Thursday, June 26, 2014

Value Pulling with Mike Henderson



Mike Henderson, Upstairs (not in crocker) Each way is at Crocker…similar

Recap: Colorwheel
Discussion: 
Value:
How do we make colors lighter?
How do we make colors darker?
What is value?
What is shade? 
What is tint? 
Draw a value scale

Artist: 
Born in the small farming town of Marshall, Missouri, in 1944
Mike Henderson was supposed to work in the local factory with his father. 
His passion for art led him across the country to one of the first integrated art schools in the United States, the San Francisco Art Institute. 
He earned a B.F.A. in 1969 and an M.F.A. in 1970. 
Henderson has been teaching art and art history at the University of California at Davis ever since
He is considered a prominent figure among the second generation of Bay Area abstract painters.

Project: Create a Mike Henderson inspired Value piece by pulling paint

Step1: With the long side of a craft stick, pick up white and any pure color
Step2: Place it on your paper and pull it across to create a new color
Step3: allow the mixing to show, so you get many colors in each pull
Step4: try and create a rectangle with each pull
Step5: repeat the process with each of your pure colors with black and white
Use a paper towel to wipe craft stick between
Step6: feel free to break your stick to get new shapes with your pulls

Materials: 
White paint 
Black Paint
Pure colors of paint, primary and secondary for each student
Pulls: pop sticks, illustration board 
Large Card stock White 








Wednesday, June 25, 2014

Pop Art Clay with Wayne Thiebaud




Art Link: 
Compare Pop art and Op art
What is pop short for
What artist do you associate with Pop art? 
If you had to create a Pop art project what would you create? 

INTRODUCTION to lesson (Anticipatory set): 
Show Wayne Thiebaud’s ice cream
Analyze
Describe
Interpret

OBJECTIVE: Create clay sculpture inspired by Wayne Thiebaud’s desserts
Score Slip Hand-built Subtractive sculpture
Additive Sculpture Pop Art Texture
Physical Texture Visual texture Leather hard
Bone Dry

CA STANDARDS: 
1.1 Analyze and discuss complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual in works of art.
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.6 Describe the use of the elements of art to express mood in one or more of their works of art.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Create original works of art of increasing complexity and skill in a variety of media that reflect their feelings and points of view.
2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.
4.4 Articulate the process and rationale for refining and reworking one of their own works of art.
5.2 Compare and contrast works of art, probing beyond the obvious and identifying psychological content found in the symbols and images.
5.3 Prepare portfolios of their original works of art for a variety of purposes (e.g., review for post secondary application, exhibition, job application, and personal collection).

PURPOSE: Complete a clay sculpture with texture and an emotional mood based on the art element color. 

INSTRUCTION: 
Students will receive details about Pop Art
Hand built sculpture
Pop Artists
Mood and emotion in art

MATERIALS: 
Clay
Toothpicks
Clay tools
Slip
Acrylic paint

DIRECT INSTRUCTION:
Day 1: Power Point Presentation Pop Art
Opening: Art Link: Compare Op Art to Pop art
What is pop short for?
When you hear the words Pop Art what artist comes to mind? 
If you were asked to create a Pop Art project, what would you 
Create? 
Pre-assessment: Sketchbook: Wayne Thiebaud’s Ice Cream Cones
How does this art effect you? 
Review: Describe, analyze, interpret
Teacher Models: 
Pop Art and art History
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
Art Activity: Critique Claes Oldenburg’s Dropped Cone
Think-Pair-Share Table Groups
Describe, Analyze, Interpret
Discussion: Pop Art
History
Pop Art defined
Pop Art Characteristics
ART HISTORY: Wayne Thiebaud
VIDEO
Critique works of dessert
Color 
Texture
Bio Info
Claes Oldenburg steals from Wayne
We steal from them both!!!

Sketchbook Activity: 
Begin to sketch your final clay project


Day 2: Texture and Color
Art Link: What is Pop Art, compare to Op art
Relate texture to the Wayne Thiebaud video from
                        yesterday
Discussion: Texture and Color
What is Texture? 
Physical Texture
Visual Texture
Color: Mood and emotion
Teacher Models: 
Texture and color
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment

Sketchbook Activity: 
Continue to sketch your final clay project add texture and color
Day 3:
Art Link: 
What mood does this piece show? 
Discussion: Sculpture
Additive
Subtractive
Scoring and slipping
Teacher Models: 
Clay construction Pinch Pot and slab pot
Students take notes in their sketchbooks 
Teacher Monitors throughout discussion
Check for Understanding: 
Monitor room during Pre-assessment in sketchbook
Monitor throughout discussion to be sure notes are being taken 
Presentation assessment
Sketchbook Activity: 
Continue to sketch your final clay project add texture and color and add 
Plans for scoring and slipping the final project. 
Day 4, 5, 6: create clay and allow it to get leather hard add texture/details when leather 
hard
Final Dry time art activity Day 7 and 8: 
Each table will receive research paper on one of nine artists
Students will read, collect data and present one artist to the class as a
Group
Presentation will be of a group artwork inspired by their artist. 
Artwork must be of the subject matter most identified with the artist
Artwork must include characteristics of the artist
Students will aid in instruction by researching one of nine artists and sharing the information with the class. 
Students will take notes in their sketchbook about each of the nine artists
Wayne Theibaud
Jasper johns
Andy Warhol
Jim Dine
Roy Lichtenstein
Tom Wesselman
Claes Oldenburg
David Hockney
Robert Indiana
FINAL PROJECT Painting: Day 9, 10, 11, 12
Students will paint clay sculpture using Pop Art style
Students will use color/texture to achieve an emotion or mood





Tuesday, June 3, 2014

Typography and Pattern with Lou Dorfsman



Discussion: 
Typography
What does it mean? 
Where do we see it? Daily lives, Computer

ARTIST
Louis "Lou" Dorfsman (1918 – October 22, 2008) was a graphic designer who oversaw almost every aspect of the advertising and corporate identity for the Columbia Broadcasting System (CBS) in his 40 years with the network.
In Eero Saarinen's CBS Building on 52nd Street and Sixth Avenue, Dorfsman was responsible for all of the building's graphics, designating the type, design and spacing for wall clocks, elevator buttons, and elevator inspection stickers.[2] He designed a 35-foot-wide (11 m), 8 1⁄2-foot-tall (2.6 m) design called Gastrotypographicalassemblage for the building's cafeteria that listed all of the foods offered to patrons in hand-milled wood type. Dorfsman considered this work to be "his magnum opus, his gift to the world".[3] The work has now been installed in a building on the campus of the Culinary Institute of America in Hyde Park, New York.

Pattern
What is pattern? 
How do we create pattern in art? 

Project
Step1: Grab small square of practice paper
Step2: Practice your letter
Step 3: Make suer the letter is open, like a coloring book 
Step4: Fill the page
Step4: get your letter approved by an adult
Step5: Recreate your letter on the page with type
Step6: Make sure your type page in long ways
Step7: Draw your letter again in the same manner as your practice
Step 8: Fill Your letter with pattern
Step9: Turn in your letter to mrs. Mollie

Materials: 
Pre-cut paper with type
Thin Sharpie markers
Practice paper
Sticky notes for each student with their letter on it (ABC etc).