My goals as an art educator are to have a safe, respectful, and inclusive classroom where students will learn to understand art through techniques, self-expression, history, and culture.
Art instructors must teach students the technical skills to make art so that technical issues do not get in the way of expression. As students’ skills progress their confidence does as well and in turn they are able to express themselves more effectively and freely. Teaching art history is also vital. Learning about art with respect to its historical and cultural contexts provides students with a deeper understanding of the subject. Lastly, I believe respect is not something that can simply be on a list of rules the students are expected to follow; it has to be promoted, implemented, and demonstrated by the teacher and students. I will work to ensure that the environment in my classroom is one of inclusiveness, safety, and respect.
Sunday, October 25, 2009
Saturday, October 24, 2009
City Silhouette Project
Ashley Malinosky
Watercolor paper, watercolor, glue, construction paper
This project would be appropriate for elementary students. However, I realized after making it that I need to make a silhouette lesson plan for middle school students, so I will be creating a new, similar, more advanced project for next week!
The inspiration for this project is the view outside my window when the sun is setting. I have lived in the city for 7 years and have always loved seeing the silhouette of the buildings against the sky at this time because the buildings become black and the sky becomes pink. This project could be adapted depending on the environment where the students live for example, in a woodsy environment it could be trees’ silhouettes, in a surburban environment perhaps houses. The project is to create a watercolor painting which will act as the background and sky for the silhouettes, in this case city buildings, which will be made out of black construction paper.
Friday, October 23, 2009
Silhouette Lesson Plan- Abbreviated
Teacher: Ashley Malinosky
Title: Cityscape Silhouettes
Grade Level: 6
History/Background: The silhouette has remained a popular image in art since the beginning of time. Silhouette images can be found in various forms of ancient art such as cave paintings and Greek vessels. The technique became particularly popular in the 18th century when silhouette portraiture was common. There are many contemporary artists who are known for depicting silhouettes in their art, including Kara Walker and Karl Johnson.
PA Standards:
9.1.6 A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.6 B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts.
9.1.6 C. Identify and use comprehensive vocabulary within each of the arts forms.
9.2.6 C. Relate works in the arts to varying styles and genre and to the periods in which they were created.
9.3.6 A. Know and use the critical process if the examination of works in the arts and humanities.
9.3.6 D. Evaluate works in the arts and humanities using a complex vocabulary of critical response.
9.4.6 D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
NETS Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Goal: Students will create a multi-media cityscape silhouette collage.
Objectives:
Students will:
1. Learn about silhouettes in art.
2. Learn about cityscapes in art.
3. Learn about collage.
4. Create a cityscape silhouette watercolor collage.
Visual Aids/Resources:
Images of silhouette cityscapes in art-
Michael Penn photography
Monet's London Paintings
SavvyGalDesigns on Etsy
images of collages
teacher exemplar
Supplies/Materials:
Watercolor paper
Watercolor paints
Brushes
Water containers
Magazines
Scissors
Glue
Rulers
Digital camera
Computers
Teacher Preparation: Create rubric, gather visual aids, magazines, prepare teaching board or PowerPoint to display visual aids, get out supplies.
Teaching:
Introduction: Discuss silhouette history and show visual aids (use teaching board or PowerPoint). Ask students how silhouettes are different than traditional representations of people and things. Do they evoke a different feeling? What kind of feeling? Discuss method of collage and show visual aids. Ask students how they can use the collage method to create a silhouette. Discuss cityscapes and show visual aids. Introduce project and explain steps to students. Show teacher exemplar. Pass out rubric.
Directions:
1. Using watercolor paper and watercolor paint, students will paint a sky sunset or a sky at night.
2. Using magazines, scissors, and rulers students trace and cut out shapes they need to create building silhouettes (rectangles, squares, triangles circles), pieces should not be bigger than approximately 1”x1”. Students may wish to create a few templates for shapes rather than using ruler to make straight lines for each shape. They should cut out light colors for windows and dark colors for buildings.
3. Students assemble collage pieces to make buildings and glue down pieces on top of their watercolor painting.
4. Students take digital photos of work, upload to classroom computer (or go to computer lab), email photograph to themselves, and for homework post on class blog, and write about their work and comment on each other’s work.
Closure: Students clean up. Students hang up work for one in-progress class critique and one final class critique.
Critique/Evaluation/Assessment: Students hang up collages. Have short class discussion about the art making experience. What was difficult? What was easy? What did you like or dislike about collage and creating a silhouette? Discuss each student’s piece briefly, ask the students to comment on each other’s pieces. What stands out to them, why?
