Embedded Files
Materials needed this week: Pencils, paper, Lined paper, any material for a "do-over"
5 &4 Please print out an Art Rubric
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
google slides
google slides
WEEK Eight
WEEK Eight
seven
seven
week SIX
week SIX
Week five
Week five
https://docs.google.com/presentation/d/1kMcHFebHxDHUwj6Ghzk7-DQrxK7LEURcmfcjsgq-8pw/edit?usp=sharing
Week four
Week four
Week three
Week three
week two
week two
Human Figures: Gesture Drawing
week one
week one
M*M*M Storytelling Game Instructions
Cancelled:
Cancelled:
FLIPGRID ART SHOW
FLIPGRID ART SHOW
I apologize for any inconvenience.
virtual classroom
virtual classroom
week Eight
week Eight
D0-overs and Reflection
D0-overs and Reflection
4&5 Learning Targets: We can plan art, reflect on, and revise it within the artistic cycle. We can evaluate our work with an Art Rubric. We can talk about our work in a written statement.
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. Talk about why we might “redo” an idea or skill to improve on our work.
Do- Over Option success criteria:
Collage - cutting and gluing paper
Used multiple sources of material
Good craftsmanship with glue
Human Figure Sculpture -foil or pipe cleaners (if materials located)
Shows a dynamic pose
Realistic proportion
Build a form with spirals or criss-crossing wires
Architecture -on tinkercad
Used a floorplan to plan artwork
Modeled a 3-dimensional scene
Viewed multiple perspectives
Perspective Drawing
Details
Good shading
Forshortening/perspective
Variety of values and colors
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 "Art Rubric" worksheet. Art Rubric
Use the faces or spaces to rate how well you think you did. This is called self-evaluation. Try to be as honest and kind as you can. Continue and complete a final Drawing/painting.
Day 4: Begin writing an artist statement. An artist statement talks about your work and gives the audience a how and why you made it. What steps did you take to create your artwork? What challenges did you face? How did you work through them? What do you like/dislike about your work? Why? What did you learn by creating this artwork//If you could do it again, would you change anything? What and why? Complete the "Art Rubric" 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: drawing with extreme foreshortening/digital architecture
week seven: drawing with extreme foreshortening/digital architecture
Materials: ruler, paper and pencil, optional: *chromebook logged into tinkercad
Day 1: Think of an idea that is 3-d, is foreshortened, and may use a vanishing point. Then draft in sketchbook. Draw a picture in your sketchbook of something with foreshortening- an extreme perspective where the closer the object is to the viewer, the larger in the drawing.
Optional: * Floorplan of room or house on paper or google drawing
Day 2: Shading- making the value in a piece of art dark by adding black. What is Value? In art, value is the level of light or dark. Practice shading by filling in different shapes with different levels of light and dark.
Optional: *Experiment with tinkercad. Watch beginner videos if helpful.
Day 3&4: Begin the sketch and then a final. Goals for final: Details, shading, Forshortening/perspective, a variety of values and colors.
Optional: *Using tinkercad, construct the room or a house you drew a floorplan for.
Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.
week six: drawing in perspective
week six: drawing in perspective
Materials: ruler, paper and pencil
Day 1: Think of an idea that is 3-d. Then draft in sketchbook. Draw a picture in your sketchbook of something 3-D. What does 3-D mean? It stands for three dimensions and the object that is 3-D has height, width, and depth.
Day 2&3: Begin the sketch for a final. It must have a vanishing point. Watch the videos to help understand perspective and drawing in 3-D:
RIVERSIDE LANDSCAPE WITH PERSPECTIVE
Day 4: Continue and complete a 3-D work of art using perspective. Make Sure you have a foreground, middleground, and background.
Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.
snow day activities:
snow day activities:
3/15/21 - 3/16/21
3/15/21 - 3/16/21
5 &4 - NEED PAPER & PENCIL
Drawing 3-D Shapes and Intro to Perspective Videos
Watch these videos, follow along with what you can.
Optional* INTRO TO PERSPECTVE
week five: landscapes and watercolor techniques
week five: landscapes and watercolor techniques
Materials: Heavy Paper and pencil and watercolor paint
Day 1: Think of an idea. Then draft or sketch. Draw a picture in your sketchbook of something you'd like to make out of watercolor paint. Make or fill in a color wheel.
