In the middle of the week, I demonstrated felting and used the wonderful resources of Cassie Stephens to my students. Many decided to try their hand at it (as you can see in the images below).
Students worked on a new challenge this week that asked them to consider the items we value and those we do not. In doing so, they also were tasked with using media or materials that they have yet to use in their work. In addition to viewing artists' works that focus on objects and items as their subject, students were introduced to the idea of repurposing materials that are not usually thought of when making art or using materials they have yet to try this semester.
In the middle of the week, I demonstrated felting and used the wonderful resources of Cassie Stephens to my students. Many decided to try their hand at it (as you can see in the images below).
This project has been one of my favorites for years. It has also been pretty successful in yielding unique pieces that have done well in competition. I am excited to see where students end up with these works and which we might be able to save for next year's competition cycle.
After School Art students have been hard at work making the banner to represent their class that will hang with the others in the cafetorium. After months of sifting through ideas, plans, and lots of cutting and arranging, students started to finalize their work by actually putting the pieces together. The hope and goal is to have this complete and ready for display by our May 23rd event, Arts a la Mode!
Back from Break
In addition to motivational messages written on my whiteboard in the hall to meet students that included "It's the beginning of the end" and "Be like the Patriots this 4th Quarter," I welcomed students back from break with some quick creations that exercised their understanding of a variety of media.
I thought this would be a good way to ease back into the swing of school after a little over a week away from the grind and it would help students focus on successfully completing the skill-building tasks and use that to springboard into a successful 4th quarter and end to the school year.
Photoshop Challenge 2
Before we left for break, students spent time with on a Challenge and STEAM collaborative that both looked at spaces and places as their subject. I decided to welcome students back from break by continuing that subject into four possible Photoshop Challenges for students to select and complete over the course of two days. Students had the opportunity to create a landscape, perspective drawing, altered graffiti name, or space image and in the process learn more Photoshop tools and experiment with ideas and their understanding of how to create images digitally.
Here are a few of the results:
Sophia: In my artwork I used a picture of this hallway in our school and I used the pen tool to trace over all of the lines. I also used the gradient tool to create the color across it. I like the work I created because I think it challenged me and it ended up very cool with the colors and all of the lines.
Arianna: The style I did of my graffiti name is I chose the Kodiak style off of graffiti creator and my name ended up looking like this. I decided to use bright colors like lime green, hot pink, and turquoise. I also decided to put 3d bubbles and make them yellow to make the letters pop even more. In the end I put it on a brick wall and turned down the opacity so it would look more realistic in the picture. I also decided that was not enough and I could do more. So then I figured out I could add a shadow holding a spray can that made the graffiti and then I also turned down the opacity on the shadow so it wouldn't be so bold.
The middle of the week transitioned from digital work to more traditional drawing methods. We spent one class period this week simply working on our observational skills and thinking about how our eyes work when we are using them to help us draw from life. One of my favorite exercises if to just simply walk students through a looking/seeing process and verbalizing how to really examine what is in front of you before you start to draw it.
Observational skills are important and can be fostered, just like any other skill can be. During our day of observational drawing, we practiced non-dominant hand drawing, dominant hand drawing, and abstraction through enlargement. Students used their shoes and strings to do this and then worked on turning one of their smaller drawings large on a bigger sheet of paper for our Mixed Media experimentation. This is a great lead into our next challenge, where still life can play an important role.
Mixed Media Speed Dating
As I did with students last semester, I set out materials at each table group with introduction cards to using collage, watercolors, ink, pastels, and sharpies/gell pens with stencils. Students then rotated in 5-7 minute increments around the groups until their observational drawings had each of the media processes on it.
It is a really fun way to introduce students to new media (or even old media in new ways) and they ended up with a work that many enjoyed as a finished piece. I think the best part of this process is that the emphasis is really on experimentation with media and the end product is secondary; however, many students will use their experience to help formulate choices for their upcoming project Challenge that brings the focus in on objects.
