Tag: Korb

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April 16, 2013 – Tuesday

“Go and make interesting mistakes, make amazing mistakes, make glorious and fantastic mistakes. Break rules. Leave the world more interesting for your being here. Make. Good. Art.” ~ Neil Gaiman

Make Mistakes… Mkae Mjoar Misktes…

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Art Foundations: 2 more days to work on the city scape. What is your plan of action for the last 2 days? Value? Perspective? ACCURACY?

Oldenburg / van Bruggen and Gehry works together!

GOALS:

  1. 2.2 evaluate the effectiveness of artworks
  2. 3.1 reflect on how art differs and describe how it relates to history and cultures

What have you done today to move your drawing forward toward completion? What is the STRONGEST aspect of your drawing? The thing you are most proud of? What are you in need of working on STILL? It is ok… but what still needs work?

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Drawing: Today – Eyes, Nose, Mouth, and Ears – Find 4 examples of each – larger than OR about the same size as REAL eyes from MAGAZINES that we have in the classroom – Slightly smaller if necessary, but… try to go large. Cut them out and GLUE them into your sketchbook. We are looking at the face this week…

Lovely No?

GOALS:

  1. 3.3 describe the creation of images and ideas and explain why they are of value
  2. 3.4 evaluate and defend the validity of sources for ideas

What mistakes did YOU make – how bad were they when it came to eyes?

Homework: Collect images from the newspaper or magazines that represent you or that you feel are important to you in today’s social environment. The images MUST be in your sketchbook at the beginning of class tomorrow!

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AP Studio Art: CRITIQUE of the Works you have accomplished SO FAR… ALMOST DONE!!! Bring out one of your EARLIEST concentration works and set it along side of the 3 most recent works we are looking at today.

Early Stuart Davis
Mid Career Stuart Davis
Late Career Stuart Davis

GOALS:

  1. 3.3 describe the creation of images and ideas and explain why they are of value.
  2. 4.5 look at the qualities of art from various times and cultures to judge works of art.

Ok… By Wednesday – You will have your 2 questions worked out for the upload of the projects to AP College Board… WE NEED TO SHARE THESE ALOUD and HELP ONE ANOTHER. What do you feel about the work you have created here?

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Study Hall: What are the classes you KNOW – before we meet with you – that you have missing work in?

What have you got in your backpack? What should be in your teachers’ hands?

GOALS:

  1.  Bring everything you need, nothing you don’t
  2. What do you need to accomplish today? Write BOTH of these goals down and BE AWARE OF THEM AS YOU WORK TODAY!

What was ONE NEW THING you learned today in ONE of your classes – be particular about the facts and information. How does it tie into what you will be able to use tomorrow? What is one thing you heard about today that you are not 100% sure on? Why might it be important tomorrow or in the future for your classes?

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April 13, 2013 – Saturday

Visual Art GOALS and OBJECTIVES

Frank Korb

There are 6 OVERARCHING GOALS that all of my art students work toward and focus on during the year in all of my art classes. The goals are referred to on a daily basis and are been modified, but not “dumbed down,” from the National Standards for the Visual Arts so that they make more sense to the students who are working with them through their art making and other art experiences.

The use of GOALS in my classroom (in any classroom for that matter) is an essential part of the process of running a high energy and well planned / focused classroom. The introduction of the GOALS, and the interaction of the student with that goal, literally fires up and activates the neurons in the brain and gets the young artist (student, teacher, whomever) focused on the work that will be undertaken. This OPENS THE FOLDER to learning.

Over the next six weeks, we will be looking at and unpacking the goals so that they are more easily understood. It is important to note that, when the goals are given to the students, they are restructured (a smidgen) so that they are meaningful and pertinent to the day’s activity. Notice, they are not agenda items but rather bigger thinking topics.

1.      Understanding and applying media, techniques, and processes.

2.      Using knowledge of principles and functions.

3.      Choosing and evaluating a range of subject matter, symbols, and ideas.

4.      Understanding the visual arts in relation to history and cultures.

5.      Reflecting upon and assessing the characteristics and merits of the visual arts.

6.      Making connections between visual arts and other disciplines.

One last note about the day to day activities in the class and GOALS specifically is that when we wrap up the class – the last couple of minutes, we take time to reflect, to GENERALIZE the relationship to the goals and the day’s work. This is the CLOSING THE FOLDER that allows the neurons to settle down and pack away the learning, the experiences, until the following day.

You can find these (and more) in my Visual Arts Handbook HERE.

Thanks –

Frank

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February 5, 2013 – Tuesday

“Every child is an artist. The problem is how to remain an artist once he grows up.” – Pablo Picasso

What are you doing with your art that is new and scary? Do not be afraid to EXPERIMENT!

