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Week Fifteen and Sixteen

5/19/2018

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​These past two weeks have been a blur as we have finished up multiple projects, gone on a field trip, made more progress on our ArtPrize piece, and planning our big Art show. I can only assume the rest of the year is going to fly by like this as we get closer and closer to exams and the BIG celebration in New York City for Scholastic! 

Objects Complete

Last week, students finished up their objects projects and posted the results on Artsonia. It was fun to see how they interpreted the assignment and even better was that many of them tried new media in new ways because they could not use materials they had used before. 

For the past four years at least one of our National Scholastic Medalists' works have been a result of this prompt. I think the main reason for this is that when you are forced to go outside of your comfort zone with new media, you are more willing to try creative risks you might have otherwise avoided. 

Here are some examples of the creative risks students came up with for this assignment:
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Avery: For this project I created a bracelet made of many different materials. By using wire, magazine clippings, and clay I was able to compose a decorative wrist piece. This bracelet connects to the project theme because jewelry is often used as family heirlooms and can be very sentimental. I also based my artwork after Mitchell Feinburg's work because he uses ordinary objects and hides a deeper meaning within them. This bracelet has many hidden meanings such as, diversity, awareness, and recycling. By creating this artwork I hoped to show that even small objects can make a difference or impact people's lives.
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Chelsea: For the projects “Objects” I chose to do a tray of sushi because it is one of my favorite foods. The sushi rolls are made out of felt and wool to add texture to make them look real. The tray is made out of clay and it has flower designs to make it look more realistic. My artwork relates to Mitchell Feinberg because I used a 3D material and made a piece of food. Mitchell also had art focused on food. I liked doing this art project because I got to work with new materials.
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Gabby: For this project I chose to choose an object that means something to me that was given to me from my grandma. In order to execute this I chose to block print to put an emphasis on the necklace and my grandma passing it down to me. This piece relates to both Jim Dine's robe piece because of all the different lines making up the art and also Mitchell Feinberg's piece where he imprinted bags and other objects into flower just like with what you do when block printing.
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Aron: I took some paper and put it in a plastic mask face thing. Then I drowned it in glue, and after a few days of waiting I got a mask. After that I took a piece of paper, painted it red, cut it into shapes, took a reflective sheet, cut some shapes, and glued it together with the red paper. After that I glued it all together, after hole punching spaces to put yarn, so that the mask would be wearable. I believe this artwork is sort of like Audrey Flack because she uses a lot of color in her work, and I believe that this mask uses color.
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Olivia: For this artwork I created my own scratch art paper and scratched out my glasses onto it. To do this I used oil pastel and drew my image out with that. Then I painted black tempera paint over this and because water and oil resist I was able to scratch off the the paint. Now you can see the image of my glasses with scratched designs. This artwork relates to the theme of objects because it shows an object but in a fun way. My piece relates to the works of Wayne Thiebaud who draws lots of objects but in simple ways that interest you.
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Madeline: I like to make things that is out of the box, not just a typical painting, even though those can still be powerful. Gumball machines are in lots of stores and it seems like they are never empty, yet many people get them. I chose this material because it helps convey the message that every quarter you leave behind for the gumball, helps the store that it is in. Like Mitchell Feinberg my art shows things that get left behind but, in his picture of cigarettes that shoes how they effect the earth. In my artwork the quarters help the earth, so in a way they have the same idea of things getting left behind.
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Caden:I used block printing for the first time. This technique was good for making the object pop out at the viewer. I carved out a block and applied paint to it. Then I put the painted block to a piece of paper. I used the brayer to apply an equal amount of force to get all the paint from the block, onto the paper I think my art relates to Audrey Flacks art because I used a lot of color in my art piece. Audrey used lots of color in all of her art pieces too. Each color used in this piece of art makes the object visible in a different way.

Issues

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After students turned in their objects projects, we focused on the theme of Issues. Students looked at Wordless News by Maria Fabrizio as inspiration before doing some research and creating works that went into a topic or issue they thought was important to highlight with art. This was a very quick project, so students were limited to 2D media. We also got to use the iPad cart with new apps we received thanks to a newly funded DonorsChoose.org project! This has been a great resource in our classroom so far and I am so excited to utilize it even more next year! 

