Triumvirate Kenojuak Ashevak. Beaverbrook Art Gallery Art EduKit. Kenojuak Ashevak (Canadian/Inuit b. 1927)
|
|
- Marlene Freeman
- 5 years ago
- Views:
Transcription
1 Kenojuak Ashevak (Canadian/Inuit b. 1927) Triumvirate 1968 stonecut on paper 62.2 x 86.4 cm Gift of Mrs. A Murrary Vaughan 65
2 What can we learn from looking at Kenojuak Ashevak s Triumvirate? Let s look Take your time. Look carefully. Where do your eyes go first? Then where? Take in as many details as you can. Let s describe What do you see when you first look at this image? Where do your eyes go first? Is there anything unique about the image? Look closer? Is there more to the image then what you see at first glance? Count out how many birds you can see. Can you find all three? Think about how the artist chose to use the image of 3 birds, while at the same time, chose to blend the birds in together. Why do you think the artist made this decision? Encourage students to ask questions. What visual elements in the artwork prompt the questions asked? Let s imagine Have you researched what the word and title of this artwork, Triumvirate means? Ashevak used three birds in his Triumvirate. If you were to create a triumvirate, what symbol would you use? And why? 66
3 Art-making inspired by Kenojuak Ashevak s Triumvirate. Three s Company: Clay Tiles Curriculum Connections: Discuss their own visual images to share their intentions; recognize that images are developed for a variety of purposes, and discuss their own intentions in creating art objects. Materials Needed Image of Kenojuak Ashevak s painting Triumvirate Liquid Tempera Paint Plastic Palette Knives Plastic Knives, Spoons, Forks Clay Water Containers Cardboard Pencils Paper 67
4 Let s Get Started Discuss! Students love working with alternative materials. Clay is an excellent medium for students to work with as it allows them to really engage with a medium. This activity will introduce students to the world of relief tiles and repetition. It will also give them the opportunity to work with line, shape and balance and how it relates in nature. Prepare! We suggest that the teacher have a collection of images of animals from nature. Wild animals that can be found around the world would be interesting to have. These can simply be cut out images from magazines such as National Geographic. Students are going to reinterpret these images and carve strong relief lines in clay. Clay can be pre-cut and pressed with a rolling pin into tile like pieces and put aside, covered in plastic, to keep it from drying. This will save time when it comes to giving students their clay. Place the slabs of clay on pieces of cardboard so that they can be easily transported. Make the slabs either 3x3 or 4x4 depending on the amount of clay available. Create! Note: The example image of Kenojuak Ashevak s painting will be on display for the class to refer as an example of how animals can be interpreted in different ways. 1. The students will be asked to identify the 3 birds in the image. 68
5 2. The class will be encouraged to have a discussion about how strong and bold the lines are and how, even in a stylized image, you can still identify the 3 birds in the print. Following the short discussion, students will be told that they are going to create their own multiple animal drawing, only they are going to do it in clay. 3. Students will be told that they are going to be using a plastic knife or pencil and then carve it out in the clay tile piece. They will also be told that they can add on to the clay tile by adding extra clay to build out from the base. 4. After the discussion and description students will be given paper in order to allow them to do preliminary drawings of their altered animals. 5. Students will be told that they need to blend three different versions of the animal image they chose. After they have finished their drawings they will be given their clay to begin work. 6. A variety of plastic tools would be very helpful for students to use for carving and marking their clay tile. Plastic knives, spoons, and forks work perfectly for this task. Students will have to use just a little drop (literally a drop) of water if they want to attach additional clay, as if it is too wet, the clay will not stick. 7. Students will make sure that they focus on marking bold strong lines when they carve into the clay, to create an animal that can be identified. 8. Once the carvings are all done, put the tiles aside to dry. When the tiles are dry, students can take the opportunity to paint them. Use only one prominent colour, with a white background. They can choose any colour they want for the relief part as long as it is one colour. 9. When they are ready to paint the students will be given their paint tray with the selected colour (which varies depending on resources). Black is a colour that can be used here if wanted, as black and white make a great contrast. 10. Students who finish their clay tile early can use leftover clay pieces and form a miniature sculpture of their chosen animal. This can also be painted, and displayed alongside their relief tile. 69
