Project 1: Handmade Sketchbooks
All the students in the fifth through eighth grade created a sketchbook in the beginning weeks of school. Students were taught a Japanese-style book binding technique that used tissue paper to help bind the papers together. Students used authentic tools such as the awl and then used materials from the drawing, collage and painting center to design their front covers.
All the students in the fifth through eighth grade created a sketchbook in the beginning weeks of school. Students were taught a Japanese-style book binding technique that used tissue paper to help bind the papers together. Students used authentic tools such as the awl and then used materials from the drawing, collage and painting center to design their front covers.
Project 2: Op Art Name Designs
Seventh grade students looked at work by Bridget Riley and Victor Vasserely, popular artists during the Op Art movement, and identified the elements of design used to create the illusion of movement in their work. Students created their own Op art name design by manipulating the elements of design; line, shape and space to create the "illusion" of movements on a flat surface.
Seventh grade students looked at work by Bridget Riley and Victor Vasserely, popular artists during the Op Art movement, and identified the elements of design used to create the illusion of movement in their work. Students created their own Op art name design by manipulating the elements of design; line, shape and space to create the "illusion" of movements on a flat surface.
Project 3: Identity Silhouette Portraits
Students discussed the meaning of identity, explored traditional, cultural, and invented symbols. They learned how artists used these symbols to represent their own or others' identities. Afterward, students created a silhouette self-portrait using visual symbols that define them in some way (i.e. personality, interests, talents, dreams, goals, values, etc.).
Students discussed the meaning of identity, explored traditional, cultural, and invented symbols. They learned how artists used these symbols to represent their own or others' identities. Afterward, students created a silhouette self-portrait using visual symbols that define them in some way (i.e. personality, interests, talents, dreams, goals, values, etc.).