Here are some of the results:
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Jeffery: This work is about being stressed out about school and everything you have to do.
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Allison: The inspiration for this piece was the world issue fracking. Fracking is the act of forcing a high concentration of gasses and chemicals into the earth to make it crack open to get to natural gasses and oils. The act of fracking causes an immense amount of damage in habitats and the earth in general. It was also inspired by my English class where I read a book talking about the issue. This images was aquired for PBS LearningMedia teachers and students from Getty Images. Provided by: Science Source.
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Hannah: I decided to do my issue on anxiety, its something I have dealt with for such a long time now.Many other people deal with anxiety as well,I decided to do photography because it can capture the real meaning and the time.I decided to do my pictures a bit blurry and crazy,because people with anxiety knows how it feels durning an attack.I wanted people to see what it was like.Alot of people are scared to speak up about there anxiety or just don't recognize they have anxiety, but I have a voice and I want people to know there not alone.
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Alex: I chose homelessness as the issue for this project. Homelessness is a problem across the U.S. and people walk by it as if these people don't matter. However, they may have a mental issue or never got the chance to learn education or have enough money to even start for a job. This piece of work can be related to the hardships we learn about in history class and how that has made things increasingly more difficult for people. I was able to really understand this topic by looking at a video on PBS learning media which had a video from 2017 about a student athlete who didn't have a home.

STEAM projects

The past two weeks have been busy in the Art classroom. In STEAM, we go through five units (one for each letter of STEAM) that have two parts: a "Have to" and "Can do." "Have to" projects are projects I direct students through that connect with the letter of focus for the unit and "Can do" projects are student developed. Students completed their "Can do" projects earlier this week and uploaded them to Artsonia.

t was fun to see students work through a variety of solutions. To help them brainstorm, I directed them to the "Hands-on Projects" section of our online subscription to Scholastic Art Magazine. This helped many students gather ideas and take bits and pieces to make their own project. 

It was so much fun to see students develop their own ideas and implement techniques from their "Have to" videos that they shared the week before. It was even more fun to be able to make additional artist connections to students' works and help them develop the creative courage to take bigger risks in their own art.
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Sophia: The artist that inspired me to do this artwork was Robert Rauschenberg. He does colorful printmaking and layers the things he prints on top of each other. For my artwork I did 2 different block prints of Paige in black. Then I took two different pieces of paper and put colorful mono prints on it, and did a collage background. Lastly, I printed the faces onto the collage background and put frames around them.
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Evie: For my project of choice, I decided to try felting again. I tried to do something similar to this last year, but I ended up with far less details, the work being smaller, and just lower quality art. Revisiting this, I had more materials and more time to work on this, which helped me make it far better from last time. The art work also has more personal meaning behind it which made me more passionate to complete it, something that makes my work far better than when I'm just doing it for a grade. I got to use buttons (which I forgot last time) and I made two (which I wanted to do last time) instead of one. While some parts were more rushed and look not as good, I feel like I did a lot better and I'd love to keep working on my felting skills.
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Jenna: For this project i did mono printing and cut the prints in to shapes and glued them down.The spots that didn't have a shape i used a stencil and a pencil to fill it in.
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Khiem: One of the thing that I learn through out this steam years is a mood board. So I organize my past art with some changes in them into a mood board because I think it would be a good way to end the marking period, is to include most of my art in to one with some extra idea or idea that I have before I created my final art. So to round it all up I use the mood board design to organize my art or sketch that I have over the year to remember what I accomplish.
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Marie: In this piece of work I was inspired by artist Tom Friedman in Scholastic Art Magazine. Friedman developed a piece of artwork made from corners of cereal boxes. In his work, he put all of the geometrical triangles together to create a cereal box sculpture. With my own work I used the idea of 3 dimensional triangles formed together in order to create larger piece of work. But instead I used paper folding and origami techniques, as well as mono printing and mixed media ideas.
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Ashtyn: For this project I made a wire hand, because in STEAM we are on the art can do and Mrs. Campbell said that we can do what ever we want as long as it is art related. I made a wire hand because I have never used wire before and thought it would be interesting to try out, and it was.
Students also worked on their Math "Have to" projects this week with a look at radial symmetry. We did this in a variety of ways: first we worked on making buttons, then we made chalk art outside, and finally worked on digital works. This lesson was adapted from Liquitex and I will also be sharing this on Instagram in hopes of winning a $1500 contest I found out about at NAEA in Seattle. Wish us luck! 
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Trever
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Jenna
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Sophia
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Kenzie
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Chloe

Meijer Gardens Field Trip

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For the past ten years, I have been able to bring students to the Frederick Meijer Gardens and Sculpture park. It is one of my favorite parts of Spring and we could not have had better weather for our trip!

