8th 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.
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.
Wednesday, August 18, 2010
The First Week and a half- 7th grade
7th 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.
7th Grade Sketchbook due dates
Term 1 2010-2011
Sketchbook Due Dates
8/30-31 7th grade
(at least 6 full-page sketches total, at least 3 life drawings)
9/27-28 7th grade
(at least 14 full-page sketches total, at least 7 life drawings)
10/18-19 7th grade
(at least 24 full-page sketches total, at least 10 life drawings)
Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
Sketchbook Due Dates
8/30-31 7th grade
(at least 6 full-page sketches total, at least 3 life drawings)
9/27-28 7th grade
(at least 14 full-page sketches total, at least 7 life drawings)
10/18-19 7th grade
(at least 24 full-page sketches total, at least 10 life drawings)
Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
Thursday, August 5, 2010
ACMS Visual Arts 2010-2011
Jacob Edmison, Instructor
jedmison@atlantachartermiddle.com
www.acmsvisualarts.blogspot.com
Goals
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.
Assessment
Several tools are used to assess ACMS art students.
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.
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.
Sketchbooks
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.
Sketchbook Guidelines
All Art students are required to complete at least two full-page sketches per week.
You should have at least twenty-four sketches by the end of each term. Drawings should show evidence of shading and/or color work.
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.
The rest of your drawings may include abstract designs, cartoons, and other subjects that do not involve the direct observation of subjects from life.
Required Life Drawings
-A page of drawings of your hand
-At least 3 full page portraits (These may be of yourself, another person, or an animal.)
-2 still-life drawings
The subjects for the remaining four life drawings are up to you, but remember that they must be from observation.
7th Grade 2009-10 Topics
TOPIC THEME DESCRIPTION
UNIT 1: 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.
UNIT 2: 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.
UNIT 3: 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.
UNIT 4: 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.
*Topics and projects may vary as the year progresses.
8th Grade Topics
1) Intro to Digital Art
Students will learn to use manual and automatic settings on a digital camera.
They will study the principles of good composition.
Students will learn to manipulate photos and other digital media on the computer.
2) Advanced Digital Art
Students will build upon their knowledge from the intro course, and begin to use more advanced features.
We will also examine ways of combining more traditional art making methods with digital.
Display Opportunities
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.
What can you do?
-Encourage your child to practice and use his or her sketchbook.
-Ask to see your child’s sketchbook. This is a great way to start a dialogue about what they are doing in art class.
-Ask to see teacher feedback on assignments and the sketchbook.
-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.
-Come out to support your child at the ACMS Arts Nights.
-Donate items or services from the Visual Arts Wish List.
Jacob Edmison, Instructor
jedmison@atlantachartermiddle.com
www.acmsvisualarts.blogspot.com
Goals
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.
Assessment
Several tools are used to assess ACMS art students.
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.
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.
Sketchbooks
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.
Sketchbook Guidelines
All Art students are required to complete at least two full-page sketches per week.
You should have at least twenty-four sketches by the end of each term. Drawings should show evidence of shading and/or color work.
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.
The rest of your drawings may include abstract designs, cartoons, and other subjects that do not involve the direct observation of subjects from life.
Required Life Drawings
-A page of drawings of your hand
-At least 3 full page portraits (These may be of yourself, another person, or an animal.)
-2 still-life drawings
The subjects for the remaining four life drawings are up to you, but remember that they must be from observation.
7th Grade 2009-10 Topics
TOPIC THEME DESCRIPTION
UNIT 1: 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.
UNIT 2: 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.
UNIT 3: 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.
UNIT 4: 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.
*Topics and projects may vary as the year progresses.
8th Grade Topics
1) Intro to Digital Art
Students will learn to use manual and automatic settings on a digital camera.
They will study the principles of good composition.
Students will learn to manipulate photos and other digital media on the computer.
2) Advanced Digital Art
Students will build upon their knowledge from the intro course, and begin to use more advanced features.