Student projects will be assessed by teacher using rubric based on effort, craft, completion, and participation in the class critique.
Time Budget: Depending on working pace of students the project will need 3-4 days.
Vocabulary:
Cityscape- an image or representation of a view of the city.
Collage- a technique in art in which various materials (usually paper) are glued to a surface.
Silhouette- the outline of something filled in by solid color, usually black.
Title: Cityscape Silhouettes
Grade Level: 6
History/Background: The silhouette has remained a popular image in art since the beginning of time. Silhouette images can be found in various forms of ancient art such as cave paintings and Greek vessels. The technique became particularly popular in the 18th century when silhouette portraiture was common. There are many contemporary artists who are known for depicting silhouettes in their art, including Kara Walker and Karl Johnson.
PA Standards:
9.1.6 A. Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.6 B. Recognize, know, use, and demonstrate a variety of appropriate arts elements and principles to produce, review, and revise original works in the arts.
9.1.6 C. Identify and use comprehensive vocabulary within each of the arts forms.
9.2.6 C. Relate works in the arts to varying styles and genre and to the periods in which they were created.
9.3.6 A. Know and use the critical process if the examination of works in the arts and humanities.
9.3.6 D. Evaluate works in the arts and humanities using a complex vocabulary of critical response.
9.4.6 D. Describe to what purpose philosophical ideas generated by artists can be conveyed through works in the arts and humanities.
NETS Standards:
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Goal: Students will create a multi-media cityscape silhouette collage.
Objectives:
Students will:
1. Learn about silhouettes in art.
2. Learn about cityscapes in art.
3. Learn about collage.
4. Create a cityscape silhouette watercolor collage.
Visual Aids/Resources:
Images of silhouette cityscapes in art-
Michael Penn photography
Monet's London Paintings
SavvyGalDesigns on Etsy
images of collages
teacher exemplar
Supplies/Materials:
Watercolor paper
Watercolor paints
Brushes
Water containers
Magazines
Scissors
Glue
Rulers
Digital camera
Computers
Teacher Preparation: Create rubric, gather visual aids, magazines, prepare teaching board or PowerPoint to display visual aids, get out supplies.
Teaching:
Introduction: Discuss silhouette history and show visual aids (use teaching board or PowerPoint). Ask students how silhouettes are different than traditional representations of people and things. Do they evoke a different feeling? What kind of feeling? Discuss method of collage and show visual aids. Ask students how they can use the collage method to create a silhouette. Discuss cityscapes and show visual aids. Introduce project and explain steps to students. Show teacher exemplar. Pass out rubric.
Directions:
1. Using watercolor paper and watercolor paint, students will paint a sky sunset or a sky at night.
2. Using magazines, scissors, and rulers students trace and cut out shapes they need to create building silhouettes (rectangles, squares, triangles circles), pieces should not be bigger than approximately 1”x1”. Students may wish to create a few templates for shapes rather than using ruler to make straight lines for each shape. They should cut out light colors for windows and dark colors for buildings.
3. Students assemble collage pieces to make buildings and glue down pieces on top of their watercolor painting.
4. Students take digital photos of work, upload to classroom computer (or go to computer lab), email photograph to themselves, and for homework post on class blog, and write about their work and comment on each other’s work.
Closure: Students clean up. Students hang up work for one in-progress class critique and one final class critique.
Critique/Evaluation/Assessment: Students hang up collages. Have short class discussion about the art making experience. What was difficult? What was easy? What did you like or dislike about collage and creating a silhouette? Discuss each student’s piece briefly, ask the students to comment on each other’s pieces. What stands out to them, why?
Student projects will be assessed by teacher using rubric based on effort, craft, completion, and participation in the class critique.
Time Budget: Depending on working pace of students the project will need 3-4 days.
Vocabulary:
Cityscape- an image or representation of a view of the city.
Collage- a technique in art in which various materials (usually paper) are glued to a surface.
Silhouette- the outline of something filled in by solid color, usually black.