Students were led on a tour of the Japanese Gardens (which is a new addition to the park) by docents and learned a lot of information about how they created this part of the park. They were also in the process of installing a new exhibit with cranes that lowered sculptures into place, which was exciting to see in action. 

Getting Ready for Arts a la Mode

This week is going to be another action-packed one! We are so excited about Tuesday and hope to have a great turn out for the events planned and look forward to sharing the results in our next post! 
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Week Fourteen

12/7/2016

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Challenge 4

This week students were challenged to create a 2D work that tacked an issue they felt strongly about and shows importance to either the past, present, or future. After brainstorming ideas, students were encouraged to use PBS LearningMedia as a resource to research their ideas and apply the information to help craft the imagery for their work. 

An artist I used to help gear students up for this kind of challenge was Maria Fabrizio. She is the author of "Wordless News," a blog where the artist aims to capture a headline everyday in an unique image. Maria spoke at the MAEA fall conference and shared her process and how she gets ideas. I especially like that she creates many of her textures at night and scans them in to create a library of them that she can use when appropriate for her work. I knew when I heard her speak that I would have to use her as an artist of note for my students.

Students really connected to her work and enjoyed going through her posts and trying to guess the headlines. 

After only five days of work, here is what students came up with for their answer to the question, "What is your issue?"

​Can you guess their topic based on the images?
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Trevor O.
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Ashley W.
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Abby B.
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Jackson C.
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Jenny P.
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Colton S.
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Braeden H.
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Connor B.
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Lexi M.
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Jackson Z.
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Many Issues

5/12/2016

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Students finished project this week that centered around an issue of their choosing. They could look to current events and were encouraged to use content they were studying in other classes to help inform their selections. In addition to using prior knowledge, students did research using PBS LearningMedia's resources to help further their understanding and inspire the images they created. 

From endangered animals to bullying, students selected a wide variety of topics for this quick project in which they were to use 2D media to complete their works. 

Below are some highlights from the assignment: 
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Nikki O.: My problem is that our elephants are endangered of going extinct from this world. What would our be with no elephants? To me our world would be boring. I love elephants and everything about them, they are such a wonderful animal taken for granite. My art piece reflects on this issue because I drew an elephant on top of the white paint, also the cardboard and the collage looks unfinished. This is trying to say that the world would be unfinished with out the elephants here with us. This project relates to science, because it would affect the worlds food chain. We talked about the food chain this year, and if one thing is off balance the whole food chain is affected. Help save the elephants! We need these creatures in the beautiful world with us!
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Jackson l.: Drugs. Drugs, are terrible. They can tear families apart. They can destroy lifelong friendships. They can consume people and make them lose time at everything they really want to do. Make it stop.
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Ella P.: Every year in school we have health class and they talk about drugs and alcohol. But smoking is one of the things that always catches my eye, People should know that it doesn’t keep u alive it just makes you one day closer to die and makes your lungs slowly turn black and unhealthy. We have the right to stop it if we want to but some people can’t stop what they started. The word BREATHING RIGHTS is meaning, you have the right to breath with clean lungs and not become a unhealthy person. Because once you start its hard to stop.
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Sarah W.: My artwork is about World Peace. It connects to history because we were just learning about World War 2 which was anything but peaceful. My work reflects the issue because World Peace is a choice just like an update on a computer. I chose this issue because it is important to me. My issue is very important to me because there are days when I see things on the news that worry me and for sure worry other people. Nobody should have to live their life scared or nervous about what is going on around them.
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Abby B.: In my artwork, "Once Upon A Dream", I used the issue of environmental problems to create my piece. To create this piece, I used all colored pencils, and I made sure that I added lots of value to give it more of a realistic look. I choose this issue, because in my science class, we had talked about things like pollution, chemical runoff, smog, which are all environmental problems. That discussion had inspired me to create a piece that will help people understand what problems we currently face and problems that we will face in the future, caused by environmental problems. In my piece, their is a snow globe sort of thing, with a clean world inside of it. Inscribed on the bottom, it says, "Once Upon A Dream". Outside of the window, you can see a city, covered in smoke and pollution, with dead grass and trees, and multiple cars. To explain this, I have the snow globe say "Once Upon A Dream", because it was so far from happening, it was like a dream. I also included the city outside, to show how far away it was from happening. To finish it off, this was a fun but important project, and I am excited to do one like that again.
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William B.: This project is to me a really deep theme "Bullying" this person is made of a paragraph about bulling and how it hurts people in a lot of ways this is what i did because many people dont really care about bullying and dont think its a big deal but when people get bullied they they sometimes hurt them self and even kill their self. When either your the bully or the victim it is never fun because often times the bully is probably going through tough times or is getting bullied, too.
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Exploring Issues

