Embedded Files
Materials needed This week:
pencil, paper, any chosen material for final
Print or save a copy of "What How Why" Artist Statement
google slides
google slides
week eight
week eight
Week seven
Week seven
week six
week six
week five
week five
Still life, architecture, and Perspective
Week four
Week four
week three
week three
week two
week two
week one
week one
M*M*M Storytelling Game Instructions
M*M*M Storytelling Game Instructions
videos
videos
Cancelled:
Cancelled:
FLIPGRID ART SHOW
FLIPGRID ART SHOW
I apologize for any inconvenience. I did not get it approved by Mr. Wedel soon enough.
virtual art room
virtual art room
Click the image below to visit my bitmoji classroom!
Join Zoom Meeting- link updated 3/10/21
Join Zoom Meeting- link updated 3/10/21
https://jeffco-k12-co.zoom.us/j/9892577971?pwd=L0N1RnliYlQyN3BFSTM1dDJiREREZz09
Passcode: 020252
lesson details
lesson details
week Eight
week Eight
D0-overs and Reflection
D0-overs and Reflection
2&3 Learning Targets: We can talk about our work in a written statement. We will follow a common theme in art within our community to create a personal story. We can plan art, reflect on, and revise it within the artistic cycle.
Day 1: Collect and review your year's worth of work. What would you 'do-over' if you had the chance?
Discuss how artists plan art and how we reflect and often revise within the artistic cycle.
Do-Over Options and success criteria
Fashion Design Drawing
Plan each color or pattern on each piece of clothing.
Craftsmanship- doing the best you can, making a quality work, filling in color well.
Space and Settings Drawing
Use foreground, middleground, and background
Craftsmanship.
Mood Drawing
Show a feeling or tell a story by using a range of colors that reflect that mood.
Craftsmenship.
Monochrome Drawing
Use shades of one color.
Go for craftsmanship.
Self-Portraits
Use a mirror to help draw eyes. Remember that eyes are in the middle of the head.
Craftsmanship.
Day 2: How do we reflect on real life? How do we reflect in art? We practice verbally by submitting a magic invisible microphone time or telling someone how we are doing. In our redo, lets tell people how you have been doing this year. Can you make art that tells a personal story about the pandemic?
Day 3: Begin filling out "what, how, and why" Artist Statement worksheet. Continue and complete a final Drawing/painting.
Day 4: Complete the "what, how, and why" Artist Statement worksheet. Continue and complete a final Drawing/painting.
Day 5: Reflect on your work. Complete the "what, how, and why" Artist Statement worksheet.
week seven
week seven
value and monochrome:
value and monochrome:
Day 1: Draw a picture in your sketchbook of solid 3-D objects with shading
Day 2: What is shading? A shade is a color plus different levels of black. What is a value? A value in art is how dark or light something is. Follow the instructions within Week 7's slideshow to make a value scale and to help guide you with the values of a sphere. To summarize making a value scale, you can draw a long rectangle and divide it into squares. Make one side of squares dark, and slowly decrease the pressure and make each section more and more light until it is white. Next, use a lid or cup to trace a circle. Make a crescent moon shape by offsetting the tracing tool and color this bottom level a very dark value. Use the tracing tool to continue dividing the circle and put lighter and lighter levels going up the sphere similar to the value scale.
Day 3: What is Monochrome? It is the value of, or shade or tints of color, and using only one color in a work of art. A tint is one color plus different levels of white. It may be hard to make a tint without paint. Shade by adding black to one color like the green silly face example . Consider what color you will use and what mood it might communicate. Think of an idea. Then draft or sketch. Begin Sketching monochrome final.
Day 4: Continue and complete a final Drawing/painting.
Day 5: Reflect on your work. Submit a Magic Invisible Microphone time recording on Flipgrid.
Week six: mood and personal stories in art
Week six: mood and personal stories in art
Day 1: Listen to music, then sketch or color what you hear.
Day 2: Look at contemporary and historical art and talk about what emotions you can see and why. What makes a painting look sad or happy? What colors mean what emotions to you? Can you see any intentions the artist had in making the art tell a story?
Day 3 &4: Complete a final Drawing/painting that shows an emotion. Be specific as to what emotion you have chosen and connect your own story to your work of art.
Day 5: Reflect on your work. Submit a Magic Invisible Microphone time recording on Flipgrid.
week five: architecture and 3d drawing
week five: architecture and 3d drawing
Day 1: Think of an idea. Then draft or sketch. Draw a picture in your sketchbook of 3-D objects. This video shows some basics:
Day 2: Begin Sketching objects found in the house. Make sure to include a background, middle-ground, and foreground. You can make a whole room in 3-d and this video will help:
Day 3 &4: Continue and complete a final Drawing. Make as many details as possible to help viewers place or identify the setting. Use perspective and 3-d shapes. Look at these videos for more inspiration for perspective in different settings:
Day 5: Reflect on your work. Submit a Magic Invisible Microphone time recording on Flipgrid.
