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Art History Meets Pop Culture Acrylic Paintings

Yesterday was my last day of the school year, and this year, my kids were focused up until the very end! This year, I decided to start an acrylic painting assignment the last few weeks of school. I gave each student a canvas, and I feel like having a canvas helped. Many of the students had never worked on one before so they were really excited at the opportunity to create something great! Working on a canvas enabled them to stay focused, which is definitely hard to do in the month of May and June!

This assignment is one that I have been doing throughout my teaching career. I think this is the third time I have done this! I’ve taught this not only in high school but also in middle school and I love the results! We talked about Pop Culture and what types of things are popular today. Students brainstorm many ideas and come up with a good list. Then, we research all different types of art and artists! I have had them research in a computer lab, but this past time, a computer lab wasn’t available so I brought in a ton of printables and art magazines and books. I had students work in groups to write down different artists that caught their attention and different art movements that they enjoyed.

Then, students had to come to me with an idea. They needed to tell me what artist they wanted to base their painting off of, what painting specifically, and what they would incorporate into the painting to make it more original and their own.

Another really great thing about this assignment is that you can guide students in a direction that they will all be successful. For example, I had some students who were more successful doing a Pop Art inspired painting, where they did not need to mix colors or do any shading or blending. Some students had experience painting before so I guided them in the direction of a Monet or a Rembrandt painting, etc. This way, all students had different results at all different levels, yet they were all able to be successful!

The PowerPoint that I created for this lesson can be found at https://www.teacherspayteachers.com/Product/Pop-Culture-Meets-Art-History-3210234

I have a variety of different examples on the slideshow, all of which I have permission for.

Besides though examples, take a look at some of my examples from this current school year!

What works for you as an end of the year lesson? Would love to hear! Enjoy summer!!

 

 

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Expressive Self Portraits

Quite possibly one of my favorite lesson plans that I do all year. When students hear that I am making them do ANOTHER self portraits, after we just finished up a realistic one, they ask WHY. Once we start working on these, their attitudes typically change and they are a lot more excited.

I like giving the students the option to explore symbolism a little bit further and consider what imagery they can use to show the world more about themselves, rather than just their appearances. The PowerPoint that I created for this lesson can be found here, https://www.teacherspayteachers.com/Product/Expressive-Self-Portrait-PowerPoint-3161112

I can thank the wonders of Pinterest for many of those photo examples, but I also chose to incorporate Frida Kahlo into this lesson. Frida has so many amazing examples of symbolism and she is truly such an inspiring artist and person, that I wanted my students to learn more about her. We had discussions about The Two Fridas, and also about one of her self portraits. We discussed the symbolism and imagery in her artwork and how it reflects her personality and mood.

Students found this to be very interesting. We also discussed more in depth realism, abstract, and non objective. I told students to consider how realistic they wanted this to be. They had the option to be more symbolism and do a silhouette rather than a realistic approach that would require them to do eyes, nose, mouth, etc. This allowed my students of all different skill levels to choose a way that would be successful for them.

I also gave them an option in what art mediums they wanted to use. They had the options of graphite, colored pencil, pastel, watercolor, or mixed media. After the presentation, I had students write 5-10 things about themselves in their sketchbooks. These could be interests, personality, mood, appearance, home life, friends, etc. We then broke those down and considered how to interpret them into a symbol or some sort of imagery.

Students brainstormed with the others at their tables and came up with some ideas. When they had enough ideas, they began a sketch of what their portrait would look like. I offered suggestions to make sure that students were challenging themselves enough, and were not doing things too hard. I told students that if they chose not to draw a realistic face, that they needed to put extra details somewhere else, to ensure that all students were still working the same amount.

I graded these using four main components. Subject Matter & Creativity, Use of Symbolism and Details, Craftsmanship, and Effort.

I was SO happy with how these turned out. Here are some of the great examples from my classes!

 

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Vans Shoe Submission 2017!

Very excited to report that our Van’s Shoe Submissions are officially entered!!

Let me also continue by saying that with this contest, the struggle was real! I worked with one other art teacher at my school. We opened up the contest to any of our students who were interested. We required students to create a sketch first and then any students who showed interest by sketching were allowed to work on the shoes.

Well, turns out these high schoolers have a lot going on. Honestly this contest often felt like pulling teeth! There were kids who often asked to work on them and did enjoy working on them, but with the deadline fast approaching, it was something that we really had to continuing hounding on the kids.

As I mentioned, after students submitted their original designs, I then met with the other art teacher and we brainstormed a theme. Although a theme wasn’t required, we wanted all the shoes to kind of go together. We decided on a beach/boardwalk theme. We met with the kids and we all brainstormed ways to fit each category. Once everything was decided, I then assigned each student a job and they began working on these.

I’m curious as to how other teachers coordinate this!

I’m interested to see how others incorporated the Technology in Design aspect of this into it, being that it was a new part of the contest this year.

Overall, I’m very proud of these! They came out super fun and I know my students are proud of their work. Here are our submissions:

Our Art shoe features a Sand Castle building contest right in Atlantic City, New Jersey. We incorporated waves and focused on bringing a sculptural aspect into our design.

Art Shoe Vans Shoe Design Contest High School Art Class
Art Shoe Vans Shoe Design Contest High School Art Class

Our Music shoe featured two different live music events. The first is a jazz musician playing on the Ocean City Boardwalk, with the sunset in the background. The second is a rock/rap concert (we haven’t decided which! ha!) with plenty of people in the crowd.

Music Shoe Van's Shoe Design Contest High School Art
Music Shoe Van’s Shoe Design Contest High School Art

Our Extreme Sport shoe focuses on our surfer. He’s in a pretty big wave that is made up of both of the shoes.

Extreme Sports Shoe Van's Shoe Design Contest High School Art
Extreme Sports Shoe Van’s Shoe Design Contest High School Art

Our Local Flavor shoe is made up of some boardwalk favorites! We have the boardwalk which shows Curly Fries, some Curly Fries made from shoe laces. We have Kohr Brother’s ice cream, and a seagull coming down to eat the boardwalk pizza! We also have a ferris wheel and a roller coaster.

Local Flavor Shoe Van's Shoe Design Contest
Local Flavor Shoe Van’s Shoe Design Contest
Van's Shoe Design Contest High School Submission EHTHS
Van’s Shoe Design Contest High School Submission EHTHS

This contest was fun! It was definitely time consuming and challenging to complete all of the shoes the way we wanted them to be in the time frame, on top of teaching our classes different lessons, but overall I am very happy!!

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Pastel Mannequins

This was a quick lesson that only took a few classes. I noticed my students were struggling with Analogous vs. Complementary Colors. I had students complete an oil pastel worksheet for the first day, where they practice different blending techniques and ways to get different results with oil pastels.

Once we finished, we viewed some examples. We focused on composition and zooming in to really fill up the space. Students sketched 2-4 different mannequin poses in their sketchbooks, complete with shading and at least 7 different values.

Then, students were asked to select their most interesting and favorite composition. They then selected an analogous color scheme of their choice and shaded in their mannequin using the oil pastel. They also were allowed to use black and white to create their shadows and their highlights.

I love these results!!

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Shape Vs. Form Legos

One of the questions on my Benchmark exam asks the students to identify the difference between Shape and Form. While this is something that I felt is simple, I noticed many of my kids struggled with it!

I wanted to do a project that focused on shape versus form to really help students understand how the two differ. We had done some observational drawings already but I wanted to do something that allowed them to focus on WHY we were shading. I wanted to focus on the illusion of form that is created when you are shading, using highlights, shadows, etc.

As a sketchbook warmup, I had students create themselves as if they were a lego character. We discussed how legos are three dimensional, they can be picked up, held, etc. So I told them to consider that as they were sketching (I didn’t want to see any flat lego people)! Students personalized them according to their physical features, character traits, interests, hobbies, etc.

I then showed students some examples of lego drawings. We talked about two different approaches to this. The first was for the students to construct a composition that was more structured and orderly. I then demonstrated how to set up a composition using two point perspective techniques to create realistic legos. The second option was for students to create a more hap hazard composition, where the legos were not lined up perfectly and were instead kind of thrown onto the surface. If they chose this, they did not need to use perspective techniques and could free hand the legos, as long as the legos were still three dimensional.

I felt that this project was challenging, but as the drawings were finished, I could tell my students were really proud of the hard work they had put into this. I also had them do an exit slip and nearly everyone was able to distinguish the difference between shape versus form, hooray!

Overall, I found this lesson to be really engaging- the students were definitely concentrated and focused throughout the entire time, and also rewarding- I was able to get my classes to identify shape vs. form, and they also ended up being very proud of themselves for completing this assignment!

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Blackout Poetry

Blackout Poetry is one of those lessons that I’ve always been intrigued by, but I’ve never tried it. I have some pretty cool classes this year and decided to give it a try. I must say, I really enjoyed this lesson. We began this as a sort of introduction to a Unit on Words and Art. Following this lesson, students created Altered Books (blog post on that to follow later on)!

I introduced my classes to the idea of Words and Art and we discussed how words can be used to further get the point across. I showed them examples of both Blackout Poetry and Blackout Poetry with Illustrations. They were required to create a poem or phrase of their choice and then come up with an illustration that fit their idea.

We incorporated a few different concepts into this including:

Emphasis: How can you emphasize your poem and make it stand out from the rest of the words? How can you emphasize your illustration?

Movement: Is your poem easy to read or is it jumbled and somewhat confusing?

Contrast: Is there a strong contrast between your illustrations and words versus the actual page of the book?

Etc.

I would love to hear some other examples and perhaps how this lesson has been taken a step further! Like I said, I used this as an introduction to a Unit on Words and Art. I am very pleased with these results!

 

Megan

 

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Sgraffito Pots

Sgraffito is such a fun technique to use! For this project, I had students work a little bit smaller than normal, and I had them really focus in on the intricacy and details that they could incorporate into their designs. I had them sketch some sort of design. We also talked about Emphasis, and I encouraged them to use a bright colored glaze for the inside, since the outside was mostly black and white.

I asked students to have a lid, a handle, and if they had time, some sort of foot. Students really enjoyed this technique because it gave them the opportunity to draw freely and easily incorporate some of their favorite designs and ideas into their ceramic artwork.

Included are a few of my favorite examples!

 

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Ceramic Tripod Mugs

After the first project on Pinch Pots, the second project on Coil Building, the third project ended up being a Slab Building project. Tripods were refreshing to do, especially after coil building, since many of the students were tired after the tedious process of layering and slipping and scoring coils. They were so surprised how quickly they could create a simple cup form by using the slab methods!

They were introduced to the word “template” and asked to create an original design that they could create with a basic tripod base. Students used rolling pins to create their slabs. The second day, once clay was leather hard, students were able to shape their slabs into a cylindrical shape. Then, I instructed students to create a triangle shape with their two hands, and they push one side of the cylinder together. They created a triangular bottom, and as long as they did it evenly, the form was able to be flipped over and supported on its own.

I encouraged students to create extra coils to reinforce the bottom, and to also smooth out the inside. They then got to work in creating their original designs. I found that these were extremely successful and it also allowed the students to focus on their own designs and glazing, rather than creating the form itself!

Have you done something similar to this? What other templates have you used? I’d love to hear! 🙂 IMG_2608 IMG_2607 IMG_2606 IMG_2605

High School Tripod Mugs Ceramic Project
High School Tripod Mugs Ceramic Project
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Watercolor Notans

This project was extremely successful for a variety of reasons. The first and most obvious, is that it wasn’t a super tedious project, and it did not require a ton of thought for the students. I purposely organized it so that this project would be worked on the last, short week before winter break. My students were almost mentally checked out anyway, but this really helped to keep them engaged and interested!

We had just begun a watercolor unit and students learned the following watercolor techniques, which were practiced on a strip of paper, with the definitions written on the back:

Wet Onto Wet

Graduated Wash

Dry Brush

Splatter

Blotting

Resist

Of course, there are many more different techniques to use, but these were the ones I wanted to focus on. We had an EXTREMELY relaxing day that began with me showing them various watercolor examples of work that is both Representational and Non-Representational. We discussed what the differences were and then they were asked to create a non-representational watercolor painting using at least four of the watercolor techniques that we discussed. This was also a great opportunity to discuss layering: we began with wet onto wet and lots of water, and as each new layer dried, they added less and less water and more dry brush techniques.

We then discussed positive and negative space. I showed them various examples until I felt that they had a clear understanding. Then, they went to their sketchbooks, where they created their own notan designs. We talked about designs being symmetrical or asymmetrical, and how each would look when reflected on their notan design. Lastly, students were given black squares to draw, cut, and glue their notan designs onto watercolor paper.

After this lesson, now that students have returned from break, I have them working on a watercolor and ink project, which will be posted in a few weeks. I felt that by doing this, it gave them the ability to add a lot of water and paint, and to not be afraid of messing something up with watercolor. This next project will focus on a more controlled, more detailed composition, and I think it is important that students experience both types!

Have you done anything similar to this?

High School Watercolor Notans Art Lesson
High School Watercolor Notans Art Lesson

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Ceramic Coil Pots

First off, super excited with how these turned out. Secondly, incredibly proud at how hard my high schoolers worked on these!

This was their second ceramic project. After just finishing up pinch pot techniques, I had them focus on coil building. I had them sketch out ideas of what they wanted to make. They learned about the coil building process, and I also introduced them to the Elements of Art and Principles of Design.

They had to create a coil pot form (we talked about the difference between shape and form) that include either geometric or organic shapes. One great advantage to doing this, besides them learning about the Elements and Principles, is that I felt it helped them relax a bit with the smoothness of their form.

This was their first time working with red clay, because I wanted to show them a different option besides the gray clay. I also used this project to discuss more glazes with them. In the first project, they only used underglaze and clear. Now, I introduced them to matte glazes versus glossy. I discussed jungle gems. I also talked about the Stroke & Coat glazes (if you haven’t used them, they are great)! They are like if an underglaze and a regular gloss glaze had a baby. They are true to color and shiny!

With almost all coil projects I’ve ever done, I felt like this project did take quite some time. However, the kids stuck with it and really created some good stuff!

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