tag:blogger.com,1999:blog-66465326258021068202024-02-20T06:51:20.953-08:00ACMS Visual ArtsMr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comBlogger66125tag:blogger.com,1999:blog-6646532625802106820.post-61067712713125167202010-08-18T09:48:00.000-07:002010-08-18T09:58:07.509-07:008th grade- week 1.58th graders will be studying digital photography. So far, students have learned to identify many of the symbols on the camera. We have discussed functions to control flash, macro, aperture, and shutter speed. We also discussed how aperture effects the depth of field in several example photos. Yesterday, students had a chance to experiment with different aperture and shutter speed settings on the cameras.<br /><br />Our next topic will be about composition. We will study the rule of thirds and learn how it can be used to create a strong composition. Students will begin by applying the rule of thirds to drawing or collage compositions, before they move into their photographic assignment.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-25591368506182378792010-08-18T09:39:00.000-07:002010-08-18T09:48:20.237-07:00The First Week and a half- 7th grade7th graders will begin the year with some work on life drawing skills. They have created a life drawing in class to act as a pre-assessment tool. In the process of creating this drawing, they also used a variety of different types of drawing pencils. We discussed their pencil discoveries, and students should now have a good understanding of why they might want to use a 4H,a 6B, or any pencil in between. They also learned to identify and use four different shading methods: blending, hatching, cross hatching, and stippling. 7th graders also received their sketchbooks and reviewed the guidelines for sketchbook assignments.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-74062559025777820662010-08-18T09:38:00.001-07:002010-08-18T09:38:57.444-07:007th Grade Sketchbook due datesTerm 1 2010-2011<br />Sketchbook Due Dates<br /><br />8/30-31 7th grade<br />(at least 6 full-page sketches total, at least 3 life drawings)<br /><br />9/27-28 7th grade <br />(at least 14 full-page sketches total, at least 7 life drawings)<br /><br />10/18-19 7th grade <br />(at least 24 full-page sketches total, at least 10 life drawings)<br /><br />Late Work Policy<br />1 day late = 70% of grade earned<br />2 days late = 50% of grade earned<br />more than 2 days = 0<br />If it becomes necessary to change any of these due dates, students will be informed of the change in class.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-89561665444594599422010-08-05T13:57:00.000-07:002010-08-05T14:07:31.228-07:00<span style="font-weight:bold;">ACMS Visual Arts 2010-2011<br />Jacob Edmison, Instructor<br />jedmison@atlantachartermiddle.com<br />www.acmsvisualarts.blogspot.com<span style="font-weight:bold;"></span></span><br /><span style="font-weight:bold;"><br />Goals</span><br />Each ACMS student should be able to create, document, and discuss his or her own artwork. Students will have a portfolio of their artwork, a sketchbook to demonstrate artistic growth, and numerous experiences both critiquing artwork, and leading a critique of their own work. All ACMS students should be able to use the visual arts as an effective tool for both communication, and self-expression.<br /><span style="font-weight:bold;"><br />Assessment</span><br />Several tools are used to assess ACMS art students.<br />At the end of all major assignments, students complete a written reflection. This provides them with an opportunity for self-assessment. Students will receive written feedback about their artwork. Projects will also be graded using a rubric that reflects the students’ achievement of visual arts learning expectations. The feedback will address both strengths and weaknesses to open a dialogue for student growth.<br /><br />Students engage in critiques of their own artwork and that of their classmates. These critiques may take on a variety of forms, but all will be structured to help students learn to properly utilize and benefit from the critique as part of the artistic process. <br /><span style="font-weight:bold;"><br />Sketchbooks</span><br />Sketchbooks provide an opportunity for students to continue their artistic growth outside of the art classroom. They also provide a bridge between home and school. While most of the students’ artwork remains in the classroom, the sketchbook travels between home and school. It allows parents a glimpse into what their child is doing in art class. In addition to weekly-required drawings, the sketchbook is often used in class as a place to try new things and plan for artwork. Sketchbooks will be collected at least three times during the term. An overall sketchbook grade will be averaged with major project grades to determine the end of term grade. <br /><span style="font-style:italic;">Sketchbook Guidelines</span><br />All Art students are required to complete at least two full-page sketches per week. <br />You should have at least twenty-four sketches by the end of each term. Drawings should show evidence of shading and/or color work. <br /><br />At least ten of these sketches should be from life. Life drawings are drawn from what the artist sees. They can be portraits, landscapes, animals, or still-lives. They should always be drawn while looking at something from real life. You may also use photographs as models for your life drawings.