Art I students have completed the color theory projects; these will be on display in the front hallway soon.
Next, we will be creating works of art in “steampunk” style in support of the GHS Drama Department’s production of Dracula! A selection of these works will be on display at the entrance to the auditorium during performances.
For the beginning of the second marking period, make sure that you have plenty of space left in your sketchbook and replenish your supplies of pencils and erasers. Also be sure to bring a small pencil sharpener with you to art class. Make sure that you are completing your sketchbook assignments in class everyday and that your sketchbook stays neat and organized.
Art I students are completing the color theory designs with the subject matter being an inspiration from nature. Color combinations being used include monochromatic, analogous, complementary, and split complement. The students are using colored pencils and incorporating the use of value shading.
Here are some examples of the works in progress. Look for these to be on display at school in the coming weeks…
Here is the study guide for the MP1 test!
Art I Day 2
Blocks 1 and 3 test Tues 10/16
Block 4 test Thurs 10/18
*Be sure to have your sketchbooks in class on Tuesday as I will be collecting them for the end of the marking period grading
*Make sure to bring a pencil to class everyday. You also need a pencil sharpener!
MP 1 Test-COLOR
- Color-what the eye sees when light is reflected off of an object
- Primary Colors-Red, blue, yellow
- Secondary Colors-orange, green, purple
- Tertiary Colors-yellow-orange, yellow-green, red-violet, red-orange, blue-green, blue-violet,
- Complementary Colors-red and green, yellow and violet, orange and blue
Across from each other on the color wheel
Analogous Colors-next to each other on the color wheel
Split Complement-one color and the colors on each side of its complement
Monochromatic-all of the values of one color
Composition-the plan, placement, or arrangement of the elements of art in a work
Space-the area between, around, above, below, and within things
Positive Space- space taken up by the subject matter
Negative Space-empty space, background
Aesthetics-the study of the nature of beauty and art (visual appeal)
Johannes Vermeer, Dutch, 1632-1675, painter, Dutch Golden Age
Piet Mondrian, Dutch, 1872-1944, painter, non representational
Claude Monet, French, 1840-1926, painter, Impressionism
Wayne Thiebaud, 1920, American, painter, Pop Artist
Mark Rothko, Russian-American, 1903-1970, painter, color field
Joseph Stella, Italian-American, 1877-1946, painter, Futurism, Precisionism
Faith Ringgold, 1930, African-American, painted story quilts, author, professor
Jasper Johns, 1930, American, painting and printmaking, abstract expressionism
Janet Fish, 1938, American, painter, Realist
Laura Loe, American (Richmond artist), painter, color and light
Christo and Jeanne-Claude, French and Bulgarian, outdoor installations or environmental art
- Describe-Tell what you see
- Analyze-use the elements to reflect upon the art form
- Interpret-what is the artist trying to say? Why was the art created in this style?
- Evaluate-How successful or important is the work of art?
What is an Art Critique?
That was a discussion in Art I classes this week as we reflected on the self-portrait project. We talked about how to
the works of art. We walked to the front hallway at GHS to look at the self-portrait exhibit and used appropriate art vocabulary to discuss what aspects of the portraits were successful and where there was room for improvement. I stressed to students that this was not an opportunity to be negative but rather to be positive and to criticize in a way that would be helpful in the ongoing development of art skills and in this case, drawing skills. The idea is that students in Art I should be learning how to talk about the art that they are creating and the art that they are viewing. When walking into a gallery or museum, I want my students to be able to appreciate the art they are viewing and to be able to reflect on why they might be drawn to a particular piece of work and maybe why they do not enjoy another piece of art…
We will continue to critique throughout the school year and will hopefully develop ways to appropriately verbally express opinions about art using the art terms that we are learning with each unit of study.