1. Handscapes 9/7/12
Hand-Scapes Pencil Drawing
Salvador Dali
Surrealism Artist
Salvador Domingo Felipe Jacinto Dalí Domènech, 1st Marqués de Dalí de Pubol (May 11, 1904 – January 23, 1989), known as Salvador Dalí (was a prominent Spanish surrealist painter born in Figueres, Spain.
Dalí was a skilled draftsman, best known for the striking and bizarre images in his surrealist work. His painterly skills are often attributed to the influence of Renaissance masters.[1][2] His best-known work, The Persistence of Memory, was completed in 1931. Dalí's expansive artistic repertoire included film, sculpture, and photography, in collaboration with a range of artists in a variety of media.
Dalí attributed his "love of everything that is gilded and excessive, my passion for luxury and my love of oriental clothes"[3] to a self-styled "Arab lineage", claiming that his ancestors were descended from the Moors.
Dalí was highly imaginative, and also enjoyed indulging in unusual and grandiose behavior. His eccentric manner and attention-grabbing public actions sometimes drew more attention than his artwork, to the dismay of those who held his work in high esteem, and to the irritation of his critics.[4]
Objectives
Students Will:
Salvador Dali
Surrealism Artist
Salvador Domingo Felipe Jacinto Dalí Domènech, 1st Marqués de Dalí de Pubol (May 11, 1904 – January 23, 1989), known as Salvador Dalí (was a prominent Spanish surrealist painter born in Figueres, Spain.
Dalí was a skilled draftsman, best known for the striking and bizarre images in his surrealist work. His painterly skills are often attributed to the influence of Renaissance masters.[1][2] His best-known work, The Persistence of Memory, was completed in 1931. Dalí's expansive artistic repertoire included film, sculpture, and photography, in collaboration with a range of artists in a variety of media.
Dalí attributed his "love of everything that is gilded and excessive, my passion for luxury and my love of oriental clothes"[3] to a self-styled "Arab lineage", claiming that his ancestors were descended from the Moors.
Dalí was highly imaginative, and also enjoyed indulging in unusual and grandiose behavior. His eccentric manner and attention-grabbing public actions sometimes drew more attention than his artwork, to the dismay of those who held his work in high esteem, and to the irritation of his critics.[4]
Objectives
Students Will:
- draw hands from life - careful observation
- combine realistic hand drawing in fantasy "scape"
- utilize elements of design - show good composition skills/principles of design - value shading
2. Modern Matisse-Self Portrait Collage 9/27/12
After reviewing the powerpoint about Mattisse and Fauvism, Students will imitate the style of Matisse, creating a self portrait as a collage, and have a clearer understanding of Henri Matisse and his later year in life
Steps
A. Using black pencil in their sketchbooks, Students should look in their mirrors and draw simple single line drawings of their faces. Focus on distinguishing features. After completion of the sketches, the pencil drawing should be transferred to the large white paper in the back cabinet.
B. Upon completion of the transfer, Students will use colored marker to outline the shape of their faces, eyes, nose mouth etc.
C. Using scissors, Glue and Construction paper students will cut construction paper pieces, and clue them to the self portrait., as decoration as well as to identify objects in the portrait, such as windows, flowers, or eyes, nose, lips etc.
Students will
1. Use the tools, basic skills, and techniques of at least three different mediums
2. Create original works of art to communicate ideas.
3. Create original works of art to express specific artistic ideas.
Materials
• Mirror
• Scissors
• Sketchbook
• Construction paper
• Pencils
• Colored markers
• Glue
Objectives
• Students will identify and create organic shapes.
• Students will create a traditional paper collage.
Steps
A. Using black pencil in their sketchbooks, Students should look in their mirrors and draw simple single line drawings of their faces. Focus on distinguishing features. After completion of the sketches, the pencil drawing should be transferred to the large white paper in the back cabinet.
B. Upon completion of the transfer, Students will use colored marker to outline the shape of their faces, eyes, nose mouth etc.
C. Using scissors, Glue and Construction paper students will cut construction paper pieces, and clue them to the self portrait., as decoration as well as to identify objects in the portrait, such as windows, flowers, or eyes, nose, lips etc.
