BCWMS VISUAL ART & DESIGN
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Week Eight

10/24/2017

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More Finished Work

Last week I pointed out that some students need a little more time to do their best work. Due dates in my classroom are firm, but flexible for those who would benefit from a little extra time. We need turn in dates to help hold students accountable, but we also need some ability to be flexible so that arbitrary dates do not hold back those who want to do something extra special. 

It was exciting to see the following works find their way to the finish line this week. I am very excited for how they turned out, but probably even more so for the process in which each student found their way to the best possible solution. I appreciated reading their learning statements and how many hope these works will make their way into competition at some point this school year. 
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Oliver: In my artwork I was inspired by Julian Opie. But instead of doing a piece like his, I desisted to do the opposite of his art. I did a pencil and paper of a realistic face with lots of shadows. I used huge eye because Julian Opie's art has small beady eyes. My art relates to the theme of this project because it is of the "Me" in the project.
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Leila: In this piece, I have a print of myself reaching for the stars. I literally took the saying, "Reach for the Stars", and incorporated myself. I decided to add wings to the figure to have a dreamy effect. I used newspaper that had been painted on for the feathers. For the stars, I opened up certain sections of the negative cardboard space and placed reflective material inside. I ripped parts of the cardboard off, so the piece would have a variety of different textures. In the end, this piece turned out really well and I hope to enter it in to Scholastic!
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Mitchell: This piece has helped me learn how to use various techniques such a molding with plaster and clay and using many different colors to really help bring out my artwork.The art work connects to the theme of the project by symbolizing the ME in you me everybody,the project shows how my face can just be a plain piece of artwork but when you add different textures and visual elements such as unique indents into the clay and using a variety of colors you make or break a piece especially when it's clay.
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Tess: This work focuses on the everybody piece of the project theme. It deals with the current political issue of whether or not football players should be allowed to kneel during the national anthem in protest of equal treatment for all people. I chose to use mixed media to create this piece. For the background, I used block printing, and for the rest of the work, I used cut paper. These materials help convey the message I am trying to communicate because they are bold, and simple, making the message heard.
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Chloe: In this piece I used mixed media and for the background. I used different sponges and techniques to make the background look the way it does. And then the people are made out of black construction paper and I used a xacto knife to get a lot of little details of the peoples faces and hair. This piece ties in with the theme you, me, everybody because I focused in on the people who are really mean a lot to me and these people are my friends so I decieded to do everybody.
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Marie: In this piece of art I chose to portray the idea of 'everybody' by using bottle caps and portraits. I intended that viewers would receive the message that everyone is different, and in a world of differences it is important that we find our own way to stand out. To help push this theme I placed one portrait out of place that had a different background, and a different skin color. By using bottle caps and randomized paint colors, I hoped to communicate this same idea of everyones differences. But by placing them all together, I hope to show viewers that we can come together as a community to create something bigger than our differences.

Building Skills and Understanding

Students were introduced to our next Challenge Theme: Spaces and Places (real or imagined). We looked at the work of Vincent Van Gogh, Ansel Adams, Georgia O'Keeffe, David Hockney, and Nathan Walsh before starting out plans for possible ways in which students could explore ideas surrounding the places we visit. 

It was fun to see students dive into the sketchbooks right away and start planning out ideas without hesitation. The work we did for our first challenge has helped spark the importance of thinking through ideas and trying out various approaches in a smaller format before making a commitment on a larger scale. This shows me that students are able to generate ideas on their own, do the research they need to help inform their choices, and try out solutions before making a choice on what interests them most. 

We also used this week to broaden our skills with various mini-challenges using collaged paper and digital works. Students learned about how to establish an environment by activating the foreground, middle ground, and background of a work as well as how to use various tools to achieve desired effects. It was fun to see students use these skill-builders as a springboard for generating ideas for their project and the results of their learning. 

