Week Three Falk Laboratory Middle School

Monday, November 4th

6th Grade Visual Arts
  • Palette Knife Side Profile Paintings 
  • Salman Khoshroo
    • He uses the uncommon paint tool to spread and smear paint across very large scale canvases
    • The paintings are abstract but precise, as he combines intense texture seen in both Lucian Freud’s portraits and Claude Monet’s impressionistic mastery of colors
    • He paints the human face to show emotion, as a he comes from a country where women can only show their faces and must cover up the rest of their body, and to show expression of identity and self-representation in the age of social media
    • “Khoshroo’s interest in painting the human face is made all the more pertinent in his home country, where women have to cover up their bodies”
  • Students use palette knives to create paintings of their side profile
    • We outlined each students side profile as the stood behind a projector light 
    • They used the knives and acrylic paint to smear and create contrasting line marks that represent their faces
  • Goals:
    • Use color to show constrast of highlights and shadows
    • Use line marks to show different facial features 









Seventh Grade Art Lab 7.1, 7.2, and 7.3

  • Stop Motion Introduction
  • Jonathon Zawada
  • Sydney Oprah House and Vivid Sydney Light, Music, Art Festival 
    • Metamathemagical
    • Inspired by “Australian flora and fauna geology, speaking directly to Australia’s distinctly elemental environment that transcends time and space” 
    • Represents Australia’s identity through abstract digital art
  • Goals
    • Create a concept map of your identity
    • Transform concrete ideas into an abstract representational painting
    • Create a stop motion video of your painting from start to finish
    • Project onto your Dream Bedroom
  • Create a concept map of your identity that includes
    • Interests/Hobbies
    • Background (Race, Religion, hometown)
    • Physical Characteristics (Skin color, hair color, eye color, gender)
    • Personality trait/Emotion 
  • How can I show concrete ideas in an abstract form?
    • color
    • pattern
    • texture
    • imagery
    • symbols

Tuesday, November 5th

Seventh Grade Visual Arts

  • Palette Knife Side Profile Painting
  • This time we did the lesson exactly the same,  but this time we had them draw their own side profiles after my demonstration, instead of tracing the side profiles with a projector light 
  • The results were students struggling to create a side profile they were proud of or thought was a good representation of their own profile, this led to students starting off with a negative mindset for their palette knife painting, instead of being excited to work with the uncommon paint tool
  • Students understand using the palette knife to smear and to use the contrasting colors to create highlights and shadows on the face
  • Students struggled to use smear lines and marks to create an abstract representation of different facial features, like eyes, ears, jaw lines, chins, lips, etc. 
  • Teaching side profile 
    • Oval shape
    • Line down middle and side
    • Ear at intersection
    • Nose on side next to ear
    • Lips then chin then neck 

Seventh Grade Art Lab 7.3 and 7.1

  • Stop Motion 
    • These two art labs started their stop motion paintings
    • Start Question: Did you finish the 4 parts of your identity concept map?
    • Materials:
      • Blank canvas
      • white paper
      • 2 containers
      • iPad
      • Paint
      • Paint brush 
    • Demo: How to set up stop motion
      • Name on Canvas and White paper
      • Trace lines at the corner of where the canvas is on the white paper
      • Take a photo of blank canvas 
      • Begin your painting
      • Take a photo for every paint mark 
      • Use ghost/union effect to line up the iPad and Canvas
      • Continuos flow of painting until the end of class
      • Represent your identity concept map in abstract painting designs 





