Grade 8
Lesson 1&2: "What is art?" & Color mini lesson
Project: Colorized string block prints
Students viewed a series of photos and decided whether or not the depictions were works of art. Each student shared their own opinion on their piece, in terms of design, giving reasons for considering it successful or unsuccessful. Some works were straight forward, such as a famous painting or sculpture. Others required deeper thought and consideration, such as Marcel Duchamp's "Fountain". Students really enjoyed listening to each others' opinions and were eager to participate in the discussion.
Students created prints by wrapping yarn around blocks of wood and dipping them into tempera paint. They were required to arrange them in a pattern. Other than following simple directions in order to complete the project, students were told not to put much thought into what the piece was about or why they were making it. After the prints were completed, we discussed whether or not we considered them art due to the fact that there truly was no intended meaning or emotion connected to the pieces. Opinions varied. After time went by and students from other classes and age groups viewed and responded to the pieces, the artists started realizing that the viewers had in fact created their own meanings. We learned that art is a powerful form of communication. Messages can be specific and intentional as well as vague and unintentional. As long as we captivate our viewer, we are successful.
The second (mini) lesson, was on color. We studied the color wheel and students colorized their prints with color pencils. They were required to create pattern and to utilize the entire visible spectrum (rainbow), as well as complementary colors.
Project: Colorized string block prints
Students viewed a series of photos and decided whether or not the depictions were works of art. Each student shared their own opinion on their piece, in terms of design, giving reasons for considering it successful or unsuccessful. Some works were straight forward, such as a famous painting or sculpture. Others required deeper thought and consideration, such as Marcel Duchamp's "Fountain". Students really enjoyed listening to each others' opinions and were eager to participate in the discussion.
Students created prints by wrapping yarn around blocks of wood and dipping them into tempera paint. They were required to arrange them in a pattern. Other than following simple directions in order to complete the project, students were told not to put much thought into what the piece was about or why they were making it. After the prints were completed, we discussed whether or not we considered them art due to the fact that there truly was no intended meaning or emotion connected to the pieces. Opinions varied. After time went by and students from other classes and age groups viewed and responded to the pieces, the artists started realizing that the viewers had in fact created their own meanings. We learned that art is a powerful form of communication. Messages can be specific and intentional as well as vague and unintentional. As long as we captivate our viewer, we are successful.
The second (mini) lesson, was on color. We studied the color wheel and students colorized their prints with color pencils. They were required to create pattern and to utilize the entire visible spectrum (rainbow), as well as complementary colors.
Lesson 3: Artist Logos
Students analyzed a variety of logos and symbols that we see in advertising. We discussed what makes them effective (or ineffective) for marketing purposes. Each student designed their own symbol/logo/monogram that they will use as their artistic identity. You will see them appear on signed artwork, as well as a header for their section of gallery space at our end of trimester show!
Lesson 4: Utilizing Principles of Design - Sculpture in the round
Project: Stick sculptures
Principles of design are essentially what make a work of art actually work! We studied balance, contrast, emphasis, movement, pattern, rhythm & unity. Students were required to create a sculpture in the round that was made up of sticks, twine, and additional materials of their choice, including an object which their sculpture would enclose. The challenge was to successfully utilize at least two principles of design. The object that their piece enclosed was something that had sentimental meaning to them. During a group critique, each student was able to explain how well they employed principles of design, what their enclosed object meant to them, and whether or not their stick lashing skills would work out if they needed to float a raft down a river :) Also known as craftsmanship.
Students analyzed a variety of logos and symbols that we see in advertising. We discussed what makes them effective (or ineffective) for marketing purposes. Each student designed their own symbol/logo/monogram that they will use as their artistic identity. You will see them appear on signed artwork, as well as a header for their section of gallery space at our end of trimester show!