We will also examine ways of combining more traditional art making methods with digital.
Display Opportunities
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.
What can you do?
-Encourage your child to practice and use his or her sketchbook.
-Ask to see your child’s sketchbook. This is a great way to start a dialogue about what they are doing in art class.
-Ask to see teacher feedback on assignments and the sketchbook.
-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.
-Come out to support your child at the ACMS Arts Nights.
-Donate items or services from the Visual Arts Wish List.
Wednesday, March 3, 2010
Term 3 Sketchbook Update
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.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
Term 3 2010
Sketchbook Due Dates
3/22-23
7th grade- at least 4 full-page sketches total, at least 2 life drawings
8th Grade- notebook check
4/15-16 7th grade- at least 10 full-page sketches total, at least 5 life drawings
8th grade- notebook check
5/10-11 7th grade- at least 20 full-page sketches total, at least 10 life drawings
8th grade- notebook check
Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0
*If a student no longer has paper left in his or her sketchbook there are two options-
1) Sketchbooks are available for purchase for $6.
Or
2) Students may use an alternate notebook or pocket folder with blank white drawing paper in place of the sketchbook.
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.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
Term 3 2010
Sketchbook Due Dates
3/22-23
7th grade- at least 4 full-page sketches total, at least 2 life drawings
8th Grade- notebook check
4/15-16 7th grade- at least 10 full-page sketches total, at least 5 life drawings
8th grade- notebook check
5/10-11 7th grade- at least 20 full-page sketches total, at least 10 life drawings
8th grade- notebook check
Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0
*If a student no longer has paper left in his or her sketchbook there are two options-
1) Sketchbooks are available for purchase for $6.
Or
2) Students may use an alternate notebook or pocket folder with blank white drawing paper in place of the sketchbook.
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.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.
Friday, January 15, 2010
What 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.
Below, is a copy of the aperture exercise.
What is Aperture?
In photography, aperture refers to the size of the opening in the lens. Aperture is measured in “F stops.”
The larger the f stop number, the smaller the lens opening. The smaller the f stop number, the larger the opening will be.
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.
Complete this aperture exercise.
-Use the dial on the top of your camera to set it to AV. This will allow you to set the aperture value.
-Use the arrow keys to select an aperture of f2.6.
-Take a picture of something with objects in both the foreground and background.
-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.
You should have 11 photos of the same scene.
-Download the photos and compare the effects of different aperture settings.
Describe what you see at f2.8.
Describe what you see at f8.0.
How does your image change as the aperture changes?
Describe a situation where you might want to use a large aperture (small number).
Describe a situation where you might want to use a small aperture (large number).
Below, is a copy of the aperture exercise.
What is Aperture?
In photography, aperture refers to the size of the opening in the lens. Aperture is measured in “F stops.”
The larger the f stop number, the smaller the lens opening. The smaller the f stop number, the larger the opening will be.
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.
Complete this aperture exercise.
-Use the dial on the top of your camera to set it to AV. This will allow you to set the aperture value.
-Use the arrow keys to select an aperture of f2.6.
-Take a picture of something with objects in both the foreground and background.
-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.
You should have 11 photos of the same scene.
-Download the photos and compare the effects of different aperture settings.
Describe what you see at f2.8.
Describe what you see at f8.0.
How does your image change as the aperture changes?
Describe a situation where you might want to use a large aperture (small number).
Describe a situation where you might want to use a small aperture (large number).
Thursday, January 14, 2010
7th grade Sketchbook Check
The 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.
8th Grade Portraits
8th grade photography students are working on a portraiture assignment. The outline of the assignment and preparation can be found below.
Photo Assignment 3
Portraiture
Prep sheet
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.
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.
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.
Step 2 Interview your partner.
Use the questions below to interview your partner. The answers on your paper should be from your partner, not your own.
How would you describe your personality?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite subject in school?