Wednesday, November 6th

 Sixth Grade Visual Arts: Palette Knife Project

 Seventh Grade Art Lab: Started their stop motion project

 Preparation for Eight Grade Visual Arts for next week

  • To prepare eighth grade for their Self Proposed Project that all eighth graders do and they will start in the next few weeks, Cheryl and I decided that to kickstart the project students will answer the questions:
    • What inspires you?
    • What do you want to communicate?
  •  Students will brainstorm their ideas before coming to a final answer 
  • Students will next have to decide what art medium they will use to express these responses
  • To inspires the students, I created my own brainstorming list to answer the two questions
What inspires you:
  • moving, movement, play, dance, yoga
  • positivity, joy, laughter, confidence
  • nature, sunsets/sunrises, organic shapes found in nature and wildlife 
  • travel, new cultures, new relationships, surprising discoveries
What do you want to communicate:
  • We live in bodies that want to move
  • Life is about movement and everything in nature is in motion
  • Through movement and dance you find health and joy
  • We experience our body energetically, physically, emotionally, and spiritually
  • The way you move your body changes the nature of your thoughts
  • Be inspired by the places you go and the people you meet
  • Change and challenge will help you grow 
  • Traveling to new places and meeting new people encourages you to grow as an individual 
How can I show these ideas in different art mediums:
  • Movement: 
    • Use color, pattern, and imagery to show joy and positivity as figures move and dance 
    • Painting
    • Drawing
    • Print Making 
    • Sculpture
  • Travel:  
    • Create art native to other cultures remixed with personal aesthetic 
    • Pashminas from India
    • Tibetan Prayer Flags 
    • Australian landscapes
    • Exotic blooms and diverse wildlife visual arts 
After this brainstorming activity, Cheryl and I decided together that the best example for me to use with the students would be to focus on the movement and joy I find in Yoga.  So we created a list of all the different ways we could create mini artworks that express and show yoga in all different ways.  These mini artworks will serve as examples and ideas for the eighth grade students.  
  1. Casting
  2. Print making
  3. Wire sculpture
  4. Graphic- Keith Harring 
  5. Stencils
  6. Sculpture- Clay
  7. Mosaic Glass
  8. Plaster
  9. Paper Mache
  10. Puppet
  11. Pencil Drawing 
  12. Photography manipulated
  13. Stop Motion
  14. Oil Painting 
Thursday, November 7th

 7.3, 7.1, and 7.3 Art Lab 

  • I was observed the first Art Lab today

  • LESSON OVERVIEW


    The focus of this lesson is to take inspiration from visual artist Jonathon Zawada, who created a video that represents the ecology, environment, and identity of Australia through abstract digital art.  The “Metamathemagical” video was projected onto the Sydney Opera house for millions of people to see during the Vivid Sydney Festival.  Students decided what their own identity was by creating a concept map that includes their interests, background, personality traits, and physical traits.  Students then took these concrete ideas and decided how they will artistically transform them into abstract representations. In this lesson, students will be using the iStopMotion App on iPads, small canvases, and acrylic paint to create abstract representational paintings that are captured in Stop Motion. Students combine technology with their art making to transcend the process of painting. They will not simply focus on the final painting, but they will emphasize the art making process as they capture it in a Stop Motion video. Students will learn how to transition from one part of their painting into another and discovery through this exploration how they choose to do so and what the art making process will look like in the final video.  The final Stop Motion video will also be edited with visual filters and music when they are finished.  They will then project the video onto their Dream Bedrooms, a “building” that is meaningful to each child.


    LEARNER OBJECTIVES

    1.     Students will create a concept map of their identity that includes:
    a.     Interests/hobbies
    b.     Background (race, religion, hometown)
    c.      Physical characteristics (gender, ethnicity, hair or eye color)
    d.     Personality traits/Emotions
    2.     Students will plan how they will transform these concrete ideas into abstract forms:
    a.     Color
    b.     Texture/Pattern
    c.      Imagery/Symbols
    3.     Students will create a stop motion video
    a.     Set up space to paint and use ipad
    b.     Use the istopmotion app on the ipad
    c.      Record the painting process
    d.     Transfer the istopmotion to imovie
    e.     Add effects and sound
    f.      Send video to google drive
    g.     Project the video




    NATIONAL ART STANDARDS

    VA:Cr1.2.7a Develop Criteria to guide making a work of art of design to meet an identified goal

    VA:Cr2.3.7a Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.

    VA:Pr4.1.7a Compare and contrast how technologies have changed the way artwork is preserved, presented, and experienced.


    PENNSYLVANIA DEPARTMENT OF EDUCATION STANDARDS

    9.1.8.H Demonstrate and maintain materials, equipment, and tools safely at work and performing spaces.

    9.2.8.G Relate works in the arts to geographic regions.


