“Never feel shame for trying and failing, for he who never failed is he who never tried.” – Og Mandino
He’s got the ONE POINT PERSPECTIVE house with a NICE RED LINE! Do NOT give up T-Rex!
Art Foundations: Drawing Staircases
Maybe not STAIRS, but how could you draw this?
GOALS
1.2 create 2 point perspective staircase that demonstrates an understanding of how your ideas relate to the 1.2.3 processes you use
Review with neighbors the RULES of THUMB of two point perspective and the basics of the staircases. How did you do today without my direct teaching? Struggle?
Advanced Drawing: Hallway ROUGH Drawings
Let’s Review Drawing Techniques / What is a ROUGH drawing?
One Versus Two Point Perspective
Sighting In
Thumbnail Drawings
Rough Drawings
Time Management
Value Studies
Mark Making
While I believe this is from a museum… what do you struggle with as you see this image? Do you struggle with anything about it?
GOALS:
1.1 apply media, techniques, and processes with 1.1.1 skill 1.1.3 and awareness so that your ideas are executed well. (What are you trying to describe in your artwork? How is it working for you?)
What was the success in perspective in today’s drawing? Where did you fall short? How are you able to demonstrate the idea of SPACE in the drawing… what are you going to do as it gets larger and in oil pastel?
AP Studio Art: concentration #2
Alexander Calder Video – let’s see it in action!
GOALS
4.4 evaluate and interpret art for relationships in 4.4.1 form 4.4.2 context
Looking back on the week, what are the thoughts you have had regarding your ideas for concentration? When you consider the ideas, what fears do you have? What is your plan for the next 2 works in the larger body of work?
And here I am HANG GLIDING… I love to use my abilities to really have fun in life. http://www.seekextreme.com
“The question for each man is not what he would do if he had the means, time, influence and educational advantages, but what he will do with the things he has.” — Frank Hamilton
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Art Foundations: Space – Positive and Negative Space in your artwork and in life.
1.4.1 analysis (breaking up the artwork / subject matter to basic elements)
What did you find as the most difficult aspect of the creation of the drawing? What was the hardest? What was the easiest? Are you able to see the negative space in the 1 – drawing, 2 – actual object?
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Advanced Drawing: Crit and PENCIL DRAWINGS.
Check out and SEE the GLASSES that Janet Fish Draws and Paints. How do you deal with TRANSPARENCY? http://2.bp.blogspot.com
GOALS:
2.6 Work on creating multiple solutions to solve visual challenges.
What are you drawn to? What is successful in your composition? What is it about the transparent glass that makes this a challenging or easy subject matter to work with? Share your preliminary work with your neighbor – write the thoughts down and share the challenges with your neighbors.
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AP Studio Art: RESEARCH and begin the ideas for your CONCENTRATION
Vincent Van Gogh spent time LOOKING at and THINKING about the works that he focused his life on… what are you going to do to do the same? http://www.vggallery.com
GOALS:
Research and Information Fluency – Students apply digital tools to gather, evaluate, and use information.
Critical Thinking, Problem Solving, and Decision Making – Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Look over and SHARE your research about the artist that you have begun looking at and also share a bit about what your initial thoughts are regarding the idea of having a concentration.
“The question for each man is not what he would do if he had the means, time, influence and educational advantages, but what he will do with the things he has.”
— Frank Hamilton
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Art Foundations: Let’s wrap up the Portrait! Then… SPACE!
What is MISSING from this picture? How did that happen? 2.bp.blogspot.com
GOALS:
1.4 create, define, and solve visual challenges using 1.4.1 analysis (breaking up the artwork / subject matter to basic elements)
What did you find as the most difficult aspect of the creation of the drawing? What was the hardest? What was the easiest? Are you able to see the negative space in the 1 – drawing, 2 – actual object?
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Advanced Drawing: Last day of the CRIT… Let’s do a great job here. SHARE THE WEALTH in CONVERSATION!
GOALS:
(3.3) Describe the creation of images and ideas and explain why they are of value (Oral Crit).
(4.3) Compare relationships in visual art in terms of (4.3.2) aesthetics.
Ok guys and gals… what are you taking into the written crit from what your classmates have said? Make sure you are using the opportunity to write as a strength to the development of your artwork.
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AP Studio Art: Final Crit – ONTO THE IDEAS OF CONCENTRATION – DESIGNING A CONCENTRATION Worksheets – HERE.
Another – One MORE – CRIT. uaa.alaska.edu
GOALS:
2.2 evaluate the effectiveness of artworks.
5.3 describe meanings of artworks by analyzing 5.3.1 techniques.
What did you take away from the critique today? Write down what you have taken from the crit. How are you going to improve your work in the future and really improve your abilities?
http://isucceesbook – What skills can you use that will help you conquer your mountain?