Day 2: Begin the sketch for a final. Make Sure you have a foreground, middleground, and background. Try drawing in perspective. Watch this video to help understand perspective:
https://www.youtube.com/watch?v=HnJtAu-uF-8&t=601s (House in 1-Point Perspective in a Landscape)
Day 3 &4: Continue and complete a painting that demonstrates space in a setting. As you experiment with mixing colors, make a glazing chart. Test what colors and show how they interact. Try glazing by letting your paint dry in between layers of watercolor.
If you can not use paint experiment with complementary colors!
WHAT YOU DO:
WHAT YOU DO:
1. Using a ruler and a pencil (drawing lightly), divide the paper into 6 parts (as per examples)
2. Students center their names (using pencil) in block lettering.
3. Students then outline their names in black marker.
4. Color each each section as a color wheel.
5. Color those parts of the letters that fall within the boundaries of a color wheel section the appropriate complementary color.
6. Re-outline using black marker if necessary.
Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.
Snow Day 2/25/21 - Share a color wheel on google slides with me.
Snow Day 2/25/21 - Share a color wheel on google slides with me.
Digitally mix colors with this website:
Digitally mix colors with this website:
Make a color wheel using the website, snipping tool, and google slides and mix your perfect personal favorite colors.
How can you use the snipping tool on a Chromebook?
How can you use the snipping tool on a Chromebook?
Press ctrl and the switch window key (in the top row) to get a screenshot of the whole screen. To get a partial screenshot press ctrl, shift and the switch window again.
Press ctrl and the switch window key (in the top row) to get a screenshot of the whole screen. To get a partial screenshot press ctrl, shift and the switch window again.
Week four:
Week four:
Collage- Cutting and gluing
Collage- Cutting and gluing
Materials: recycled or reused objects, glue, tape, paint
Day 1: Think of an idea. Then draft or sketch. Draw a picture in your sketchbook of something you'd like to make out of cut paper or on a google slides.
Day 2: Begin Google Slide or making a Collage. Some elements that you should be thinking about when bringing together your collage composition.
BALANCE
CONTRAST
PROPORTION
PATTERN
RYTHYM
FOCUS
UNITY
MOVEMENT
Day 3 &4: Continue and complete Collage.
Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR Verbally on Flipgrid https://flipgrid.com/a62531c8
- week three: Human figure sculpture
What Kind of Movement will your sculpture represent?
Materials: aluminum or copper foil, pipe cleaners
- week two: Gesture Drawings
Gesture Drawings are fast sketches of the human figure in action.
Materials: Blank paper, pencil, markers/crayons/colored pencils
objectives
objectives
Objectives for Gesture Drawings
Students will use a new media to sketch out the human figure.
Students will verbally share reflections on their work.
Students will observe the human figure in motion.
Week Two Lessons
Week Two Lessons
- week one: Creating a fantasy character
A get-to-know you project, decorating sketchbooks, and creating a fantasy character for storytelling game Math*Monsters*Magic.
A get-to-know you project, decorating sketchbooks, and creating a fantasy character for storytelling game Math*Monsters*Magic.
Materials this week: Pencil, office paper, crayons (or markers or colored pencils).
Materials this week: Pencil, office paper, crayons (or markers or colored pencils).
On Day 5 you may use two physical six sided dice OR use this tool on any
On Day 5 you may use two physical six sided dice OR use this tool on any
google search: Roll 2d6 (two 6-sided dice)
google search: Roll 2d6 (two 6-sided dice)
objectives
objectives
Objectives for Fantasy Characters and Math*Monsters*Magic
Students will use their imagination to invent a fantasy character and create drawings at different angles in their sketchbook.
Students will use addition and subtraction with dice to determine the outcomes of a story.
Students will use a shared document in class for students to type out parts of their stories.
essential questions:
essential questions:
How might art making communicate order from chaos?
How might an artist select, describe, and judge?
Why might artists generate and express many ideas using similar tools and techniques?
Why do something because it is interesting or personally challenging?
How can the artist communicate an idea or feeling through the creation of human figures?
Week one Lessons
Week one Lessons
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?
When did you last see two colors interacting?
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.
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