) He paints intensely colored, hard edged abstract pieces and I used his work to introduce students to horizontal, vertical, and diagonal straight lines. After making the lines with our bodies, we looked at a few of his pieces to see how he used those lines in his paintings. We also discovered that he creates patterns with lines and colors.<br />
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We then made a couple practice sketches that were inspired by his abstract compositions. We did the first one together and then I asked the kids to try a second one and encouraged them to place their lines in different places than their first sketch. They picked one they liked more and shared their reasoning with a buddy. "I chose my first drawing because..."<br />
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We then drew the composition on a larger sheet and I reminded them that their drawing could change a bit- they could revise it and they could add more detail if they felt like their drawing needed it.<br />
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Before adding color, we practiced pressing hard and soft, so they could use that technique to create patterns in their work. When done, we wrote a sentence about the process. I encouraged them to use line vocab in their sentence.<br />
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The next week we looked at the work of Brazilian artist <a href="http://followthecolours.com.br/art-attack/minhau/">Minhau</a>. We discovered that she has a thing for cats and these cats use the same kinds of lines Monty uses. Plus, she uses curved lines. Minhau also plays with thick and thin lines to emphasize certain parts of her painted subjects.<br />
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After sharing a couple of her paintings, we practiced in the same way we did for our Monty inspired drawings. Students chose, reasoned their choice, revised and refined it on larger paper. To emphasize thick and thin, we used chisel tip markers and tried to make our big shapes have thick outlines and the detailed parts have thin lines.<br />
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When we colored, I encouraged pattern making with hard and soft, as well as multiple colors.<br />
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Kids were very engaged with both lessons and are taking to the preliminary sketch part without much of a hitch.dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com3tag:blogger.com,1999:blog-4039362385587001419.post-38804621103954092782017-09-27T14:29:00.000-07:002017-09-27T14:29:00.919-07:00kinders and camilleMy TK and K classes are continuing to explore line this week. I'm using the bright, bold, graphic work of <a href="http://camillewalala.com/about">Camille Walala</a> to introduce them to directional line and line thickness. I'm sharing a couple prints that Camille made for her "Dream Come True" series. We go through one and look at how some lines go side to side, up and down, and somewhere in between. After pointing out each one, the kids and I make those lines with our arms and "expressively" say the line name that goes with the particular line.<br />
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We then notice how those lines work together in her pieces to create shapes with straight lines- rectangles, squares, and triangles. We also compare how her name next to the image uses thin lines and the lines in the print are thick and bold.<br />
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Before starting the hands on portion of the activity, I let the kids know that this drawing will be different than their Knuffle Bunny toy drawings from the week before. With this activity, I am asking them to follow along with what I do. Doing so allows me to get a sense of where they are at in terms of understanding line concepts.<br />
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We draw out the composition together (and even though we do this, there is still a wide range of compositions due to motor control and spatial awareness) and then I model how to hold our color sticks to fill in shapes. I show them how to put "bumpers up" along the edges of shapes to keep their images neat and I also demo using the point and the side of the color sticks to fill small and large areas. Students may use any combination of colors in their drawings. I encourage them to try and repeat colors to make patterns, too.<br />
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The final step is to use a big black crayon to trace/go over our pencil lines, so that the lines are thick and dark like Camille's I encourage them to use their muscles to press hard, so the black is nice and dark.<br />
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When students finish, they may go to any of my choice building centers. After about 5-7 minutes, we clean up and regroup to build a couple sentences about the drawing process. We read the sentences, orally share different words to use, and then fill in the blanks in the pre-typed sentences.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com1tag:blogger.com,1999:blog-4039362385587001419.post-56998148331540596502017-09-24T08:58:00.000-07:002017-09-24T08:58:09.057-07:00lining space with gp.The 3rds are experimenting with line as they look at the abstract compositions created by <a href="http://www.garypetersenart.com/bio">Gary Petersen</a> for inspiration. To start the lesson, we look at several of Gary's brightly colored abstractions. Specifically, we look at how, even when an artwork is non-objective, it can still have a sense of 3d space that is achieved with repeated diagonals and the changing height and width of included lines.<br />
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After identifying how space is created in 3 of Gary's pieces, we experiment in a similar fashion on our practice paper. When doing so, I remind students that these are not expected to be perfect, but I do want them to try their best while they play with line.<br />