SNOW DAY 2/25/21
Use Google Drawing to draw a floorplan. Share it with me on google!
https://docs.google.com/drawings/
snow day activities
snow day activities
3/15/21 - 3/16/21
3/15/21 - 3/16/21
NEED: PENCIL, ANY COLORING TOOL, & PAPER
Listening to music and drawing LINE, SHAPE, OR COLOR TO MATCH moods you hear.
Visit this Website: Classical Mood Music
Watch this video and use color to draw something with one of the moods described:
Week four: social, cultural, & enviromental settings and landscapes
Week four: social, cultural, & enviromental settings and landscapes
Day 1: Think of an idea. Then draft or sketch. Draw a picture in your sketchbook of something you'd like to draw or paint that has a clear setting- a place, time, or environment.
Day 2: Begin Sketching Landscape or Setting. Make sure to include a background, middleground, and foreground.
Day 3 &4: Continue and complete a final Drawing/Painting. Make as many details as possible to help viewers place or identify the setting.
Day 5: Reflect on your work. Submit a Magic Invisible Microphone time on Flipgrid.
Week Three: Clothing design/finger knitting
Week Three: Clothing design/finger knitting
Day 1 & 2 Continue Drawings of Clothing design, create a final and add fabric swatches. Please share with the magic invisible microphone flipgrid https://flipgrid.com/fb7ea9ff
Day 3 - 5 Practice Finger Knitting and explore other forms of textile arts like Crochet and Needle Knitting.
Click the picture above for a video.
Week Two: Clothing design
Week Two: Clothing design
Use Google Drawings to design clothing and view historical fashion.
Click the picture above for a video.
Week one: Creating a fantasy character
Week one: Creating a fantasy character
Day 1: Info-graphic on learning styles
Use crayons or colored pencils to answer the following questions.
What is your favorite color?
Make a border with this color.
Write your name in this color.
Write the words below and rate with stars what ways you like learning the most.
What kind of learning gets your 5 star rating?
3. I like to learn by:
Hearing
Seeing
Reading/Writing
Doing
Please answer the following questions, at least 1 but as many as you can fit on the front, the rest on the back.
What do you want to make this year?
Who would you honor with your artwork?
Please share a photo of the day's art to: 170949e@jeffcoschools.us
Day 2: Begin sketching fantasy characters
Make the first sketch of your Fantasy Character, a character that you will play in a game on Friday called Math*Monsters*Magic.
Can be any character existing or imagined. Any books, tv, movies, or games. You can definitely come up with your own.
No weapons, no blood, nothing too scary for a kindergartener, and nothing that does physical harm.
Uncommon Examples of weapons not allowed: Light sabers, tridents, Thor's hammer, bow, baseball bats, and jousting lances.
If you would like equipment that is allowed, consider a staff, wand, mage's focus, tools, bags, cloaks, belts, armor, lights, robes.
Today and tomorrow, we will write a backstory about your fantasy character.
What were they doing before they went on an adventure?
Write at least two sentences in a google doc (or at least on a sheet of lined paper and share the picture) about your character.
Example: Before embarking on an adventure, Faetra the Fairy was looking across the lands for the Gnome Stone. She needed it to send her friends to another dimension.
Example: Ulrich the Hobbit was a blacksmith before he began adventuring. He liked to make magic gauntlets for his wizard friends. '
Share this google document with me, Chantel Rosno,170949e@jeffcoschools.us
Day 3: Continue Sketches and Begin Character Sheet for M*M*M
Continue work on the written backstory.
Continue adding as many details as possible to first sketch.
Example: give your character stuff! Try bags, cloaks, instruments, boots, belts, armor.
Divide the class into groups using dice to randomize the groups. (Roll one 6-sided dice physically OR type "Roll 1d6" in any google search.
Making a character sheet for Math, Magic, and Monsters
Name: Please fill in Your Name and Class Code (Grade and Teacher’s last initial)
Character Name: Name your character something other than your name.
Type: What kind of creature is your fantasy character? Examples: SUPERHERO, DOG-MAN, ELF, FAIRY, HUMAN, POKEMON, TRITON
Spell: What kind of magic does your character cast? Ex: ICE, FIRE, EARTH, LIGHTNING, WATER, LEAF, TOXIC, RAINBOW
Upper right rectangle: Draw a portrait of your character.
Hearts and Circles: Save for game play.
Bottom boxes: We will get to tomorrow.
Day 4
Drawing the Human Form and fantasy characters at a different angle, or with abstraction.
Challenge yourself to draw the same character from a different view.
Example: instead of head-on/facing forward, try from the side.
With the permission of your parent or guardian, you may search for reference pictures of your character today.
Finish backstory as a paragraph.
Go over skills and finish filling out character sheet.
Bottom boxes: Fill with numbers in any order, no doubles: -2, -1, 0, 1, 2
Please share a google doc of your fantasy character's backstory to: 170949e@jeffcoschools.us
Day 5
Play Math, Magic, and Monsters using 6 sided die. Full rules on M*M*M page.
Objectives for Fantasy Characters Project
Objectives for Fantasy Characters Project
Students will practice writing short stories.
Students will develop their drawing and other art skills.
Students will verbally communicate about their fantasy role.
Students will reflect upon the art and writing worked on.
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