<br />The rest of your drawings may include abstract designs, cartoons, and other subjects that do not involve the direct observation of subjects from life. <br />Required Life Drawings<br />-A page of drawings of your hand<br />-At least 3 full page portraits (These may be of yourself, another person, or an animal.)<br />-2 still-life drawings<br /><br />The subjects for the remaining four life drawings are up to you, but remember that they must be from observation.<br /><br /><br /><br /><br /><br /><br /><br /><br /><span style="font-weight:bold;">7th Grade 2009-10 Topics</span><br />TOPIC THEME DESCRIPTION<br /><span style="font-weight:bold;">UNIT 1:</span> Seeing Yourself Representing the self with symbolic images and objects This unit will include several projects which help students develop their drawing and painting skills, while allowing them to explore different means of self-representation.<br /><span style="font-weight:bold;">UNIT 2:</span> Imagining Possibilities Surrealism, imaginary representation, and invention Students will learn about the Surrealist movement and its influences on contemporary imagery. They will create a 2-D mixed-media Surrealist inspired composition and a papier-mâché imaginary creature. Then, they will explore how imagination can lead to invention, as we study kinetic sculpture.<br /><span style="font-weight:bold;">UNIT 3:</span> Sending a Message Conveying a specific message through text and imagery Students will learn to utilize a variety of printmaking techniques. They will combine text and images to convey a specific message. Students will learn about different types of power figure sculptures from around the world. They will use clay to create their own power figures. <br /><span style="font-weight:bold;">UNIT 4:</span> So Serial, Art in the Digital Age Utilizing digital imagery to create a series Students will learn to use the tools of digital photography and collage. They will explore the ways that these methods can be used to create a series of related images.<br />*Topics and projects may vary as the year progresses.<br /><span style="font-weight:bold;"><br /><br />8th Grade Topics</span><br />1) Intro to Digital Art <br />Students will learn to use manual and automatic settings on a digital camera.<br />They will study the principles of good composition.<br />Students will learn to manipulate photos and other digital media on the computer.<br />2) Advanced Digital Art<br />Students will build upon their knowledge from the intro course, and begin to use more advanced features.<br />We will also examine ways of combining more traditional art making methods with digital.<br /><span style="font-weight:bold;"><br />Display Opportunities</span><br />We will have at least two art shows this year. These shows will take place at the middle and end of the school year. Other display opportunities may be added, as they become available.<br /><span style="font-weight:bold;"><br />What can you do?</span><br />-Encourage your child to practice and use his or her sketchbook.<br />-Ask to see your child’s sketchbook. This is a great way to start a dialogue about what they are doing in art class.<br />-Ask to see teacher feedback on assignments and the sketchbook.<br />-Provide your child with drawing pencils. The sketchbook and a pencil are the only required supplies. However, a set of a few different drawing pencils can really help bring your child’s sketches to life. If you have questions about which to buy, I will be happy to give you advice.<br />-Come out to support your child at the ACMS Arts Nights.<br />-Donate items or services from the Visual Arts Wish List.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-80417262922358161562010-03-03T09:22:00.000-08:002010-03-03T09:23:34.806-08:00Term 3 Sketchbook Update7th grade students are expected to continue to complete at least 2 sketchbook pages per week. At least 10 of these should be life drawings. 8th grade photo students are expected to keep up with all handouts, contact sheets, notes and rubrics in a folder dedicated to this course.<br />If it becomes necessary to change any of these due dates, students will be informed of the change in class. <br /><br />Term 3 2010<br />Sketchbook Due Dates<br /><br />3/22-23 <br />7th grade- at least 4 full-page sketches total, at least 2 life drawings<br />8th Grade- notebook check<br /><br />4/15-16 7th grade- at least 10 full-page sketches total, at least 5 life drawings<br />8th grade- notebook check<br /><br />5/10-11 7th grade- at least 20 full-page sketches total, at least 10 life drawings<br />8th grade- notebook check<br />Late Work Policy<br />1 day late = 70% of grade earned<br />2 days late = 50% of grade earned<br />more than 2 days = 0<br /><br />*If a student no longer has paper left in his or her sketchbook there are two options-<br />1) Sketchbooks are available for purchase for $6.<br />Or<br />2) Students may use an alternate notebook or pocket folder with blank white drawing paper in place of the sketchbook.