The CLIA lesson I am working on is a self portrait project. I will take this project in a different direction through symbolism. I will ask students to collect a minimum of six objects that tell the viewer about themselves. I will begin the lesson discussing how symbolsim was used in early art to tell about a persons status or wealth. How objects in a painting also give meaning even though it may not be the focal point. I use this project to help learn a little about the students and give them a chance to draw using their choice of medium in pencil and paper. I came up with this assignment from my drawing class in college and our professor asked us to draw a self portrait for our a exam. I did not want to draw a traditional self portrait, so I selected items to illustrate my life up to that point. I still hang the drawing in my classroom today and use it as an example.
My CLIA lesson plan is based on the piece I chose from the Greenville Art Museum collection. It concerns line and could be used as a breadth piece in a 2-D Design portfolio.
My lesson plan will be based on creating a visual impact from a still-life, using Janet Fish and a few other artist as inspiration. Students will take ordinary objects and create a visual interest using various techniques or elements of design.
My CLIA lesson is related the the Breadth lesson I suggested a couple days ago - realistically rendering a texture collage that adresses positive and negative space in colored pencil or paint. It's complete with the exception of the Procedures section. Only one of the samples has that listed and the entry just says to inform Media Center of unit to assist in locating predetermined resources. The annotated blank copy is the VPA Standards doesn't have that part annotated. Can anyone help me out with that one?
Wow, this is our last day of blogging. I am very sad. I've enjoyed this.
We could certainly keep this blog going. I know everyone is busy completing assignments right now but maybe afterwards. This is a good way to pose questions or comments for the group.
I'm working on a Psychological Self-Portrait lesson similar to Jeff's. Students use their choice of media to illustate their past, present, future, beliefs, struggles, etc. The finished products vary tremendously. Kids really put their heart into this lesson.
I am working on a lesson on line in figure drawing and sculpture. Students will develop a contour drawing of the figure and then create a wire sculpture using the same pose. We will look at some of Calder's circus figures and the figure studies of sculptors including Rodin and Henry Moore. I am not able to offer the 3-D AP option but, in terms of drawing, I think that moving between two and three D helps students loosen up and consider the form of the objects they are drawing. I hope I am not off-base in combining drawing with sculpture in this lesson.
Anna, I think that incorporating 3-D spatial thinking into a 2-D figure drawing lesson is a logical approach. Think about what tremendous drawing skills the great masters exhibited and the significant efforts they directed towards the study of human anatomy...especially those who worked in both sculpture AND painting. We all know that excellent drawings of 3-D objects SHOULD appear to have form so that they don't appear flat and unrealistic. Students who are drawing the figure can only benefit from being taught to think 'in the round' as they draw.
I'm working on a non-objective lesson, which highlights artist Wassily Kandinsky's work and Roy Lichtenstein's Bull progression series. I have students work similarly to Kandinsky in that they must create a nonobjective work, based upon a song/instrumental piece. It gets them to think outside of the realistic world of copying.
My CLIA lesson is on stone carving in the round in alabaster. The students have to listen to and watch my presentation, make sketches, models in soap, experiment with small chunks of stone, take a test on terms, procedures, and safety, participate in a group critique, and I grade them by rubric. Their subject matter is personal choice but they must let me approve it before they start. It's tons of work but the results are often fantastic.
Side note - I'd love it if we kept this blog going after class is over.
Carleee, here is a portion of her unedited AP statement:
"My idea came from a quote from jazz pianist Bill Evans:
'There is a Japanese visual art in which the artist is forced to be spontaneous… in such a way that an unnatural or interrupted stroke will destroy the line or break through the parchment… The resulting pictures lack the complex composition and textures of ordinary painting, but it is said that those who see will find something captured that escapes explanations. This conviction that direct deed is the most meaningful reflection, I believe, has prompted severe and unique disciplines of the jazz or improvising musicians.'
From this, I learned that music is something that is deliberate and more importantly something concrete and something that could possibly be seen."