Here are some results from the process:
Ella: With this piece I fell in love with all that we got to do around the room. I was new to calligraphy but fell in love with the way the pen moved and the way in which if you added more pressure you got thinker lines. This project was short but fun to use all the new types of materials in which we got to used chalk pastel and a ton of stencils. It was amazing to watch all the connections come together that I have never tried before. I would do this all year long if I could.
Ashtyn: In this piece of art I used multiple things I have never used before like the quill, the blow technique, oil pastel, and paint. But out of all of those the one I liked using the most was the quill, I liked the quill because it was just easy and fun to use. I also liked using the oil pastel and the paint.
Light and Shadow
My Dual Enrollment students focused on Light and Shadow as a subject matter for their 4th assignment in our Intro to Photo class. It has been really exciting to see students advance their understanding of how to adjust the settings on their camera and how to frame their images to get a variety of effects.
Here are a few of their solutions to capturing the idea of light and shadow:
There are only a couple of weeks left before Dual Enrollment is over and I am very excited for what students have been working on for their final thesis. It will be fun to share what their solutions and ideas were as we close out the term and I look forward to seeing what my 7th and 8th graders do as we finish the 4th quarter strong!
STEAM Collaboration #3: Artist Rooms
STEM and Art students joined forces once again this year for a new challenge: take an artist from Scholastic Art Magazine and create a room that demonstrates his/her style. I wish I could take full credit for this idea, but as with most things, I came across @QEHSArtDept posts on Twitter showing off bedrooms created by students that looked like artists' rooms and some lovely cultural rooms at the 2015 National Art Education Association conference in New Orleans that sparked this collaborative unit.
In order to get students in the mindset, we showed them this video from the artist duo Nix and Gerber. It was a great introduction to how artists plan, collaborate, and repurpose materials and the fact that they create replicas (which is what we were asking of students) was perfect! Once students got into groups of three, they selected rooms using a Google sign up (so there were not more than one repeat of room), students began searching through Scholastic Art Magazines, finding an artist to use to design their rooms.
After signing up for an artist (there could not be duplicates), students then broke their groups into three roles: The Project Manager, The Blueprint designer, and The Sketch Up Artist. All three students were in charge of creating a model of their design based on the blueprint and sketch up.
By the end of the week, students have a pretty good start on their models, using their plans to help guide them. They will be bringing all of this together next week and present their finished works. In addition, these works will go on display in our library and also be featured in our Arts a la mode/Fine Arts night on May 23rd.
It has been really fun see students struggle towards solutions and grow in the process. There have been interesting design choices and thoughtful narratives to support their decisions as artists and a lot of problem solving as they try to engineer the final product. We have also been putting the 3D printer to work this week as students used Tinkercad to make furniture, accessories, and other objects to go into their models.
Here are some process images from the week:
Being able to join my colleagues in the BCPS Visual Arts team to do so brings me a lot of joy and pride. At least once each school year our students are able to display their works at the Van Singel Fine Arts Center and represent the excellence of Visual Arts in each of our six buildings and across each grade level. Selecting which works to display from WMS 7th and 8th graders were tough, but that is a good kind of problem to have.
For this year's show, I tried to select student work that reflected a variety of media, demonstrated skill or inventiveness of media, and work whose artist statements were demonstrative of the learning and thought process that took place of the artist who created it.
Because I have adapted a model of teaching that asks students to choose the ways in which they interpret themes (via the media, subject, etc.), the variety in the works on display are both exciting and interesting to view. I look forward to celebrating these works and the rest of our student artists at the opening reception on Monday, March 27th at 5:30 p.m.
Dual Enrollment students finished up another assignment last week that focused on Depth of Field. This term is used to describe what is in focus in an image. Students were encouraged to capture a wide range of subjects and use a shallow, mid, and wide DOF in their images.