<br /><br />7th grade students are expected to continue to complete at least 2 sketchbook pages per week. At least 10 of these should be life drawings. 8th grade photo students are expected to keep up with all handouts, contact sheets, notes and rubrics in a folder dedicated to this course.<br />If it becomes necessary to change any of these due dates, students will be informed of the change in class.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-41987216495430257272010-01-15T08:17:00.000-08:002010-01-15T08:20:13.038-08:00What is an aperture?Next week 8th grade students will be learning more about the manual aperture settings on our cameras. They will also finish shooting for the portrait assignment.<br />Below, is a copy of the aperture exercise.<br /><br /><br />What is Aperture?<br /><br />In photography, aperture refers to the size of the opening in the lens. Aperture is measured in “F stops.” <br /><br />The larger the f stop number, the smaller the lens opening. The smaller the f stop number, the larger the opening will be.<br /><br />With a very small opening, you will get a photo where most of the image is in focus. With larger openings, you will find that your main subject is in focus, but background will be blurry.<br /><br />Complete this aperture exercise.<br /><br />-Use the dial on the top of your camera to set it to AV. This will allow you to set the aperture value.<br /><br />-Use the arrow keys to select an aperture of f2.6.<br /><br />-Take a picture of something with objects in both the foreground and background.<br /><br />-Take the same photo, but reset the aperture to 2.8, 3.2, 3.5, 4.0, 4.5, 5.0, 5.6, 6.3, 7.1 and 8.0 in that order.<br />You should have 11 photos of the same scene.<br /><br />-Download the photos and compare the effects of different aperture settings.<br /><br />Describe what you see at f2.8.<br />Describe what you see at f8.0.<br />How does your image change as the aperture changes?<br />Describe a situation where you might want to use a large aperture (small number).<br />Describe a situation where you might want to use a small aperture (large number).Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-90467144807953671852010-01-14T10:48:00.000-08:002010-01-14T10:50:14.707-08:007th grade Sketchbook CheckThe second 7th grade sketchbook check for term 2 will be on January 21-22. Students should have at least 16 pages of new sketches for term 2. These should include at least 8 life drawings.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-14692651392294074402010-01-14T10:42:00.000-08:002010-01-14T10:51:04.813-08:008th Grade Portraits8th grade photography students are working on a portraiture assignment. The outline of the assignment and preparation can be found below. <br /><br />Photo Assignment 3<br />Portraiture<br />Prep sheet<br /><br />Assignment: You will shoot a minimum of 25 portrait photos of your model. You will choose your top four images to create a contact sheet to submit for this assignment.<br />Pay attention to composition and meaning in your images. As you’ve seen from reading about Annie Leibovitz and other portrait photographers, the best portraits show much more than the person’s outward appearance. Be sure to look at pages 12-15 for some good student examples.<br /><br />Step 1 Choose a partner. You will alternate roles with your partner. Half of the time you will be a model, and the other half a photographer.<br /><br />Step 2 Interview your partner.<br />Use the questions below to interview your partner. The answers on your paper should be from your partner, not your own.<br /><br />How would you describe your personality?<br />__________________________________________________________________________________________________________________________________________________________________<br />What is your favorite subject in school?<br />__________________________________________________________________________________________________________________________________________________________________<br />What sports or hobbies do you participate in outside of school? <br />__________________________________________________________________________________________________________________________________________________________________<br />What is your favorite color? _________________________________________________________________________________<br />Describe your favorite place. What do you like about this place?<br />___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />Describe a very memorable event from your life. Why was it so memorable?<br />___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />Tell me at least one additional interesting fact about yourself.<br />____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br />Step 3 Go over the information that you got from your interview. What stands out? Identify some of the key aspects of your partner’s identity. Then, brainstorm some ways to visualize these in your portraits.<br />What do you want to show people about this person?