6 11. When all the relief tiles are painted and dry students will take turns discussing their tile and why they selected their chosen animal for the carving. Tips and Tricks Drape pieces of wet paper towel over the clay that students are working on to prevent it from drying out. This simple trick can save a lot of clay. Using a hairdryer to help dry the tiles can cut down on drying time. If using dark coloured clay, the tiles can all be painted white as a primer, and then allowed to dry, in order for the colours to remain vibrant. Artist Biography Kenojuak Ashevak was born on South Baffin Island. She has been a sculptor and graphic artist for more than forty years and is one of the most widely recognized living Inuit artists today. Kenojuak Ashevak spent her childhood living on the land and following the traditional Inuit lifestyle in South Baffin Island and Arctic Quebec. She married artist Johnniebo Ashevak, and in the late 1950s they began drawing and carving together. In 1966, they moved to Cape Dorset and worked closely together until Johnniebo s death in Since 1959, her work has been represented through the artists cooperative and has been shown in numerous exhibitions throughout Canada, the United States, Europe, and Asia. Kenojuak s prints are made by stone cutters and printers and based on her drawings. The favourite subjects of her drawings and prints are birds, fish, and human faces, which are usually solitary icons, without any background or context. 70
7 Kenojuak has received many honours throughout her career. In 1961, she was featured in the film Eskimo Artist: Kenojuak by the National Film Board. In 1970, her print The Enchanted Owl was reproduced on a stamp commemorating the centennial of the Northwest Territories. In 1993, Canada Post selected her drawing The Owl for their 86-cent stamp. Kenojuak is a Companion of the Order of Canada and has been awarded Honorary Degrees from Queen s University and the University of Toronto. In 1996, she received the prestigious Lifetime Aboriginal Achievement Award, and in 2001 she was inducted into Canada s Walk of Fame. Kenojuak is currently the senior member of the Cape Dorset group of graphic artists. And I Quote: I just take these things out of my thoughts, and out of my imagination, and I don t really give any weight to the idea of its being an image of something. In other words, I am not trying to show what anything looks like in the material world. I am just concentrating on placing it down on paper in a way that is pleasing to my own eye, whether it has anything to do with subjective reality or not. And that is how I have tried to make my images and that is still how I do it and I haven t really thought about it in any other way than that. That is just my style, and that is the way I started and that is the way I am today. - From An Interview With Jean Blodgett, 1980 Art Terms Zoological Art: An artwork in which animals are the primary subject. Design: The composition of an image, i.e. the overall organization of elements in a drawing, painting, print, or sculpture. Print: An image made indirectly by a process in which a surface prepared to transfer ink is pressed against another surface, usually paper, which receives the ink. 71
8 Stonecut Print: A common technique used to make prints in the Canadian Arctic, whereby a drawing is traced onto a stone slab, the areas that are not to be printed are chiseled away, the carved image is covered with ink, and, finally, the image is transferred to paper. Resources The Canadian Encyclopedia: Kenojuak Ashevak A detailed biography featuring selected works, suggested readings, and external links. Cybermuse: Meet the Artist A series of video clips featuring Kenojuak Ashevak discussing her work and her life as an artist. Gallery Elca London: Kenojuak Ashevak A digital gallery of more than 35 works by Kenojuak Ashevak, including an accompanying biography. Design The Incredible Art Department: Elements And Principles of Design An exploration of the elements and principles of design with accompanying activities and illustrations. 72
