Brian Dickerson: Constructed Paintings and Drawings
|
|
- Abraham Simmons
- 7 years ago
- Views:
Transcription
1 January 28 April 21, 2012 University of Wyoming Art Museum 2012 Educational Packet for K-12 Teachers Purpose of this Packet: To provide K-12 teachers with background information on the exhibition and age appropriate suggestions for exploring the concepts, meanings, and artistic intent of artwork before, during, and after the museum visit. Curricular Unit Topic: Teachers and students examine the ideas, styles and techniques of Philadelphia artist Brian Dickerson, whose constructed paintings and small drawings are on exhibit at the Art Musuem. The focus of this educational packet and curricular unit is to observe, question, explore, create and reflect. Observe: Students will observe the artwork of Brian Dickerson. They will look closely at his paintings and drawings, exploring the ideas and themes presented and the formal qualities of the work: the colors used; the shapes of the paintings; the subject matter; style and techniques. Question: Students will have an opportunity to read, write, sketch, listen to teachers and museum educators, and then come up with questions about the artwork and the artist who created it. Students will question the materials and techniques used and their own responses to the art on display in the exhibition. Explore: Students will explore the artist s background and how that has contributed to his artwork. They will be encouraged to research vocabulary words and other related aspects of the exhibit. Create: Students will be given time to practice sketching and drawing, and may create their own constructed paintings or drawings, either in the Shelton Studio or in their school art room. Reflect: Students will evaluate their final art products with other students, teachers, and museum educators. They will receive feedback on the art work and the concepts behind it. After this process, they may write an essay about their art, the artist, or their museum experience. Brian Dickerson (American, b. 1951), Autumn s End II, 2011, oil, wax, mixed media on wood, 42 x 21 x 9 inches, courtesy of the artist
2 University of Wyoming Art Museum 2012 Introduction: During this visit students will view Brian Dickerson: Constructed Paintings and Drawings. [The artist] explores remembered landscapes in his iconic three-dimensional paintings on wood. Heavily layered and reworked surfaces in Dickerson s constructions reveal a deeply felt process of exploration. Each work contains hidden forms and apertures suggesting almost inaccessible mystery. Seen as objects, these paintings redefine our notions of sacred space and provide an opportunity for contemplation. Using mixed media and wood construction, these sculptural paintings achieve what one art critic referred to as spiritual resonance. Dickerson grew up in the Schoharie Valley, located in the Helderberg Mountain region of upstate New York. Following a high school visit to the Pennsylvania Academy of the Fine Arts he moved to Philadelphia where he is now a professor at the Art Institute of Philadelphia and Philadelphia University. Numerous galleries and museums have exhibited his work, including Kouros Gallery, New York, NY; Seraphin Gallery, Philadelphia; Butler Institute of American Art; National Academy of Design, and the Pennsylvania Academy of the Fine Arts. In 2010 he was awarded a Franz and Virginia Bader Fund Grant and received a Ballinglen Foundation Fellowship in 2008 to travel to Ballycastle, County Mayo, Ireland in 2009, 2010 and Artist s Biography ( History: Long before he began making abstract threedimensional paintings Dickerson painted landscapes. These works, he says, were dark nocturnal landscapes of the Helderberg region painted in a traditional format of foreground, middle ground, and background. However, in the early 1990 s, influenced by artists like Michael Heizer, whose land art piece Double Negative consists of two enormous trenches cut into the edge of the Mormon Mesa in the Nevada desert northeast of Las Vegas, Dickerson began to shift in a new direction. I was particularly drawn to the concept of imagined space, he explains. Most people experience works like Double Negative not through actually being in their presence, but through photographs, and therefore have to enter them through their imagination. Dickerson was also drawn to the sculptures of Richard Serra, which allow viewers to step into its interior and physically enter the work. At the same time, Dickerson was continuing to think about the landscape of his childhood near the Helderberg and of his experience at age fourteen of witnessing the excavation of an Owasco Indian settlement site in the area. I remember very vividly peering into the pits and other excavated areas, the colored layers of soil, and various artifacts, including the remains of a dog that was buried, Dickerson says. This made a big impression on me. I identified with the process of archaeology, particularly the layers involved, of removing layers that were earlier deposited, the role of intuition, burial, the past, what is known and unknown. It was at this time that Dickerson began bringing abstract art elements from sculpture and painting together in one new form the three-dimensional works that became his Helderberg and Settlement Paintings in the 2000s. Done primarily on wood and measuring no more than two to five feet, these constructed paintings evoke landscapes through their earthy palettes, weathered textures, and architectural elements, while their forms remain geometric and abstract. Each extend out from the wall by several inches and contain small three-dimensional apertures, which Dickerson explains, allows the viewer to enter the painting, but also by its size, limits the ability to do so physically. The viewer is left to enter through their own imagination, memory, or experience. Brian Dickerson (American, b. 1951), Vroman, 2011, oil, wax, mixed media on wood, 47 x 40 x 4 inches, courtesy of the artist From the catalog: Brian Dickerson Constructed Paintings Eve Bowen essay KOUROS Gallery, 2011