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Art Foundations 2D: Continue to work on PATTERN Chapter (8), Continuous Line Contour Drawings – Sketchbook… 2 Today!
Frank Korb - Contour Line Portrait - 20 minutes
Frank Korb – Contour Line Portrait – 20 minutes
Goals:
  1. (3.3) Know about the creation of images and explain why they are important (contour line).
  2. (1.4) Solve visual challenges using analysis (element of Line).

If you were a type of pattern, what type of pattern would you be? Why?

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Drawing: Grid and Value – Work to MATCH the VALUES in one box with the intent of SIMPLIFYING the colors to one level of grey. – THIS IS TOUGH.

Here is a great example of the potential for the grid and the portrait!

CLOSE up on a CLOSE drawing… LOL

GOALS:

  1. (6.3) Use the process of grids and compare it with other disciplines. (How can OTHER people in OTHER fields use the grid to ORGANIZE or BREAK UP IDEAS AND SPACES?)
  2. 1.4 create, and solve visual challenges using 1.4.1 analysis (breaking up the artwork / subject matter to basic elements).

 What is difficult about the process? Make sure your neighbor is correct in the ratio and the measurements. What squares are successful and what squares are not? What is successful and not successful about your neighbor’s drawing?

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AP Studio Art: Critique – Consider your NEXT BREADTH WORK and your NEXT Concentration! DO NOT PROCRASTINATE!

PARROT – Berthe Morisot – Let’s look at her work all week! What do you notice that you can carry into tomorrow?

GOALS:

  1. (2.1) Form criticism about YOUR ART that accomplish personal or other meanings.
  2. (3.3) Describe the creation of YOUR IMAGES and IDEAS and explain why they are of value (if they are not of value – were they worth doing to begin with?)

What were the biggest impressions you had from the classmate’s works? What were the most difficult things you felt as you presented your work? Conversation between classmates about the 2 questions for your exam.

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February 4, 2013 – Monday

So happy to see the NFL supporting the Fine Arts! Go Baltimore (and everyone who supports the arts…).

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Art Foundations: Contour Line Drawings – Self-Portraits, Chapter 8 – Pattern – Sketchbook Experimentation

Can you see how the artist has broken up the face into sections and then defined the planes / direction of the facial parts? Let’s try to figure that out for ourselves.

Goals:

  1. 3.2 Apply subjects, and ideas in art and use skill to solve visual challenges
  2. 1.2 create portraits that demonstrates an understanding of how your ideas relate to the 1.2.2 techniques of CONTOUR Line Drawings
Contour Line 3 - Frank Korb
Contour Line 3 – Frank Korb
Contour Line 1 - Frank Korb
Contour Line 1 – Frank Korb
Contour Line 2 - Frank Korb
Contour Line 2 – Frank Korb

What is the most challenging aspect of the portrait / line? What emotions have you chosen to represent yourself? Why? What variety of lines do you hope to use in the process of creating your self-portrait?

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Drawing: Work on VALUE Scales and Charcoal – Grid Drawings

Chuck Close using ONE VALUE at a time…

Goals:

  1. (6.3) Use the process of grids and compare it with other disciplines.
  2. (3.4) Evaluate and defend the validity of sources for ideas (grid and portrait)

GREAT LINKS:  Treadwill, Ovdiyenko value examples. Subject Matter…

What is difficult about the process? Make sure your neighbor is correct in the ratio and the measurements. What squares are successful and what squares are not?

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AP Studio Art: CRITIQUE and EVALUATE YOUR and OTHERS WORK

What is going well? What is NOT going well? What can you do about it?

“An empty canvas is a living wonder – far lovelier than certain pictures”
– Wassily Kandinsky

Goals:

  1. (2.1) Form criticism about artworks that accomplish personal or other meanings.
  2. (3.3) describe the creation of images and ideas and explain why they are of value.

What were the biggest impressions you had from the classmate’s works? What were the most difficult things you felt as you presented your work? Conversation between classmates about the 2 questions for your exam. How does this work relate to your concentration?

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February 1, 2013 – FRIDAY!

“Quantity over Quality” When it comes to ideas… the more ideas you can come up with, the more opportunities you will be creating for yourself. – Frank Korb

PS… Follow my Blog – share your thoughts… THANKS!

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Art Foundations: Contour Line Drawings – 5 minute drawings of Hands, Shoes, Faces -Practice and Work Day

imacrayon.wordpress.com – This is a FANTASTIC example of the continuous line contour drawing… what else can we do with this? What can we do with YOUR? I’ll show you today.

Goals:

  1. 3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges

What is the most challenging aspect of the portrait / line? What lines / emotions have you chosen to represent yourself? Why? What variety of lines do you hope to use in the process of creating your self-portrait?

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Drawing – Let’s grid off the photograph and practice with charcoals!

Chuck Close in all his glory. If you are going to look at a grid drawing – go to the BEST! What materials did Close use? Is it a pencil, a brush? You might be surprised.