Landscape Fast Collage Challenge

Students created the following landscape collages to demonstrate their understanding of foreground, middle ground, and background while also using collage skills to complete a work. We started out by looking at The Art Assignment Video featuring landscape artist Robyn O'Neill before getting out the glue and scissors and getting to work.

What made this a successful challenge was that the size of these collages were kept to 6x4 inches big and students only had about 25 minutes to create them. Students sometimes struggled with the limited size and time, but by keeping it small they had to forget about being perfect with their choices and focus on demonstrating the various aspects of a landscape as well as the figure/ground relationship. Some enjoyed the process so much, they made more for fun.
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Riley
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Tobin
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Cierra

Photoshop Challenge 2

Students were given another Photoshop Challenge to complete this week as well. These works help build students skills while producing works they are proud of and that they were able to have a say in making. It has been fun to see some students really grow their understanding of how to digitally manipulate images and how to make images from scratch, rather than always relying on the internet. 

Here are several examples to show the range of methods in which students created works to demonstrate their understanding of creating visual space while manipulating the methods and tools within Photoshop. 
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Finn
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Jenny
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Jake
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Emmie

Almost The End of the Quarter

With the end of first quarter next week, it has been such a delight to see students grow and shape their understanding of art in new ways. Students have been exposed to a variety of artists, methods, and tools to use as a starting point for their own creative journeys. I am excited to see this quarter come to a close and how students leverage their learning from this quarter to push themselves even more next! 
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Week Seven

10/23/2017

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Finished Work

Students finished their work for the challenge "You, Me, Everybody" project. In this challenge students were asked to create a work that was either about someone else, themselves, or a larger community/culture. We looked at the work of Julian Opie, Frida Kahlo, and Do Ho Suh as examples of artists who use a variety of methods and media to tackle this prompt. Before students started their final works, they created a series of sketches to work out ideas and we also went through various materials and how they could be applied to their final works.

It was fun to see students work with different media, try new ideas, and change their pieces based on experience and feedback. I am always amazed when students are able to put feedback to good use and apply the concepts and ideas taught.

Application of ideas and methods to achieving those ideas is something I am striving to teach throughout the term. It always starts a little slow, but as you can see with the examples below, students are able to use the skills we have build to achieve their desired effects and create one-of-a-kind results that both meet the standards set as well as their own artistic vision. 
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Kalynn: In my piece I am representing the idea of everybody. I have showed everybody be drawing different hands gripping a rope. This shows that we are all holding onto the same thing and are doing so together. In my art I used color for the rope to try to make it the center of focus, and add depth. Overall I have learned several new techniques and enjoyed overcoming the challenges to create my piece of art.
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Serenity: I wanted to make this clay piece because I am not very good at drawing faces so I thought that I could make a face better using clay. I focused on the you part of the theme you, me, everybody. I didn't completely base it on a specific person, but it is not a drawing of me so I consider it a you part of the theme. I used different clay tools to make different textures in the parts that have hair so that it would become more realistic and look like a person. I left the lips in a neutral face to make the face look like the person was having an average day. I chose to do red hair and purple eyes because when I was a little kid that was who I pictured my self to be in our house games.
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Cheyenne: First, I drew my own portrait and then I traced it with a permanent marker and put printmaking all over it. Then when I was done with the printmaking which took me about 4 to 5 days, I traced my portrait with chalk pastels and then it made it look 3D like the image is popping out. This connects to the theme "me" because I like to do artwork based on me what I like and what I like to look like.
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Dylan: i got the idea to do this when i thought about how different me and my family are, but how we are all the same. so i went for a broken mirror effect on the many photos that i have to show how differences between us, but how we are alike.
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Mary: In this piece, I did something very similar to a self portrait.In the middle is an artist persona of myself, and around is some fictional characters from some of my favorite franchises, except the two at the bottom, which are two characters of my own with their own stories.
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Sophia: I originally was going to do the backs of peoples heads for my project, and when I was coloring the hair, I just started to doodle in my sketch book. After trying my head pictures twice, I decided I wanted a different picture instead, and I decided this picture was the one I wanted to use. I had a lot of fun with this project, I went out of my comfort zone with picking my own project with a very broad outline. It took a while for me to pick my final project, but I think I picked a good one. I learned about a paint that is water color, but it starts as a liquid! I thought that was really amazing, so I used it on my background! I also leaned a new technique form my art teacher Mrs. Campbell called feathering. I personally love this technique, and hope to use it in the future!
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Kennedy: For my project, "you, me, everybody" I did more than one piece of art and i seemed to like this one the most. The project is focused of everybody, and the eyes represent everyone's eyes. i used a piece of Gelli plate to put on the background colors and mix them together, the colors i had used were pink and blue and the colors mixed together to make a purple color too. I used a black sharpie marker to draw the eyes and i used chalk to help the eyes stand out.