<br />____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________<br /><br />What sort of background(s) will you use for the setting of your portrait? <br />__________________________________________________________________________________________________________________________________________________________________<br /><br />Will you use any additional props to help tell the story of your portrait? If so, what?<br />__________________________________________________________________________________________________________________________________________________________________<br /><br />What sort of facial expressions should your model use?<br />__________________________________________________________________________________________________________________________________________________________________<br /><br />How will your model position his or her body? Will he or she sit, stand, lay down, jump, etc.?<br />__________________________________________________________________________________________________________________________________________________________________<br /><br />Will you use a frontal or profile view of your model?<br />__________________________________________________________________________________________________________________________________________________________________<br /><br />Will you include the entire body or just part?<br />__________________________________________________________________________________________________________________________________________________________________<br />How will you light your portrait? Will you use sunlight or artificial light? Will the light come from the side, front, above, or below your model?<br />__________________________________________________________________________________________________________________________________________________________________<br /><br />*Remember that all of the answers above should reflect what you want your final photo to tell people about your model.<br />Also, don’t forget to use what you’ve learned about good composition and the rule of thirds.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-80299401071045487812010-01-14T10:38:00.000-08:002010-01-14T10:51:37.096-08:007th Grade Surreal Sculptures7th grade students are continuing their exploration of Surrealism and its influences on contemporary culture as they design and create a Surreal Papier-Mache Creature.<br /><br />Assignment Overview:<br />You will be creating a papier-mâché sculpture of an imaginary creature. Your finished sculpture should be between 8-18 inches tall and free standing. You will use recycled materials to create the armature for this sculpture. The armature is the skeleton of the sculpture. It will be covered with papier-mâché and help keep the papier-mâché in the proper shape.<br /><br />Step 1<br />Your first step is to do some brainstorming and sketching.<br />Create detailed sketches of at least four different imaginary creatures. You may do this in your sketchbook or on separate paper. Along with your sketches should be notes on important aspects of your creature.<br />Answer the following questions in the margins around your drawing.<br /><br />How does it move?<br /><br />What does it eat?<br /><br />Where does it live?<br /><br />Is it furry, smooth, or slimy?<br /><br />What color(s) is it?<br /><br />What happens during a typical day in the life of this creature?<br /><br />What types of recycled objects could you us to create an armature that is the correct form for this creature?<br /><br />Step 2<br />Build your armature.<br />Step 3<br />Cover the armature with papier-mâché.<br />Step 4<br />Paint and add any additional materials necessary to convey the important aspects of your creature.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-57043616356092125662009-12-03T12:09:00.001-08:002009-12-03T12:09:55.751-08:00photo assignment 2Photo Assignment 2<br />Up Close and Abstract<br /><br />Use the macro lens to shoot at least 20 images. These should be up close and may become abstract textures, rather than recognizable images. You should try to shoot each of your photo subjects from more than one angle. Remember to keep your images in focus. If you get too close or too far away (with macro) your photo will be blurry.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-28174196022402119182009-11-18T06:44:00.000-08:002009-11-18T06:53:25.478-08:007th grade update7th grade visual arts students have started their second unit of the year, "Imagining Possibilities." We have studied the art of Romare Bearden, his working methods and inspirations. We have also looked at the art of the Surrealists and the way that Surrealist art has contributed to contemporary pop culture imagery. We have studied work by Salvador Dali, Rene Magritte, and Frida Kahlo.<br /><br />Students are currently working on a project inspired by these influences. They are using the working methods of much of Romare Bearden's work, a combination of paint and collage, combined with the dream-like imagery of the Surrealists to create their own surreal compositions.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-85375775747251430732009-11-18T06:27:00.000-08:002009-11-18T06:28:38.902-08:00photo assignment 1Photo Assignment 1<br />The Rule of Thirds<br /><br />Use your knowledge of the rule of thirds to shoot a minimum of 10 good clear images that utilize the rule of thirds to create a strong composition. Think about the examples that we analyzed in class.