3 University of Wyoming Art Museum 2012 Artist Statement: Once the construction of the work is complete, I might study it for a period of several days, weeks, or months I sometimes have a preconceived notion of what the finished work will be but it usually ends up going in a different direction I begin to build up layers and textures. Inevitably things don t go as planned and I ll scrape the underlying paint layers away. Sometimes I use paint scrapers, but at other times I end up using a heat gun or sander As the work progresses the initial shapes and forms begin to change visually because of the addition of color. I also tend to reconsider some of the shapes I first started with [I may saw] through different pieces, taking apart certain sections and reassembling others. - Brian Dickerson in a 2005 interview with Judith Perry From the catalog: Brian Dickerson Constructed Paintings Eve Bowen essay KOUROS Gallery, 2011 Lesson Overview: Students will learn about the work of Brian Dickerson, considering the formal qualities and ongoing themes of his work, including memories, history, archaeology, nature and more. They will explore the ways he uses a variety of tools to construct paintings, and discuss why he takes away materials that he initially adds. They will observe his small drawings and consider how they are like or not like the constructed paintings. In the Shelton Studio students will have the opportunity to complete a constructed painting or a drawing that incorporates texture, contrasting layers, and form. While inspired by or responding to any one of the paintings or drawings in the gallery, each student will try, in his or her own way, to create something new. Techniques used to produce a painting or drawing will be borrowed, but not the ideas or subject matter each student brings to the project. Students and teachers may research and engage in conversations about memory, personal history, place, archaeology and more before arriving at the art museum. While here they will spend time in the galleries closely observing the work, discussing it, writing about it, and sketching it. They will begin conversations about the ideas behind the work which will lay the groundwork for future opportunities to pursue these ideas in their home classrooms and schools. Essential Questions: Grades K-6 What is art? What is modern art? What does it mean when we talk about original art work? What is a theme? What does constructed mean? Brian Dickerson (American, b. 1951), The Gypsy and the Troll, , oil, wax, mixed media on wood, 66 x 44 x 10 inches, courtesy of the artist Grades 6-12 What do we mean by style when we speak of art? How would you describe Brian Dickerson s style? Why does he construct his paintings out of wood? What are the ideas that seem to influence him most?
4 Art Questions to Consider: Grades K-6 What do you see? Describe the types of marks the artist has made. What shapes and forms do you see? What colors do you see? What is the subject of the paintings and drawings? How are these paintings and drawings the same. How are they different? Grades 6-12 University of Wyoming Art Museum 2012 What techniques are used in the paintings and drawings? How would you use the same techniques to make something new in art? How is a constructed painting similar to and different from sculpture? Brian Dickerson (American, b. 1951), Roseboom, 2011, oil, wax, mixed media on canvas and wood, 71 x 32 x 6 1/2 inches, courtesy of the artist Pre-visit Activities: In order to prepare students for their museum visit and extend learning possibilities, we suggest that teachers and students consider the following activities. Students read and research about Brian Dickerson on the web. Students research any of the artists Dickerson says have been an influence on his work. (Ad Reinhardt, Richard Serra, Michael Heizer). Students explore different artists techniques in creating their works. Prerequisite Skills/ Knowledge: Museum staff will work with teachers to ensure that all projects are age and skills appropriate. At the very minimum: Students should have some familiarity with sketching and drawing objects. Students should be able to identify shapes and colors. Students should be familiar with the concepts behind modernism. Students explore how memory, history and archeology can influence how we think about and remember places and peoples.
5 Museum Activities: Part 1 Time frame: 45 minutes University of Wyoming Art Museum 2012 Students closely observe the works of Brian Dickerson. Students identify lines, shapes, forms, patterns, repetition, color, light and shadow, techniques and styles in the artwork. Students discuss what they see with museum educators. Students explore the artist s work within the context of creating something new that looks old. Students explore the concepts behind the art work in the exhibit. Using worksheets, students respond in writing or drawing to the work they see by recording their observations and thoughts, writing short essays, or creating poetry inspired by the artwork. Students answer questions on a museum worksheet. Students engage in discussions about their observations with one another and with the teachers. Part 2 Time frame: 45 minutes 60 minutes (in the Shelton Studio) The following projects may be considered individually, or combined, or museum staff will work with teachers to develop specific projects which support ongoing classroom work. Students explore inventive ways to use materials by creating their own constructed painting, using wood, glue, paint. Students write about a memory that has a strong personal meaning and how they might interpret that in their art. Post Visit Activities: We have found that students achieve maximum benefit from a museum visit when time is scheduled for post-visit activities. Here are some suggestions: Students discuss or write about their museum experiences, reviewing what they learned, what has special meaning for them, how they will use new information and skills. Students continue to research the works of the artist, his ideas and influences (an essay, art work, research paper). Students explore their personal history and memories. They investigate the field of archaeology and what can be learned by studying previous peoples and times. Students create their own drawings and paintings to explore new ideas.
