What are the challenges you had with this semester? Sketchbooks, class time, losing art? What can be done differently by Mr. Korb? What could be done differently by the artists?
Advanced Drawing: WORK! Clean!
We have looked at Edward Hopper a bit this quarter… lets read about him a bit more… http://www.edwardhopper.net/
Goals:
3.4 evaluate and defend the validity of sources for ideas 3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges
What do you hope to accomplish in the creation of this work? what messages are you communicating in this drawing?\
“An average person with average talent, ambition and education, can outstrip the most brilliant genius in our society, if that person has clear, focused goals.” – Brian Tracy
(2.2) Evaluate the effectiveness of artworks in terms of organization and functions. (D).
(3.3) describe the origins of images and ideas and explain why they are of value in art (D).
What is the message you are communicating? What do you need to take home so that this is DONE on exam day? (One day to work, one day to clean next week.) How fun /frustrating is this for you? WRITE OUT YOUR THOUGHTS IN YOUR COMMENTS SECTION!
Art Foundations: Texture / Collage / Social Commentary
Non Objective Art / Social Commentary PRESENTATION IS HERE
Goals:
3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges.
1.1 apply media, techniques, and processes with 1.1.3 and awareness so that your ideas are executed well
As you think about the social topic you have decided to work with, why is it important to you that it become s the final work that you spend the time this semester working on? With all of the different techniques, projects, elements and principles that we have learned, how are you going to pull it all together to this final excellent work of art?
“The Golden Age of Abstraction” ARTnews, April 2013:
“An average person with average talent, ambition and education, can outstrip the most brilliant genius in our society, if that person has clear, focused goals.” – Brian Tracy
2.6 Work on creating multiple solutions to solve Non-Objective Abstract Compositions.
3.2 apply subjects, symbols, and ideas in art and use skill to solve visual challenges.
What are the / is the social topic that you are focusing on with the ideas of the Abstraction Artwork? Why is this the important topic that you have chosen?
“The Golden Age of Abstraction” ARTnews, April 2013:
5.2 stand behind your criticism of art (have a conversation with one another BEFORE we begin to talk about the most recent compositions you have for your concentration).
What have you learned about yourself? What have you learned about others?
AP Extra Credit – Through Friday at Midnight – Click Here!
Special Thanks to the Teachers at St. Andrew’s School in Boca Raton, Florida. I had a great time speaking with you all. If I can help out in any way… please feel free to contact me! Frank
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“An average person with average talent, ambition and education, can outstrip the most brilliant genius in our society, if that person has clear, focused goals.” – Brian Tracy
(2.3) Create artworks that use organization and function to solve specific visual challenges.
(5.1) Identify the intentions and purposes behind making art. (D)
What has been the most challenging thing for you so far? How do you feel about the progress of your work so far? What do you need to do in order to finish? This will take us up to EXAM DAY… Rubric is DUE on exam day – critique will be the exam.
Art Foundations: Color Wheel and Color Mixing with Acrylic Paint
1.1 apply acrylic paint, color mixing techniques, and painting processes with 1.1.1 skill, 1.1.2 confidence, 1.1.3 and awareness so that your ideas of the color wheel are executed well
1.2 create painting techniques (grattage and decalcomania 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.
“The Golden Age of Abstraction” ARTnews, April 2013:
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
3.3 describe the creation of images and ideas and explain why they are of value
What are the works that need work? What are you doing with the time you are in here? Should I be writing you passes for your study halls? If I am, should I continue?
What are some of the areas of your image that you are putting together that are NOT originally in the initial drawings / ideas? (http://www.edwardhopper.net/gas.jsp)
Goals:
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
1.3 communicate ideas clearly
Your drawing is due Thursday of next week. What is it you have to do to complete the drawing? MAKE DARN SURE you have finished the RUBRIC online. some of you FAILED at this last time. What are the ideas that you are incorporating into this work that are unique to you and are PERTINENT to you? Write that out and then SHARE these ideas with your classmates.
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 (How IS your work coming along? Materials? Approaches?)
2.6 Work on creating multiple solutions to solve visual challenges. (How are your NEW concentration works coming along? What progress are you making? How is it advancing in the development of your body of work?)
What do you need to do to stay on top of things? How IS your work coming along? Materials? Approaches? When are works due? How are your NEW concentration works coming along? What progress are you making? How is it advancing in the development of your body of work?
4.3 compare relationships in visual art in terms of 4.3.2 aesthetics 4.3.3 and culture as it relates to your own artwork.
6.2 compare characteristics of the visual arts and other disciplines from history or movements
Thinking about all that you have heard regarding today’s critique… what have you gained the most from the conversation that you can put into use into your own work in the future?
Art Foundations: Texture and Collage and PAINTING!
4.3 compare relationships in visual art in terms of 4.3.2 aesthetics.
6.2 compare characteristics of the visual arts and other disciplines from history or movements (how does your artwork relate to the music?)