Here are some examples of their work:
There is only one more week until Spring Break. As you can see by my repeat of week nine (since it looks like I missed a week six or seven this go around), I am in need of it. I wish all teachers and students the best as they finish out this week and marking period STRONG!
National Silver Medals!
Since 2008, I have been proud to enter student work in the Scholastic Art Awards. During these past nine years, we have had numerous regional winners and now nine National Medalists with the recent addition of this year's winners! Congratulations to Lindsey Peters, Magnus Smith, and Clay Brown for earning National Silver Medals! I am very excited to add your names to the list of Cam Schuelke, Ethan Pipe, Anna Pavlak, Jordan Cooper, Mackenzie Reid, and Amanda Strayhorn as previous BCWMS winners!
What is even more exciting than winning this recognition is the conversations from each of this years' winners already planning what to make for next year. I can't wait to see it made!
Where are you going? Where have you been?
Students finished their second major challenge this week and explored various ideas about where they have been and where they would like to go. Some students took the prompt literally, while others more figuratively. It was fun to see them go through various materials of their choosing and draw on the artists we studied for this project as inspiration.
Here are some of the results:
Kenzie: I chose to do this place out of all my thumbnail sketches, because I thought it was different. In most of my sketches I had chose a place that was tropical area with a sunset or a city. I decided to incorporate both in my finished product of Cuba. I responsibly used water color, sharpies, and metallic colored pencils. I used principles and visual characteristics in my artwork effectively, and I fully understand how to use them. My final artwork shows craftsmanship and many techniques such as mainly shading. The materials I used appropriately fit my artwork. I used media to get an idea of how to correctly draw buildings in Cuba. My artwork is similar to Red Grooms, because I used buildings in a busy area which is most likely to be similar to Red Grooms.
Samantha: The theme of this challenge was to create an art piece following "Where are you going, where have you been?". For my interpretation I created a piece about places all over the world that are very popular for tourism. I used pencil shavings to create individual places such as cities, beaches, and even amusement parks. I drew a big long road and everyplace connects there. I also have a big globe with red drop pins on certain places. This art piece follows the theme because it talks about all the places in the world but it also shows that all the places are connected through the roads on the globe. I used a lot of different materials including watercolor and chalk to create different textures and colors on the art. My art reminds me of the artist Eugina Loli because she uses a lot of different places in one image and this is exactly what I did. I created a lot of different backgrounds and connected them all through the globe and a road. My art is significant to me because it talks about places all over the world and a lot of these places I would love to go someday.
Arianna: My choice in materials represents my trip to Hawaii and shows a distorted effect to it. The puzzle effect shows that there are two sides to every environment. One can be dull, and one can be bright and flourished. I have been to Hawaii and saw different and unique landscapes and photographed them. This shows my interpretation of the theme by the materials I use. I connect to this artwork because I have been to Hawaii and everywhere I go there is different in many ways. The flourished image is the ocean and rocks. The duller image is when we visited the Big Island’s main volcano. This shows two extremely different landscapes even though it’s the same environment/land. This artwork is similar to the artwork created by Eugina Loli because we both use a distorted and abstract effect.
Katelyn: My artwork shows a space landscape. From the bottom left to the top right the planets get smaller. While it necessarily doesn't getter smaller as it get closer to the background, as usually used in composition, I chose to present it at a vertical angle and put my vanishing point in the top right corner. I started by drawing the planets and taping then, then I painted the picture plane black added purple accents to create an outer space appearance. Next, I sprinkled white paint over the plane with a paintbrush, adding stars. When I removed the tape from the planets I colored them in using water color pencils and blended them using water. Finally to add a more dramatic effect to the planets I shaded the left sides with black chalk pastel and tinted the right side with white chalk pastel. On some of the planets, I drew people standing on top of them. I have traveled to a lot of places in my life and met so many different people. I personally think that when we go places it is all about the people we encounter who influence us the most. The world is full of different unique people and personalities, and each one we meet, influences us, even if it is in a small way. So, looking out from where we are from, you never know who you might find, and who might just change your life.