6 University of Wyoming Art Museum 2012 Suggested use in the curriculum: The study of Brian Dickerson s artwork ties to multiple curricular areas including art, history, social studies, writing, reading, math, geography, and philosophy. Museum staff will work with teachers to address specific Wyoming Teaching Standards and to align museum projects and studies with ongoing classroom curricular units. Some recommended resources: These are just a few of the many resources available. We welcome other suggestions that teachers and students find helpful which can be added to this list. UW Art Museum website: Exhibition descriptive materials (contact the museum education program for more information) Brian Dickerson s website: Materials to be supplied: The Art Museum provides selected materials for Shelton Studio projects. Assessment and Documentation of Museum Tour and Studio Experiences: In order to ensure that our museum tour program is meeting the needs of teachers and students, we ask participants to complete evaluation surveys. Surveys may be distributed to teachers and students, but they may also be requested via (wbredehoft@uwyo.edu). 1. Students will self-assess using a quick survey that asks them to consider their response to the gallery discussions and research, and their studio experience. 2. Teachers will assess the overall visit by completing a quick survey that asks for their observation and assessment of students experiences, as well as assessment of the overall process of the museum visit. 3. Museum staff and artists/teachers will record their observations and assessments. 4. When studio time permits, we will ask students to briefly discuss their art work completed in the Shelton Studio visit. 5. Museum staff may take photographs of students and teachers to document the learning taking place and the work produced during a museum visit. These are available upon written request to teachers who would like to use them as art of teaching and student portfolios.
Lesson Plan: Perfecting Our Identity Paintings Advance Art-High School
Lesson Plan: Perfecting Our Identity Paintings Advance Art-High School Introduction: This art lesson relates to the work of Stuart Netsky. It is part of an abstract painting unit that also covers the art
More informationCreated by Elizabeth Rossi, Valley View Middle School Art Teacher
Odili Donald Odita, Flow Abstracted Architecture Multimedia Drawings Created by Elizabeth Rossi, Valley View Middle School Art Teacher Age Adaptable Visual Arts 2-3 Lessons On-Site Lesson Plan About the
More informationStandard 1: Learn and develop skills and meet technical demands unique to dance, music, theatre/drama and visual arts.
ART CONTENT STANDARDS FOR VISUAL ARTS Grades K-5 Note: Each standard requires the application of the elements of art and principles of design. Strand: Visual Arts Standard 1: Learn and develop skills and
More informationStudio Art. Introduction and Course Outline
Studio Art Introduction and Course Outline PACE High School An Independent Ohio Community School Welcome to the Studio Art course. During this semester you will learn to use the basic materials and techniques
More informationEarth Art: Creating Patterns in Nature
Earth Art: Creating Patterns in Nature SEASONS: SUBJECTS: PREP TIME: EXT. SUBJECT: LESSON TIME: X MATERIALS For the class: computer with Internet access, camera (optional), outdoor space with a variety
More informationThe Painter s Eye Grades: 2 4 45 minutes This tour replaces Learning to Look at Art. Please disregard all older tour plans.
The Painter s Eye Tour 1 The Painter s Eye Grades: 2 4 45 minutes This tour replaces Learning to Look at Art. Please disregard all older tour plans. Procedures As with all tours, timing is critical. Therefore
More informationPhotography (ART221, 222, 225, 226) Curriculum Guide
Photography (ART221, 222, 225, 226) Curriculum Guide December, 2014 Visual Arts Curriculum, Instruction, and Assessment 2323 Grand Avenue Des Moines, Iowa 50312 P: 515-242-7619 visualarts.dmschools.org
More information2012 VISUAL ART STANDARDS GRADES K-1-2
COGNITIVE & K Critical and Creative Thinking: Students combine and apply artistic and reasoning skills to imagine, create, realize and refine artworks in conventional and innovative ways. The student will
More informationDavis Publications Communicating Through Graphic Design 2010 correlated to Oklahoma s Visual Art Standards High School with Media Arts
with Media Arts VISUAL ART Standard 1: Language of Visual Art: Presenting The student will identify and communicate using a variety of visual art terms. 1. Compare and contrast works which are similar
More informationAP Studio Art Summer Assignment
AP Studio Art Summer Assignment Due date: You will present all your summer work during critique on the first day of class. Assessment: The grade for all 2 components of the summer project will constitute
More informationSchool District of the Chathams Curriculum Profile
Program of Study: Fine Arts Course Title: Drawing Grade Level: 9-12 PURPOSE/ COURSE DESCRIPTION School District of the Chathams Curriculum Profile Drawing focuses on black and white or monochromatic rendering
More informationWhy is it important to do use your hands and traditional tools to create simple designs before jumping on to the computer?