As AP Studio Artists, you are especially in the need of DAILY REFLECTION. Thinking about all that you have heard regarding today’s critique… what have you gained the most from the conversation that you can put into use into your own work in the future and be inspired by things OTHER than assignments?
WELCOME TO ALL!End of the school year is upon us. I hope to continue to write and share images and ideas through the summer… please share this site and encourage your friends to follow me / subscribe to my site.
~~~ “Not all of our best students are our “A” students. I have had “C” students who I consider excellent students because they were so engaged into the educational process. I really don’t think it has to do with a letter grade, it has to do with enthusiasm” Charles Rineheimer – NPR – Talk of the Nation Interview LINK HERE:The Students That Keep Teachers Inspired
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.
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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.
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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.
“No matter how many goals you have achieved, you must set your sights on a higher one.”
– Jessica Savitch
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NPR: How to do EVERYTHING… Podcast – Donkey Kong, McMuggets, the Bloomberg, Drawing… Listen Here (Drawing starts about 1/5 of the way in).
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Art Foundatrions 2D: Continue with the process of the 2 point perspective City / Neighborhood Drawings. We have begun the streets and the sidewalks, some have begin the first few buildings… Think about the 6 rules of thumb that we need to know. Discuss the use of chiaroscuro and your drawing. Finish lesson 5 – Chapter 5
Reconstruction of the Temple – Pre-RenaissanceSchool of Athens (Raphael) Renaissance
GOALS:
3.1 reflect on how art differs and describe how it relates to history and cultures.
Take a look at the two paintings and compare the differences in how they handled the ideas of the drawing / making of the architecture… What are 5 things that stand out to you and your neighbor that demonstrate how the Renaissance artists rediscovered the ancient understanding of linear perspective.
After many days of learning how to use the rules of Linear Perspective – what have you been able to remember? What rules stand out in your mind and what rules seem to evade you? What are the tools that you can use to practice the process? What is going to continue to hold you up?
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Drawing: Figure, Paper, and Background. What are you doing that makes this work stronger than your previous still life? How have you learned to work on your work? What is something you know that you will be taking with you as you move forward in your work.
Oh boy… now we have a problem with the drawing… what are we going to do from here.
GOALS:
2.4 compare different points of view regarding composition and meaning in artwork.
2.2 evaluate the effectiveness of artworks
What are 4 differences (important differences – not just surface differences) that you and someone you are not as familiar with in this class have in the approach to your artwork. Look around the room and try to find someone who you feel is the polar opposite of your approach and then sit down with them and discuss the differences – write these down in the Journaling portion of your GOALS PAGE…
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AP Studio Art: Continue working on the mounting of your artwork… prepare yourself for the uploading of additional images… continue to work on the editing of your statements for the upload. What sorts of challenges are you having about ANYTHING regarding the way this class is going / ending?
How did this artist use typography to create a recognizable portrait that has meaning and symbolism behind them?
GOALS:
2.6 create multiple solutions to visual challenges that show understanding in relationships between composition and meaning of artwork
What are you doing this weekend to PREPARE for the next 2 weeks of WORKING on THREE Concentration works? PLEASE discuss your next plans with someone you are comfortable having a REAL conversation about your art with…
“No matter how many goals you have achieved, you must set your sights on a higher one.” – Jessica Savitch
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Art Foundations: Develop Picture Plane for Cityscape. Discuss the use of chiaroscuro and your drawing. Finish lesson 4 – Chapter 5.
Two Point Perspective Cityscape… What can you add to yours? Where is your horizon line going to be? What sort of city would you like to create? What CHANGES to the project would you be interested in bringing?
GOALS:
5.1 identify the rationale behind making art
3.1 reflect on how art differs and describe how it relates to history and cultures.
As we begin the process of creating this cityscape, what challenges do you see in front of you? Where do you see the potential for struggle? How can you overcome the difficulties that are coming your way?
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Drawing: Continue with the Figure / Paper drawing.
How is this artist handling the background? How are you? what about the FIGURE / GROUND relationships?
GOALS:
1.1 apply media, techniques, and processes with 1.1.3 an awareness so that your ideas are executed well
2.3 create artworks that solve visual challenges
Consider the challenges you are facing – what are you doing with the background? How are you handling the use of value and form in the drawings? What are the changes you will need to make to the drawing to help it become more successful – pair up and take the OPPORTUNITY to talk this through.
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Blue Mountain Coffee – Thanks Savannah – BEST COFFEE EVER!
AP Studio Art: Finish up any mounting of your work that you need to. Continue on any work you may be needing to finish / clean up / complete… whatever.
What is YOUR body of work developing into?
GOALS:
apply subjects, symbols, and ideas in art and use skill to solve visual challenges
What challenges do you have in front of you for the continuing your upload, photography, creation of works? Take 7 minutes and REVIEW your thoughts about the 2 questions from the AP Poster – How are you responding?
Art With Korb 