Lesson 4: Utilizing Principles of Design - Sculpture in the round
Project: Stick sculptures
Principles of design are essentially what make a work of art actually work! We studied balance, contrast, emphasis, movement, pattern, rhythm & unity. Students were required to create a sculpture in the round that was made up of sticks, twine, and additional materials of their choice, including an object which their sculpture would enclose. The challenge was to successfully utilize at least two principles of design. The object that their piece enclosed was something that had sentimental meaning to them. During a group critique, each student was able to explain how well they employed principles of design, what their enclosed object meant to them, and whether or not their stick lashing skills would work out if they needed to float a raft down a river :) Also known as craftsmanship.
Lesson 5: Honoring Working Americans
Project: Bas Relief Clay Tiles
We studied the method behind the madness of "The American Mural Project." This is a massive art work that has been in progress for over 15 years. When completed, it will be the largest collaborative mural in the world; and it will be right here in Connecticut!! The mural is getting close to completion and its purpose is to pay tribute to the working American. Click on the link below for more information on this incredible project.
For this project we paid tribute to working Americans as well by symbolizing various industries in bas relief sculpture made of clay. Students chose specific industries that they have personal connections to.
AmericanMuralProject.org
Project: Bas Relief Clay Tiles
We studied the method behind the madness of "The American Mural Project." This is a massive art work that has been in progress for over 15 years. When completed, it will be the largest collaborative mural in the world; and it will be right here in Connecticut!! The mural is getting close to completion and its purpose is to pay tribute to the working American. Click on the link below for more information on this incredible project.
For this project we paid tribute to working Americans as well by symbolizing various industries in bas relief sculpture made of clay. Students chose specific industries that they have personal connections to.
AmericanMuralProject.org
Lesson 6: Wire Sculpting
Project: Calder Inspired Self Portraits
Inspired by the work of Alexander Calder, students created self portraits from wire. Although this was a relatively short lesson (3 class sessions), it did not go without its challenges. First, many students struggled with accepting what they look like from the side. In order to accurately create these sculptures, students worked from an 8x10" profile shot of themselves. Of course, being 13 years old, the first thing students did when they received their photo, was to turn it over and begin blushing uncontrollably. I saw this coming - It wasn't too long ago that I was their age and struggled with body image issues as well... Oh wait, I still do. WE ALL DO! So of course I prepared a little pep talk about the physical differences among us that make us each unique and beautiful. (They really liked when I told them how I embraced my large, muscular body type - which wasn't "cool" when I was a kid - and went on to being one of the best javelin throwers in the state. And how I just wouldn't be me without my chubby cheeks!) One by one, students started flipping their photos over and taking a good hard look at themselves. When they were ready, they began construction.
A neutral color wire was molded around the neck, head, and facial features of the portraits. That was the easy part. The next obstacle was to attach colored telephone wire to represent hair, eyes, ears, glasses, etc. Through trial and error, students developed wire working techniques. Some pieces hung and some were free-standing. When finished, we grouped the pieces together and discussed their outcomes. Because students accepted and included their physical characteristics, we were not only able to identify each others' work, but we also developed an appreciation for our differences. They are what make it interesting to view each and every piece and in life, they are the reason why we take interest and form bonds with each other.
Lesson 7: 1-Point Perspective
Project: Design your own tree house
After watching an episode of Tree House Masters, students designed their own tree house, using one-point perspective. They were required to create a sense of ownership for the design by including architectural details and decorative/functional features that fit their creative taste, personality, and lifestyle.
Technical drawing is not the first thing people generally associate with art, but it is a necessary skill to have when attempting to depict reality. In class we also discussed the many reasons we need the ability to understand and/or create these types of depictions throughout our lives. The ability to at least somewhat accurately depict reality applies to everything from designing a tool shed to breaking down language barriers in order to effectively communicate.