Intro to Graphic Design Essential Questions Unit 1: Traditional Tools Why is it important to sketch your ideas away from the computer instead of sketching on the computer and believing your solution is
More informationArt Gallery of South Australia Adelaide
Hans Heysen Art Gallery of South Australia Adelaide This trail is intended as a guide for young people and families as they enjoy the Hans Heysen retrospective exhibition. The wet road, 1894 Judith Fletcher,
More informationPRESCHOOL ART EDUCATION PROGRAM
PRESCHOOL ART EDUCATION PROGRAM PROGRAM RECOMMENDATIONS This program is currently not offered by the art department. It is our recommendation that the following model be adopted and taught by certified
More informationPUSD High Frequency Word List
PUSD High Frequency Word List For Reading and Spelling Grades K-5 High Frequency or instant words are important because: 1. You can t read a sentence or a paragraph without knowing at least the most common.
More informationWorksheets for Teachers. The Lowry
Worksheets for Teachers The Lowry Worksheets LS Lowry Worksheets for Primary & Secondary Pupils The following pages contain worksheets for you to use with your class. They can be photocopied for each person
More informationART/VCDMA PORTFOLIO TIPS
ART/VCDMA PORTFOLIO TIPS What is a portfolio? A portfolio represents your skills as an artist, including craftsmanship, technique, creativity, and the ability to communicate visual ideas. High school seniors
More informationART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN
ART & BOOKS by Shannon Christensen TEACHING KINDERGARTEN LESSON #1 LINES CONCEPT THE DOT by Peter H. Reynolds TEACHING KINDERGARTEN LESSON #1 LINES & THE DOT OBJECTIVE The student should be able to 1)
More informationHow To Learn To Be A Creative Artist
Grades 9 12 Visual Arts Introduction Building on the educational outcomes of Visual Arts in elementary and middle school education, high school art prepares students for personal development in the arts,
More informationEgypt and China. Ancient Worlds: VMFA Resources
VMFA Resources Ancient Worlds: Pre- and Post-Visit Activities VIRGINIA MUSEUM OF FINE ARTS Egypt and China Grade 2 Based on images of two works of art from VMFA s collection, these activities will provide
More informationIdentity Box: Fred Wilson
Identity Box: Fred Wilson 12 Identity Box: Fred Wilson Using Fred Wilson s curatorial technique and the context of the Harlem Renaissance, each student will create an Identity Box assemblage that reveals
More informationProgression of Skills in Art and Design National Curriculum 2014 Age Related Expectations. Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6
Progression of Skills in Art and Design National Curriculum 2014 Age Related Expectations Strand Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Generic skills Record and explore ideas from first hand observations
More informationEnvision Visual Arts (EVA) Classes. Drawing and Design is the foundation course for all other Digital and Fine Art courses,
Envision Visual Arts (EVA) Classes Drawing and Design is the foundation course for all other Digital and Fine Art courses, and is a wonderful class for those just getting starting in arts classes or for
More informationMy Favourite Room: One-Point Perspective Drawing
Visual Arts Lesson Plan 2 Year level: Year 3 (AusVELS Level 3) Lesson duration (mins.): 4 x 40 minute sessions My Favourite Room: One-Point Perspective Drawing Learning Outcomes and specific purpose: Adaption
More informationContemporary Triptych Art Inspired by Gustav Klimt s Tree of Life
Contemporary Triptych Art Inspired by Gustav Klimt s Tree of Life A triptych is defined as a work of art in three sections. The history of triptychs dates back to the Middle Ages. Originally designed and
More informationGeorgia O Keeffe. An American Artist
Georgia O Keeffe An American Artist Georgia O Keeffe Georgia O Keeffe is one of the most significant and intriguing artists of the twentieth century, known internationally for her boldly innovative art.