Tess: For this piece, I first used pencil to draw the coral onto the carving block, then I used a carving tool to carve out the design. I chose black paper for my picture plane because I wanted the printing ink to really stand out. A couple of years ago, in fifth grade, my family went to Hawaii, and my favorite thing was all of the coral that we saw. Unfortunately, I later learned that a lot of the coral in all of our oceans is becoming subject to coral bleaching, and I wanted my piece of artwork to highlight this issue. My work is similar to Andy Goldsworthy's because it involves nature, but while he directly uses his environment, creating pieces out of snow, leaves, stone, and other things, and then photographs it, I simply created a picture of nature.
Ella: My art for this section was created from an old pair of jeans, using fabric as my main media. With this piece I cut each piece of felt to create every patch on my jeans also created roads from the paint that made roads connecting my life. I thought jeans would be a good media for they will always be part of my life I have grown up making whole in my jeans from falling down in the side walk to falling off my bike. They are worn, torn and lived in no matter what the age. I could go on and on about the jeans and each path but for easy means something new. I added a sun and clouds for that is my favorite weather when I sun just peaks out from the clouds and makes the perfect temperature. I also created a diploma for when I graduate high school and hope to be high in my class. The mittens represent the state I live in, Michigan, with the great lakes. With this art work I have branched out into several pieces of my life and also used parts from Faith Ringold and made a piece using fabric as I looked at her piece it made it easier to make mine looking at the parts and small additions she added to her quilt help me make mine.
Kheim: I this art I thought of book ad some other thing I do in English which is write something and I usually write in first point of view. So I came up with the idea for this. I usually I just get to the final art but this time I realize that I have try this out before but it doesn't work so I sketch out ton of perspective and more. I took some idea of some other art like a draw of the forest, room and much more so I use the room idea. I thought of my room so I draw my room. I use shading pencil just like my other art. It's about your teen life like how teen have more freedom than a children and more. In the end, I think my work is pretty similar to Georges Seurat art because my art use perspective to show how far the object and shading to show is 3d. The different is that my don't use a ton of don't Georges.
Hannah: This a cardboard collage with magazine objects overlaid on cardboard to create a 3D effect, there is also a watercolor flower and 2 drawn objects. I call this "Dream Objects" because I have a little artist in me, my dad is in the military, and I was born in oklahoma. Throughout all the trials I face I can always come back to my dreams wherever I go.
Isaac: The composition and materials that I used for this artwork are supposed to show a quiet nighttime setting, but with vibrancy as well. I also tried to use texture to give a feel of depth to the art. I can connect to this art personally when looking at how it portrays a vibrant, even exciting feel, and I can also connect this artwork to Red Grooms by thinking of how we both used a 3D effect, along with depth, to give a sense of reality in our work.
Next week we will continue this investigation of how place can shape people and the way they use it with our STEAM collaborative.
Celebrating Scholastic Winners
Last weekend students were celebrated in the West Central Michigan Regional Scholastic Art and Writing Awards. We will find out next Tuesday if any of our Gold Key winners received National recognition. If we do, it will be the 5th year in a row that a BCPS student has!
It was pretty amazing to celebrate the success of BCPS Visual Artists and the other winners from around our region.