<br /><br />A large part of the job of any photographer is learning to edit your work. Photographers may shoot hundreds of images to get that one perfect shot, especially when it comes to digital photography.<br /><br />You will use the tools in Photoshop to edit your photos and narrow your series down to your 4 strongest images. These are the images that you will turn in for this assignment.<br /><br />Step1- Shoot your photos. Ten is a minimum, but it is always better to shoot more. You should think about how your compositions work with the rule of thirds as you shoot.<br /><br />Step2- Download your photos into the computer.<br /><br />Step 3- Use the “guided edit” functions in Photoshop to begin to learn some of the basics of Photoshop and edit your photos.<br /><br />Step 4- Narrow down your edited photos to the four that you feel are the strongest and most interesting images.<br /><br />Step 5- Print these four images so that you can engage in a peer critique.<br /><br />Step 6- Turn in your photos along with a brief statement about how you feel that each one uses the rule of thirds.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-4213602812926364652009-11-18T06:21:00.000-08:002009-11-18T06:26:00.872-08:008th Grade Digital Photography LetterThis is a copy of the letter that 8<span class="blsp-spelling-error" id="SPELLING_ERROR_0">th</span> grade students received in class. It is to be signed and returned.<meta name="Title" content=""> <meta name="Keywords" content=""> <meta equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 2008"> <meta name="Originator" content="Microsoft Word 2008"> <link rel="File-List" href="file://localhost/Users/acmsschool/Library/Caches/TemporaryItems/msoclip/0clip_filelist.xml"> <!--[if gte mso 9]><xml> <o:officedocumentsettings> <o:allowpng/> </o:OfficeDocumentSettings> </xml><![endif]--><!--[if gte mso 9]><xml> <w:worddocument> <w:zoom>0</w:Zoom> <w:trackmoves>false</w:TrackMoves> <w:trackformatting/> <w:punctuationkerning/> <w:drawinggridhorizontalspacing>18 pt</w:DrawingGridHorizontalSpacing> <w:drawinggridverticalspacing>18 pt</w:DrawingGridVerticalSpacing> <w:displayhorizontaldrawinggridevery>0</w:DisplayHorizontalDrawingGridEvery> <w:displayverticaldrawinggridevery>0</w:DisplayVerticalDrawingGridEvery> 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Roman"; mso-fareast-theme-font:minor-fareast; mso-hansi-font-family:Cambria; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> <!--StartFragment--> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span style="font-size: 20pt; font-family: Cracked;"><span class="blsp-spelling-error" id="SPELLING_ERROR_1">ACMS</span><o:p></o:p></span></b></p> <p class="MsoNormal" style="text-align: center;" align="center"><b style=""><span style="font-size: 20pt; font-family: Cracked;">Digital Photography<o:p></o:p></span></b></p> <p class="MsoNormal"><span style="font-size: 11pt;">Dear Students and Parents or Guardians,<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">It’s an exciting time in 8<sup><span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span></sup> grade visual arts class as we begin our first digital photography class!<span style=""> </span>We will explore a variety of photography topics and use <span class="blsp-spelling-error" id="SPELLING_ERROR_3">Photoshop</span> Elements software for basic adjustments and digital composite projects. <o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">As a new and unique visual arts course, there are some expectations and requests of which all digital photography students and their parents should be aware.<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style=""><u><span style="font-size: 11pt;">Required Supplies<o:p></o:p></span></u></b></p> <p class="MsoNormal"><span style="font-size: 11pt;">Each digital photography student is required to have a spiral notebook, a pen or pencil, and a sturdy 2-pocket folder for handouts and prints.<span style=""> </span>Students may use a sketchbook in place of the spiral notebook if they wish.<span style=""> </span>This notebook will be used to brainstorm ideas, complete journal assignments, and take notes on techniques for using various digital tools.<span style=""> </span>The notebook should be dedicated solely to this class.<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">*A flash drive is also highly recommended, but not required. <o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style=""><u><span style="font-size: 11pt;">Cameras</span></u></b><span style="font-size: 11pt;"><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">Students are not required to have their own cameras.<span style=""> </span>We currently have 8 digital cameras for use in this program.<span style=""> </span>Having access to their own camera will allow students more photo opportunities, since the school cameras will be restricted to use during class time.<span style=""> </span>Any camera used for this class should have a minimum of a four-<span class="blsp-spelling-error" id="SPELLING_ERROR_4">megapixel</span> resolution (no cell phones).