    MATERIALS NEEDED FOR LESSON

    1.     Canvas
    2.     White paper
    3.     Acrylic Paints
    4.     Paint brush
    5.     Water
    6.     iPads
    7.     Containers to hold the iPads
    8.     Sketchbooks



    TEACHER ACTIONS / EXPECTED LEARNER ACTIONS


    Teacher Actions
    Expected Learner Actions
    5 minutes: Teacher welcomes students into the class and instructs them to sit where they can see the projector. 

    Teacher takes attendance and asks an opening question: do you know what part of your identity map you will create in abstract representational painting this class period?
    5 minutes: Students come to art making seats where they can see the projector board.

    Students answer attendance question.
    5 minutes: Teacher shows her example of stop motion video. Teacher asks the students: How does this video show transitions from one element of my identity map into another element?

    Teacher facilitates class discussion about transitioning through painting.
    5 minutes: Students respectfully watch the teacher example stop motion video.

    Students engage in artistic and intellectual conversation about how the video shows transitions through painting. They discuss how they can show these transitions as well.

    25 minutes: Teacher instructs students to get their materials and start working on their projects.

    Teacher walks around the room offering help, critique, and inspiration.

    25 minutes: Students get the materials they need to create.

    Work time
    5 minutes: Teacher facilitates clean up. But instructs students to sit down with their sketchbooks when they have finished clean up.

    5 minutes: Students clean up then sit down with their sketchbooks.
    10 minutes: Teacher asks the students to look at their identity map and think about what they have created so far in their abstract paintings and what they still have to create. Teacher asks closing question: What have you created so far in your painting from your identity map?
    10 minutes: Students look through their sketchbooks and internally reflect on what they have created so far from their identity maps and what they still have yet to create.

    Students engage in artistic and intellectual conversation about what they have painted so far.



    ENDING THE LESSON


    Closure of Lesson To end each lesson, students will clean up their workspace. Students know what number their iPad is and place it in its appropriate spot in the iPad cart. Students place their canvases on the drying rack with their names on the back. Students will engage in artistic and intellectual conversation as a class about what they created, their experience, and their process in art that period.

    Transition to Next Lesson Students will have an idea of what they will create on their stop motion painting next.  They can discuss this in the closing conversation.  If they are unsure what to paint next, students can reference their sketchbooks where they wrote out what they will incorporate for their four categories on their identity map and how they plan to represent this in abstract paintings.

     

    REFERENCES TO MATERIALS CONSULTED


    http://zawada.art/2018/08/30/mark-pritchard-under-the-sun/

    https://www.afr.com/life-and-luxury/design/meet-jonathan-zawada-the-multidisciplinary-creative-lighting-up-vivid-sydney-20180503-h0zm6n

    https://www.collider.com.au/lunar/jonathan-zawada-vivid-2018-sydney-opera-house-sails-vivid-2018-metamathemagical

    THE CLASSROOM AS A THIRD TEACHER

    Every art lab the room will be set up with materials available for the students. This will include iPads charged and ready, white paper, canvases, containers to hold the iPads, paint, palettes, paintbrushes, and water. The room is separated into three large tables for students to work on.  The front board will have all instructions written clearly for the class to discuss and reference throughout the class. Students will be able to move freely as the classroom as they create their stop motion paintings.


    ASSESSMENT

    Every art lab students will be assessed on how diligently they are working. Students will be assessed on their ability to write and talk about art when they create their identity concept maps.  Their identity concept maps must include the four categories: interests/hobbies, background, physical traits, and personality traits. Additionally, students are expected and will be assessed on continuously painting their canvases for the duration of each class. Their paintings must include the four categories of their identity being represented in an abstract form. Students will be assessed on the completion of their Stop motion video and will show that they properly used the iStopMotion and iMovie Applications.  

Friday, November 8th

 Prepared for the Eight Grade self proposed projects by creating mini artworks for them to be inspired by

  • Printmaking
  • Graphite pencil drawing
  • Casting
  • Mosaic tile
  • Wire Sculpture
  • Graphic drawing-Keith Harring
  • Stop motion video
  • Stencil
This afternoon I had my second Demo Lesson at Propel High School, so I did not go into Falk today

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