__________________________________________________________________________________________________________________________________________________________________
What sports or hobbies do you participate in outside of school?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite color? _________________________________________________________________________________
Describe your favorite place. What do you like about this place?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Describe a very memorable event from your life. Why was it so memorable?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tell me at least one additional interesting fact about yourself.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.
What do you want to show people about this person?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What sort of background(s) will you use for the setting of your portrait?
__________________________________________________________________________________________________________________________________________________________________
Will you use any additional props to help tell the story of your portrait? If so, what?
__________________________________________________________________________________________________________________________________________________________________
What sort of facial expressions should your model use?
__________________________________________________________________________________________________________________________________________________________________
How will your model position his or her body? Will he or she sit, stand, lay down, jump, etc.?
__________________________________________________________________________________________________________________________________________________________________
Will you use a frontal or profile view of your model?
__________________________________________________________________________________________________________________________________________________________________
Will you include the entire body or just part?
__________________________________________________________________________________________________________________________________________________________________
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?
__________________________________________________________________________________________________________________________________________________________________
*Remember that all of the answers above should reflect what you want your final photo to tell people about your model.
Also, don’t forget to use what you’ve learned about good composition and the rule of thirds.
Photo Assignment 3
Portraiture
Prep sheet
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.
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.
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.
Step 2 Interview your partner.
Use the questions below to interview your partner. The answers on your paper should be from your partner, not your own.
How would you describe your personality?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite subject in school?
__________________________________________________________________________________________________________________________________________________________________
What sports or hobbies do you participate in outside of school?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite color? _________________________________________________________________________________
Describe your favorite place. What do you like about this place?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Describe a very memorable event from your life. Why was it so memorable?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tell me at least one additional interesting fact about yourself.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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.
What do you want to show people about this person?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What sort of background(s) will you use for the setting of your portrait?
__________________________________________________________________________________________________________________________________________________________________
Will you use any additional props to help tell the story of your portrait? If so, what?
__________________________________________________________________________________________________________________________________________________________________
What sort of facial expressions should your model use?
__________________________________________________________________________________________________________________________________________________________________
How will your model position his or her body? Will he or she sit, stand, lay down, jump, etc.?
__________________________________________________________________________________________________________________________________________________________________
Will you use a frontal or profile view of your model?
__________________________________________________________________________________________________________________________________________________________________
Will you include the entire body or just part?
__________________________________________________________________________________________________________________________________________________________________
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?
__________________________________________________________________________________________________________________________________________________________________
*Remember that all of the answers above should reflect what you want your final photo to tell people about your model.
Also, don’t forget to use what you’ve learned about good composition and the rule of thirds.
7th Grade Surreal Sculptures
7th grade students are continuing their exploration of Surrealism and its influences on contemporary culture as they design and create a Surreal Papier-Mache Creature.
Assignment Overview:
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.
Step 1
Your first step is to do some brainstorming and sketching.
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.
Answer the following questions in the margins around your drawing.
How does it move?
What does it eat?
Where does it live?
Is it furry, smooth, or slimy?
What color(s) is it?
What happens during a typical day in the life of this creature?
What types of recycled objects could you us to create an armature that is the correct form for this creature?
Step 2
Build your armature.
Step 3
Cover the armature with papier-mâché.
Step 4
Paint and add any additional materials necessary to convey the important aspects of your creature.
Assignment Overview:
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.
Step 1
Your first step is to do some brainstorming and sketching.
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.
Answer the following questions in the margins around your drawing.
How does it move?
What does it eat?
Where does it live?
Is it furry, smooth, or slimy?
What color(s) is it?
What happens during a typical day in the life of this creature?
What types of recycled objects could you us to create an armature that is the correct form for this creature?
Step 2
Build your armature.
Step 3
Cover the armature with papier-mâché.
Step 4
Paint and add any additional materials necessary to convey the important aspects of your creature.
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