More informationINTERIOR DESIGN. Total Credits: 70 Studio Credits: 46 Academic Credits: 24. SEMESTER I Credits: 18 Studio Credits: 12 Academic Credits: 6
DELAWARE COLLEGE OF ART AND DESIGN 600 N MARKET ST WILMINGTON DELAWARE 19801 302.622.8000 INTERIOR DESIGN Total Credits: 70 Studio Credits: 46 Academic Credits: 24 SEMESTER I Drawing I 3 2D Design I: Black
More informationMount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8. Adopted by the Mount Laurel Board of Education on August 25, 2009
Mount Laurel Township Schools Visual & Performing Arts Curriculum Grades Pre-K-8 Adopted by the Mount Laurel Board of Education on August 25, 2009 Contents in this Curriculum (Art) Pre-K Curriculum Kindergarten
More informationThought for the Day Master Lesson
Welcome and Introductions Lesson 2 LESSON 2 Thought for the Day Master Lesson Thought for the Day Education is not the filling of a pail, but the lighting of a fire. William Butler Yeats Overview: The
More informationSchools Online Project
Schools Online Project In association with the Cornwall Museums Group and Cornwall Council Background to the collection Learning resources and content for the Cornwall Council Schools Art Collection Online
More informationGraphic Design: Introduction to Typography
Lesson 6 Graphic Design: Introduction to Typography What is Design? What is Graphic Design? How is Graphic Design different from Fine Art? LESSON OVERVIEW/OBJECTIVES Students will learn about design and
More informationMONDAY. OIL PAINTING 9:00am-noon Sean Bodley 414-334-1799 sabodley@gmail.com
MONDAY OIL PAINTING Learn to use and enjoy the wonderful medium of oil paint. Students will learn the basics of oil painting materials and methods, including color mixing techniques, and enhance their
More informationFirst Grade: April Lesson 6: Night Landscape Oil Pastel and Watercolor
First Grade: April Lesson 6: Night Landscape Oil Pastel and Watercolor Objective: To create a resist painting showing a night landscape Technique: Drawing with oil pastels, adding a watercolor wash Set-up:
More information*Supply students with paper and art materials when necessary.
Reflections/Refractions: Self-Portraiture in the Twentieth Century A lesson compiled by the National Portrait Gallery, Smithsonian Institution, for the exhibition Reflections/Refractions: Self-Portraiture
More informationLabels to attach to this envelope will be sent to your proctor with the examination. You will not need postage.
ART 6A/7A/8A Art, First Semester #7035, 7056, 7067 (v.2.0) To the Student: After your registration is complete and your proctor has been approved, you may take the Credit by Examination for Art 6A, 7A,
More informationSelf-Portrait Painting
SUBJECT: VISUAL ART GRADE: 8TH TEACHER: CHRISTINA LOVERING Unit Overview: Self-Portrait Painting Introduction Students will engage in a 2-3 week unit in which the end result will be a self-portrait using
More informationChapter 117. Texas Essential Knowledge and Skills for Fine Arts. Subchapter C. High School, Adopted 2013
High School, Adopted 2013 117.C. Chapter 117. Texas Essential Knowledge and Skills for Fine Arts Subchapter C. High School, Adopted 2013 Statutory Authority: The provisions of this Subchapter C issued
More informationANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information
ANNE ARUNDEL COUNTY PUBLIC SCHOOLS GIFTED VISUAL ARTS ENRICHMENT PROGRAM 2015 16 General Information The Anne Arundel County Gifted Visual Arts Enrichment Program consists of eligible students identified
More informationPicasso Style Abstract Portraits
Picasso Style Abstract Portraits Pablo Picasso created more styles of art than any artist before or after him. Many of his abstract portraits are in a split portrait style, meaning that half of the face
More informationStudents will complete these drawings/paintings throughout the length of this curriculum in this specific order.
This training and curriculum is created from the best and most effective traditional methods and techniques used in 19th-century European academies and private ateliers, the apprentice system of the renaissance.
More informationGiffards Primary School
Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy
More informationArt Masterpiece: Poppy, 1927-Georgia O Keeffe
Art Masterpiece: Poppy, 1927-Georgia O Keeffe Keywords: Vantage Point, Blending, Water-color Grade: 4 th 5th Lesson: Close-Up Flower-Water Color Art Print: A variety of O Keefe art prints can be used in
More informationTExES Art EC 12 (178) Test at a Glance
TExES Art EC 12 (178) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources. Test Name Art EC 12 Test
More informationWWHS Visual Arts Program Tips
WWHS Visual Arts Program Tips Visualize a school that has a passion for the arts and the academics and you will see Walt Whitman HS. We offer a wide range of visual art experiences and the Art Department
More informationHACKETTSTOWN, NEW JERSEY. Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT. July 2014
HACKETTSTOWN, NEW JERSEY Computer Animation Grades 10-12 CURRICULUM GUIDE FINAL DRAFT July 2014 Mr. David C. Mango, Superintendent Ms. Nadia Inskeep, Director of Curriculum & Instruction Developed by:
More informationGRADE 3 CURRICULUM COMPANION - ACTIVITIES PANOPLY SCHOOL DAYS ~ STUDENT ART TENT
ACTIVITY ONE (BEFORE VISITNG PANOPLY SCHOOL DAYS) ART VOCABULARY Students will learn art related vocabulary words in order to better understand and evaluate what they observe in the Student Art Tent. Within
More informationThe Planets? Suite! The Cleveland Institute of Music Class Materials. Table of Contents
1 Dear Educator, Thank you for choosing the Cleveland Institute of Music. Inside this packet, you will find all of the materials your class will need for your upcoming The Planets? Suite! videoconference.