5/5/2016

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This student is using Rosie the Riveter to highlight gender roles and equity.
Students are focused on issues this week. We started out by brainstorming events (both from history and today) that are concerning. Students then narrowed down their ideas, used PBS LearningMedia to find research to inform their issue, and started sketching out possible ways to address their topic through visuals.

We then looked at artists like Caledonia Curry and Barbara Kruger and how they address a variety of topics in their work before students finalized plans and started on final works.

From highlighting endangered species to calls for equal rights and bullying, students are selecting a variety of topics to explore in their art. They were limited to using 2D media and a much shorter time frame, so I am excited to see these works completed by early next week! 
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Dealing with Issues

12/11/2015

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This week students finished up a shortened project where they were asked to select an issue or concern they have that could connect to a current of past event. 

It was interesting to see students narrow down ideas and explain them to classmates before selecting materials and creating their works. 

With all that is happening in the news, students ideas and art works ranged from athletic injuries to terrorism to climate change and how people engage with technology. Students started by brainstorming lists of issues they deem important, then they turned to PBS LearningMedia to research and find articles, videos, or images that would inform their topic; once they gathered their information they sketched out ideas, presented them to peers, and then they got to work with their final pieces.

We had a shortened work time, so students were limited to working with 2D materials and I introduced them to the concept of Artist Trading Cards as a possible solution to the time crunch. I was happy to see many students take the opportunity of the limited time to try something new and push themselves with concepts and ideas.

The images below show students works in progress as well as some of the completed works.  

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Trever: For this piece, I chose the topic of the Paris attacks. There is black and white around everything, except for the french flag. This represents that while everything seems bad, people will pull through it.
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Paige: In my piece of art, I can show that my work connects with the school subject S.T.E.M. This is because S.T.E.M has technology and possibly social media. Overall, S.T.E.M has technology in it, and so does my artwork. In my art, I am showing how technology and the internet can affect people’s relationships and how it is separating some people’s special connections and friendships. When two people are married, for instance, the internet can get in the way of spending time with each other. For example, if two people were married and they decided to go out for dinner one night, they would most likely be on their phones checking their social media instead of talking to each other and having a conversation. I chose this issue because sometimes when I see people in a restaurant, they are on their phones the whole time, instead of talking to each other. In my opinion, I think that instead, people should be talking to each other instead of being on their phones. This is why I chose this issue. My art overall shows how technology is separating people’s love and relationships and is stopping people from getting to know each other better and having a real conversation without technology getting in the way.
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Ana: In my project I decided to choose the issue of Global Warming and how humans have impacted the earth for the negative which has increased the chances of global warming. I decided to choose this topic because it is a pretty big current event right now and most of the audience should be able to recognize the message that is being shown in this piece of art, quickly. In science class we actually studied Global Warming and debated about it in class, with group presentations and we learned about the greenhouse effects in our ecology Unit. My work does reflect the the issue of Global warming, because when I think go warm, I think fire. So my art is a depiction of a man roasting the earth, in the fire, sending a message that humans are warming or killing the earth itself. I decided to have my art in a gray scale because it show the dullness and the negativity of the issue of Global Warming at hand. Saying if we don't stop this warming, then we shall cease to exist, and that we are the only people who can decide whether or not to stop this. Because the life on Earth and the Earth itself depends on our decision to stop or not to stop.
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Cameron: In this piece, I chose a variety of different issues that impact the world today. I decided to choose these issues because they are things that I think are problems that could lead to bigger things. The global warming and deforestation cards relate back to science class and what we are learning about. My art represents the problems I chose in more of a funny way, but in all seriousness these are major issues. I gave the cards a point value on how I serious I thought the level of these problems are. I really enjoyed making this piece of art and hope we can do it again.
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Eli: For my issue, I chose to do the issue of concussions in sports. I chose to do this because it is a big problem, where you will be fine one moment, then on the ground with a concussion the next. This could connect to science class, because of how it shows how if the brain is shook back and forth violently can cause bleeding and a concussion. We learned this in science class, which helps me relate to my project. One reason sports concussions are bad is "Concussions cause head injuries, which can lead to brain diseases."-(wgvu.pbslearningmedia.org) Another piece of evidence is "Highest risk of concussion sports-Football -Ice hockey -Lacrosse -Soccer"-(wgvu.pbslearningmedia.org) This shows the problems of concussions that we face in our world today, and how concussions are dangerous and should be stopped in order to stop injuries and deaths.
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Jewel: I decided to create this set of artist trading cards because of the limited time that we have and the ideas that sprouted into me. I selected the topic about how some people think the government has been brainwashing us into different ideas and taking control of us. The United States is crumbling and we can't do anything to stop it unless we try to not give into the words of the powerful. This could connect to my history class, in which we learn all about the mistakes that the US has made and how we can't change it. Now, everything is being recorded, written down and labeled as one of the United States darkest times. Parts of my piece shows this problem by using the human hand and the gloved hand, aka the governments hand, controlling the others and how the lady is knitting her brain or making the decisions of the brain or how my work shows the different body part such as brain, eyes, mouth, ear. It also shows this theme by the use of the dollar bill which represents the US and how it is crumbling.
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Adam: I made this piece to show paris peace. I used a video from the PBS site, and that was the only source they had about it. It told me about the pain, and that made me want to make something. This made me very happy to make art for a cause like this. I used the colors of there flag, and the peace symbol, to combine to make a great art work. The stars show the dead looking over the world, making sure it is ok!
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Cari: For the art piece I used value and shading to make it. This art is based off the 9/11 tragedy that deviated many peoples lives. In Science we are learning how different body parts and how they connect to the brain so I drew and eye with the New York reflection in it.
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Ethan: This is a picture of an American Flag, I made this to represent the issue of Terrorism, and to show that no matter how bad it may become, the flag will always stand, and we will stand with it. This can also be connected to our history class where we are currently talking about the Americas, and how they want to remain strong and proud.
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Onto Issues