Here is a list of the winners from our 7-12th grade program:
High School (45 awards):
Krista Bartholomy (Gold Key, Drawing; Silver Key, Drawing)
Abigail Brouwer (Honorable Mention, Painting)
Leah Cook (Gold Key, Drawing)
Emmaleigh Crumback (Honorable Mention, Photography)
Lauren Daly (Silver Key, Ceramics)
Lauren Doyle (Silver Key, Jewelry)
Kennedy Emmons (Honorable Mention, Ceramics)
Alyssa Jones (2 Silver Keys and 4 Honorable Mentions, Ceramics; Honorable Mention Art Portfolio)
Emma McCloud (Honorable Mention, Digital Art)
Alexis Perdock (Honorable Mention, Ceramics)
Ethan Pipe (4 Gold Keys, Digital Art; 1 Silver Key, Architecture)
Thomas Sadler (Gold Key, Silver Key, and Honorable Mention in Photography)
Tristan Sharp (2 Gold Keys, 3 Silver Keys, 1 Honorable Mention in Ceramics; Silver Key in Art Portfolio)
Tian Ruoxi (Silver Key, Digital Art)
Anna VanderLaan (Silver Key, Photography; Honorable Mention, Digital Art)
Kennedy VanLierop (American Vision Nominee, Digital Art; Gold Key Art Portfolio, Gold Key, Photography; Gold Key, Digital Art; 2 Silver Keys, Photography; 3 Honorable Mentions, Photography; 2 Honorable Mentions, Digital Art)
West Middle School (30 awards):
Damien Afienko (Honorable Mention, Painting)
Alayna Arms (Honorable Mention, Jewelry)
Hannah Barney (2 Honorable Mentions, Fashion and Painting)
Brandt Bobeldyke (Silver Key, Film and Animation)
Abby Boyle (Silver Key, Film and Animation)
Clayton Brown (Gold Key, Film and Animation)
Carmen Davidson (Silver Key, Mixed Media)
Kenzi Feuerstein (Honorable Mention, Film and Animation)
Matthew Garbarino (2 Honorable Mentions, Digital Art)
Avery Heron (Honorable Mention, Jewelry)
Samantha Kitchen (Silver Key, Film and Animation)
Maddie Lange (Honorable Mention, Film and Animation)
Shelby Lubbers (Silver Key, Film and Animation)
Sophie Millhouse (Honorable Mention, Architecture)
Ella Perry (Silver Key, Film and Animation)
Lindsey Peters (Gold Key, Fashion; Silver Key, Photography)
Ella Petit (Silver Key, Sculpture)
Jenny Phung (Honorable Mention, Film and Animation)
Magnus Smith (Gold Key, Film and Animation)
Colton Sommers (Silver Key, Comic; Honorable Mention, Mixed Media)
Merrick Susan (Honorable Mention, printmaking)
My Tran (2 Honorable Mentions, Photography and Jewelry)
Justin Walter (Honorable Mention, Architecture)
Corinne Wayman (2 Silver Keys, Mixed Media and Drawing/Illustration)
Students are working on a new theme this week that deals with the questions: Where are you going? Where have you been? After taking some notes about landscapes and working through sketches, students settled on ideas and began to get to work. It was fun to see students easily dive into this project now that they have one already under their feet.
Help Our Classroom
If you find these posts of mind helpful, I would kindly ask you to help us in a couple of ways - don't worry some are simply a click of the button.
First, we have three student films up for competition in the Meijer Great Choices Film Festival. Unfortunately, I got my dates mixed up and missed the whole first week of voting, so we are VERY behind. Please take a moment and help us catch up by voting daily until the 24th. Videos with the most votes can earn grants for their classrooms. To vote, you will need to login through Facebook and then use the links below to vote by clicking on the vote button.
Here are links to the three videos:
What is Character?
The other way you can help is by donating to our current DonorsChoose project that is acquiring resources for our upcoming Fine Arts Night. Donations made were being matched by The Bill and Melinda Gates Foundation and now there is only about $375 left to go. Any amount will help, so please give what you can!
Students finished up their work with their first major challenge this week. It was so fun to see the variety of tools and techniques they adapted to fit their vision. One of the biggest reasons I embraced a more open approach to teaching art is because of the outcomes below.
Marrisa M.: This challenge of Biography and Autobiography I have choose to photograph people's shadows. In this piece I have had people doing a handshake and during every movement I have captured it. I have put all of these photos next to each other to give the affect on the handshake. I have a made a connection to the piece with myself by showing the friendship between the handshake in the picture collage.