More informationNaturally Connected Curriculum Project OUTDOOR MATHS
OUTDOOR MATHS Who are these resources for? Natural Connections resources are aimed at teachers who are new to outdoor learning and are intended as an initial helping hand to get started. Teachers with
More informationGrade 4: Module 1B: Unit 3: Lesson 11 Writing the Essay: Body Paragraph
Grade 4: Module 1B: Unit 3: Lesson 11 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
More informationDisplay Policy for Learning Environments
Display Policy for Learning Environments 1 Contents Section 1 1. Aims p.3 2. Policy Background p.3 3. Linking policy to curriculum priorities p.3 4. Purpose of display p.3-4 Section 2 5. The learning environment
More informationAnimal Colors and Shapes Teacher s Guide
Teacher s Guide Grade Level: K 2 Curriculum Focus: Math, Science Lesson Duration: 1 2 class periods Program Description Animals come in all colors, shapes, and sizes. Learn about the shapes animals have
More informationExploring Probability: Permutations and Combinations. Table of Contents. Guided Practice 10. Independent Practice... 6 Lesson 2: Combinations.
Exploring Probability: Permutations and Combinations Table of Contents Introduction 1 Standards and Objectives..1 Instructional Delivery..1 Technology.. 1 Assessment..2 Reflection..2 Lesson 1: Permutations.3-4
More information2016-2017 Assessment Guidelines
Visual Arts Visual Arts program teaches students think and work creatively; teach the visual values that will help define our students aesthetic philosophies; help students become familiar with the art
More informationArt, Design Policy. Michael Sobell Sinai School
Art, Design Policy 2014 Art, Design & displays Policy Rationale At Sinai School, we are concerned with the education of the whole child and the development of Art and Craft skills will enable the achievement
More informationImagine the Next Generation of Creative Tech Savvy Artists: Middle Schoolers are SO Ready!
Imagine the Next Generation of Creative Tech Savvy Artists: Middle Schoolers are SO Ready! Suzanne Owens, Coordinator of Art, AACPS Eleni Dykstra, Art Resource Teacher, AACPS Leo Hylan Art Teacher, Performing
More informationTop Ten Tips for an Effective Fieldtrip! Effective Fieldtrip Guide. Introduction. Maximizing the impact of out-ofclassroom. learning: PREPARATION
DC Arts & Humanities Education Collaborative Introduction Effective Fieldtrip Guide 1001 G Street, NW Suite 1000W Washington, DC 20001 (p) 202.879.9327 (f) 202.393.5705 www.dccollaborative.org info@dccollaborative.org
More informationElicit Me too and Me neither by asking students if they have a sister or brother (or dog, cat ) and then responding appropriately.
All about me. Topic: Personal interests, likes and dislikes Aims: To help students focus on fluency when speaking To develop students communication skills To develop students listening skills Level: Pre-intermediate
More informationMasterpiece: Tree of Life (Art Glass Window), 1904 by Frank Lloyd Wright for the Darwin D. Martin House
Masterpiece: Tree of Life (Art Glass Window), 1904 by Frank Lloyd Wright for the Darwin D. Martin House Keywords: Shape, Line, Repetition, Structure Grade: 4 th Grade Month: November Activity: Light Screens
More informationGreat Books: Tales of Edgar Allan Poe Teacher s Guide
Teacher s Guide Grade Level: 9-12 Curriculum Focus: Literature Lesson Duration: 1 2 class periods Program Description Explore the psychology of terror in some of Poe s most-haunting tales. Interwoven through
More informationDRAWING, PAINTING, 2-D ART CURRICULUM GUIDE
DRAWING, PAINTING, 2-D ART CURRICULUM GUIDE Seminole County Public Schools Curriculum Services Department 2003 SEMINOLE COUNTY PUBLIC SCHOOLS 400 East Lake Mary Boulevard Sanford, Florida 32773-7127 THE
More informationArt Programs. Art Associate in Arts Degree*
Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide
More informationFeatured Artist - Joan Cox: Scooters. Written by Cara Mae McGuire
Scooters are freedom. Riding my scooter makes me forget about the bills I have to pay and all the things on my to-do list. Riding is just plain fun, like folding my arms in tight and rolling down a grassy
More informationELEMENTS AND PRINCIPLES OF DESIGN
APPENDIX A1 4 T T ELEMENTS AND PRINCIPLES OF DESIGN Groups: 1. Select an advertisement. 2. Examine the advertisement to find examples of a few elements and principles of design that you are familiar with.
More informationYouth/Teen Summer Camps @ the BBAC Art Programs for All Ages!
Youth/Teen Summer Camps @ the BBAC Art Programs for All Ages! PREscHOOL / KIndERGARTeN GRAdEs 1 5 *Children should be registered for the school grade they will enter in the fall 2014. Pre & K Arts Discovery
More informationRequirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure
Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/
More informationFor this project, you will be using TORN PAPER to create a COLLAGE!
Torn Paper Collage For this project, you will be using TORN PAPER to create a COLLAGE! You can use virtually any kind of paper you can find. Magazines, newspapers, junk mail Artwork, sheet music, pages
More informationPlan out and design a New Personal Portfolio Website
GRC 175 A6 Extra Credit Plan out and design a New Personal Portfolio Website Plan out and design your final project, a new Personal Portfolio Website. This assignment will document the planning and designing
More informationKeywords for the study of Junior Cert art
able abstract acrylic activity aesthetic/aesthetics analyze ancient animation applied arch arches architect architectural architecture art art process artist artistic artists arts artwork artworks assemble
More informationACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1
ACALANES UNION HIGH SCHOOL DISTRICT Adopted: 3/2/05 Visual and Performing Arts Subject Area COURSE TITLE: Digital Design 1 COURSE CODE: V0981e GRADE LEVEL: Grades 9-12 COURSE LENGTH: PREREQUISITE: CREDIT:
More informationAncient Greece: Pots. Black-figured lip cup Greek, around 540 BC. Visit resource for teachers Key stage 2
Ancient Greece: Pots Black-figured lip cup Greek, around 540 BC Visit resource for teachers Key stage 2 Contents Before your visit Background information Resources Gallery information Preliminary activities
More informationHow To Learn Art At A Junior High
Summit Public Schools Summit, New Jersey Grade Level 4: Content Area: Visual Arts Curriculum Course Description: The fourth grade visual art curriculum provides experiences for students to explore their
More informationClass: Commercial Art Grades 9-12 (Semester Course)
Class: Commercial Art Grades 9-12 (Semester Course) Introduction to Commercial Art 1 day Elements of Design 1 week Principles of Design 1 week Line and Shape 1 week Color Wheel 1 week Color and Meaning
More informationNeshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study
Neshannock Township School District Curriculum Overview Computer Graphics Plan Course of Study Course Objectives: Materials: Knowledge Base: Grading Procedure and Assessments: Curriculum Alignment: Course
More informationINTERIOR DESIGN COURSE SYLLABUS 2012-2013
INTERIOR DESIGN COURSE SYLLABUS 2012-2013 COURSE DESCRIPTION: Students will be introduced to the field of interior design and the breadth of related careers associated with the industry. It is recommended
More informationPATTERN: A two-dimensional decorative visual repetition. A pattern has no movement and may or may not have rhythm.
Project: Elements of Design - NAME Elements: Line, Color, Value, Shape, Space, Texture Principles: Consider what principles you may have used based on the definition of each. Artist to Remember: Research
More informationPlan out and design your Personal Portfolio Website
GRC 175 A7 Plan out and design your Personal Portfolio Website Plan out and design your final project, a new Personal Portfolio Website. This assignment will document the planning and designing of your
More informationContextual Relevancy
North Carolina s Kindergarten Visual Arts Note on Numbering/Strands: V - Visual Literacy, CX Contextual Relevancy, CR Critical Response Visual Literacy K.V.1 Use the language of visual arts to communicate
More informationRYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE. SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com
RYMAN ARTS FOUNDATION OTIS CAMPUS SPRING 2016 INSTRUCTOR: CATHY STONE SUNDAY, 1:00 4:30 EMAIL:cathy@cathystone.com COURSE DESCRIPTION. Foundation; studio class in drawing and composition will acquaint
More informationArt Programs. Art Associate in Arts Degree
Art Programs The Art Department offers both an Associate in Arts Degree and Certificates of Achievement programs. Various required and elective courses focus on individual creative development and provide
More informationGeorgia O Keeffe 1887-1986 American Modernism
Georgia O Keeffe 1887-1986 American Modernism In the vertical art storage rack you will find the following reproductions and posters: Reproductions: Red Poppy No. VI From the Lake No. 1 Yellow Cactus 8.5x11
More informationEngineering. plan plan make make revise revise test test
plan plan make make revise revise test test experince Experience Engineering Engineering at the Science Museum Museum activities for Grades 2 6 Teacher and Chaperone guide Connections to MN Science Standards
More informationSocratic Seminar Format Overview (4 th -12 th grade) Compiled by Virginia Dent Kahn
Socratic Seminar Format Overview (4 th -12 th grade) Compiled by Virginia Dent Kahn The seminar form is a very successful discussion technique for poetry and poetry comparisons. The format is also infinitely
More informationForce and Motion: Ramp It Up
Force and Motion: Grade Level: 4-5 Time: 3 class periods By: Carrie D. Perry (Bedford County Public Schools) Overview After watching an engaging video on Olympic alpine skiers, students then participate
More informationHow To Teach Art And Design At Clydewaterfront
Clyde Waterfront Education curriculum resources Lesson/project idea Arts and culture ulture Title Graphic design inspired by the architecture of Glasgow Lesson/project focus Lesson: Graphic design unit
More informationThis activity will work best with children in kindergarten through fourth grade.