12/5/2014

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8th grade students spent this week brainstorming, researching, and sketching out designs for their next project theme: Issues and Concerns. Many artists are interested in reflecting current and historical events in their work as well as questioning how things work, how they could work, and what the future might bring. I challenged my students to select and issue or concern they have and use PBS LearningMedia Student Portal to find images, articles, videos, and other helpful resources to inform their position on a topic of their choice. 
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Students selected topics ranging from the environment, to tolerance, to disease, to student stresses and began to think of images and symbols that could help them visually communicate their ideas, feelings, and research on the topic. Once completing some sketches of their work, they did three minute critiques in small groups to get and give "stars and wishes" about the ideas and plans presented. This offered students valuable feedback to their peers to help narrow down their ideas and rework any unclear plans they may have had. 
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Some students finalized their concepts today and started getting to work on their images. The only limitation to the work is that they had to use 2D media (which you will see is even a little bit bendable). 
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Gabe is working on a digital drawing in Photoshop about Technology. He is illustrating the journey of a computer virus.
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Nolan is working on a drawing that illustrates the stresses of school. He is using the image of a brain as a "stress ball" being squeezed by a hand. Surrounding the hand will be a chaotic arrangement of what causes stress to students.
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Lauren is creating 3D figures that she will photograph and then edit into a comic strip on Photoshop, illustrating issues around friendship, belonging, and being yourself.
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    Paint
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    Pastel
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    Paul Flickinger
    Peace
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    Perspective Drawing
    Photographs
    Photography
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    Pinwheels
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    Plan
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    Sculpture
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    Service
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    Show
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    Snow
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    State Film Festival
    Steal Like An Artist
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    Street-Art
    Students
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    Summer
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    Sumo-paint
    Sun
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    TAB
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    Technology
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    Thanksgiving
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    Van Gogh
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    Video
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    Week Eighteen
    Week Four
    Week Nine
    Week One
    Week Seven
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    Week Six
    Week Ten
    Week Thirteen
    Week Three
    Week Twelve
    Week Two
    West Michigan Chalk Art Festival
    West-Michigan-Chalk-Art-Festival
    Winner
    Winter
    Wire
    Wrap Up
    Wrap-up
    Writing
    Year End Review
    Zentangle

    Picture
    Picture
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