Goals:

  1. (3.2) Apply subjects and ideas in art and use skill to solve visual challenge.
  2. (1.4) Create and solve visual challenges using analysis (break the photograph down) and synthesize (put it back together on your drawing paper)

What is difficult about the process? Make sure your neighbor is correct in the ratio and the measurements. What squares are successful and what squares are not?

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AP Studio Art – WHAT ARE YOU DOING? Seriously – what are you doing this weekend to be READY TO CRIT. on MONDAY? We need to be aware of the time that YOU are using and I need to not worry that the job is getting done. NEXT WEEK – PHOTOGRAPH and EDITING in the Computer Lab.

Tony Oursler’s Studio Space – making video for David Bowe’s new video and his website for the unnerving video. The Telegraph – David Bowe’s New Video – Where Are We Now? 

Goals:

  1. RESOLVE (1.2) concentration works that demonstrate how your ideas relate to the materials and techniques that you use. (P)
  2. (1.1) Apply media, technique, and process with skill and confidence

Share with your neighbor the plans and advancements for this and the next piece and what you need to do over the weekend.

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January 31, 2013 – Thursday

There is a fine line between hard work, skill, and ‘talent’ Make sure the time you are using is dedicated toward the improvement of your skill and not sitting on your “talents” waiting for them to take you somewhere.

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Art Foundations – Chapter 4: Lesson 2 (wrap up lesson 1), Continuous Line Contour Drawings – Blind Continuous Line Drawings

Continuous Line Contour of the hand… looks easy enough – right? (Actually – it is the left).

Goals:

  1. 5.1 identify the rationale behind making art

What did you take away from the various types and qualities of line and how can you use them in your artwork? What was the most challenging aspect to today’s in class exercises? What was fun? What was NOT fun?

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Drawing – Grids and Math. Use MATH to grid off a large sheet of drawing paper. Use pencil to create the grid. Make photographs of the entire figure or portrait. Discuss the use of the grid in art history (Renaissance to NOW).

Grids and the use of MATH. We are NOT doing cartoons – no worries there.
Here is a great example of the potential for the grid and the portrait!

Goals:

  1. (3.2) Apply subjects and ideas in art and use skill to solve visual challenge.
  2. (1.4) Create and solve visual challenges using analysis (break the photograph down) and synthesize (put it back together)

What is difficult about the process? Make sure your neighbor is correct in the ratio and the measurements. Were you able to properly use the ruler with the math? Inches? Centimeters? How did you GRID the paper off?

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AP Studio Art – Time to work VERY dedicated and THINK about the use of our time as we have been working. Are you using it wisely?

Piet Mondrian in his Studio. How does THIS compare with Francis Bacon’s? Yikes – the differences are staggering.

Goals:

  1. Work on (1.2) concentration works that demonstrate how your ideas relate to the materials and techniques that you use. (P)
  2. (1.1) Apply media, technique, and process with skill and confidence (P).

Where are you flying forward? Where are you stuck? Why do you have ideas on THURSDAY and not a concentration solidly begun? Did your collage really take as long as it has? Share with your neighbor the plans and advancements for this and the next piece.  

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January 30, 2013 – Wednesday

All of the works we complete are just stepping stones between your next work. What are you doing with this work that will carry you into the next work and make you create a stronger work? Be aware of what you are doing and how it will make you a better artist?

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Art Foundations: Finish chapter 1 and begin chapter 4. Hands on with line and CONTOUR LINE DRAWING.

GOAL:

  1. (4.2) describe the purpose and meaning of art objects within different cultures, times, and places.
Picasso and his drawing of Igor Stravinsky – LINE!

What were the different types of lines drawings that you worked on today? What are different qualities of lines and what messages can they communicate to an audience? What were your responses to the drawings that we worked on and why? Reflect with your neighbors about the drawings you did in class today and be able to identify the variety of different lines.

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Drawing:  LAST DAY to RESOLVE the still life drawings – 20 minutes. CRITIQUE (Video) of work.

Goals:

  1. (2.1) form criticism about drawings inspired from real objects.
  2. (3.3) describe the creation of drawings and ideas and explain why they are of value.
Critiquing a work of art… let’s get some thoughts on your work.

What are the differences with the three types of Pencils? What do YOU find useful from today’s exercise? What is the ONE THING you are going to carry forward that you have learned from this first in class exercise?

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AP Studio Art: Reflect on the work you are doing. What is working? What wall are you hitting?

Goals

  1. (5.5) Evaluate responses to works of art (from others thoughts).
  2. (2.4) compare different points of view regarding composition and meaning.
Francis Bacon’s Studio – What a mess? His works are AWESOME and MOVING! Woah!

What bit of advice did you get from your classmates that you will be able to put to use? What bit of advice did you give that might be used elsewhere? What are your goals for the next work(s) that will show your development?