“Goals are the fuel in the furnace of achievement.” Brian Tracy, Eat that Frog
Good Luck Eating THIS frog in the morning… YUCK!
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Advanced Drawing: Drawing Paper – Figure and Paper Bag Drawing – Relationships and Meaning – HOW ARE GOING BIGGER?!
What element do you think is emphasized in this drawing? Tell your neighbor.
1.2 create art that demonstrates an understanding of how your ideas relate to the 1.2.1 materials
1.3 communicate ideas clearly
Talk to your neighbor / partner about the meaning behind your work. What SKILLS are you hoping to develop in this drawing? What MESSAGE are you hoping to communicate through this work?
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Continuous Line Contour Portraits… Extra Credit!
Continuous Line Contour Portraits… Extra Credit!
Continuous Line Contour Portraits… Extra Credit!
Continuous Line Contour Portraits… Extra Credit!
Art Foundations: Contour Line Drawings and Chapter 1
PATTERN – CHAPTER 7 – What type of pattern describes YOU?
Work on (1.1.1, 3) applying media and techniques with skill and awareness (of HOW you are using line).
(2.2) Evaluate the effectiveness of how line is working to define your portrait.
What types of lines are you using? Where do you find it easiest to use the idea of line / contour to represent the face / form? What is the most challenging portion of the face to successfully create? Share with your classmates.
Inspired by the workings of Jim Dine… http://createthreesixty5.com/ is a blog by an art student who KNOWS what it is to be inspired by nature (and other artists).
2.2 evaluate the effectiveness of artworks.
5.3 describe meanings of artworks by analyzing 5.3.1 techniques.
Do you find meaning in your work? Do you find something interesting in the plants? What is challenging you?
(1.2) Create art that demonstrates an understanding of how your ideas relate to the (1.2.2) techniques (how will you use this in your portfolio?) (D).
(5.1) Identify the rationale behind making art (small concentration drawings) (P)
How do you see the work you are CURRENTLY making as COLLEGE FRESHMEN level? How do you see CHALLENGING yourself with such a limiting object? What can you do to make ME want to look at the drawing / artwork for more than 3 seconds?
Once again, but with a moving twist, I offer a brief glimpse of the works currently on display (and for sale) at Cafe LuLu in the Bay View neighborhood of Milwaukee, WI. When you happen to be in the neighborhood – please stop in and take a look. My family and I had a great lunch there and this is a short video of the works. Please, stop in and check out the works, have a GREAT MEAL, and contact me when you are interested in the works. Also… mark your calendars for September 27 when the ENTIRE BAY VIEW Neighborhood opens their artistic doors to celebrate the artwork, artists, art galleries, and art spaces that Bay View, Milwaukee has to offer. I will be at Café LuLu to talk and chat… I hope to see you, and all your friends, there!
“If you’re not failing every now and again, it’s a sign you’re not doing anything very innovative.”
– Woody Allen
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On Saturday morning, while in South Africa, and through the wonders of modern technology via Google Hangouts and YouTube, First Lady Michelle Obama joined a large group of international students, teachers, and community leaders and discussed the importance of education to move education and learning forward. One of the threads that was strung throughout the conversation was the potential of failure in the process of learning. This is an aspect that it seems current educators, administrators, students, and parents are often missing as an important aspect of the process in learning. As a parent, I miss the important aspect of failure because the failures directly affect the grades that are brought home. As a teacher, failure is an important part of my student’s learning experience and is highly encourages as it does NOT affect the grades (directly) that are taken home. PROCESS!
Taking risks and failing are an essential aspect of the world of the arts. In the great scheme of things though, the audience the artist creates for has little concern of the mistakes and process that the artist went through to get to the final product. The same can be said of the process that students go through in the learning of the materials that they are challenged with in the academics. There is a process my kids go through in the visual arts classes: Preliminary ideas (thumbnail sketches). These are the initial ideas. Great ideas, awful ideas, as well as ideas that may sprout legs and carry the artist to different places. The preliminary ideas get a lot of discussion and conversation between students and then, from that conversation, the next stage… rough drawing. Generally, even in a class like PAINTING, the drawing process comes long before the final product. There is a composition that needs to be thought through, a set of challenges that must be visually resolved before the final art work is begun. How can an idea be roughed out in another subject? In the working world? In a job or career?