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After we practice, I ask the students to select one sketch they like more than others and to think about why they think that one will be more interesting as a larger drawing. We then partner up and share our reasoning for choosing one sketch over the other. I point out that this oral practice will help them write a reasoning statement about the project once their drawing is done. They are using this oral sharing to rehearse their reflection sentence.<br />
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When we draw out the larger design, I remind my student artists that they may add more detail to it with line and shape and that it's okay if the design changes some from the preliminary sketch. Students are free to use color as they like- I do model changing hand pressure to create light and dark color values because this could heighten the implied 3d qualities of the drawing. I also express that they can leave areas white if they want to do so.<br />
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<i>This guy's shirt was a fantastic example of spatial line!</i></div>
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I love that even though we practiced similar compositions, there is still a wide array of variety in the compositions created. Students wrote out the reasoning statement that they rehearsed as a quick wrap up activity.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com0tag:blogger.com,1999:blog-4039362385587001419.post-9641379271979980342017-09-22T09:52:00.000-07:002017-09-22T09:52:05.093-07:00kinders and knuffle bunnyThis is my first week working with kinders this year and they are a delightful bunch!<br />
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I'm sharing the book "Knuffle Bunny Too" by <a href="http://www.mowillems.com/">Mo Willems</a> with them as an introduction to line and shape. The main characters, Trixie and Sonja, are in TK, so it's a perfect fit:) After reading the story to them, I ask them if they have a toy that they love like the main characters of the book do. I encourage them to picture it their head.<br />
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I then ask them to practice drawing that toy. I emphasize that these do not need to be perfect! These drawings are a chance for them to share something important to me and the rest of the class. If they finish their practice drawings early, I ask them to think of a setting- where do they play with that toy? As they are planning, I make sure to go around and talk to each artist, so they can verbally share what they are drawing.<br />
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My little artists then look at their practice drawing and refine it on a larger sheet of drawing paper. I tell them that it's okay if the drawing looks a bit different than the first one and I talk about adding more details to their drawings because their paper is bigger.<br />
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They then trace their pencil lines and add color to their drawings.<br />
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This has been a great opening activity- it allows them to share something personal and it gives me an idea where students are coming in at in terms of fine motor control. It's also a nice intro to the planning stage in art.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com0tag:blogger.com,1999:blog-4039362385587001419.post-83785747267241056702017-09-16T08:52:00.000-07:002017-09-16T08:52:18.685-07:00multiple murals and many linesMy 5ths have started the year experimenting with line to create a wide array of active abstractions. To get them inspired, I shared the work of 4 painters. We looked at the vibrant, large scale work of <a href="http://jasonwoodside.com/">Jason Woodside</a>, <a href="http://montymontgomeryart.com/">Monty Montgomery</a>, and the collaborative team of <a href="http://www.jessieandkatey.com/about/">Jessie Unterhalter and Katey Truhn</a>.<br />
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<i>Jason Woodside at work.</i></div>
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<i>A recent mural Jason did in North County, San Diego.</i></div>
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<i>Monty Montgomery with a mural series he completed last year.</i></div>
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<i>One of Monty's murals right here in San Diego.</i></div>
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<i> Jessie & Katey's mural at the Oval in Philly. I got to see </i></div>
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<i>this in person (and play ping pong on it:) when I visited family in the area!</i></div>
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<i>Jessie & Katey at work on a mural in Atlanta.</i></div>
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After a brief intro to each artist, I gave my students an opportunity to talk:) I asked them to work in table groups to discuss the ways that the murals of the artists were similar. Table groups then volunteered to share their findings and then they moved on to discussing differences that they saw and they shared those, too.<br />
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Before getting started with the visual design problem, I asked my student artists to think about which of the artists' work they were most engaged with and to reflect on why they felt that way. This would be a question on their project exit slips and I wanted them to be aware of it before they got rolling.<br />
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There were 2 main constraints for this design problem- they needed to create an abstract composition and they needed to use line to create shapes and patterns.<br />
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Students were also required to do at least 2 preliminary sketches before starting on their final and they needed to explain their choice of sketch in writing. I emphasized the need to supply evidence for that choice in their explanation.<br />