9 Inuit Art And Culture Iqqaippa: Celebrating Inuit Art A website dedicated to the celebration of Inuit art, which includes an exhibition and brief history of Inuit art, information on Inuit culture and art making, and related links. The Virtual Museum of Canada: Holman Forty Years of Graphic Design An excellent resource for teachers, this site features detailed lesson plans that explore design through Inuit art. Lesson plans include videos and links. The Centre for Contemporary Canadian Art: Inuit Artists Project A detailed list of Intuit artist biographies, a community map, legends and stories, and Inuit music samples offered by the Centre for Con temporary Canadian Art. Cybermuse: Drawings in Contemporary Inuit Art A collection of lesson plans for Grades K-12 that provides an introduction to contemporary Inuit prints and drawings in the National Gallery of Canada s collection. 73
Norval Morriseau. We must be child-like, Simplicity of Spirit date unknown. Beaverbrook Art Gallery Art EduKit
Norval Morrisseau (Canadian/ Ojibway, 1932-2007) We must be child-like, Simplicity of Spirit date unknown silkscreen on paper 61.0 x 76.0 cm Gift from the collection of Bruno M. and Ruby Cormier 94 What
More informationHelen Lucas. Biography of the Artist. The Art Style of Helen Lucas
Helen Lucas Biography of the Artist Helen Lucas was born in Weyburn, Saskatchewan in 1931. Her parents had emigrated from Greece. When she was six weeks old, her family moved to Saskatoon to operate the
More informationUnit 5: Choice Projects & End of Year Art III
Unit 5: Choice Projects & End of Year Art III 1 Grade: Time Allotted: 8th 9 weeks Unit Introduction: This unit focuses on students developing a style and purpose in their artwork. They will have freedom
More informationThird Grade Visual Arts Curriculum Overview
Third Grade Visual Arts Curriculum Overview Students will continue to build on, expand and apply the above through the creation of original artworks. Using their powers of observation, abstraction, invention,
More informationJK, SK, GRADE 2 LESSON PLAN INSECTS CLAY SCULPTING
JK, SK, LESSON PLAN INSECTS CLAY SCULPTING Lesson Plan Information Grade: JK/SK, 2 Subject JK/SK: Problem solving and innovating Subject Grade 2: Arts (Visual Arts), Science and Technology (Understanding
More informationArt Curriculum Overview More than one skill may be covered under one learning objective- Addressed in the success criteria
Art Curriculum Overview 2016-2017 More than one skill may be covered under one learning objective- Addressed in the success criteria Year 1 General Record and explore ideas from first hand observations
More informationY56 Art and Design Medium Term Planner Self Portraits Autumn 2018 Template. Advised curriculum coverage maximum three media per year
Exploring and Developing Ideas Evaluating and Developing Work Select and record from first hand observation, experience and imagination, and explore ideas for Compare ideas, methods and approaches in their
More informationArt of Work Roles People Play Utah Museum of Fine Arts Educator Resources and Lesson Plans Fall 2016
Art of Work Roles People Play Utah Museum of Fine Arts www.umfa.utah.edu Educator Resources and Lesson Plans Fall 2016 Artwork, Artist Hirosada was the leading artist and the most prolific of the Osaka
More informationArt of Ancient Times, Studio 1 5
Art of Ancient Times, Studio 1 5 Creating a Clay Relief Sculpture and an In-the-Round Sculpture In this studio you will make a relief sculpture and an in-the-round sculpture inspired by those created by
More informationUnit: Handbuilding Techniques Lesson: Coil Grade Level: High School. Introduction: Clay has been used for many things throughout human history:
Unit: Handbuilding Techniques Lesson: Coil Grade Level: High School 1 Introduction: Clay has been used for many things throughout human history: a writing surface building material money (e.g., In the
More informationArchitecture and Colour
Architecture and Colour Copies of architectural drawings and maps of the Bridgewater Canal Selection of Watercolour pencils Pots of water This activity is about shape and colour, linking in the shapes
More informationLesson Plan Template
Lesson Plan Template Name: Lydia Chandra Grade 3 Topic Social Studies/Art Date Thursday Dec. 12, 2013 Allotted Time 10:50-12:20 (only need 1 hour) Cite sources used to develop this plan: Roy Henry Vickers
More informationMEMORIAL SCULPTURES. Here are some examples of some Holocaust Memorials from around the world. Perhaps you could find others.
MEMORIAL SCULPTURES Many memorials were made after the holocaust and pay tribute to those who lost their lives. There are a number of memorials around the world which serve as a reminder of the events
More informationAFRICAN BATIKS CLASS EXPERIENCE TOOTHPASTE BATIKS ART AND MUSIC GRADES: K-4 BASED ON
AFRICAN BATIKS TOOTHPASTE BATIKS ART AND MUSIC GRADES: K-4 BASED ON Unattributed Fulani/Songhay/Tuareg Artist, Mali Blanket (arkilla jenngo) mid-20th century Wool Gift of Ira Spanierman by exchange 1978.352
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
4 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationDid you know that the numbers on a limited edition print actually mean something?