<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">If the student chooses to use his or her own digital camera, he or she will be responsible for keeping that camera in a secure place during the school day.<span style=""> </span>The student will also need to bring the cable to download images from the camera to the computer.<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">If the student chooses to use one of the school cameras, he or she will be responsible for the proper handling of that camera.<span style=""> </span>Should the camera be damaged as a result of improper handling, the student will be responsible for replacing the camera with one of equal value in a timely manner.<span style=""> </span><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><b style=""><u><span style="font-size: 11pt;">Wish List for Donations</span></u></b><span style="font-size: 11pt;"><o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">-AA batteries<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">-Ink Jet Photo Paper<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">-Picture frames, especially 8”x10”<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">-Ink Cartridges – <span class="blsp-spelling-error" id="SPELLING_ERROR_5">Epson</span> 98 or 99<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 10pt;">*These are individual ink cartridges in black, magenta, cyan, yellow, light magenta, light cyan, and light yellow.<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">All students must return this signed form to Mr. <span class="blsp-spelling-error" id="SPELLING_ERROR_6">Edmison</span> no later than Friday, November 13, 2009. <o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">Thank you for your prompt attention to this.<span style=""> </span>I’m looking forward to a great class!<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span>Sincerely,<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span>Jacob <span class="blsp-spelling-error" id="SPELLING_ERROR_7">Edmison</span><o:p></o:p></span></p> <p class="MsoNormal" style="margin-left: 3.5in; text-indent: 0.5in;"><span style="font-size: 11pt;"><span class="blsp-spelling-error" id="SPELLING_ERROR_8">ACMS</span> Visual Arts Instructor<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">I have read and understand the requirements and expectations outlined in this letter.<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;"><o:p> </o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">_____________________________________________<span style=""> </span><span style=""> </span>________________________________________________<o:p></o:p></span></p> <p class="MsoNormal"><span style="font-size: 11pt;">Student’s Signature and Date<span style=""> </span><span style=""> </span><span style=""> </span><span style=""> </span>Parent or Guardian’s Signature and Date<o:p></o:p></span></p> <p class="MsoNormal"><b style=""><span style="font-size: 28pt; font-family: Cracked;"><o:p> </o:p></span></b></p> <!--EndFragment--> Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-73375955790527360202009-11-18T06:10:00.000-08:002009-11-18T06:21:45.477-08:00term 2 sketchbook/notebook checksThese are the 7<span class="blsp-spelling-error" id="SPELLING_ERROR_0">th</span> grade sketchbook due dates for term 2. 8<span class="blsp-spelling-error" id="SPELLING_ERROR_1">th</span> graders in the digital art class will not have the same sketchbook assignment, but will have notebook checks to make sure they are keeping up with all of the technical and composition related information that they are receiving in class.<br /><br />7<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span> grade students are expected to continue to complete at least 2 pages per week. At least 10 of these should be life drawings.<br />If it becomes necessary to change any of these due dates, students will be informed of the change in class. I will also post any changes to this schedule on the blog.<br /><br />Term 2 2009-2010<br />Sketchbook Due Dates<br /><br />12/4-5 7<span class="blsp-spelling-error" id="SPELLING_ERROR_3">th</span> grade<br />(at least 6 full-page sketches total, at least 3 life drawings)<br /><br />12/8 8<span class="blsp-spelling-error" id="SPELLING_ERROR_4">th</span> Grade<br />notebook check<br /><br />1/21-22 7<span class="blsp-spelling-error" id="SPELLING_ERROR_5">th</span> grade <br />(at least 16 full-page sketches total, at least 7 life drawings)<br /><br />1/26 8<span class="blsp-spelling-error" id="SPELLING_ERROR_6">th</span> grade notebook check<br /><br /><br />2/11-12 7<span class="blsp-spelling-error" id="SPELLING_ERROR_7">th</span> grade <br />(at least 24 full-page sketches total, at least 10 life drawings)<br /><br />2/18 8<span class="blsp-spelling-error" id="SPELLING_ERROR_8">th</span> grade notebook check<br /><br /><br />Late Work Policy<br />1 day late = 70% of grade earned<br />2 days late = 50% of grade earned<br />more than 2 days = 0Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-40396930206066170612009-10-08T10:34:00.000-07:002009-10-08T10:40:24.340-07:007th gradeSeventh grade students are continuing their "Seeing Yourself" unit with a symbolic representation of themselves. This may take the form of either an assemblage, 3-D, or a collage, 2-D, symbolic self-portrait. Unlike the previous self-portrait, these will not look like the artists. Instead, they will rely upon the language of symbols to tell about who the artist really is.