Lesson 8: Principles & Elements of Art
Project: William Morris inspired textile pattern designs
Students studied the work of William Morris and discovered repetition of the elements in his patterns. In fact you could draw a box around the sections of pattern that were repeated during the printing process due to the use of printing plates. Using that same concept, students created a design, using almost every element of art, within a single 2" square. The squares were then photocopied up to 25 times, cut out, then arranged together to create one large pattern, just like William Morris did in his textile designs. Students were encouraged to rotate the tiles and try multiple layouts in order to achieve different visual effects. The object was to purposefully utilize as many principles of art as possible in the overall design. The results look quite professional! You can actually find a few of these designs on the front cover of the 2015 8th grade graduation programs!
Lesson 9: 3D Realism
Project: Paper Mache Fishing Lures
In the spirit of opening day of fishing, I thought it would be a good time to apply art to conservation. Students started by conducting a Google image search for fishing lures and researching what types of waters and fish certain lures are used for. They chose one that they found particularly interesting, printed out a color photo of it, and typed up a quick fact sheet about their lure. The photos were used as a visual aid to recreate a large scale version of the lure. First, an armature was made of recycled materials, including newspaper, paper towel rolls, carpeting rolls, and plastic bottles. Once the proper form was constructed, students used paper mache to create a layer of "skin" over the piece and added wire for hooks, loops, or any other detail that was necessary to look accurate according to the actual lure before the final step, which was painting. Paint may very well be the most important part of a lure. It needs to be eye catching and needs to look just right in order to be effective at attracting fish in the water. Paint was layered, blended, and mixed in order to put the finishing touch on these pieces.
Students took to this project with great enthusiasm - and even though they can't actually use their lures for anything other than decorative purposes, they made a unanimous decision that when the project was finished, we all just needed to leave school and go fishing. Mission accomplished! ...Unfortunately I had to send them off to their academic classes instead.
Please - TAKE A KID FISHING!!!
Lesson 10: Practical Applications for Artistic Skills
Project: Camouflaging
This was hands down the students' favorite project this year... And I'm pretty sure that all the trimester 1 and 2 groups of 8th graders are upset with me for not teaching them this!
Together, we studied the various types of camouflage, what they are used for and in which environments they belonged. Everything from modern urban to Max 4 camo was covered. Being a hunter, with quite a bit of camouflage painting experience under my belt, I decided to teach them the technique that I am best at. This masking technique of natural style camouflaging is the most applicable to the lifestyles of students living in Sterling as we have many outdoor activity oriented families in this community.
Below are the directions to create your own camouflaged project. I suggest using Krylon ultra flat camouflage spray paint (about $3.50/can) or Parker duck boat paint ($8.00 & up/can) for a more durable finish.
There are two simple steps to creating realistic looking hunting camouflage.
Step one: A base layer of color is applied. Students used as few as one to as many as 4 colors for the base layer. When using more than one color, the paint is to be sprayed in blobs of color - creating almost a jungle style camo. The important part to keep in mind is that this base layer is actually going to be the color of the sticks/leaves/branches/grass in the finished camo pattern. This will not be the "background". So if you are trying to create pink camo, you would not use the pink yet!
Step two: Cut branches/leaves/reeds, etc. from the environment in which you are trying to blend in with. For example, in a reed swamp, cut some cat tails, reeds, grasses, vegetation that is growing in that area. (I actually find that zebra grass works awesome for this.) TIP: When working with grasses, I like to use blades at least 3' long, bent in half and stuffed evenly between my knuckles.
Lay this stuff over top of the dried base layer, applying some pressure so that it stays put when being sprayed. Use a color that contrasts with the area of the base layer which you are painting. (If you are creating pink camo, now's the time to bust out that pink can of paint!) This step takes some finesse and will take you a few attempts to get it down, but I suggest spraying short blasts of paint about 8" from the surface, directly pointed at the masking object. You want the edges of these blobs of color to fade into the other colors. The key is to not create any sharp lines or color changes in order for it to look natural. The best part is, if you don't like it, then just paint over it!