AVI3M PRINTMAKING What is a print? Printmaking is the process of transferring an image from one surface (a stamp, roller or block, for example) to another (such as paper, fabric or wood). What is the difference
More informationSTUDIO ART 11 & 12 COURSE OUTLINE
STUDIO ART 11 & 12 COURSE OUTLINE Assessment Methods and Evaluation Process: 10% Art is a process. It is important that you check in with your teacher as you are completing the assignments below Here is
More informationArchdiocese of Washington Catholic Schools Academic Standards Visual Arts
1 st Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More information8th Grade Art. Concepts Competencies Vocabulary. Students will be able to:
Unit: Color and Design Durations: 15-20 Sessions 8th Grade Art Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Concepts Competencies Vocabulary Instructional Materials Suggested Activities
More informationIllustrated Art Lessons
Pottery around the World Coiling a Pot Materials: 25-pound bag of clay cutting wire tongue depressors or plastic knives pencils or paper clips newspaper plastic bags squares of cardboard bowls of water
More informationPart A. Grade Level: 2 Design Principle: Repetition and Rhythm. Part B. Art Form: Printmaking. Part C Teacher Resource File. Creating and Presenting
Part A Grade Level: 2 Design Principle: Repetition and Rhythm Part B Art Form: Printmaking Part C Teacher Resource File Creating and Presenting Purpose The purpose of this activity is to create an underwater
More informationVideo, Sculpture, Installation
SPECIAL EXHIBITION RESOURCE GUIDE FOR TEACHERS Michal Rovner, More, 2003, projected digital video, projected dimensions variable. Photo courtesy the artist and PaceWildenstein, New York. Artist Rights
More informationAdvanced Placement Studio Art Summer Assignments 2016
riggins@fultonschools.org Advanced Placement Studio Art Summer Assignments 2016 Please bring your artworks back to school in the Fall and be prepared to critique and discuss your work. Do not bring in
More informationGrade D Drawing 2. Commercial Art 3. Elements of Design 4. Modeling and Sculpture 5. Painting 6. Principles of Design 7.
Grade 6 1. 2-D Drawing 2. Commercial Art 3. Elements of Design 4. Modeling and Sculpture 5. Painting 6. Principles of Design 7. Printmaking UNIT: DRAWING 7.3 Critical Response to the Arts Recognize the
More informationCURRICULUM MAPPING. I. Unit - Drawing. A. Content/Essential Questions
CURRICULUM MAPPING Subject: Art Grade: Kindergarten I. Unit - Drawing Basic Drawing Skills Portraiture Line, Shape, Pattern and texture observation Story/Plot drawing Observe symmetry using drawing medium
More informationJean Dubuffet: Art Brut and Symbolic Figures
A Partnership Between: Lesson2 Jean Dubuffet: Art Brut and Symbolic Figures How do artists use elements of art to create symbolism? What kind of effects can color create? LESSON OVERVIEW/OBJECTIVES Students
More informationResearch a range of realistic bird images for next lesson. The images need to be appropriate for biro so they will need to be black and white
Research a range of realistic bird images for next lesson. The images need to be appropriate for biro so they will need to be black and white drawings and not photos. Make sure you choose a range of different
More informationModule 3: Additional Teachers Notes: Sketching in the Gallery
Module 3: Additional Teachers Notes: Sketching in the Gallery These Teachers Notes are for use with Tate Tools Module 3 Sketching in the Gallery. You can print out these Teachers Notes to use alongside
More informationLIVE Arts with Jean-Sébastien Gauthier : Living Sculpture and Drawing. Curriculum Aims & Goals. Artist Biography. Creative/Productive:
Strand: Visual Art Level: Grades 6,7,8 Content: 45 minute broadcast + hands-on activity LIVE Arts with Jean-Sébastien Gauthier : Living Sculpture and Drawing This dynamic program introduces students to
More informationStained Glass In Clay
Stained Glass In Clay By Tracy Fortune Lakes High School, Lakewood, WA tfortune@cloverpark.k12.wa.us Learning Target: I Can Use Clay to Create A Strong And Creative Stained Glass Inspired Artwork that
More informationSponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Illustrating Characters
Sponsored Educational Materials Grades 7 12 IGNITE INSPIRATION! Lesson: Illustrating Characters Luis Gonzalez, 18, Boston Celebrate arts in education and self-expression by encouraging your students to
More informationART (60) CLASSES IX AND X
ART (60) Aims: 1. To acquire a knowledge of artistic terms, facts, concepts, theories and principles in drawing and painting, i.e. imagination, creativity, expression, aesthetic sense, organisation, observation
More informationCollect and store art in a safe place. Be sure to have at least 1 piece of art work from each child in attendance.
Enrichment Unit: Meet the Master Artist Pablo Picasso Learning Goals: Gain an appreciation for art Be exposed to a variety of artist s techniques Try a variety of media and processes Learn about an artist
More informationPrincefield First School. Art and Design
Create and communicate Princefield First School Art and Design Strand Early Years Key Stage 1 Key Stage 2 Reception Year 1 Year 2 Year 3 Year 4 Represent their own ideas, thoughts To use a range of materials
More informationAn annual art competition for schools in Fife organised by the Museum of the University of St Andrews.