From the rough drawings, the final product is then developed. Through the final drawing there is still the suggestion, the encouragement for risk taking, experimentation, failure, and then resolution. It is very important that the students, the artists challenge the ideas they come up with and take the risks that are in front of them. The second part of a final grade in the visual arts classes includes a small portion on EXPERIMENTATION. The encouragement to try something, fail, try something else, fail, try something else, until something is resolved is a key component in the process. Even when the final product is resolved and in the museum, gallery, or more importantly for the artist, the collector’s home, the imperfections are what make the artwork what it is. The slight misses, the “False Starts,” the problems that may be continued into the next work… the unresolved issues and questions that make art so interesting.
In a sketchbook note from the early 1960’s, Jasper Johns wrote, “Take an object, do something to it. Do something else to it.” A sketchbook is the perfect place to experiment and take risks. In the 1960’s, just after the AbEx movement of the 1950’s, popular culture and images was a risk, and a banal object, like a target, was truly a risk.
So… all that said… how are you taking risks? how are you challenging the status quo? How are you being a positive deviant in your environment, leading the way to innovation and positive change? What are you doing to an object? What else are you doing to it? What else are you doing to it? When have you finally got something?
What was the single greatest accomplishment for you over the past semester?
“I feel my understanding of what makes art has developed further. I am more open minded.” 2013 WUHS Art Student – Art Foundations
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If we write our dreams and goals down, we dramatically increase our odds of realization. If we share them with others, they become potent and alive.”―Kristin Armstrong
Write out those dreams… then share your dreams with others. ~~~
The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.
The arts teach children that problems can have more than one solution and that questions can have more than one answer.
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
The arts teach students that small differences can have large effects. The arts traffic in subtleties.
The arts teach students to think through and within a material. All art forms employ some means through which images become real.
The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
The arts’ position in the school curriculum symbolizes to the young what adults believe is important.
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
If we write our dreams and goals down, we dramatically increase our odds of realization. If we share them with others, they become potent and alive.”―Kristin Armstrong
Write out those dreams… then share your dreams with others.
The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.
The arts teach children that problems can have more than one solution and that questions can have more than one answer.
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
The arts teach students that small differences can have large effects. The arts traffic in subtleties.
The arts teach students to think through and within a material. All art forms employ some means through which images become real.
The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
The arts’ position in the school curriculum symbolizes to the young what adults believe is important.
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
If we write our dreams and goals down, we dramatically increase our odds of realization. If we share them with others, they become potent and alive.”―Kristin Armstrong
Write out those dreams… then share your dreams with others.
~~~
10 Lessons the Arts Teach Children
The arts teach children to make good judgments about qualitative relationships. Unlike much of the curriculum in which correct answers and rules prevail, in the arts, it is judgment rather than rules that prevail.
The arts teach children that problems can have more than one solution and that questions can have more than one answer.
The arts celebrate multiple perspectives. One of their large lessons is that there are many ways to see and interpret the world.
The arts teach children that in complex forms of problem solving purposes are seldom fixed, but change with circumstance and opportunity. Learning in the arts requires the ability and a willingness to surrender to the unanticipated possibilities of the work as it unfolds.
The arts make vivid the fact that neither words in their literal form nor numbers exhaust what we can know. The limits of our language do not define the limits of our cognition.
The arts teach students that small differences can have large effects. The arts traffic in subtleties.
The arts teach students to think through and within a material. All art forms employ some means through which images become real.
The arts help children learn to say what cannot be said. When children are invited to disclose what a work of art helps them feel, they must reach into their poetic capacities to find the words that will do the job.
The arts enable us to have experience we can have from no other source and through such experience to discover the range and variety of what we are capable of feeling.