Thursday, October 22, 2009
eLecture- Exploring the work of Faith Ringgold-Recreate a Famous Work of Art
In this eLecture we will explore American artist Faith Ringgold and discuss how she references and recreates famous works of art. Click on any of the links to further explore on your own! Many feminist artists recreate famous works of art from a feminist perspective. Feminism is a movement based on the belief in equality in all areas of life for women and girls. Feminist artists express and represent these beliefs in their artwork. American artist and art teacher Faith Ringgold, who has said feminist artist Judy Chicago influenced her, has created and continues to create powerful art about women, African Americans, and American culture. In some of her art Ringgold references famous works by men, but includes and honors African American women in her re-interpretation. Ringgold often creates her work in the form of quilts with paintings on the fabric, which is a reinterpretation in its own right, as quilts are traditionally thought of as being created by women. In Dancing at the Louvre Ringgold depicts a woman and girls dancing around Leonardo Da Vinci’s paintings, including the Mona Lisa. The children depicted are actually her grandchildren and the woman is a character Ringgold created named Willia Marie Simone, who is an artist. They are in a famous art museum in France. In The Sunflower Quilting Bee at Arles she references Vincent Van Gogh’s Sunflowers, but includes images of many famous African American women holding a sunflower quilt.
Dancing at the Louvre, Faith Ringgold, 1991
The Sunflower Quilting Bee at Arles, Faith Ringgold, 1991
Another example of Ringgold revisiting a famous man's artwork, here she references the work of Henri Matisse
Matisse's Chapel, Faith Ringgold, 1991
Other Examples of Feminist Artists Recreating Famous Works of Art by Men
Artist Mary Beth Edelson reinterprets Leonardo Da Vinci's famous painting,
The Last Supper by including many female artists in her painting.
Some Living American Women Artists / Last Supper, Mary Beth Edelson, 1972
Artist Judy Chicago also references Da Vinci's The Last Supper in her installation/sculpture The Dinner Party which features 39 place settings and ceramic plates for important women in history.
The Dinner Party, Judy Chicago, 1979
The Sunflower Quilting Bee at Arles, Faith Ringgold, 1991
Another example of Ringgold revisiting a famous man's artwork, here she references the work of Henri Matisse
Matisse's Chapel, Faith Ringgold, 1991
Other Examples of Feminist Artists Recreating Famous Works of Art by Men
Artist Mary Beth Edelson reinterprets Leonardo Da Vinci's famous painting,
The Last Supper by including many female artists in her painting.
Some Living American Women Artists / Last Supper, Mary Beth Edelson, 1972
Artist Judy Chicago also references Da Vinci's The Last Supper in her installation/sculpture The Dinner Party which features 39 place settings and ceramic plates for important women in history.
The Dinner Party, Judy Chicago, 1979
Activity- Recreate a Famous Work of Art Painting
Note to Teacher or Parent: This activity is appropriate for grades 5 and up. The teacher or parent should make necessary adaptations to activity depending on grade level. For example, really encourage older students to think about the content and message of recreating the particular piece of art they choose.
Supplies/Materials:
Pencils
Brushes (assorted sizes)
18” 24” paper (heavy weight paper)
acrylic paint
water containers
rags
Instructions
Use books or the internet to browse through famous works of art. Chose a piece you would like to reference in your own art or reinterpret in your way. Think about who you would include in your piece, what you would change, and why! You can be looking at the work in a museum or a book, show yourself making the work, include yourself or someone you know in the work, it is up to you! Sketch out some drawings. Once you have decided on a sketch you can begin your final piece/painting.
When you are finished painting you may wish to write an explanation and/or story to go with your painting.
Resources
http://www.faithringgold.com
Holton, Curlee. (2004) Faith Ringgold: A View from the Studio. Charlestown, MA: Bunker Hill Publishing
Note to Teacher or Parent: This activity is appropriate for grades 5 and up. The teacher or parent should make necessary adaptations to activity depending on grade level. For example, really encourage older students to think about the content and message of recreating the particular piece of art they choose.
Supplies/Materials:
Pencils
Brushes (assorted sizes)
18” 24” paper (heavy weight paper)
acrylic paint
water containers
rags
Instructions
Use books or the internet to browse through famous works of art. Chose a piece you would like to reference in your own art or reinterpret in your way. Think about who you would include in your piece, what you would change, and why! You can be looking at the work in a museum or a book, show yourself making the work, include yourself or someone you know in the work, it is up to you! Sketch out some drawings. Once you have decided on a sketch you can begin your final piece/painting.
When you are finished painting you may wish to write an explanation and/or story to go with your painting.
Resources
http://www.faithringgold.com
Holton, Curlee. (2004) Faith Ringgold: A View from the Studio. Charlestown, MA: Bunker Hill Publishing
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