The Problem with Due Dates

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Due dates are necessary. They help hold students accountable and set pacing of content for the term. With that being said, I really find them to be hard to follow with students who decide to go above and beyond with assignments. I do not count this against the final grade if work is late because of this. I do not think it is fair to punish students who want to take more time on their work because they are doing something special. 

I do have an issue with students who misuse their time and turn in work late or rush through projects without using their skills and understanding to show what they know. That is why I think due dates should be set, but be flexible. For the students who are unable to meet the deadline because their work is more complicated or in-depth, they have to find the time to finish outside of the set class time and that is usually not an issue. If you care about your work so much that you are willing to spend more time on it, chances are you want to see it to completion. 

Here are some works I am excited to see come to completion soon:
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Week Six

10/14/2017

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Working Artists

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Students will often find collaborators to help them achieve works that may be outside of the normal perimeters. It was fun to see this student recruit others to help him paint his face (with a note of permission from mom, of course) to use in a digital work. Before cleaning his face, he also made sure to get a monoprint of the work.
Students spent most of this week working on their pieces which explore the theme "You, Me, Everybody." In this first challenge, students are asked to consider how individuals form a sense of self and what makes us similar as well as distinct. We have spent much of our time up until this point working on getting used to various media application so that when it came time to really get into a concept, students would be able to apply what they thought would work best to finish a work they developed on their own. 

Inspired by artists of note for this assignment (Julian Opie, Frida Kahlo, and Do Ho Suh) as well as other works I show them from past students and a great TED talk by Phil Hansen, I ask for students to think about how they can use what they know about manipulating art media to say something about the theme that makes the most sense to them. Before beginning on final works, students are asked to create a series of thumbnail sketches of possible solutions as well as list the materials they think they may need to complete the work they would like to create.

This can be a big challenge for many. In order to avoid some of the pitfalls of feeling like they may never be able to come up with an idea, I saturate our Schoology page with old lessons/solutions from former students and step-by-step how-to's to help those who may be stuck with what to do. I also make sure and refer to artists that can be connected with the work they settle on doing for this project as well and use their sketchbooks as a place to explore and play with ideas. One of my favorite resources to use is the Scholastic Art Gallery of former student winners from around the country. Using student work that is both age appropriate and aspirational helps push students beyond simple or basic solutions and challenges them to think in a larger scope and to reach further than they have previously.

We will be finishing up this theme next week and I am very excited to see where we go next. There is a nice variety of materials being used and approaches to the topic that are making me think about the stories my students have to tell. It will be fun to share this work with parents at conferences next week. 

Here are some images of students working:

Leaves for Sale

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These leaves will be available for purchase during Parent Teacher Conferences on the 16th and 18th. 8th grade students made these on the first day of school and we took the time to glaze them this week. They were made by rolling out slabs and imprinting leaves before being bisque-fired and then glazed with one coat of a color. We rubbed some of the color off before putting on a clear coat and firing for a final time. They get that reddish look because of the type of clay that is used to create them.