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When their preliminary work was done, students moved on to the final 9x10" design. Planning in pencil and then moving onto color. They could use color sticks and colored sharpie markers. I reminded them that the color sticks were good for large areas and the sharpies worked well for detailed areas and emphasizing contour lines.<br />
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As you can see below there was a wide range of approaches to the design challenge. When students had completed their designs, they filled out an exit slip that got them to reflect on the project.<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com5tag:blogger.com,1999:blog-4039362385587001419.post-83316158954187571882017-09-14T20:55:00.000-07:002017-09-15T14:02:07.848-07:00illusions with oz.As a follow up to the line drawings that were inspired by Mister Phil, this week, my 2nds created pieces that put their own, individual spin on an illustration by <a href="http://www.olimpiazagnoli.com/bio/">Olimpia Zagnoli</a>.<br />
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We started off by visually identifying anything and everything in her illustration. After that, we talked about how her illustration compared and contrasted with Mr. Phil's pieces. We also noticed that she created a cool optical illusion by playing with the sizes and placement of the hands and cloud filled background. Of course, we then had a bit of fun by experimenting with this in real life, as we "pinched" each other's heads from across the room.<br />
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We saw how their were no outlines in Olimpia's work, but that lines were still present all over- made by simply having one color ride against another to create that edge.<br />
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When getting ready to create our drawings, I emphasized that we would draw a hand together, so that we could check out the relationship of the hand parts to one another- proportion and placement. Once the hand was drawn, they would bring their voice more into the piece, by using an object they were interested in, as the background pattern element.<br />
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As with the Mister Phil inspired drawings, many of the student creations made a lot of us giggle:)<br />
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com1tag:blogger.com,1999:blog-4039362385587001419.post-24583543359555898322017-09-13T15:05:00.001-07:002017-09-15T13:44:32.447-07:00filling like mister phil.My 2nd graders have started the year by exploring how line can create shapes and patterns in art. To better engage my student artists, I shared the work of English artist <a href="http://misterphil.co.uk/about.html">Mister Phil</a>. We looked for shapes and patterns in a number of his drawings and also talked about how art does not need to be serious all the time. We all agreed that Mister Phil's work seems a little silly! (And that is okay;) We also noticed how he filled larger implied shapes with A LOT of shapes and patterns created with lines.<br />
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As we started, I reminded my students that we wouldn't be copying Mister Phil's work and we would use it as inspiration to create our own unique drawings.</div>
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We started off by experimenting in a couple practice drawings. I demonstrated drawing a large shape very softly in a rectangle. This shape was then filled with shapes and patterns of each student's choosing. I asked my artists to do at least 2 practice drawings. They then decided which one would be more interesting for a final drawing and put a check mark next to that particular sketch.</div>
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When they were ready to start on the larger drawing, I encouraged them to draw light until they had it right. I also reminded them that it was okay if their final drawing changed a bit from their original plan. As artists often do, they could revise and enhance their bigger drawings to make them even more successful than their sketches.</div>
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Once the pencil work was done, they could choose one color to trace their lines with. When adding color to the final drawings, students could use any colors they wanted and I reminded them that they could press hard and soft to make dark and light colors.</div>
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Once my artists were done with their drawings, I asked them to write Mister Phil a question regarding his artistic process. Here are a few of those questions-</div>
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"Mr. Phil, why did you become an artist?"</div>
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"Mr. Phil, how long does it take you to come up with ideas?"</div>
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"Mr. Phil, how did you get so good at drawing?"</div>
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"Mr. Phil, will you be my friend?"</div>
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"Mr. Phil, do you have a dog?"</div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com4tag:blogger.com,1999:blog-4039362385587001419.post-87605156201120648472017-09-06T14:30:00.001-07:002017-09-06T14:30:58.629-07:00quilt up!Today I had a chance to hang the collaborative paper quilt that 28 classes created last week. The final dimensions are 8' x 24'. Again, it was inspired by <a href="http://www.tulapink.com/">Tula Pink</a>'s "TriDazzler" quilt.<br />
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It's always pretty wild to see how these come together on a vertical surface that a viewer can scan left to right without any distortion in shape.<br />
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<br />dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com7tag:blogger.com,1999:blog-4039362385587001419.post-55880763311520476702017-08-30T16:06:00.001-07:002017-08-30T16:06:44.145-07:00shine like a diamond.We are off and running at Zamo!<br />