Ella P.: With my framed piece I have put together a collage coming off of the colors as Andy Warhol uses in his pieces with pop art. I took the difference of warm and cool colors to create the human body framed to perfection. When looking at Andy Warhol's work you will also see lots of the outline of people not always being detailed to perfections just the person will stand out using the colors. The pieces overall creation was to show its viewers that we live in a eye sight world if something looks fascinating or is seen as eye candy it is treasured. So the art will be viewed as special for the frame makes it valuable and in society that is who lots of people are even seen as with out a doubt people will judge from clothing to the makeup of a person, it is all how you are framed. So I would like to show my piece as though I stole the colors from Andy Warhol. Leading to the frame in which it creates a catching effect that most of society uses in there daily lives.
Evan g.: The reason that I chose Steve Jobs for this assignment is because he is a main inspiration for me because he did not just make a product, he made it look good, and that is what I wanted to do with my piece I wanted to pay Steve a tribute for what he has done, and so I did. My drawing compares to Chuck Close's artwork because he draws his on real people, but he uses a grid to draw his, while I draw the whole thing at once instead of one part of the grid.
Khiem N,: The assignment is to draw you or other person that you know so I chose my grandfather at first but I change my mind and chose my old art teacher because I'm in art class. My old art teacher teach me stuff but I can't remember but I remember some of my art work is mix with dark blue and light blue for the sky. I compare my art to Noli Novak because my work have only use shading pencil which make it look black and white just like her art work the difference is that her art work is made of a lot of dot and mine didn't use any dot .
Watercolor and Pastel
Isaac c.: Kyrie Irving is my favorite basketball player, so I decided to dedicate this artwork to him. I used water color for Kyrie, thin point sharpie for the words, and chalk pastel for the rainbow of colors around this piece. I combined the colors with my fingers and I am very excited about how good it came out.
Sarah W.: For my piece I decided to interpret the assignment as a biography. I decided to do a biography because I thought that it would be interesting if I focused on someone that I was close to and create a piece of art about them. I have a personal connection with my piece because it is about my great grandpa who I was very close to. During this project we studied many artists, including Andy Warhol. I think that my piece is similar to Andy Warhol’s because we both used multiple colors and printmaking as a medium. However, our work is very different because with every print of a person he changed the color he used and kept them bold. For my piece, I kept the person the same color for all 3 prints, but faded the prints as the prints .
Ruby S.: I interpreted this assignment by thinking about how others view you. The personal connection I have with this piece was that, many people try and kind of hide behind what they don't necessarily like about themselves. Which in those things, I know many people who have done this, and I have too. I was inspired by Patrick Bremer, even those his is pretty realistic. Mine does compare to his in the way that some of his pieces are abstract, and mine is too.
Alex: For this assignment I decided to do an autobiography. I chose an autobiography because I have always felt that you should not judge a person by what they look like but who they are. That is why a made a face of several of the things I like. Like basketball and football. I feel like my work related to Patrick Bremer. I thought my work was like his in the way we both use collage to create a portrait. But there was a difference in the fact that my work was 3D and also used pictures to create the face. He uses colored pieces of paper to create his work.
You can see more on our online Artsonia gallery.
Students really started applying all of the demonstrations we went over last week as they made final sketches before diving into creating the work for this Challenge. The theme this time around is Biography/Autobiography. It has been fun to see the different people students have selected to highlight in this work and the narratives they have shared and created to turn their ideas into concrete works of art for others to see.
Here are some of the highlights as students make their work this week:
I even got in on the fun and was able to bring in elements of a piece I have been visiting for the last two months and finish it. I enjoy demonstrating my process to students so they can see how I struggle through solutions and work with a variety of media to figure out exactly how and if something is done.
Working side by side with my students is something I just started doing in the past few years (really since I adapted a choice-based or TAB studio). As my students were encouraged to become artists in their own right, I found it was more powerful if I did the same. This helps me practice what I teach and it helps students
Artist of Interest
This week, we watched the TEDx clip of Austin Kleon's talk, "Steal Like an Artist." I show this to students to encourage them to gather ideas and use them to make new work. I even took part of one class period to do some independent research and writing about artists using Scholastic Art Magazine.