Students will
1. Use the tools, basic skills, and techniques of at least three different mediums
2. Create original works of art to communicate ideas.
3. Create original works of art to express specific artistic ideas.
Materials
• Mirror
• Scissors
• Sketchbook
• Construction paper
• Pencils
• Colored markers
• Glue
Objectives
• Students will identify and create organic shapes.
• Students will create a traditional paper collage.
3.Tibetan Wishing Banner 10/15/12
Tibetan wish or prayer flags traditionally are used to promote peace, compassion, strength and wisdom. Tibetans do not believe that the flags carry prayers to the gods, but rather that their messages and wishes will be blown by the wind to spread goodwill and compassion into all-pervading space. Therefore, prayer flags are believed to bring benefit to all living beings.
By hanging the flags in high places, Tibetans believe the Lung Ta, or “wind horse” (a common image on the flags), will carry the blessings depicted on the flags to all. As wind passes over the surface of the flags, the air is purified by the blessings. The prayers of a flag become a permanent part of the universe as the images fade through exposure to the elements. Just as life moves on and is replaced by new life, Tibetans renew their hopes for the world by mounting new flags alongside the old.
Traditionally, there are two types of prayer flags. Lung Ta are horizontal flags made in a square or rectangular shape and connected along their top edges by a long string. They are most often hung on a diagonal line between two objects. A Darchor is usually a single, large rectangular flag that is attached to a pole and planted in the ground. Color is often used symbolically, with blue representing sky/space, white representing air/wind, red representing fire, green representing water and yellow representing earth. Health and harmony are produced through the balance of the five elements.
Vibrant color will be applied and a final embellishment will be added in gold.
Preparation
1. 12" x 14" paper rectangles
2. Water color brushes
3. Water Color paper
4. Sketch books
5. Pencil renderings
Process
By hanging the flags in high places, Tibetans believe the Lung Ta, or “wind horse” (a common image on the flags), will carry the blessings depicted on the flags to all. As wind passes over the surface of the flags, the air is purified by the blessings. The prayers of a flag become a permanent part of the universe as the images fade through exposure to the elements. Just as life moves on and is replaced by new life, Tibetans renew their hopes for the world by mounting new flags alongside the old.
Traditionally, there are two types of prayer flags. Lung Ta are horizontal flags made in a square or rectangular shape and connected along their top edges by a long string. They are most often hung on a diagonal line between two objects. A Darchor is usually a single, large rectangular flag that is attached to a pole and planted in the ground. Color is often used symbolically, with blue representing sky/space, white representing air/wind, red representing fire, green representing water and yellow representing earth. Health and harmony are produced through the balance of the five elements.
Vibrant color will be applied and a final embellishment will be added in gold.
Preparation
1. 12" x 14" paper rectangles
2. Water color brushes
3. Water Color paper
4. Sketch books
5. Pencil renderings
Process
- Research Tibetan Wishing Banners on the internet, Use Google images to find examples.
- Write 1 paragraph per Preston style, defining Tibetan Wishing Banners, and explaining the images that you will combine to promote peace, compassion, strength and wisdom. Print images as well as your paragraph. Keep everything together.
- In your sketch book create 3 separate flag and then choose 1 to do the final painting.
- On a 12 x 14 paper rectangle, Apply watercolors onto the paper with a brush. Dilute the paint with water, allowing it to flow loosely on to the paper. Add additional colors while the paint is still wet.
- Be sure to leave white lines between objects and shapes on your flag. (see below)
- When the painting is dry, add golden embellishments. The final flags will hang on a long banner.
National Standards for Visual Arts Education
Content Standard #1 — Understanding and applying media, techniques and processes.
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques and processes they use.
Content Standard #2 — Choosing and evaluating a range of subject matter, symbols and ideas.
Students reflect on how artworks differ visually, spatially, temporally and functionally, and describe how these are related to history and culture.
Content Standard #3 — Understanding the visual arts in relation to history and cultures.
Students describe the function and explore the meaning of specific art objects within varied cultures, times and places.
Content Standard #1 — Understanding and applying media, techniques and processes.
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques and processes they use.
Content Standard #2 — Choosing and evaluating a range of subject matter, symbols and ideas.
Students reflect on how artworks differ visually, spatially, temporally and functionally, and describe how these are related to history and culture.