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As usual, I am starting the school year off with a collaborative project that is low stress and high impact. a little background- during the first week I meet with classes for 30 minute mini lessons. This allows me to review art room rules and procedures and to get students creating right away. Kids end up creating for about 20 minutes.<br />
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This lesson always emphasizes unity and variety in both art and our school community and beyond. I make a point of introducing textile artists, fabric designers, and quiltmakers with these lessons due to the modular nature of the designs and because I feel that they are often neglected in art education and the art world.<br />
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This year, I discovered the work of <a href="http://www.tulapink.com/about/">Tula Pink </a>through instagram and her "TriDazzler" quilt jumped out at me from her feed. I love the repetition of the diamonds and triangles and how the colors repeat in a looser visual way. The main adjustment we made in our approach to Tula's quilt design, was that the center line of the diamond could be rotated either horizontally or vertically.<br />
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The prep for this project is pretty simple compared to some others that I have done (looking at you <a href="http://www.shinebritezamorano.com/2015/09/a-colorful-beginning.html">Libs Elliott </a>project and the <a href="http://www.shinebritezamorano.com/2016/09/the-superduper-zamo-quilt-mashup-of-2016.html">Latifah Saafir/Sylvia Sutters</a> project;)<br />
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I precut a bunch of 6x6" squares that covered the spectrum of colors, plus any tints and shades of those I had available. I then cut a bunch of those squares in half.<br />
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Before each class comes in, I place a square & triangle at each seat. As classes move through, I progress through the collection of colors I have to create a loose gradient across the install. I don't have a formula to the progression, it's more of a feel when having colors enter and exit, and re-enter the overall arrangement.<br />
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Students glue the triangle onto their diamond.<br />
Students rotate their diamond, so the center line is horizontal.<br />
Students add lines from the top and bottom of the diamond to the center line. They need at least 2.<br />
Students add any colors like like to their smaller triangles, leaving at least one piece the color of the paper on top and bottom.<br />
Students put glue on the back of their diamond.<br />
Students bring their piece to the larger paper quilt and place it on, making the decision to have the center line vertical or horizontal, repsonding to the diamonds already in place.<br />
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<i>end of day 1.</i></div>
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<i>end of day 2.</i><br />
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I still have 2 days to go. I am out of space to assemble the full install on my tile floor. There are 14 classes that will take part in this over the next two days. My plan is to add one more section of length to make it 22' long and one more section of height along the whole thing to make it 9' tall. The final install will go on the back wall of our auditorium, so that we have have a dynamic piece of art up by the second week of school.</div>
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I can't wait to see this whole piece assembled on the wall. It's always interesting to see these come together and it's particularly cool to see it in different ways- the diamonds up close during the activity, on an angle while up on a ladder above my floor, to the finished piece to take in while standing back from it.</div>
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Our kids are always stoked to participate and watch it grow, too. Depending on the size of your school, you could have everyone take part. </div>
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If you're an art teacher and want to try this- go for it! Just be kind and cite your sources:)</div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com249tag:blogger.com,1999:blog-4039362385587001419.post-37562469963639476922017-08-25T14:35:00.001-07:002017-08-25T14:35:36.772-07:00almost there.Bring on the kids!<div>
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My room is as clean as it's going to get and I'm ready to kick off the year with another collaborative project inspired by contemporary textile designs. </div>
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Before that, though, I'll be spending the weekend beach camping:)</div>
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Have a great weekend everyone!</div>
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<i>Tech corner.</i></div>
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<i>Prepping for the opening week collaborative.</i></div>
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<i>Reading choices.</i></div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com3tag:blogger.com,1999:blog-4039362385587001419.post-47463697933436828262017-08-23T14:47:00.002-07:002017-08-23T14:47:20.827-07:00a long time ago...<br />
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I have been away from blogging for a long time! Our Zamo students were super creative over that stretch. Digital art experiences, collaborative learning opportunities, a mural was made, our 30th annual Celebration of Art took place... and I didn't document those activities at all here:( I did continue to share happenings on the Shine Brite Zamorano fb and instagram pages, so if you are curious what was going on at Zamo all that time, you can check out those social media sources.<br />
