Deep into the First Quarter

Profile Portraits are in Full Effect for 5th Graders

Scholars from Xavier and Tuskegee are working SO hard to master the art of the Line.  Seems silly, right?  But everything around us is made from lines (from our signatures to our comfy couch...everything started from lines).

Students have been working on this multi-layered project since the beginning of school.  Some of the vocabulary we are using regularly include:

                                         Self-Portrait

ProfileSilhouette

The 5 Kinds of Lines:

  Vertical

  Diagonal

  Horizontal

  Zig Zag

  Curved

The 5 Line Variations:

  Width

  Length

  Texture

                                           Degree of Curve

                                           Directional

ASK YOUR SCHOLARS WHAT THESE WORDS MEAN!!!!!

6th Graders - FISK & Hampton

POP ART has a lot of crazy, fun colors!

POP ART IS HERE!  Students have been learning about the life of Andy Warhol, one of the American founders of Pop Art.  Scholars are working on a self-portrait in the style of Warhol but in CLAY FORMATION!  We have been exploring the characteristics/properties of clay (it's moist, holds form, is in the same dimension as we are - 3D!) and are transferring their work onto slabs of clay.  Later they will use their PAINTING LICENSE to be the first grade of this year to paint.  They have the know how, now they will put it to use.

7th Grade - Writing About Art & The Paper Sculpture Project

Students in FAMU & Howard are embarking on an ELA-based skill dealing with writing about artwork.  Art criticism is deeply rooted in descriptive writing as well, so students are practicing noticing and writing about FACTS when they look at Artwork and the credit lines that often accompany art pieces.

The first project of the year deals with understanding the characteristics of paper, as scholars are creating paper sculptures.  The criteria is tricky - students must create an independently standing sculpture (no more or no less than 8" x 6") where the paper is only attached with glue.  Scissors are provided to help construct the sculpture and help change the paper at least 8 ways.

Example of A+ work.

Understanding of Paper's possibilities is evident here!

8th Grade Weavers

Competition was high when Morehouse and Spelman students were competing for the most productive yarn spooling points!  There were SO many to count, so they are going to have to wait ONE MORE DAY to find out the results of which scholar won the prize.

This week we embark on continuing on the loom and beginning to figure out our patterns for the weaving project.  THEN...what else can we weave and what can we weave with??????

There have been varied results from the "Understanding Comics" test.  Study and make sure you understand the vocabulary.  We are going to be creating our own graphic novels this year, so it is vital that students 'get' what they read about over the summer.
BRING YOUR BOOK, "UNDERSTANDING COMICS" by Scott McCloud to your Art Class (Monday for both SPELMAN AND MOREHOUSE STUDENTS) for the final chance to gain credit for the SUMMER ASSIGNMENT.

QUESTIONS ABOUT ANY OF THIS?  EMAIL MS. HILLMAN: jhillman@cpcsschool.org 

8TH GRADE TEST REVIEW

8th Grade "Understanding Comics" Test Review

"Understanding Comics" Vocabulary - Spelman: Test Wednesday & Morehouse: Test NEXT Tuesday.

Comics: "Juxtaposed pictorial and other images in deliberate sequence, intended to convey information and/or to produce an aesthetic response in the viewer."

Sequence - a particular order in which related events, movements, or things follow each other.

Cartoon: “An approach to picture-making—a style…” (21) Often used by comic creators, often describes a single panel and is a less realistic approach to drawing a subject.

Icon: “Any image used to represent a person, place, thing or idea” (27).

Splash page: a full page drawing, often including the title and credits as the first page of a comic book

Narrative box: narrative boxes are used to convey information not easily understood through thought or speech bubbles and drawings

Pictorial Vocabulary: language (words), the picture plane (drawings/representations) and reality

Closure: “the phenomenon of observing the parts but perceiving the whole” (63).

Gutter: the space between the panels

Panel (frame): the space that acts as a sort of indicator that space and time is being divided

Panel-to-Panel Transitions:

1.Moment-to-moment: creates a clear visual from one second to the next; requires very little closure (a small movement such as closing eyes)

2. Action-to-action: similar to moment-to-moment but provides more closure of an event.  Often ends with an action word…such as a batter hitting a baseball and seeing the word: “POW!”