<br />Students are using a variety of recycled materials to create these portraits.<br />Many of the monochromatic self-portrait paintings are on display here at the school.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-62214379503936944222009-10-08T10:30:00.000-07:002009-10-08T10:34:01.079-07:008th grade Big Idea series8<span class="blsp-spelling-error" id="SPELLING_ERROR_0">th</span> grade visual arts students have started a series of projects united by a big idea. The ideas were student generated and range from love to global warming.<br />Students will decide on three different ways to visually explore their topic and create a written plan for each of the three works of art.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-69409141098223242562009-10-08T10:26:00.000-07:002009-10-08T10:30:21.903-07:00Sketchbook due dates updateThe final week of term 1 is a bit later than I originally anticipated. As a result, I am adjusting the final term 1 sketchbook check due dates.<br />7<span class="blsp-spelling-error" id="SPELLING_ERROR_0">th</span> grade students will turn their books in on October 27<span class="blsp-spelling-error" id="SPELLING_ERROR_1">th</span> and 29<span class="blsp-spelling-error" id="SPELLING_ERROR_2">th</span>.<br />8<span class="blsp-spelling-error" id="SPELLING_ERROR_3">th</span> grade will also turn theirs in on the 29<span class="blsp-spelling-error" id="SPELLING_ERROR_4">th</span>.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-78129735657993566082009-09-11T10:21:00.000-07:002009-09-11T10:27:51.890-07:008th grade update8th grade visual arts students are beginning a new project. It is a symbolic portrait. Students will have a choice of using either 3-D assemblage techniques or collage for this project. Items and/or images included in this portrait will help tell the viewer about who these students are, rather than how they look.<br />Today, we began with a discussion of some of the effects of industrialization on the art world, especially as it relates to assemblage work.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-61955570915014434672009-09-11T10:18:00.000-07:002009-09-11T10:20:10.793-07:00sketchbook check #2The second sketchbook check is coming up on Monday and Tuesday for 7th grade classes and Thursday for 8th grade.<br />All students should have at least 12 pages of sketches, including at least 6 life drawings.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-79372664127767938842009-09-02T09:42:00.000-07:002009-09-02T09:52:59.197-07:008th gradeThe eighth grade class is continuing their exploration of alternate art making methods with a study of traditional Chinese painting. Traditional/Alternate...doesn't seem to fit, but it does. We discussed the meaning of the chop stamps found on many of these works of art, as well as the balance between human and natural elements. <br />The students developed their own symbol and carved a chop stamp of their own. They will use these stamps again after we have finished painting. They are creating landscape paintings that begin with shapes created from India ink blown through a straw. Next, they will have the opportunity to add color and detail to the landscape using watercolor paint. Many of these students started the ink portion of this composition yesterday, and were excited about the unpredictable nature of the medium.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-25719846064703727952009-09-02T09:33:00.000-07:002009-09-02T09:42:19.783-07:007th gradeThe 7th grade visual arts classes are beginning to finish their self portraits. They have used a grid to draw these portraits from photographs. The drawings look great! I plan to photograph them before they get covered in paint. The next step in this process will be to turn that self portrait drawing into a monochromatic painting. <br />This week, we have discussed the meanings of the terms hue, tint, shade, and monochromatic as students painted a value scale for the hue that they plan to use for their monochromatic portraits. They explored the spectrum of tints and shades that could be created from this single hue, as preparation for their self portrait paintings.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-54646153506460567682009-08-18T06:46:00.000-07:002009-08-18T06:48:45.589-07:00Sketchbook due datesIf it becomes necessary to change any of these due dates, students will be informed of the change in class. I will also post any changes to this schedule on the blog.