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Today teachers are officially back at work at our school sites. My room was deep cleaned over the summer and that has encouraged me to purge a lot of items that had not been used in quite awhile. My room feels brighter and lighter. Most of my cleaning is done and now it's time to set up my new color printer and 3d printer. Wish me luck- I can use new fangled technology alright, but I'm not the best at installing it;)<br />
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I'm also prepping materials for our annual first week large scale collaborative art installation.<br />
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Stay tuned...dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com1tag:blogger.com,1999:blog-4039362385587001419.post-34735849457567753122017-03-09T20:43:00.000-08:002017-03-09T20:43:39.606-08:00murals with maya.<div class="separator" style="clear: both; text-align: left;">
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So, I was planning on having my 2nds experiment with shape and cut paper collage this week... and then I went to a makerspace session at naea17 in nyc last week and changed my mind.</div>
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I watched how a morphi representative took a 3d solid she designed in that app and dropped it into a image from google earth to serve as a virtual sculpture. Boom! I loved that idea. Now, I am not fluent enough in morphi to teach it to my kids yet, but I immediately realized I could do something similar with the assembly app with my students.</div>
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Last year I had a number of grade levels experiment with the <a href="http://www.shinebritezamorano.com/2016/07/assembly-time.html">assembly app</a> and found that there was a lot of student success and high engagement while working.</div>
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So, this week, my 2nds have been looking at the work of artist <a href="http://www.mayahayuk.com/">Maya Hayuk</a> for shape and mural concept inspiration and then working with a partner to play and explore the app while they create a virtual mural for our school community. When looking at Maya's work I have emphasized her use of layered, overlapped geometric shapes. I don't expect the kids to copy her work, but I do want them to focus on geometric shapes and layering. We also have noticed that some of her murals have a strong sense of symmetry while others do not. I want students to be able to recognize this principle in their designs as well.</div>
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I have created a short video how-to for the app that I share with the students as we prepare for using the app in class and we view this in a couple chunks after looking at Maya's work. (i'll post that soon:)</div>
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I really encourage play with this project. Since it's a digital collage, they can erase shapes and delete parts they aren't digging with the touch of the screen. Assembly is a very user friendly app- it's quite easy to add shapes, flip and rotate them, change sizes and colors.</div>
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I went around on Monday with a bunch of ipads and took photos of several blank walls on campus. Students select one of these to serve as the background of their assembly creation. Then, the teams of two start to experiment. Once they have a satisfying composition, they save it and continue to play. They can choose a different wall and go, or simply clear the shapes and work with the same wall.</div>
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I have been transferring the images to my mac and then emailing them to the classroom teachers, so they can look at them on their smart boards back in class. I will be printing a bunch of the images out to include in our annual student exhibit that will take place in a couple of months.</div>
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There are many choices for students to make with this project. I do have a few rules- no natural shapes, include overlapping shapes, and all of the design must be on the wall. This last one is key because a muralist can not paint on the sky in real life.</div>
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My students connect with murals because our campus is covered with them and because we had a local muralist create one on campus earlier this year and they got to see the whole process. I think this project is a great way for them to think about designing with a purpose. In this case it was making something that would turn their playground environment into something more beautiful and enjoyable.</div>
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I was only intending these designs to remain digital, but after seeing some of the results, I do believe I need to find the time to make at least a couple of these actually happen on our campus!dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com6tag:blogger.com,1999:blog-4039362385587001419.post-46006741750568792112017-02-19T18:10:00.001-08:002017-02-19T18:10:04.385-08:00chalking and grooving.<div class="separator" style="clear: both; text-align: left;">
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My first graders also got into the chalk pastel action last week. They experimented with them as an extension to their color mixing unit. The week before, I read them "In My Heart- A Book of Feelings" and they used primary color crayola color sticks to make secondary colors in their drawings. Very clean!</div>
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This project was obviously a lot more messy:) We started the lesson by briefly looking at the work of <a href="http://www.theartstory.org/artist-lewis-norman.htm">Norman Lewis</a>, an African American painter whose styled evolved into abstract expressionism over the course of his artistic career. He was strongly inspired by jazz music. On the flip side of that inspiration, <a href="https://community.pafa.org/pages/public-programs-/philadelphia-jazz-project-presents-music-inspired-by-the-work-of-norman-lewis">musicians</a> have actually performed pieces inspired by the shapes, colors, and composition present in his work.</div>