The arts’ position in the school curriculum symbolizes to the young what adults believe is important.
Eisner, E. (2002). The Arts and the Creation of Mind, In Chapter 4, What the Arts Teach and How It Shows. (pp. 70-92). Yale University Press. Available from NAEA Publications. NAEA grants reprint permission for this excerpt from Ten Lessons with proper acknowledgment of its source and NAEA.
~~~
Art Foundations: EXAM Review today. 4″ x 6″ Notecard. Textbook. Lecture. Pair / Share… what else do you need?
What can you remember about this past year? What are the essential aspects that you feel you are missing? Can you name anything that you feel will be needed?
GOALS:
Standard #1: Understanding and applying media, techniques, and processes.
Standard #2: Using knowledge of principles and functions.
Standard #3: Choosing and evaluating a range of subject matter, symbols, and ideas.
Standard #4: Understanding the visual arts in relation to art history and cultures.
Standard #5: Reflecting upon and assessing the characteristics and merits of the visual arts.
Standard #6: Making connections between visual arts and other disciplines.
What do you remember and have down pat? What elements / principles / theories are you struggling with? What do you need to make SURE you have on the 4″ x 6″ note card (one side)?
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Drawing: Computer time in the lab – let’s get the COLLABORATIVE work done – AFTER WE CLEAN and ORGANIZE our stuff.
GOAL:
Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and to the learning of others.
What do you think about your images? how has this been different than paper… other drawings… ideas in your understanding of art?
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AP Studio Art: Computer Lab… Collaborative work. Clean Studio. Thanks.
How’s the collaboration going? How’s your work?
GOALS:
Communication and Collaboration – Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and to the learning of others.
What has been the best / worst part of the year? How might you suggest changes take place for the following year? Bring these ideas to the exam day.
“A dream only becomes overrated when not pursued by the dreamer.” ― Courtney Hickman
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Art Foundations: Collage and build the ABSTRACT IMAGE based on your personal life and feelings…
Simplicity in the use of ELEMENTS of ART can make an abstraction – what are you doing? What are your textures?
GOALS:
1.3 communicate your thoughts on social topics clearly
4.3 compare relationships in visual art in terms of 4.3.3 your culture as it relates to your own art.
What have you learned about the creation of ABSTRACT ART? What have you learned about the important things in your life THROUGH the creation of your ABSTRACT ART PROCESS?
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DRAWING: 1) Perspective and 2) Critiques… 6th hour is going to have to hustle ONE DAY tocatch up. PHOTOGRAPHS will HAVE TO BE a part of the process. THESE Photos are going to be UPLOADED to the FINAL CRITIQUE for the FINAL EXAM… make sure you are documenting the process.
EVOL, “DRESDEN 09”, 2010 Spray paint on cardboard, 61 x 76 cm —> High Resolution… How can you do this… GOUACHE, GESSO, PENCIL!
GOALS:
5.1 Identify the rationale behind making art.
1.4 Create, define, and solve visual challenges using 1.4.1 Analysis (how do you see the perspective in your drawing?)
Where did you struggle in remembering perspective? How can you use the skills of sighting in to refresh your memory and heighten your skills? THIS IS A FAST PROJECT that IS the basis of the FINAL EXAM. If you do not finish the drawing in the time allotted – you will have a hard time passing the final exam. HOW can you make this YOUR own special drawing? Your locker? Your favorite hallway / doorway / classroom?
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AP Studio Art: CONGRATULATIONS! Let’s get out there and be proud of the 9 months of ART MAKING!
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GOALS:
2.5 defend personal evaluations
3.3 describe the creation of images and ideas and explain why they are of value Work at the (AP) Art Exhibition.
What did you contribute to the cultural end of the school day? What questions came up? What controversy came up? Who do you impress and why? What were your thoughts as the day / hour went by? Good job folks… One more week of Art Making and then the end…
“A dream only becomes overrated when not pursued by the dreamer.” ― Courtney Hickman
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Art Foundations: Continue to develop the ABSTRACT IDEAS of your Social / Personal ideas and topics of importance. What is your social topic / personal idea and how can you use abstraction and texture to communicate the meaning.
