211 STUDIO ASSIGNMENT
1A: understands the elements of design: color, form, line, shape, space, texture, and value.
1B: understands the principles of design: balance, contrast, harmony, movement, pattern,
repetition, rhythm, and unity.
1C: understands the expressive qualities and communication of ideas.
Description
The picture on the right is the three example pieces that I made for this unit. In this unit, students primarily learn about abstraction and color theory. This unit was created for a Painting/Drawing 1 class, using acrylic paint.
The
Rationale
We first look at the color wheel and color theory in this lesson. Students learned how to make a 12 piece non-traditional wheel. We next look at the artist Penelope Metcalf and the elements and principles she uses in her work. We next look at the work of Kathryn McNaughton and how she pushes to the next level of abstraction through simplification and repetition. Finally, we view the artwork of Mike Wille and how we creates his abstract pieces and push to the level of non-objective art. While being introduced to these three artists, students chose an image and slowly abstracted it, using techniques our learned artists used.
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211 STUDIO ASSIGNMENT SELF-ASSESSMENT
3A: understands media and tools and how to use them in a safe and responsible manner.
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
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Formative Assessment 1 here
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Formative Assessment 2 here
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Formative Assessment 3 here
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Unit Rubric here
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ARTIST HANDOUT
2A: understands how to compare and contrast elements, principles, and tools in two or more visual artworks.
2B: understands how to compare and contrast artworks in two or more fine arts that share processes.
2E: expressive ideas, similar themes, historical periods, or societal contexts.
5G: analyzes and evaluates similar and distinctive characteristics in and among the arts. Analyzes the function of the visual arts in various eras and cultures.
5A: understands how the visual arts function in a cultural and societal context.
1G: analyzes and evaluates (critiques) artworks for how aesthetic qualities are used to convey intent, expressive ideas, and/or meaning.
Description: My partner and I taught this lesson at Normal West High School. We created our presentation as well as students formative assessments based on these artist handouts. I made the hand out for Penelope Metcalf and Kathryn Mcnaughton and my partner created the handout for Mike Wille.
Rationale: The information in these handouts is general information about our chosen artists and their artwork. Throughout these handouts we connected questions to the four frameworks
Evidence:
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Gude "Color Lines" paper
5F: analyzes how the visual arts do and have been used to inform and persuade
Rationale: In the paper above I discussion my reflection on Olivia Gude's article, "Color Lines".
Evidence: Reflection Paper here
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 1 (2 submissions)
7G: understands the need for continuing study, self evaluation, and professional growth.
The Creative Brain
Description: I decided to watch the Netflix documentary "The Creative Brain", based on the book of the same title. This documentary goes in depth interviewing and talking with industries in multiple creative fields and posing questions about what sparks creativity. Creators he interviews span from authors, inventors, and architects.
Rationale: Watching this documentary gave me a greater understanding for other creators in the world. I think that sometimes we can get so wrapped up in what we ourselves are doing and there are so many other creators out there doing and making.
International Street Art
Description: For my second Pal 1 I watched the Netflix documentary "International Street Art". I have always had an interest in street art making this the perfect opportunity. This documentary wasn't exactly what I expected but was still worth while. The documentary is pictures and videos of incredible street art throughout the world put to a music background
Rationale: I think that something like this would be perfect to show students working on a project that included street art. Being that it is just images put to music, it would give both teacher and students the opportunity to discuss what they are seeing and how it was made.
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PROFESSIONALISM, ADVOCACY & LEADERSHIP: PAL 2 (2 submissions)
7N: advances his or her knowledge of current developments in the field by participating in professional development activities (e.g., coursework, professional organizations, and workshops).
Kylie Clary Photography
Description: On the side, I am a photographer, capturing engagements, weddings, families, and children. Throughout this semester I have had the pleasure of having a few of my sessions documented. The photos above are during a spring sunrise session with a beautiful couple.
Rationale: Being a photographer I can teach my future students simple and more complex photography skills as well as editing programs such as Adobe Photoshop and Adobe Lightroom.
Art Club
Description: Along with our schools Guidance Counselor, I run a small Art Club at Northbrook. The picture above is a few of the Pinch Pot Monsters our students made this winter.
Rationale: Art Club at Northbrook is designed for students who wish to spend additional time on art, work on team projects with other students, try out new art projects not pursued in art class or for students that are not able to fit art into their schedules this year.
