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AL Stanback 8th Grade Cultural Visual Arts
2023-24
These are an example of a final project produced after studying Surrealist history, technique and theme. The 8th Graders were asked to use inspiration from Rene Magritte, they're own life as well as Surrealist techniques they chose. They were given cardboard, paint, colored pencils and sharpies to complete this composition.
To Prepare them for an upcoming project, the 8th grade art students studied various Surrealist artists and the techniques they used. They were asked to choose two different techniques, create collaged images for each and finally to create a contour drawing of the collages.
The 8th Grade art students first studied the history of textiles in fine art and several artists who were responsible for that progression into the fine art realm. They were asked to use several materials symbolically representing themselves and the themes and concepts they were studying. Embroidery was taught as a means to create more effective symbolism and to mimic the work of the pioneering textile artists.
The 8th Grade art students were asked to study Contemporary Art, its history and artists, as well as the conceptual nature of contemporary compositions. The explored their own identity politics and constructed an image representitive of themselves, their passions and their cultures.
AL Stanback 8th Grade Cultural Visual Arts
2022-23
The 8th grade students were asked to study the Principles of Design and ways to use them in their own compositions. They were then exposed to abstract Color Field paintings by N.C. artists and were then expected to recreate their own version using two different types of washes and mediums. When the the project was completed, we attached the two then compared and contrasted.
The eight grade art students studied the Bauhaus movement and its effects on Black Mountain Collage. They then learned about how the Principles of Design were applied to the teachings and art production of each of these collages. After selecting an artist from each collage they were asked to use specific materials and recreate an original composition inspired by art from those artists.
The 8th grade art students were asked to study several Post-Impressionist and Fauvist artists which illustrated landscapes and landscapes viewed from an inside space through a window. After they were introduced to atmospheric perspective and instructed on how to use the material, the art students were asked to create a landscape they saw over the summer or wished they could have seen. After they finished the landscape composition, they create a faux wooden frame to create the illusion that the image was being viewed from a window.
The 8th grade art students were studying the Fauvist style of art and the period in which they painted. They were then asked to apply technical knowledge of landscape painting, foreground, midground and background to create a collaged composition which exhibited these concepts.
The students were studying the Principles of Design and as an activity were asked to create a composition showing Rhythm, Movement and Emphasis specifically.
The students were studying the Principles of Design and as an activity were asked to create a composition showing Rhythm, Movement and Emphasis specifically.
Fall 2019
Fall 2019
8th grade paper mosaics based on the study of Islamic Mosque Architecture. The inside of the mihrab (or niche) was/is decorated using tradition Islamic mosaic patterns with materials such as glass and ceramics.
Ceramic, multi-media sculptures with fused glass. The students were asked to recreate a mihrab reflecting their personality and utilizing selected techniques. The bottles were meant to be an embodiment of the artist and their placement reflects the use of the niches by the Swahili people to store and display special items.
The students were asked to write a formal critique by describing, analyzing, interpreting and judging their own sculpture; as well as create two observational drawings of the sculpture from different angles.
As a means to gain more proficiency in symbolic communication, the students were asked to draw and watercolor a series of stacked symbols with the bottom one, or foundation, being the most important to them.
WInter 2020
WInter 2020
Contour Drawing Activity
These compositions were a product of 8th grade artists studying a three step technique which taught them to create three dimensionality through contour drawing. They were asked to use their own shoes and all the drawing was done with their subject directly placed in front of them.
Still Life Collage
The students were analyzing still life compositions in different contexts and were asked to recreate one using magazines, glue and other materials. They were also asked to represent their own personality during the creation and to use Wayne Thiebauld as inspiration.
Distance Learning
Distance Learning
Formal Critique Portfolio
For the first distance learning lesson, the students were asked to create portfolios.
Each student was asked to use two artists as inspiration.
Then, using the resources provided, they created a four part, formal critique.
The projects were completed using any available material and submitted on Canvas.
Once submitted each student received feedback and encouragement.
Digital Art Fantasy Still-life
The students explored digital art by using Pixlr (photo editing software) to create a fantasy still life. They were asked to focus on contrast and personal symbolism for their subject matter. They were also expected to produce an image which showed an understanding of the important functions and capabilities which Pixlr can provide. An understanding and confident use of Pixlr will aid them in the use of other photo editing software such as Photoshop.
The students explored digital art by using Pixlr (photo editing software) to create a fantasy still life. They were asked to focus on contrast and personal symbolism for their subject matter. They were also expected to produce an image which showed an understanding of the important functions and capabilities which Pixlr can provide. An understanding and confident use of Pixlr will aid them in the use of other photo editing software such as Photoshop.
A.L. Stanback Cultural\Visual Arts 2020-21
Contour Drawing
The 8th Grade students were asked to create various types of observational contour drawings such as continuous line contour, pure contour and cross contour.
The 8th Grade students were asked to create various types of observational contour drawings such as continuous line contour, pure contour and cross contour.
Andy Goldsworthy Inspired Art
The students used objects they found around their house to create Andy Goldsworthy inspired compositions which were them drawn. They were asked to do this as a means to prepare them for a final version of this project.
The students used objects they found around their house to create Andy Goldsworthy inspired compositions which were them drawn. They were asked to do this as a means to prepare them for a final version of this project.
Andy Goldsworthy Inspired Art
(final project with critique)
These are examples of the final Andy Goldsworthy Projects where the students were asked to create and attach a formal critique based on their creation.
These are examples of the final Andy Goldsworthy Projects where the students were asked to create and attach a formal critique based on their creation.
When the art students were studying how the "golden mean" created the "rule of thirds", they were asked to create two sketches. One was of a golden spiral drawing of their choice and the other was a drawing showing the use of "the rule of thirds".
When the art students were studying how the "golden mean" created the "rule of thirds", they were asked to create two sketches. One was of a golden spiral drawing of their choice and the other was a drawing showing the use of "the rule of thirds".
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