I love using this resource in my classroom because it is easy to get students to use it and the content is so rich for our subject area. It is always fun to see what students select as being the work they want to write about and why. My hope through doing activities like these is that students will be able to "Steal Like an Artist" and use the ideas offered in ways that make sense in their own work.
Here are some of the responses given:
The second assignment in our DE Intro to Photo for Non-Majors course is all about capturing movement. Students worked on various methods and means to capture motion with most of the focus being on controlling the aperture and shutter speed.
Here are some of the highlights from their work with this challenge:
Do What You Love
February is tough. At least it always seems to be for me. I wish I could say it was easy because it is so short, but it is not. I think that is why it is a shorter month. And although everything is starting to come to a fever-pitch with competition deadlines and notifications, it is nice to come back from lunch to a note like this on my board.
I love what I do and am so thankful I get to go it. I cannot imagine anything other than being an Art Teacher to children, even when it gets a bit tough.
Share The Love
I love to share what we do in the classroom with others. I talk to my students all of time about how their work is being viewed by teachers from across the country and that they are really the thought-leaders and models for what great Art Education looks like.
This weekend, the sharing continued as I participated in The Art of Education Online Conference. I shared how I transitioned my classroom to choice and I really cannot imagine a better decision I have ever made in my career.
Demos for Days
This week was spent planning and going through a lot of different demonstrations. Because students are selecting their media, it is important to me that they are exposed to a variety of tools they could use. I go through several different ways to demonstrate materials to students and this week was a perfect example of the trio in which they experience this.
First is the "I do" method that basically involves me showing students what to do and then everyone taking notes on the basics of that I showed. We did this for clay stages and strategies using armatures and various molding tools. Then there is the "I do, you do" method, where I do something and then the students do the same thing. We did this for watercolor techniques. The last is something I have started toying with this year, which is more of a "you do." This is also referred to as "Speed Dating Materials" in my classroom. This allows students to be able to experience a wide array of tools in a short time to see if they like working with them. I did this for printmaking this time around.
This is always the hardest part for me because I am anxious to see what students will make and I am excited to see the end result.
MAEA Region 9 Highlight Show
We had an awesome showing at this year's MAEA Region 9 Highlight Show at the Grand Rapids Art Museum. It was a packed house filled with artists, parents, and other members of the community to celebrate the accomplishment of these artists. I am very proud of the students who received recognition at our school and cannot wait to see how their work does as they move onto State.
For our second week of class, it is important for me to start to learn about my students - and that often is starting with their names. I am a visual person and using their portfolio design, students crafted names that represent their interests. What is nice about this opening activity is how students are able to help me learn what interests them as well as actually learn the name. Because the names are large and on the front of their portfolios, I am able to easily see them and start to learn them.
Here are some of the results:
Sarah W.: For my portfolio name I based all of the letters off of my favorite sport, volleyball. For my “S” I made a Nike headband because I wear those a lot especially to volleyball. For my first “a” I combined a volleyball passing sleeve and an ankle brace to form the “a” shape. For my “r” decided to draw a volleyball shoe. To represent my second “a” I made a volleyball on a side line. Lastly, to make my “h” I used a Under Armour water bottle and the FarOut logo. Combined they made the shape of an “h”. All of these objects are important to me because I use them daily for volleyball and if I didn’t have volleyball I don’t think that I would be me.
Avery Z.: I created this art piece to express me and my personality. The basketball was used to form an 'a' because basketball is my favorite sport and I love to play. Another letter that expressed me was the 'r'. The 'r' is in the shape of a book because I love to read. I also tried to incorporate new techniques that we learned in class. Those techniques are shown in the 'a' and the 'v' as the colors are fading.