<br /><br />Term 1 2009<br />Sketchbook Due Dates<br /><br />8/24-25 7th grade <br />(at least 6 full-page sketches total, at least 3 life drawings)<br /><br />8/28 8th Grade<br />(at least 6 full-page sketches total, at least 3 life drawings)<br /><br /><br />9/14-15 7th grade <br />(at least 12 full-page sketches total, at least 6 life drawings)<br /><br />9/17 8th grade <br />(at least 12 full-page sketches total, at least 6 life drawings)<br /><br /><br />10/5-6 7th grade <br />(at least 18 full-page sketches total, at least 9 life drawings)<br /><br />10/8 8th grade <br />(at least 18 full-page sketches total, at least 9 life drawings)<br /><br />**Final sketchbook checks (at least 24 full-page sketches, at least 10 life drawings)**<br /><br />10/22-23 7th grade<br /><br />10/26 8th grade<br /><br />Late Work Policy<br />1 day late = 70% of grade earned<br />2 days late = 50% of grade earned<br />more than 2 days = 0Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-26629090029826417742009-08-13T10:52:00.000-07:002009-08-13T11:07:22.424-07:00The first weekIt has been an exciting first week! By Friday, all visual arts students will have received a sketchbook. Students should begin working on at least two full sketchbook page drawings per week. This is usually the only homework assignment that they have for art class.<br /><br />All of the classes started off this week with a big picture activity. This is a group project in which each student receives a small piece of a much larger picture. They must pay close attention to details and proportions to copy what they see on their piece. In the end, we should be able to re-assemble the pieces and identify the larger image.<br /><br />Moving into next week, the seventh graders will begin working towards creating a monochromatic self-portrait painting. They will study the art and techniques of Chuck Close as they learn to make use of a grid and photograph to help them create the portrait.<br />The eighth grade class will be working on a mixed media composition. They will have the option of creating a landscape or a portrait. We'll also discuss the art of Zac Freeman and Anselm Kiefer, as examples of mixed media portraits and landscapes using non-traditional materials.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-81682726594858087762009-08-13T10:47:00.000-07:002009-08-13T10:51:12.415-07:00Welcome to Visual Arts!*A copy of this letter went home with all visual arts students this week.<br /><br />August 11, 2009<br /><br />Dear ACMS Parents,<br /><br /> I am excited to be here for my fourth year as the ACMS Visual Arts teacher! We will begin two different art courses this week. The seventh grade will begin a yearlong course, which will build upon their experiences from sixth grade and develop a deeper understanding of 2-D and 3-D ideas and techniques in the visual arts. The eighth grade visual arts students will begin the first in a series of three visual arts courses which will be offered this year. These courses will enable them to further develop the techniques and ideas learned over the past two years and help them create a strong visual arts portfolio. Soon, the eighth grade classes will add digital photography and collage to their repertoire of art experiences.<br /> One important element of our art program is the student sketchbook. This sketchbook will be an artifact, which the students will be able to use to reflect upon their artistic journeys. It will provide them with a tangible and readily accessible record of their growth. The sketchbook will also travel between home and school, allowing parents a chance to witness their child’s artistic development. We will discuss a variety of ways for students to use their sketchbooks including sketching, planning, and journaling. Over the course of the first term, Students will be required to complete at least two full-page drawings per week. At least ten of these will be drawings from life. Most of these sketches should happen outside of class. It is my hope that this will become a habit for my students long after their art class has ended.. ACMS has arranged to purchase a sketchbook for each Visual Arts student. This is a hard cover sketchbook with 80 sheets of quality drawing paper. If your child should require an additional sketchbook, they will be available for $6 each. If you wish to make a donation to help cover the cost of purchasing these sketchbooks, donations will be gladly accepted. The sketchbook is the only required supply for this course aside from a pencil. <br /> I will occasionally need parent volunteers to help with special events such as art shows, field trips, and projects. If you would like me to contact you when these needs arise, please email me at jedmison@atlantachartermiddle.com with your name and contact information. Also, please contact me if you have an art related experience or talent that you might like to share with the students.<br />It’s going to be a great year! <br /><br /><br /> Sincerely,<br /> Jacob Edmison,<br /> ACMS Visual Arts TeacherMr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.comtag:blogger.com,1999:blog-6646532625802106820.post-82178795257009221532009-02-04T08:46:00.000-08:002009-02-04T08:50:52.324-08:008th GradeStudents in the 8th grade mixed media class are working on the second piece in their big idea series. We've had a wide variety of ideas explored, and the students have really taken up the challenge to find multiple means of visually interpreting an idea.<br />Some of the finished pieces are already on display here, at ACMS.Mr. Edmisonhttp://www.blogger.com/profile/07604737629449898675noreply@blogger.com