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We noticed how he used large and small shapes, how he added white to colors to create tints, and how he used primary and secondary colors in his work. I discussed his love of jazz. Our 1st grade classrooms are located in close proximity to our music rooms, so we connected to their experience on campus. They hear the older kids play strings and horns from their classes and they hear the instrumental music particularly at recess time.</div>
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For each stage or layer of the drawing, we worked to a different piece of instrumental music and attempted to connect our marks to the music.</div>
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Students laid down the primary color background to a mellow Miles Davis piece called "So What". They smoothed some of those parts down while continuing to listen to it. They mixed some areas to create secondary colors while listening to a calm arrangement by the Benny Goodman Orchestra. Tints were mixed while listening to a faster tempo song from Horace Silver called "Blowing the Blues Away". They then got into the first portion of smaller marks and lines. They listened to a percussion heavy piece by the Incredible Bongo Band titled "Apache" that has been sampled heavily by hip hop artists over the years, most famously by Grandmaster Flash in the early 80s. When readying for this step, I encouraged them to think about the speed of the music, it's beat, and it's loudness. Some kids were more involved with dancing at first and I told them to think about how they could translate those moves into marks on their paper. The final piece of markmaking was in response to an instrumental piece by the Beastie Boys called "Pow".</div>
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I think the kids, by and large, loved this drawing and listening experiment. It was really cool to see how different kids responded to the music with color placement and mark making energy and arrangement.</div>
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dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com2tag:blogger.com,1999:blog-4039362385587001419.post-2854816528951163752017-02-15T20:12:00.001-08:002017-02-15T20:12:23.855-08:00marking with moe. Last week, my 4th graders experimented with chalk pastels, layering, creating tints, and markmaking. For inspiration, I shared the work of <a href="http://www.junekellygallery.com/brooker/index.html">Moe Brooker</a>. He's an artist and professor based in Philadelphia who creates nonobjective paintings. He layers energetic varied "scribbles", that I liken to the music notes you find on sheet music, over patterned areas and larger geometric shapes. He uses tints of colors to add variety to shapes and fade sections of compositions in and out.<br />
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We looked at a very short video of him working and talking about art. He believes strongly in the connection of color and music/sound.</div>
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After watching the video and looking closer at a few of his paintings, we rolled up our sleeves and experimented with pastels, using his visual vocabulary as a springboard for a wide variety of nonobjective drawings. While students worked, I played jazz in the classroom, similar to what they heard playing in Moe's studio in the video clip. I encouraged them to think about how the music was effecting them and if possible, respond to the sounds in the colors and marks they would include in their work.</div>
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Students started by laying down 3 or 4 colors to serve as the background. They smoothed out some areas and left other areas rough. They then added smaller shapes that overlapped 2 or more of their background shapes. Again, smoothing some. Tints were added next. Students could choose to apply white to whole shapes or parts of shapes for added variety. Patterns were added on top of at least a few areas of their compositions. Some students added a lot, some were more selective in their approach. I asked them to add white to at least one patterned area. Finally, it was time to scribble.</div>
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This is the step that many thought would be the easiest part of the process, but many discovered that it was actually more challenging than they were anticipating. Before starting, I had students switch to a black oil pastel because the marks could be controlled a bit more with it. They could also use other chalk pastels for this part and could blur their marks as well. I modeled a bit of controlled, energetic mark making. I talked to them about looking at their existing compositions and responding to what was there. They could look for larger empty spaces, they could add and layer over existing patterns, they could vary thin and thick, long and short marks. Again, I encouraged them to be aware of the music playing and to think about how their marks might reflect the energy of it.</div>
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To wrap up, they completed an exit slip that got them reflecting on the process.</div>
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I am super stoked on how vibrant and energetic so many of these turned out. This week, they are continuing to experiment with chalk pastels, but they are some of the same techniques to create a desert landscape inspired by the work of <a href="http://www.shinebritezamorano.com/2015/02/contrast-in-desert.html">Ed Mell.</a> I want them to recognize that you can use the same techniques and skills with materials to make images that are of drastically different styles.</div>
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<br />dmassehttp://www.blogger.com/profile/12338136749614382952noreply@blogger.com3