MUSA Young Artist Award 2017 Telling Tales Secondary 1 Secondary 3 Resource Pack An annual art competition for schools in Fife organised by the Museum of the University of St Andrews. Pupils can win art
More informationDrawing from observation
Drawing from observation Process portfolio Student A (SL) At the moment I hope to experiment with stencils. While I don t plan on including pencil drawings in my final piece, it is important to include
More informationWHY DO ARTISTS PAINT IN DIFFERENT WAYS? Workshop visit for schools, ages 5 to 12. Teachers Notes
WHY DO ARTISTS PAINT IN DIFFERENT WAYS? Workshop visit for schools, ages 5 to 12 Teachers Notes Presentation A common question asked by many primary-school children is why do artists paint in different
More informationDocumentary Lens Lesson Plan for Canadian Landscape
Documentary Lens Lesson Plan for Canadian Landscape Page 1 Curriculum Connections Documentary Lens Lesson Plan for Canadian Landscape By Abby Smallwood Applecroft Public School, ON In Canadian Landscape,
More informationKatsushika Hokusai ( ) The Lake at Hakone in Sagami Province (circa 1830) Woodblock Print Ink and Color on Paper, 10 x 15
Art Masterpiece: 3rd Grade, Lesson 1 (September) Katsushika Hokusai (1760 1849) The Lake at Hakone in Sagami Province (circa 1830) Woodblock Print Ink and Color on Paper, 10 x 15 Pronounced: Cat-soo-she-kah
More informationthings to come Limited Edition on Canvas Edition Size: x30 895
We are immensely proud to present our premier collection from Simon Kenny, a multi-award winning artist who is renowned internationally for his dynamic and expressive paintings. Simon s fascination with
More informationMixed Media. A piece of art can also be created with ink, chalk, crayon, fabric, metal or many other materials.
Meet the Artist WHAT IS Mixed Media? Mixed Media The use of two or more art materials in an artwork A piece of art that has been created with both paint and colored pencils is an example of a "mixed media"
More informationArt & Design Curriculum Policy Statement
Art & Design Curriculum Policy Statement WOODSTOCK CE PRIMARY SCHOOL Art & Design Curriculum Policy Statement PURPOSE OF STUDY Art, craft and design embody some of the highest forms of human creativity.
More informationGRADE 1, 3 LESSON PLAN FLOWER VASE / PLANT POTTER CLAY SCULPTING
Lesson Plan Information Grade: 1, 3, 3 LESSON PLAN FLOWER VASE / PLANT POTTER CLAY SCULPTING Subject: Arts (Visual Arts), Science and Technology (Understanding structures and mechanisms) Topic Grade 1:
More information7th Grade Art. Access the SAS content at: Unit: Color and Design Duration: 15 Sessions. Suggested Activities
Unit: Color and Design Duration: 15 Sessions Access the SAS content at: www.pdesas.org Big Idea: The elements and principles of art are powerful tools that are accessible to study and practice in the classroom.
More informationEast Penn School District Elementary Curriculum
East Penn School District Elementary Curriculum A Planned Course Statement for Grade 4 - Art Length of Period (mins.) 40 Periods per Week 1 Length of Course (yrs.) 1 Adopted 4/23/07 Developed by: Carol
More informationArchdiocese of Washington Catholic Schools Academic Standards Art
6 th Grade RESPONDING TO ART: History Standard 1 Students understand the significance of visual art in relation to historical, social, political, spiritual, environmental, technological, and economic issues.