My lesson is on expressionistic portraits. I spoke with our local Senior Day Care center last year about coming with my art students to work with some of their elderly. To talk with them, sketch them and just get to know them. The way my lesson will work is to have my students spend at least one art class time per week with their chosen person. They will gather information and make sketches during each session. Their final piece will be done with in the medium of their choice on 18X24 paper or canvass board. They will use their sketches to bring out the unique personality of their person and use expressionistic techniques from various artist that we study along the way.
Heather, I am very interested in your stone carving lesson. When we had sculpture I had students do a soap sculpture to understand how release the image trapped inside.
I would like to keep the blog going as well. We are a very small community and the bigger our network is the better chance we have at refereshing each other from time to time as well as share success stories form our kids. See you Monday.
My lesson is developing from experiences I have dealt with all week. Honestly I have stressed over getting this art piece done in such a hurry. I have been working in oil lately and I could have easily used one of those for opposites, but more than one medium and drying time was a major problem. The fire in Charleston this week has been pretty heavy on my mind so I decided to do work inspired by that event (still using opposites of course). My piece is abstract and incorporates a variety of media with some relief as well. From this experience I am developing a lesson in which a student selects an "Event" that is important to them and from this they create a non-obective or abstract multi-media work. Their work does not absolutley need to include opposites but it certainly could. Anyway this is my direction for now. I too would love to continue this blog.
I've narrowed my CLIA lesson plan down to two ideas. I will either do my lesson on kinetic sculpture that focuses on organic shape and movement, or I will adapt a lesson that I found online that invloves students creating a painting with raised lines and focuses on abstract line, shape, and color.
Heather - I would also like to know more about your carving lessons. I love carving, but have not tried this with my students yet. Many are still struggling with the idea of taking their time with things and to continue to work on a project for several art classes makes for a rowdy class after awhile. As some of my more serious art students age, I am hoping they also gain some patience!!! I would really like to keep this blog going also. It is nice to have art friends to bounce ideas off of and comment with. It is also more fun now that we all know each other a little. I like having faces to put with names when I am talking to people.
I'm so glad we'll be sharing these CLIA lessons. What a great way to begin a new school year, armed with new ideas and with the contributing friends an email or blog away. I feel motivated to begin even though I've had very little break so far. I'm working on opening up my CLIA lesson to any media now. The more I think about it the more I realize 3D would work just as well as 2D.
Jeff and Amanda - I'll have the lesson on my flash drive with pics and demos only not my student's work because I can't find that disk. I'll try to bring some other 3-D lessons as well Amanda - I love the idea of portraits for the elderly in your community. Could the kids get credit for service hours doing that? Yarbi - I too have been focused on Monday's fire. Did you know Coach Mulkey? He was such a really great guy. He came by my room a few times to check on kids. I didn't know him well but he always had a smile and something pleasant to say. I tried to e-mail you but it keeps bouncing back, see you Monday.
I agree that the blog has been a great experience. I like this format more that a list serve or chat room because the posts are stored and organized by topic. That makes it easy to look for comments relevant to the different assignments.
Carlee, I like your integration of art and music... this is a good way to get students to understand expressive gestures. I use many examples of art inspired by music, and vice versa including Bearden's work - he called it Visual Jazz; Mondrian's Boogies, and Kandinsky. Do you know Kandinsky's little book, "Concerning the Spiritual in Art"? He compares color with musical instruments - I like to have students read it and then create their own sound-color paintings. They have a lot of fun with it and they enjoy his passion.
I'm going to sign off and get to work on the assignments. Time to stop experimenting and finalize.
Kt-Thanks for the info on your student who used the similar music idea for her concentration. If you don't mind, I'll use it as an example of how this "breadth" project could have been made into a concentration idea...giving the student exposure to a well planned, well thought out concentration statement.
Anna, Thanks for the info on the Kandinsky book...I had not heard of it before and plan to get it in order to enhance my lesson...THANKS!
24 comments:
The CLIA lesson I am working on is a self portrait project. I will take this project in a different direction through symbolism. I will ask students to collect a minimum of six objects that tell the viewer about themselves. I will begin the lesson discussing how symbolsim was used in early art to tell about a persons status or wealth. How objects in a painting also give meaning even though it may not be the focal point. I use this project to help learn a little about the students and give them a chance to draw using their choice of medium in pencil and paper. I came up with this assignment from my drawing class in college and our professor asked us to draw a self portrait for our a exam. I did not want to draw a traditional self portrait, so I selected items to illustrate my life up to that point. I still hang the drawing in my classroom today and use it as an example.