Content Standard #3 — Understanding the visual arts in relation to history and cultures.
Students describe the function and explore the meaning of specific art objects within varied cultures, times and places.
Extra Credit: LEGALLY BLONDE Logo
THE PRESTON PLAYERS PRESENT:
LEGALLY BLONDE
We want a student designed logo for the musical to be used on all promotional materials: signs, programs, t-shirts, etc.
Can you do better than the official logo? We think so.
All Entries must be submitted to the Musical Mailbox in the office by Friday, November 2.
See Mr. DeBona with any questions.
LEGALLY BLONDE
We want a student designed logo for the musical to be used on all promotional materials: signs, programs, t-shirts, etc.
Can you do better than the official logo? We think so.
All Entries must be submitted to the Musical Mailbox in the office by Friday, November 2.
See Mr. DeBona with any questions.
4. Wheres Waldo 11/2/12
Materials:
White Drawing Paper, Newsprint
Pencils, Erasers
Fine Point Markers
Colored Pencils, Markers, or Watercolor Sets
Resources:
Hieronymus Bosch (Scholastic Art past issue on Narration: Hieronymus Bosch). Also see the book,Hieronymus Bosch
Where's Waldo (Where's Wally) (Google image search will bring up examples) - illustrator Martin Handford
Star Wallowing Bull - Cultural Identity - "Black Elk's Little Sandman" - learning poster from Plains Art Museum. Poster is free - just pay shipping charges. More work by Star Wallowing Bull (Native American) can be found on line. Try a Google search.
Books
Where's Waldo? The Complete Collection - Six Where's Waldo books in one! Showcasing Martin Handford's art in its original oversize paperback format.
Where's Waldo 2010 Wall Calendar - You can pass this around the room and then hang it up after your lecture.
Instruction/Motivation:
Students will fill the composition with memories from early childhood to present. (It could be about anything and everything they liked or disliked from their earliest memories on....like having glasses or braces, their pets, their games or special holidays or vacations that had a lasting effect on their lives or memories and to go from there.)
White Drawing Paper, Newsprint
Pencils, Erasers
Fine Point Markers
Colored Pencils, Markers, or Watercolor Sets
Resources:
Hieronymus Bosch (Scholastic Art past issue on Narration: Hieronymus Bosch). Also see the book,Hieronymus Bosch
Where's Waldo (Where's Wally) (Google image search will bring up examples) - illustrator Martin Handford
Star Wallowing Bull - Cultural Identity - "Black Elk's Little Sandman" - learning poster from Plains Art Museum. Poster is free - just pay shipping charges. More work by Star Wallowing Bull (Native American) can be found on line. Try a Google search.
Books
Where's Waldo? The Complete Collection - Six Where's Waldo books in one! Showcasing Martin Handford's art in its original oversize paperback format.
Where's Waldo 2010 Wall Calendar - You can pass this around the room and then hang it up after your lecture.
Instruction/Motivation:
Students will fill the composition with memories from early childhood to present. (It could be about anything and everything they liked or disliked from their earliest memories on....like having glasses or braces, their pets, their games or special holidays or vacations that had a lasting effect on their lives or memories and to go from there.)
Procedures:
National Standards: Standards covered would depend on how much critique/student discussion
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
5. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.
6. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.
7. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.
8. Students evaluate the effectiveness of artworks in terms of organizational structures and functions.
9. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
10. Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
- Color with choice of colored pencils, markers or watercolor.
- Write a reflection about finished work.
- Class critique.
- Brainstorm. List 20 things about themselves (can relate to family, events, likes and dislikes)
- Choose sixteen
- Sketches first
- Use 12" x 18" paper
- Then they are told that they must illustrate all sixteen items. Use magazines, and references on the shelves.
- Complete in color
National Standards: Standards covered would depend on how much critique/student discussion
1. Understanding and applying media, techniques, and processes
2. Using knowledge of structures and functions
3. Choosing and evaluating a range of subject matter, symbols, and ideas
4. Reflecting upon and assessing the characteristics and merits of their work and the work of others.
5. Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks. Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art.
6. Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works.
7. Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use.
8. Students evaluate the effectiveness of artworks in terms of organizational structures and functions.
9. Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life.
10. Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts