Anthropomorphic Pottery - Southern Face Vessels:
Students will learn the ceramic construction techniques pinch, coil, slab and modeling while creating an expressive ceramic form. Students will learn about the historical importance of anthropomorphic pottery in various cultures and throughout history, as they are introduced to an American form of anthropomorphic pottery developed in the mid 1800’s in the Southern United States. Students will learn the historical and cultural significance of slave constructed face vessels as they create their own interpretation of a face vessel and make cross-curricular connections to Math, Science and Social Studies. Students will practice describing, analyzing, interpreting and evaluating their work, as well as the work of others. Students will read informational text; participate in a presentation that involves interactive listening and speaking; relate art content to other subjects; and demonstrate knowledge of ceramic construction techniques. Students will express themselves creatively and aesthetically through the process of ceramic construction.
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Monochromatic Viewfinder Design:
Students learned that a viewfinder is a tool through which an artist looks in order to see or plan a composition, and that a viewfinder may be used to enlarging a composition.
Students used a ruler to create an accurately measured 3” grid.
Students used a viewfinder to choose a composition and draw an enlarged design from a Master composition.
Students learned that a monochromatic color scheme has several values (tints, shades and tones) of one hue, and that artists often modify monochromatic color schemes with analogous colors or complementary colors in order to create more visual interest.
Students learned that a monochromatic color scheme helps express a mood or symbolize a feeling in an artwork.
Students painted their viewfinder composition, using tempera paint and a monochromatic or modified monochromatic color scheme, in order to express a mood or feeling different from the Master artist’s original intent.
Students used a ruler to create an accurately measured 3” grid.
Students used a viewfinder to choose a composition and draw an enlarged design from a Master composition.
Students learned that a monochromatic color scheme has several values (tints, shades and tones) of one hue, and that artists often modify monochromatic color schemes with analogous colors or complementary colors in order to create more visual interest.
Students learned that a monochromatic color scheme helps express a mood or symbolize a feeling in an artwork.
Students painted their viewfinder composition, using tempera paint and a monochromatic or modified monochromatic color scheme, in order to express a mood or feeling different from the Master artist’s original intent.
Click on a picture to view as a slide show!
Shaded Radial Designs:
Students demonstrated an understanding of asymmetrical balance by creating a well-balanced asymmetrical design that employed calligraphic shapes spelling their names.
Students learned that radial balance is a type of circular balance in which balance radiates toward or away from the center, and has both a vertical and horizontal central axis that is symmetrical.
Students created designs that is both symmetrical and radial in balance. Students employed the reverse repetition of their asymmetrical name designs upon a vertical and horizontal central axis.
Students learned that value refers to the lightness or darkness of a space or form; and shading is the gradual change from light to dark.
Students shaded their completed designs using a varitey of pencils. Student designs included a full range of balanced values and shading gradations.
Students learned that radial balance is a type of circular balance in which balance radiates toward or away from the center, and has both a vertical and horizontal central axis that is symmetrical.
Students created designs that is both symmetrical and radial in balance. Students employed the reverse repetition of their asymmetrical name designs upon a vertical and horizontal central axis.
Students learned that value refers to the lightness or darkness of a space or form; and shading is the gradual change from light to dark.
Students shaded their completed designs using a varitey of pencils. Student designs included a full range of balanced values and shading gradations.
Maquett Sculptures:
8th grade students were challenged to create a maquette sculpture—a small scale model or rough draft for a monumental sculpture. Students used recycled cardboard, newspaper and papier-mâché to create their sculptures. The following qualities were required of each sculpture:
· The sculpture must be non-objective (having no recognizable subject matter).
· The sculpture must be based upon two or more geometric shapes.
· The sculpture must include both positive and negative spaces.
· The sculpture must be free-standing.
· The sculpture must be non-objective (having no recognizable subject matter).
· The sculpture must be based upon two or more geometric shapes.
· The sculpture must include both positive and negative spaces.
· The sculpture must be free-standing.