More informationEndangered Species Printmaking
volume Endangered Species Printmaking Developed by Erin Welty (Stone Hill Middle School, Ashburn, Virginia) Grade Levels: Middle School Time Required: 8 class periods (90 minutes each) Objectives Students
More informationArt Detectives Summer Exhibition 2018
What is the Summer Exhibition? This year the RA is celebrating its 250th birthday. How old are you? Each year, artists from all over the country send in pictures of the artworks and a group of Royal Academicians,
More informationShrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 3
Shrewsbury Borough School Visual and Performing Arts Curriculum 2012 Visual Arts Grade 3 Marking Period 1: Marking Period 2: Marking Period 3: Marking Period 4: Unit 1: Intensity, Texture, Emphasis and
More informationBob Boyer - Pattern and Design By Monique Martin Georges Vanier School Saskatoon
Bob Boyer - Pattern and Design 1948-2004 By Monique Martin www.moniqueart.com Georges Vanier School Saskatoon photo of Bob Boyer with his artwork - used with permission from Rodney Konopaki Métis artist,
More informationExpressionism with Kandinsky s Circles
Expressionism with Kandinsky s Circles Grade: 1st Medium: Painting Learning Objective: Students will create concentric circles with contrasting colors. They will choose colors to express personal relationships
More informationLesson Plans Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12
Lesson Plans Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12 Patron, Master Artist, and Apprentice: A Symbiotic Relationship Visual Arts Grades 6 12 1 curricular
More informationHK- 2 -Gargoyle Moodboard
HK-1- Name Plate Fold a piece of plain paper in half so that it stands up. Add your name in big full letters that is easy to read. Decorate and add colour. You may choose to do this on the computer if
More informationStandard 1 (Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson2 Peter Max: Pop Art, Color, Symbolic Figures and Objects, Statue of Liberty How do artists use elements of art to create symbolism? What kind of effects can color create? LESSON OVERVIEW/OBJECTIVES
More informationTitle: Animal Impressions. Author: Megan Hagerty, adapted from Cool Art Teacher Blog and Jessie McCormick. Grade Levels: High School, Grades 9-12
Title: Animal Impressions Author: Megan Hagerty, adapted from Cool Art Teacher Blog and Jessie McCormick Grade Levels: High School, Grades 9-12 Time Span: Five 45 minute periods or three hour and a half
More informationPage 1 of 5 Painting I Curriculum Guide
High School Unit: Observation Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. 1. Observe and Learn to
More information6th Grade Art. Access the SAS content at: Unit: Color and Design Duration: 15 Sessions. Suggested Activities. Instructional Materials
Unit: Color and Design Duration: 15 Sessions 6th Grade Art Access the SAS content at: www.pdesas.org Standards, Big Ideas, and Essential Questions Concepts Competencies Vocabulary Instructional Materials
More informationYear 9 ART Summer 2017 April May
Hurworth School Independent Learning Tasks Year 9 ART April May Art Class Teacher Deadline Key Skills 1.) Researching Skills 2.) Drawing from observation 3.) Imaginative use of materials 4.) Creativity
More informationPOP ART PORTRAITS: TEACHERS NOTES
About the project During this exciting project artists from the National Portrait Gallery will be coming into the hospital school to help you create your own Pop Art-inspired portraits. If you have missed
More informationStratford School Academy Schemes of Work
Number of weeks (between 6&8) Content of the unit Assumed prior learning (tested at the beginning of the unit) 15 weeks 14 Sessions could be single to 3 lessons Students will explore various methods of
More informationEast Penn School District Elementary Curriculum
East Penn School District Elementary Curriculum A Planned Course Statement for Grade 5 - Art Length of Period (mins.) 40 Periods per Week 1 Length of Course (yrs.) 1 Adopted 4/23/07 Developed by: Carol
More informationContent Skills Assessments Lessons
Teacher: CORE Art Grade 4 Year: 2012-13 Course: Art Grade 4 Month: All Months S e p t e m b e r My story-pictures and symbols that tell about the many parts of myself Essential Questions Can drawing communicate
More informationFall 2016-Spring 2017
Permanent Collection: Pierre-Auguste Renoir Seascape Collages Grade Level: Pre-K Materials: Pre-Cut Construction Paper/ Scrapbook Paper Glue Sticks About the Artist: Pierre-Auguste Renoir was born in 1841
More informationGrade 6 Trimester 1 Study Glover for 45th Anniversary
Grade 6 Trimester 1 Study Glover for 45th Anniversary Lesson 1: Rules & Expectations Show Blog, Artsonia, Look and Learn Task: Stacked lettering first name Include images/ patterns of your choice. H/W:
More informationMega Markers Pear Artwork
Mega Markers Pear Artwork Micador Mega Markers create amazing results when mixed with water. Follow these steps and learn how to produce beautiful watercolour effects with this pear artwork, and create
More informationWally Dion Star Blanket
Wally Dion Star Blanket By Monique Martin www.moniqueart.com Georges Vanier School Saskatoon Jonah Maze - Grade 3 Biography of the Artist Wally Dion lives and works as an artist in Saskatoon, SK. Dion
More informationStandards Content Skills Assessments
Teacher:Bursk Subject: Advanced art 3 Grade: 12 th Month: September Big Idea: The act of drawing from observation is an opportunity to provide the viewer with the artist s interpretation of the world.