“The question for each man is not what he would do if he had the means, time, influence and educational advantages, but what he will do with the things he has.” — Frank Hamilton
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Art Foundations: Resolve the mixed media self portrait / pattern. Self Evaluation!\
GOALS:
2.1 form criticism about artworks that work to accomplish 2.1.2 personal goals.
6.3 use the principles and techniques of art with those from other discipline
Regarding your background… what are you really happy with? What are the areas that need work? What would you do differently if you had the opportunity to rework some aspects of the work?
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Advanced Drawing: The critiques start today – Review Critique ideas – 3 page handout! Oral Crit HERE
http://escapingartist.com – What are you going to add to the crit? What are you going to take a way?
GOALS:
(3.3) describe the creation of images and ideas and explain why they are of value Orally participate in the discussion of your classmates drawing.
(4.3) compare relationships in visual art in terms of (4.3.2) aesthetics (1, 2, 3, 5)
hat did you take away from the critique today? Write down what you have taken from the crit.
5.3 describe meanings of artworks by analyzing 5.3.1 techniques. (1, 2, 3, 5)
What did you take away from the critique today? Write down what you have taken from the crit. ON YOUR PRINTED SELF-CRIT. (1, 3, 5). What notes are you taking?
Cheerleader Korb – Ready to Cheer!I’ve got spirit! Yes I do! I’ve got spirit! How ’bout YOU?
“We’ve gotten to the point where we think the camera can capture anything at all.” “Well, it can’t really. The camera can’t compete with painting at all. The paintings are much more vivid about the place than photographs are.” – David Hockney, “Modern Painters, “
David Hockney, on his latest inspiration – Yorkshire, Into the Woods,” by: Marina Cashdan, April 2010, p. 66.
Let us go to the studio and PAINT!
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Art Foundations – Draw in Continuous Line, Painting Patterns with Watercolor, Assemble Final Artworks
Check out how this artist used VALUE through the use of line. How are YOU doing the same?
GOALS:
(5.3) Describe meaning of artwork by analyzing use of contour line and pattern.
(3.2) apply ideas in art to solve visual challenges.
What types of lines are you in favor of using? Where do you find it easiest to use the idea of contour line to represent the face / form? What sorts of pattern do you think you would like to recreate with the use of WATERCOLOR to represent YOU? Share with your classmates.
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Advanced Drawing: Final day to work on PAPER BAG MANNEQUIN drawing – Take it home to finish if you need to.
Last day to check your values and artwork… how’s it gone?
GOALS:
1.4 RESOLVE and DEFEND the visual challenges you set up using 1.4.2. synthesis (assembling the various parts that build up the up the artwork / subject matter from its basic elements).
What was your plan for the paper bag / mannequin drawing that you began two weeks ago? Did you meet of exceed that goal? Did you fall short? What did you learn and what can you take away and use in the next work?
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AP Studio Art: CRITIQUE – What do you need to say about your work? What can you say? What were you TRYING to say? Do you want some help? Check HERE.
WHAT DO I HAVE TO SAY ABOUT MY WORK?
GOALS:
(3.3) describe the creation of images and ideas and explain why they are of value Orally participate in the discussion of your classmates drawing.
(4.3) compare relationships in visual art in terms of (4.3.2) aesthetics
What did you take away from the critique today? Write down what you have taken from the crit.
“What difference does it make whether you’re looking at a photograph or looking at a still life in front of you? You still have to look.”
– Chuck Close
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Do any of you have cowboy boots, women’s size 10, that my daughter could borrow for Wednesday? I’d need them Tuesday and will return them Thursday. Thanks.
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Advanced Drawing: Continue to work on the Paper Bag / Figure Drawing?
Bags… How’s the Dark? How’s the light? how’s the composition?and… what are you doing to incorporate your figure?
GOALS:
1.1 apply media, techniques, and processes with 1.1.1 skill 1.1.2 confidence 1.1.3 and awareness so that your ideas are executed well
1.2 create art that demonstrates an understanding of how your ideas relate to the 1.2.1 materials 1.2.2 techniques 1.2.3 and processes you use
What did you take away from the drawing today? What are you succeeding with?
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Art Foundations: Portrait, Chapter 1: Lesson 3…
What types of Lines did this artist use in her Self-Portrait? Talk to your neighbors about it.
GOALS:
(1.2) Create art that demonstrates an understanding of how your ideas relate to the technique of contour line.
(1.4.1) Create and solve visual problems using analysis of the shape and form of the face.
What was the most fun part of dealing with contours? If you were to describe yourself in terms of lines, what lines would you use? Where are you successful in the contour drawings? Share the images with your classmates and discuss the success and failures.
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AP Studio Art: Plant Drawings and self evaluation and Jim Dine – Self-Portrait on the Wall Video
Questions to Consider for Online / Digital Self-Evaluation: CLICK HERE
“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?