​I love the results and think they would make a great addition to any fall themed table scape. Any leaves not sold will be available for purchase at the upcoming Byron Center Fine Arts Boosters craft fair at the high school on November 11th. The funds will be used to help offer additional opportunities for students to perform and participate in the WMS Art and STEM program. 
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Week Five

10/7/2017

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Days of Demonstrations

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The first few weeks of class are spent on demonstrating how to manipulate media in a variety of ways so students can then make choices on how they would like to apply those concepts in their own work. I find this time to be some of the most fun and also some of the most frustrating. 

It is fun for me to see students dive into media and work with tools in ways they may have not thought of before. It is frustrating for students to understand that these are experiential learning exercises and not meant to be final products or projects. Many are not used to experiential learning practices that ask for them to play around with ideas; they expect to be given direct instruction and have that outcome be counted as the application of learning. 

As I work with students more and more, they will begin to see that these exercises are an important tool for gaining understanding and that how they choose to apply the exercises learned in their own work will be the real demonstration of the learning happening in class. This gap is sometimes hard to get students to see past, but it is something we will be working towards closing as the semester continues. 
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Week Four

10/1/2017

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ArtPrize 2017

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As another week of ArtPrize 9 was in full swing, so was our excitement to be a part of it. For those of you not familiar with the competition, it is a 19 day annual event in Grand Rapids that really begins much earlier in the year with creating work and connecting with a venue. 

This year was the first year that a Youth Collaboration Award was offered, which was the incentive for us to pull something together rather quickly last spring. We almost did not make it in, though. It was not until the last day of venue connections that we found ours in Monroe Community Church. We are so thankful they took a chance on us and the response to our display has been amazing! 

Students this week were especially thrilled when our work showed up over the course of several days on local news because our venue was named by the Jury Shortlist as a Most Outstanding Venue finalist. Even though our work may not win the $5000 grant for the Youth Collaboration, being a part of a venue to receive this kind of recognition makes us feel like we won. 

When we came up with this concept to create a work that was a visual response to standardized testing due to the timing in which is was made, the goal was to make something that went beyond cliche kid art. We wanted to make something that we could put up in our school as art in and of itself. I think we did that and I am very proud of the response we have gotten for it.

Names Complete

I have a hard time with remembering names and I share with my students that as a visual learner, it helps me to learn something when I am able to see it connected with an image. This introductory project not only does that, but it also helps me learn about my students and what interests them most. It is fun to see how they approach this challenge and the variety in solutions as well as rationale behind the visual choices they make to complete it. 
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Kaylynn: In this piece I used objects and colors that I enjoy to spell out my name. For example for my L I used a lighthouse because I enjoy going to the beach. This project was a really great way to show who I am as a person in the form of art.
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Cooper: Everything in the name Is something i like c is for the game rocket league the 2 o's are a soccer ball and the chrome symbol, the p is for science the e if for one of my favorite numbers 1,111 and the r is a alligator, my favorite animal.
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Anna: What inspired me to draw in this style and what to draw for each letter came from what I love and what I care about. I love to go to Anna Maria Island which is my A, and I love art which is why I did that for N, I love plants and succulents which inspired to do that for N, and last I love to be happy and I love rainbows so thats why I did that for my last A.
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Logan: I love this project, I chose all my letters based on scooting. It my favorite thing ever. The L is a scooter, The O is a brand that sells scooter parts.(outset select) The G is a brand also that sells scooter parts. (proto scooters) the orange things are allen wrenches. and the A is a wheel. The N is a rail for grinding on with the scooter.

Photoshop Challenge 1

In addition to finishing up their names this week, students also learned some new skills on Photoshop by selecting a level (beginner, intermediate, advanced) and completing a tutorial within that level. It was nice to see students use their technology to advance their skills and try something new. Here are some of the results: 
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Overall, this past week was pretty exciting. It was so incredible to see our work on the news, learn more about my students, and see my students try new ideas using technology. 

I am very excited to learn about the ArtPrize results later this week and everything else that is planned with my students! 
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    Janine Campbell

    Teaching Visual Arts since 2004 and making images since picking up a crayon.

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