MIDDLE SCHOOL: Ceramics
- Middle school students learned about the process of making a mug
out of clay. Students received a lesson on hand building using a
cardboard tube as a support. We focused on building a strong form,
using the slip and score method to attach clay to clay. Students had
creative freedom creating surface decorations and designing the
overall look of their work. After the mug was bisque fired students
learned how to glaze their mug, painting it with 3 coats. After
properly glazing their work, the mug made one more trip through the
kiln. The end result is a functional work of art, safe to eat and drink
from! Kaylee's Mug:
Surrealism. Surrealism artists aimed to depict the subconscious
mind by creating dreamlike and often bizarre imagery. Students
studied famous surrealist works by Salvador Dali, Ramedios Varo
and Rene Magritte, while having an open discussion on what the
art may represent. Students then received a lesson on collage,
using magazines. During this lesson we focused on the importance
of layering, arranging our pieces, and using small bits of paper to
create a larger image. We also covered how to achieve good
craftsmanship within this work. The students goal was to create a
surrealism collage, while filling the paper.
- Lower elementary students started the year studying Surrealism and
famous Artists: Rene Magritte, Salvador Dali and Remedios Varo. We
looked at many works from these artists and discussed how Surrealism is
based on ideas and inspired by dreams and creating alternate realities.
After gathering lots of information we introduced the first project, Clay
Melting Clocks. Students started off by creating a plan, while considering
the shape, details (numbers and hands) and adding pattern and texture.
The students received a lesson on rolling a slab and using the 4 s’s
(score, slip, smoosh and smooth) to make strong attachments with clay.
After rolling a slab students followed their plan to attach the details with
clay and use tools to add design and texture. When the clocks were fully
dry, students used acrylic paint to add a surface treatment. Students were
challenged with only using primary colors of paint and mixing any other
colors they may need. They were also tasked with having good
craftsmanship and filling in all the space on their sculptures with paint.
When the project was complete students reflected on their work by
participating in writing an artist statement. Here is Owen's Melting clock:
movement that is all about expressing emotions using shapes, colors and
lines. We studied famous works from Jackson Pollock, De Kooning and
Mark Rothko. After our Art History lesson students began work on their
Abstract Weaving project. First students created their own Pollock style
splatter painting on construction paper. Then students received a lesson
on how to properly use a ruler to measure and draw straight lines. These skills were
HIGH SCHOOL: Advanced Drawing
Students in advanced drawing class focused on using various types
of charcoal to create a high contrast self-portrait. First students
were given a lesson on how to use charcoal properly and practiced
by creating a value scale. Then students learned how to layout
proportions of the face. Using these skills students started their
final drawing using a photo reference of themself. We started by
laying out the proportions of the face. Then students started laying
down charcoal in the darkest value first and working their way to
light areas. Then we focused on details, with our goal to create a
realistic portrait. Cooper's Portrait:
HIGH SCHOOL: Open Art
Open Art is a class where the students may use the art room as
their own studio. Students plan, research and execute their own
projects with the guidance of the art teachers. Students are
encouraged to use this time to explore new mediums or techniques
that may not be available in other classes. First students complete
a work plan with a sketch of their work. This is when they can do
research and gather information for their project. After a teacher
reviews their plan, students gather materials and get to work.
Students chose all sorts of media from throwing clay on the pottery
wheel to creating a 3D cardboard sculpture. Cooper's pottery:
UPPER ELEMENTARY: Clay Masks
Upper elementary students learned about Contemporary Art and
studying contemporary artist Karolina Romanowska. This artist
specializes in ceramic masks with unique features. Students started
with a plan for their ceramic masks while considering these
elements of art: shape, line, texture, size and color. We discussed
how these elements affect our overall design. Students also
received a lesson on the stages of clay and how pottery is fired in a
kiln. When plans were finished students learned how to wedge clay
to remove air bubbles and roll a slab. Students then formed their
mask shape and added details using the 4 s’s(score, slip, smoosh
and smooth). When finished the clay works took their first trip to the
kiln to be bisque fired. After that firing students were able to start
painting their masks. Students then reviewed color mixing. They
were tasked with mixing their own colors for their work. When completed
we reflected on our work through an artist statement and discussion.
UPPER ELEMENTARY: Pop Art Sculpture
- Upper students learned about Pop Art, an art movement that uses
imagery from popular culture, advertisements, media and comic
books. We looked at famous works from Claes Oldenburg, Wayne
Thiebaud and Andy Warhol, that heavily featured food items.
During our research phase of this project we discussed how these
artists were pushing the idea of what art can be and how the size of
art can change how it impacts the audience. Students then created
a detailed plan of a food item they wanted to make into a sculpture.
They were also asked to consider how it would be displayed in the
gallery, opening the discussion of how the display can change the
impact of our work as well. Students created their food sculpture
using cardboard, hot glue, found objects and plaster strips. After
building the form, students then used various materials to create a
surface treatment that made their sculpture look realistic.
LOWER ELEMENTARY: Keith Haring Pop Art
- Lower elementary students studied Pop Art, an art movement that uses
imagery from popular culture, advertisements and comic books. We
explored works from famous artists: Andy Warhol, Roy Lictenstein and
Keith Haring. We discussed the art and how these artists were pushing
the boundaries of what art actually can be. In this unit we are focusing
on Keith Haring's work and his use of symbolism, lines and bold colors.
Students created their own Haring inspired symbols, with action lines
and doodles. After a plan is completed, students recreate their symbols
on construction paper. Classmates then painted their background with
their choice of color. Construction paper symbols were then cut out and
attached to the background using hot glue and styrofoam peanuts to
make the symbols “pop up”. This step requires an intensive lesson on
how to properly set up a hot glue work space, use the tool safely and
how to attach things. Lastly students used markers to add action lines
and doodles to their work to embody Keith Haring’s style. Owen's Pop Art:
