Vocabulary 7 th Grade Art

Transcription

1 Vocabulary 7 th Grade Art Elements of art (in bold) Line - Shape - Form - Value - Graded value scale - Ungraded value scale - Color - Texture - Space - Format Orientation Portrait - Landscape - Types of art Portrait - Landscape - Still Life - A point in motion. A connection between two points A flat enclosed area. A line that returns where it began A shape that has three dimensions (3D) The relative darkness or lightness of something A scale that shows increasing value in defined areas A scale that shows increasing value gradually, with no sharply defined areas How our brain understands different light waves (additional vocabulary listed below) The way something feels or looks like it would feel The areas between or the distance of components in a piece of art Vertical orientation. The top/bottom are shorter than the sides Horizontal orientation. The top/bottom are longer than the sides A representation of a person or an animal. A representation of a scene, typically out side A representation of objects, typically arranged in a confined area Types of perspective One point perspective- Two point perspective- Design principles Pattern - Pattern unit - Pattern rule - drawings that have a horizon line and one vanishing point drawings that have a horizon line and two vanishing points, typically spaced toward the edges of the composition Predictable repetition of line, shapes and/or color The part that repeats You must see at least 2 full repeats of the pattern unit to call it a pattern

2 Basic Color Vocabulary Primary colors: Secondary colors: Tertiary colors: Complementary colors: Analogous colors: Temperature of colors: Palette Red, Yellow, Blue. All other colors are created from these three colors. You cannot mix these colors from other colors. They are the starting point. Orange, Green and Purple (or violet). These colors are created by mixing two primary colors in equal parts. The colors created by mixing a primary color with a secondary color. When labeling the tertiary colors, the color that it is most like is listed first, for example Yellow- Orange is mostly yellow with some orange added. Colors that are directly opposite each other on the color wheel. Red and Green are complementary colors, Yellow and Purple are complementary colors, Blue and Orange are complementary colors. The complementary color of a primary color is always a secondary color (and visa versa). When placed next to each other, complementary colors are vibrant and compete for attention. (For this reason they are often used in advertising and team colors) Those colors that are next to each other on the color wheel. For example Yellow, Yellow- Green, and Green. Analogous colors tend to be harmonious and in the same temperature range. Cool colors vs. Warm colors. Generally blue, any secondary color containing blue and most tertiary colors containing blue are considered to be cool colors. Other colors are warm. Warm colors tend to come forward in a composition while cool colors tend to recede. Used to describe the color choices an artist makes. For example, an artist using a limited palette only uses a very few colors while an artist with a wide palette uses many colors. A monochromatic palette means only one color plus white and black. Vocabulary and concepts for Mixing Colors Hue Tint Pure pigment. Your starting color Hue + white

3 Shade Complementary colors Analogous colors Hue + black When mixed together, complementary colors dull each other and eventually become brown or black When mixed together, analogous colors don t produce big changes in the final color. Clay Unit vocabulary Clay soil material, clay minerals and water Ceramics all work done in clay Pottery any work done in clay which has been fired Fire (verb) to bake ceramics at high temperatures in a kiln takes 24 hours...12 hours to fire and 12 hours to cool Kiln a oven made for firing pottery...up to 2200 Slip clay glue made with clay and water, milkshake consistency Consistency the texture of the clay, amount of water Cylinder a open ended tube shape Glaze paint made of glass. Used for decoration and for sealing the clay to make it able to be sterilized for eating Score to scratch the surface of the clay knead/wedge to manipulate the clay to soften and remove air pockets Stages of clay *wet stage *leather hard *greenware *bisque ware *glaze ware Tools: knives: fettling knives potter s knives butter knives clay that is right out of the bag...most moldable stage one day dried...not flexible anymore, but best for carving totally dry...most fragile clay which has been fired once. Not water tight bisque ware which has been painted with glaze, and fired again. Is water tight. for cutting and scraping (longer blade) for cutting (shorter blade) used for spreading slip, scraping, smoothing. loop tools: double loop tool used for hollowing areas (has loops on both ends) wide loop tools for scraping and hollowing slab sticks for rolling even widths of clay sponge for polishing, wetting clay slip as clay glue rolling pins used with slab stick to roll even slabs bulk wire cutter piano wire used to cut through large blocks of clay The 4 S s of Clay when adding one piece of clay to another Score, Slip, Squish, Smooth

4 Projects done in 7 th Grade 2 nd Semester 2015/2016 Tower or Chain Still Life Elements Highlighted: Value, Line, Shape, Form Skills developed: Contour line drawing, shading to create the illusion of form, use of pencils Patterned Hand Elements Highlighted: Line, Shape, Value, Texture Skills developed: Creating patterns, use of pens, understanding balance and contrast One and Two Point Perspective Elements Highlighted: Space, Line, Shape Skills developed: Perspective drawing, vanishing point, use of color to enhance composition Face Mugs Elements Highlighted: Form, Shape Skills developed: Basic clay techniques, taking a project from concept to 2D design to 3D execution Color Wheel Elements Highlighted: Color, Shape Skills developed: Color theory, basic painting techniques Study Guide for DAIE The DAIE scaffold is commonly used in the art world. It empowers all students with the ability to engage in any type of art, including music, literature, movies, plays or even TV advertisements. It enables students to realize that they ALL can have an opinion about what they see and hear in the world and gives them a way to discuss opinions with supportive evidence. 1. Describe: What do you see. This stage relies most heavily on the elements of art. If you aren t sure where to start, describe the subject then describe the art elements. Break down the question even further into What colors do you see? or What types of lines do you see? etc. 2. Analyze: How did the artist make the work? This stage can be a further discussion of elements or can move into mediums. For example How did the artist make the work? can be answered with either He used bright colors and simple forms to make an image or He used paint on a canvas. If the work is similar to something you have done, answer with information about the process of the work. If you are struggling with this stage, try asking yourself how you would make the work. Maybe you would start be

5 taking a picture of the subject or by making sketches. Think about what the process might be and make an educated speculation. 3. Interpret: Why did the artist make the work? Sometimes answers to this prompt are best understood within a social or historical context. Do you know anything about the artist or when he or she lived? Another way to respond to this prompt is to ask yourself how does the work make you feel or what is communicated by the work. Artists are always trying to communicate. So if the work makes you feel sad, it is reasonable to interpret that the artist made the work to communicate sadness. 4. Evaluate: Do you like the work and why or why not. This is a two- step prompt. First you must state your opinion of the work. Then you need to give supporting evidence for your opinion. There are lots of reasons to like or dislike a work. Be sure to use art language in your supporting evidence. I don t like the work because it makes me sad, is not a meaningfully supported statement. I don t like the work because the use of dark colors and the subject matter make me sad is a meaningfully supported statement.