Cosmological in nature – this is you guys too!
Abstract – You Guys!
Textures – Landscape, Architecture, Figurative?
Max Ernst… Landscape? Arcitecture?
Landscape ideas?
GOALS:
1.3 communicate your thoughts on social topics clearly
4.3 compare relationships in visual art in terms of 4.3.3 your culture as it relates to your own art
What sorts of ABSTRACT imagery have you come up with to help communicate your message?
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Drawing:This is, hopefully, the last day of the critique – we are going to get some FINAL words from the 3rd hour and maybe the 6th hour – 1 more day in 6th likely…
What’s to come? – I will show you tomorrow… we can’t spend a lot of time in it but… if you are interested – here is an AWESOME link to the inspiration that will take you to the halls… LINK HERE to the WILDE Gallery, Berlin, Germany.
Previous High school Classes Critiquing – ONE MORE DAY of confidence building!
GOALS:
5.1 Identify the rationale behind making art.
1.4 Create, define, and solve visual challenges using 1.4.1 Analysis (how do you see the perspective in your drawing?)
What is the most important thing you have taken away from the entire process of the critique? How can you use the information that you have learned and put it to use in the next works that you are going to create?
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AP Studio Art – I like to Move it move it… MOVE IT TO THE CAFETERIA!
GOALS:
Stand behind your criticism / creation of art
3.3 describe the creation of images and ideas and explain why they are of value
NEXT WEEK TUESDAY! We are in the Cafeteria – what do you need to have finished to be a completed display by then? Friday is a WASH – unless you all want to hang in the cafeteria tomorrow and then… I can work out passes for the half day – THIS MIGHT BE A GREAT IDEA!
“A dream only becomes overrated when not pursued by the dreamer.” ― Courtney Hickman
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Art Foundations: Continue to develop the ABSTRACT IDEAS of your Social / Personal ideas and topics of importance.
Abstract art at its best… Vasilly Kandinsky…Localization of Graphic Motifs II. 1912–13
Abstraction – -Color Schemes – What can you do? What did Max Ernst do?
GOALS:
3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges.
1.1 apply paint, crayon, and charcoal, through various texture making processes, using collage with 1.1.3 an awareness so that your ideas are executed well
What have you been able to do to help you SYMBOLIZE the larger concrete idea into an ABSTRACT visual representation? Which if the three categories does it fit under – Cosmology, Architecture, or Landscape? HOW?
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Drawing: Critique your artwork and your classmates artwork?
I am so glad that I am back… thank you all.
GOALS:
2.1 form criticism about artworks that work to accomplish personal meanings (what are you trying to communicate?)
5.5 Evaluate responses to works of art for communicating rationale and ideas.
What did you accomplish with the critique today? How does this process help you with your artwork? What are you still struggling with regarding the process of the critique?
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AP Studio Art: Installing your art exhibition and getting the space ready for your debut to the school.
YOU ARE ON YOUR OWN – Ms. Hanson and Mr. Roberts are watching you today. Please use the time and space wisely. We are walking the display boards to the CAFETERIA TOMORROW.
Write Down your Goals for the day… end of the hour – look at the accomplishments you have done and respond to the questions below.
Bryan – you are in charge of time.
Mel – you are in charge of the Computer and the Technology.
Matt – you are in charge of music.
Make sure the room is CLEAN and ORGANIZED at the end of the hour and the walls are back in the corner.
Last day to adjust the lights and straighten the pictures, fix the artist statements and make sure your names are on the wall correctly.
GOALS:
2.5 defend personal evaluations
3.3 describe the creation of images and ideas and explain why they are of value
How does your artwork look? How have you put your best foot forward and represented yourself in the best light? What are the struggles you can see in your work? What are the successes that you see in your work?
Art With Korb 