3. Subject-to-subject: the movement between two or more different subjects while maintaining a scene or idea.

4. Scene-to-scene: can provide a way for authors to make a great leap in time; this requires much reader participation

5. Aspect-to-aspect: this transition bypasses time and shows the reader different aspects of a place, idea, or mood by helping readers focus on the surroundings

6. Non-sequitur: no logical relationship between two panels.

Mono-sensory Medium: “relies on ONLY ONE of the senses to convey a world of experience” (89)

Bleed: when a panel runs off the edge of the page

Motion Line: aka ‘zip ribbon’. Represent the paths of moving objects through space (111). Often done by streaking or blurring.

SUPPLIES FOR ART CLASS - All Grades

Hello!  Please make sure that the following items are WITH you when you have art class.  This was included in the Summer Assignment sheet and is graded for scholar preparedness. Questions? Email Ms. Hillman: jhillman@cpcsschool.org.   

• One 2-pocket folder OR 1/2" 3-ring binder
• One Pencil Case
• One Box of #2 Pencils
• One Box of erasers
• One Hand-held sharpener
• Two Black Sharpie Markers (1 fine pt. and 1 Medium or Bold Marker
• One Small Sketchbook

8th Grade is WEAVEY (Morehouse & Spelman)

The first project the 8th graders are working on is a 3D project where they are learning weaving techniques.
Here is THE link if you would like to get more detailed information on how to make a cardboard loom:
http://www.craftstylish.com/item/2546/how-to-weave-on-a-cardboard-loom/page/all

This is a link on textile artists:
http://www.textileartist.org/category/weave/

****8th Grade has a test on the summer reading "Understanding Comics: The Invisible Art" by Scott McCloud.  THE TEST IS GOING TO BE DURING THE WEEK OF SEPTEMBER 22nd, 2014.  We will be looking at the reading in the coming weeks.

7th Grade Project 1 (FAMU & Howard)

What are the properties of paper?  We are learning about PAPER as a MATERIAL and how it can can be changed to fit our artistic needs.
The properties of paper discovered will dictate how the paper sculpture will be created.  The criteria for this project will be shared soon.

6th Grade Project 1 (Hampton & FISK)

Scholars are being tested on their knowledge of paint brushes and how to clean them properly.  After they earn their paintbrush license, they will begin a project specifically dealing with the Pop Art movement and one of its major players, Andy Warhol.

5th Grade Project 1 - (Xavier & Tuskegee)

Learning about the 5 kind of lines and 5 line variations is incorporated into the first design project.  Scholars are going to also reflecting on who they are as students and artists in the Profile Portrait Project.

Let's get started!

Welcome back to school!  

Jean-Michel Basquiat: you will know him soon.

This blog is going have copies/link of important information for your art class this year.  BOOKMARK IT, READ IT, CHECK IT OFTEN!

While the Art Class syllabus is going to be distributed and available online soon, it is important that all parents/guardians and scholars are aware of the late policy of art assignments:

Assignments

All assignments have been created with care and are assigned for the purpose of assessing what you know and can do.  It allows me to provide you with the feedback you need to develop as a reader and writer.  

·      Late work is not helpful.

o   Failure to turn in work on time results may create a gap in your learning which will, in turn, lower your grade.   

§  For example: For every day your assignment is late, you score will be reduced by 5%.  On the fifth day, the maximum grade possible on that assignment is 75%.  After five days, the assignment will no longer be eiligible to receive credit, but will be collected in order to provide you with crucial feedback on your progress.

·      Missed assignments are your responsibility.

o   If you have an excused absence that keeps you from either turning in an assignment or receiving instructions for an assignment, it is your duty to talk to me about the assignment as soon as you return. 

·      Makeup work may be required.

o   If you do not turn in an assignment, you may have your Park time suspended and/or have detention with me in order to complete the work.  In addition, your grade on that assignment will still receive a late penalty and your parent will be called and notified.