Braylon B.: I chose all of these letters for a certain reason. I chose them because these things represent me as a person. The only exception is the letter B, I chose this because it looked really cool and I really like the fancy letter. I did the dot method with the marker inside the letter. I chose an upside down hockey stick for the R because I love hockey even though I don't play it. For the letter A, I chose to do the at sign in an email. I chose this because I would be a totally different person if I couldn't text anybody. I chose earbuds for the Y because I love to listen to music. The L in my name is a pencil. It represents me because I go to school Monday through Friday and if this wasn't in my life, it would change me. The O represents me because I love donuts so much, they are my favorite type of breakfast food. I chose to do a regular letter N with an American flag inside of it because I live in America and if I didn't, everything about me would change. I chose every single letter because each one represents something about me.
MAEA Region 9 Highlight Show
To finish out the week, I had the opportunity to enter student work into the Michigan Art Education Association Region 9 Highlight show. This is an adjudicated show that is juried by local artists and art professionals. It was great fun to see all of the winners and share in the success with my friends and colleagues. It was also a wonderful time to take in extra PD time with my fellow Art teachers as we viewed work on display at the GRAM, KCAD, and discussed all aspects of Art education.
Thirty-three works were selected Saturday to represent Byron Center Public School students from 1st-12th grades. The work will be on display at the Grand Rapids Art Museum through February 23rd. All of the works selected will move onto the State adjudication next month.
GAP that Portfolio
Coming back from a break can be hard. I need just as much easing into it as my students. Instead of starting out with a new project right away, I decided that I would use that first day back as a way for students to reflect on all they have accomplished by GAP-ing their portfolios. I also wrote this activity for the MAEIA project and you can find the more detailed step-by-step instructions on their website.
What is GAP? It stands for Good, Average Poor. Students simply empty the contents of their portfolios (which is also great because I get things returned to me that have been hiding away in there) and sort their work into piles based on their assessment of the work.
Before we GAP, students write down the 4 C's (Creativity, Craftsmanship, Content, and Composition) in their sketchbooks and how we use the 4 C's to evaluate work. Here is a great video, too.
Once we discuss how we determine what is "good" art, with an understanding that everyone has a different idea of "good" and that is okay, students start to sort. After about five minutes of sorting, they determine which work was the most successful and which was the least and then put all works, other than those two, away.
Afterwards, students wrote down characteristics of their works using a Venn Diagram to compare and contrast and then we did a gallery walk before putting them away. This was also the time where I selected several works for upcoming shows and displays.
This activity is one that I have done with students since I learned it from my mentor teacher, Jean TerMeer, at Corunna Middle School back in 2004. It is great for getting students to think critically about what they have made in the hopes they will use that thinking again as they continue to make future work.
Everything is a Remix
For our last challenge of the semester and of the class, students are being asked to use the idea of remixing and apply it to their work. Students watched the video above and viewed work by Kehinde Whiley before planning out remixes from their own portfolios, using Artsonia Classroom mode to look back years and years ago. Student work will be finished just in time to start reviewing for exams next week! View some progress below.
2017 Regional Scholastic Winners
Kendall College of Art and Design of Ferris State University announced the 2017 West Central Michigan Regional Scholastic Art winners this week. Once again, BCPS Visual Arts students were able to shine and earn the recognition in the various categories offered in the competition.
I am excited that WMS had 30 winners across 12 different categories this year. It was also exciting that two of the works that won were printed on the 3D printer! The high school had 47 works that earned recognition, with one placing as an American Vision Nominee!
Here are the winning works from WMS students below (good luck to the Gold Key winners, whose works will now go onto the national competition):
Clayton Brown and Magnus Smith, Film and Animation
Abby Boyle, Ella Perry, Samatha Kitchen, and Shelby Lubbers,
Film and Animation
Brandt Bobeldyke, Film and Animation
Maddie Lange, Jenny Phung, and Kenzi Feuerstein, Film and Animation
Teaching Visual Arts since 2004 and making images since picking up a crayon.