More informationGrade 8 CURRICULUM MAP CONTENT: Art Revised: March A5 25A6 25A7 25B7 25B9 25B10 26A6 26A7 26A9 26B7 26B8 26B11 26B12 27B5 27B6 27B7
Week 1 Upside-Down drawing Contour Line -To prepare student for demanding drawing this activity will help students to visually analyze to draw more accurately on their effort to use this technique to improve
More information7. Develop language through listening and speaking. 8. Forces that shape culture and community
PETROGLYPHS Grade Level: 3rd Grade Prepared By: Alisa Petersen Fine Arts Standards Curricular Standards 1. Combine geometric and organic lines 2. Recognize line in art history 3. Repeat shapes making patterns
More informationA NEW APPROACH TO DEVELOPING IMAGES ON CLAY
A NEW APPROACH TO DEVELOPING IMAGES ON CLAY OBJECTIVES Students learn to make story telling plates or tiles based on David Stabley's technique. Incorporate art history, aesthetics, and criticism with a
More informationLINOLEUM BLOCK PRINTING ANDY WARHOL REVISITED ANIMAL PRINTS
LINOLEUM BLOCK PRINTING ANDY WARHOL REVISITED ANIMAL PRINTS DESIGNING THE COMPOSITION 4 X 4 6 X 9 OUTLINE TEMPLATE choose soft Mars Carve or denser linoleum 4 X 4 HAS 2 SIDES to design, cut & print (4
More informationKS1-KS2 Art & Design Objective Overview ( )
KS1-KS2 Art & Design Objective Overview (2016-17) Purpose of study Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire
More informationLesson Overview. Focus Artist: Georgia O Keeffe Focus Elements: Focus Principles:
Lesson Overview Focus Artist: Georgia O Keeffe Focus Elements: Color: light, striking an object, reflected back to the eye. Value:-the lightness or darkness of a color. Focus Principles: Harmony: repetition
More informationPainting I Curriculum Guide
High School Unit: Observation Enduring Concept: Artists use close observation to understand objective reality to become more observant citizens and visual information literate. 1. Observe and Learn to
More informationYears 3 and 4- Visual and Media Arts. Student Resource
Years 3 and 4- Visual and Media Arts Student Resource Introduction to Texture: The Element of Art. Hi Students, Welcome to this work booklet- Texture: The element of Art. Throughout this student s resource
More informationWHAT IS SCULPTURE? WHAT IS THE DEFINITION OF SCULPTURE? CAN A LIGHT BE A SCULPTURE? A GARDEN?
WHAT IS THE DEFINITION OF SCULPTURE? CAN A LIGHT BE A SCULPTURE? A GARDEN? This guide was written to complement the tour theme of What Is Sculpture? at The Noguchi Museum. Both the tour and these materials
More informationCentral Valley School District (Middle School Fine Arts) Curriculum Map (Grade 8) Week 1
Week 1 Core skills Art based safety practices Pointillism: Value and Pen and Ink Techniques Introduce the key elements/principles: line, value, scale, shape/form, composition. Introduce value through discussion
More informationArt Masterpiece-The Great Wave at Kanagawa (from a Series of Thirty-Six Views of Mount Fuji) by Katsushika Hokusai
Art Masterpiece-The Great Wave at Kanagawa (from a Series of Thirty-Six Views of Mount Fuji) by Katsushika Hokusai Pronunciation: Cat-soo-she-kah Ho-koo-sigh Keywords: Contrast, focal point, Perspective,
More informationSpace Landscape Grade: 3 rd Grade
Space Landscape Grade: 3 rd Grade Medium: Watercolor, Tempera Paint Learning Objective: Students will: Become familiar with warm and cool colors. Observe how depth is created on a flat surface by using
More informationPrep to Year 2 standard elaborations Australian Curriculum: Visual Arts
Purpose The standard elaborations (SEs) provide additional clarity when using the Australian Curriculum achievement standard to make judgments on a five-point scale. These can be used as a tool for: making
More informationTo draw or paint a picture to accompany a story. To draw or paint a picture of somebody or something known
Use a range of materials creatively to design and make products Year 1 Year 2 To be able to use a range of materials to think about and To be able to use a range of materials to think about and make an
More informationYear 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2. Where in the world? Printing- seasonal pictures
Year 1 Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Topic Traditional tales Sculptures- play doh and clay. 3D homes. Story props. Fire of London DT Where in the world? - seasonal pictures Florence
More informationWATER AND THE LANDSCAPE 1
WATER AND THE LANDSCAPE 1 TUESDAY ART SCHOOL FALL 2011 FIRST AND SECOND GRADES UNIT: WATER AND SUSTAINABILITY LESSON PLAN 1: WATER AND THE LANDSCAPE PART II SEPTEMBER 27th, 2011 TEACHING TEAM STUDENT ART
More informationFactors that Influence National Identity
Social Studies Factors that Influence National Identity 1) Landscape & Climate 2) Community 3) Language/Culture/Ethnicity 4) Personal Histories 5) Peers 6) Government 7) Opportunities Canadian Identity
More informationSchiller Park District 81 Curriculum Map. Content Skills Assessment Resources. List activities for each types of art.