My CLIA lesson plan is based on the piece I chose from the Greenville Art Museum collection. It concerns line and could be used as a breadth piece in a 2-D Design portfolio.
My lesson plan will be based on creating a visual impact from a still-life, using Janet Fish and a few other artist as inspiration. Students will take ordinary objects and create a visual interest using various techniques or elements of design.
My CLIA lesson is related the the Breadth lesson I suggested a couple days ago - realistically rendering a texture collage that adresses positive and negative space in colored pencil or paint. It's complete with the exception of the Procedures section. Only one of the samples has that listed and the entry just says to inform Media Center of unit to assist in locating predetermined resources. The annotated blank copy is the VPA Standards doesn't have that part annotated. Can anyone help me out with that one?
Wow, this is our last day of blogging. I am very sad. I've enjoyed this.
We could certainly keep this blog going. I know everyone is busy completing assignments right now but maybe afterwards. This is a good way to pose questions or comments for the group.
I'm working on a Psychological Self-Portrait lesson similar to Jeff's. Students use their choice of media to illustate their past, present, future, beliefs, struggles, etc. The finished products vary tremendously. Kids really put their heart into this lesson.
I'd love to keep the blog alive!
I am working on a lesson on line in figure drawing and sculpture. Students will develop a contour drawing of the figure and then create a wire sculpture using the same pose. We will look at some of Calder's circus figures and the figure studies of sculptors including Rodin and Henry Moore. I am not able to offer the 3-D AP option but, in terms of drawing, I think that moving between two and three D helps students loosen up and consider the form of the objects they are drawing. I hope I am not off-base in combining drawing with sculpture in this lesson.
Anna, I think that incorporating 3-D spatial thinking into a 2-D figure drawing lesson is a logical approach. Think about what tremendous drawing skills the great masters exhibited and the significant efforts they directed towards the study of human anatomy...especially those who worked in both sculpture AND painting. We all know that excellent drawings of 3-D objects SHOULD appear to have form so that they don't appear flat and unrealistic. Students who are drawing the figure can only benefit from being taught to think 'in the round' as they draw.
I'm working on a non-objective lesson, which highlights artist Wassily Kandinsky's work and Roy Lichtenstein's Bull progression series. I have students work similarly to Kandinsky in that they must create a nonobjective work, based upon a song/instrumental piece. It gets them to think outside of the realistic world of copying.
My CLIA lesson is on stone carving in the round in alabaster. The students have to listen to and watch my presentation, make sketches, models in soap, experiment with small chunks of stone, take a test on terms, procedures, and safety, participate in a group critique, and I grade them by rubric. Their subject matter is personal choice but they must let me approve it before they start. It's tons of work but the results are often fantastic.
Side note - I'd love it if we kept this blog going after class is over.
Carlee, I had a wonderful quote by a student whose Concetration focused on visually representing music. I'll see if I can find a copy of it.
Carleee, here is a portion of her unedited AP statement:
"My idea came from a quote from jazz pianist Bill Evans:
'There is a Japanese visual art in which the artist is forced to be spontaneous… in such a way that an unnatural or interrupted stroke will destroy the line or break through the parchment… The resulting pictures lack the complex composition and textures of ordinary painting, but it is said that those who see will find something captured that escapes explanations. This conviction that direct deed is the most meaningful reflection, I believe, has prompted severe and unique disciplines of the jazz or improvising musicians.'
From this, I learned that music is something that is deliberate and more importantly something concrete and something that could possibly be seen."
My lesson is on expressionistic portraits. I spoke with our local Senior Day Care center last year about coming with my art students to work with some of their elderly. To talk with them, sketch them and just get to know them. The way my lesson will work is to have my students spend at least one art class time per week with their chosen person. They will gather information and make sketches during each session.
Their final piece will be done with in the medium of their choice on 18X24 paper or canvass board. They will use their sketches to bring out the unique personality of their person and use expressionistic techniques from various artist that we study along the way.