ACTIVITY SUMMARY Reading Guide, page 1 of 3 During this activity, you and your child will actively read Martin s Big Words, using the suggested reading strategies. WHY Through this activity, your child
More informationA.P. Studio Art: 2-D Design Syllabus Utica Community Schools
A.P. Studio Art: 2-D Design Syllabus Utica Community Schools Course Resource Texts: Tansey & Kleiner, Gardner s Art Through the Ages, Harcourt Brace College Publishers, 1996. Wilkins, David G., Schultz,
More informationTitle. Student Target. Materials. Warm-Up. Kindergarten Three-dimensional shapes
Title Kindergarten Three-dimensional shapes Student Target Timeline: Kindergarten Big Idea 2: Describe shapes and space Body of Knowledge: Geometry Math Benchmarks: MA.K.G.2.3: Identify, name, describe,
More informationWhat is The Art of Science competition?
What is The Art of Science competition? The Art of Science is a visual arts competition for elementary, middle and high school students in the state of Arizona. Students participate by entering one (1)
More informationLesson Plan. Graphic Design & Illustration
Lesson Plan Course Title: Session Title: Graphic Design & Illustration Micrography Portrait Lesson Duration: Approximately five 90-minute class periods. [Lesson length is subjective and will vary from
More informationI wrote and illustrated The Dot and Ish as a way to help children and grown-up children be brave enough to make their mark.
f r o m t h e a u t h o r : I wrote and illustrated The Dot and Ish as a way to help children and grown-up children be brave enough to make their mark. While the books are about art, they really are about
More informationStarting a Booktalk Club: Success in Just 12 Weeks!
Starting a Booktalk Club: Success in Just 12 Weeks! It s wonderful that you re interested in starting a booktalk club at your school! Before you even begin, you may want to familiarize yourself with some
More informationLearning Through Massimo Bartolini Studio Matters +1
The Fruitmarket Gallery Learning Through Massimo Bartolini Studio Matters +1 School Workshops, Family Fun, Group Activities Curriculum for Excellence / Creative Learning 45 Market Street, Edinburgh Mon
More informationNew Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION
Content Area Standard Strand By the end of grade P 2 New Jersey Core Curriculum Content Standards for Visual and Performing Arts INTRODUCTION Visual and Performing Arts 1.4 Aesthetic Responses & Critique
More informationLESSON 3: EXHIBITING A CIVIL WAR SOLDIER
LESSON 3: EXHIBITING A CIVIL WAR SOLDIER Abraham Lincoln Presidential Library and Museum GRADE 5-8 Objectives Understand the purpose of a museum, museum exhibits and exhibit labels. Experience hands-on
More informationStandard 1(Making): The student will explore and refine the application of media, techniques, and artistic processes.
Lesson 9 Picasso and Cubism: Self-Portraits How are many sides of an object expressed at once? How is a subject reconstructed into planes, forms and colors? LESSON OVERVIEW/OBJECTIVES This lesson focuses
More informationI ve always had a great passion. Double-Walled Vessels. Studio Ceramics. by Hiroe Hanazono
Double-Walled Vessels by Hiroe Hanazono Double-walled vessels cast from original molds, sprayed glazes, fired to cone 6. I ve always had a great passion for food cooking, eating, setting the table, and
More informationedtpa Frequently Asked Questions
edtpa Frequently Asked Questions The FAQ s below are a compilation of general guidelines and tips, as well as replies by NY State to specific student queries. 1. edtpa Registration 2. edtpa Submission
More informationModule 2: Conflict Management
Module 2: Conflict Management Conflict management, like effective communication skills, is another important element of social competency. This module promotes the use of several forms of conflict management
More informationA Picture is Worth a Thousand Words
A Picture is Worth a Thousand Words Danielle DuBois TOP 2, 2010 Miller Middle School 6 th Grade, World History Kingston, New York Unit Focus: The art of the East Side Gallery of the Berlin Wall as a reflection
More informationVOCABULARY and the GED Test
VOCABULARY and the GED Test Finding ways to expand one s working vocabulary and developing skills to analyze new words are crucial skills for the GED candidate. Many reading stumbling blocks, including
More information