Schiller Park District 81 Curriculum Map 4 th Grade Visual Art Essentials Question What are the Art room procedures, and norms? Content Skills Assessment Resources Classroom Norms, tour of room. BrainPop:
More informationBefore your Artist s Visit
Before your Artist s Visit Activity One: Folk Art Discussion & Slideshow Learning Goal: Students will be able to understand different mediums of art, as well as artists reasons for creating art. Materials:
More informationFaith Ringgold Paints Crown Heights
Faith Ringgold Paints Crown Heights Time: 15 minutes INTRODUCTION Study Guide Faith Ringgold Paints Crown Heights is a film about an important work by the famous African-American woman artist that sends
More informationYear 9 ART Summer 2017 April May
Hurworth School Independent Learning Tasks Year 9 ART April May Art Class Teacher Deadline Key Skills 1.) Researching Skills 2.) Drawing from observation 3.) Imaginative use of materials 4.) Creativity
More informationArt One. Any Level 2 Course. Any Level 3 Course. Any Level 4 Course Or AP Course
Art One Students could take Art One, and three level 2 courses, or Art One and a Series of Courses ranging for level 2-AP Any Level 2 Course Any Level 3 Course Any Level 4 Course Or AP Course Art One Level
More informationArtsy Painted Birds. Sign up for the free newsletter at
Artsy Painted Birds I love painting birds. I like to give them crazy colors and use loose, painterly brushstrokes. The fun-colored birdies make me happy! Don t fret if you can t draw a bird. You can trace!
More informationTECHNIQUES AND INSPIRATION. Daily Visual Journal KELLY DARKE
TECHNIQUES AND INSPIRATION Daily Visual Journal KELLY DARKE DAILY VISUAL JOURNAL Introduction On June 5th, 2009 I decided to start creating a visual journal on individual pieces of paper. This gave me
More informationTerm 3 Term 4 (Part 1)
Subject Year Overview 2017/2018 Art Y7, 8, 9 Term 1 Term 2 Term 3 Term 4 (Part 1) Term 4 (Part 2) Term 5 Year 7 Formal Elements During this project pupils will work explore the different Formal Elements
More informationGrade 9 Pre-AP Studio Art - Course Syllabus
Instructor- Ms. Racioppo COURSE DESCRIPTION Grade 9 Pre-AP Studio Art - Course Syllabus The goal of the grade 9 Pre-AP Studio Art class is to provide a solid foundation in the creative, technical and historical
More informationGRADE 1, 2, 3 LESSON PLAN PLAYGROUND ARCHITECT WOODWORKING
Lesson Plan Information Grade: 1, 2, 3 Subject: Arts (Visual Arts), Science and Tech (Understanding structures and mechanisms) Topic: Grade 1: Materials, objects, and everyday structures Grade 2: Movement
More informationArt Department Courses
Art Department Courses 9th grade offerings Intro. to Art (2-dimentional) Sculpture Drawing I 10th-12th grade offerings Intro to Art Sculpture Drawing I Drawing II Drawing III Ceramics I Ceramics II Ceramics
More informationGreenwich Visual Arts Objectives The History of Art (Shapers) High School
The (Shapers) Media, Techniques and Processes 1. Uses pencils with a variety of techniques that show a range of values (*1a) 2. Uses slab construction to build a Greek vase out of clay (*1a, 4b, 4c) 3.
More informationYear 6 Visual Arts Unit 2016 Perspective Art Term: Week:
Term: 1 2 3 4 Week: 1 2 3 4 5 6 7 8 9 10 11 OUTCOMES Making: investigates subject matter in an attempt to represent likenesses of things in the world - makes artworks for different audiences, assembling
More informationPaint with Texture. Use Impasto to. Create a richly textured painting with tissue paper and a painting knife
Level: Beginner to Advanced Flesch-Kincaid Grade Level: 8.2 Flesch-Kincaid Reading Ease: 62.7 Drawspace Curriculum 8.4.A2-6 Pages and 12 Illustrations Use Impasto to Paint with Texture Create a richly
More informationLithographs. Boy on Zebra - Graciela Rodo Boulanger Jester Marc Chagall Composition - Joan Miro
Special Note: These three lithographs should be considered as an introduction to printmaking for students who have previously been exposed primarily to painting reproductions in the Art Presenter Program.
More informationInvented Geographies
Invented Geographies Project Overview Students created large-scale sculptures for their school playground, re-envisioning a new geography for this important space at their school. This project related
More information