Heather,
I am very interested in your stone carving lesson. When we had sculpture I had students do a soap sculpture to understand how release the image trapped inside.
I would like to keep the blog going as well. We are a very small community and the bigger our network is the better chance we have at refereshing each other from time to time as well as share success stories form our kids. See you Monday.
My lesson is developing from experiences I have dealt with all week. Honestly I have stressed over getting this art piece done in such a hurry. I have been working in oil lately and I could have easily used one of those for opposites, but more than one medium and drying time was a major problem. The fire in Charleston this week has been pretty heavy on my mind so I decided to do work inspired by that event (still using opposites of course). My piece is abstract and incorporates a variety of media with some relief as well. From this experience I am developing a lesson in which a student selects an "Event" that is important to them and from this they create a non-obective or abstract multi-media work. Their work does not absolutley need to include opposites but it certainly could. Anyway this is my direction for now. I too would love to continue this blog.
I've narrowed my CLIA lesson plan down to two ideas. I will either do my lesson on kinetic sculpture that focuses on organic shape and movement, or I will adapt a lesson that I found online that invloves students creating a painting with raised lines and focuses on abstract line, shape, and color.
Heather -
I would also like to know more about your carving lessons. I love carving, but have not tried this with my students yet. Many are still struggling with the idea of taking their time with things and to continue to work on a project for several art classes makes for a rowdy class after awhile. As some of my more serious art students age, I am hoping they also gain some patience!!!
I would really like to keep this blog going also. It is nice to have art friends to bounce ideas off of and comment with. It is also more fun now that we all know each other a little. I like having faces to put with names when I am talking to people.
Cindy L, I understand being torn between ideas. I had trouble deciding, too.
KT- Did you find what you needed?
Your lessons all sound very interesting. I look forward to seeing you Monday.
I'm so glad we'll be sharing these CLIA lessons. What a great way to begin a new school year, armed with new ideas and with the contributing friends an email or blog away. I feel motivated to begin even though I've had very little break so far.
I'm working on opening up my CLIA lesson to any media now. The more I think about it the more I realize 3D would work just as well as 2D.
No, Jennifer, I didn't find what I needed. For "Procedures" I just filled in prepatory things. I hope that's correct.
I have a ceramics workshop in Tryon tomorrow. I'm glad because... sniff... I'm gonna miss blogging.
Yarbi: You summed it up perfectly. Having the group's CLIA lesson plans will be tremendously helpful next year and so would continuing the blog.
See you guys on Monday!
kt:-): Have fun in Tryon. I'll be working on my art piece tomorrow. So, I won't be able to come. : (
Jeff and Amanda -
I'll have the lesson on my flash drive with pics and demos only not my student's work because I can't find that disk. I'll try to bring some other 3-D lessons as well
Amanda -
I love the idea of portraits for the elderly in your community. Could the kids get credit for service hours doing that?
Yarbi -
I too have been focused on Monday's fire. Did you know Coach Mulkey? He was such a really great guy. He came by my room a few times to check on kids. I didn't know him well but he always had a smile and something pleasant to say. I tried to e-mail you but it keeps bouncing back, see you Monday.
I agree that the blog has been a great experience. I like this format more that a list serve or chat room because the posts are stored and organized by topic. That makes it easy to look for comments relevant to the different assignments.
Carlee, I like your integration of art and music... this is a good way to get students to understand expressive gestures. I use many examples of art inspired by music, and vice versa including Bearden's work - he called it Visual Jazz; Mondrian's Boogies, and Kandinsky. Do you know Kandinsky's little book, "Concerning the Spiritual in Art"? He compares color with musical instruments - I like to have students read it and then create their own sound-color paintings. They have a lot of fun with it and they enjoy his passion.
I'm going to sign off and get to work on the assignments. Time to stop experimenting and finalize.
Kt-Thanks for the info on your student who used the similar music idea for her concentration. If you don't mind, I'll use it as an example of how this "breadth" project could have been made into a concentration idea...giving the student exposure to a well planned, well thought out concentration statement.
Anna,
Thanks for the info on the Kandinsky book...I had not heard of it before and plan to get it in order to enhance my lesson...THANKS!
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