This lesson introduces art techniques of value and shading. Students will learn about the pop artist Jim Dine and his work. By working with hearts in the style of Jim Dine, students will practice value and shading both with single hearts and intersecting hearts while experimenting with colour and contrast.

Before beginning the lesson, show images of Jim Dine’s heart paintings as well as other images of hearts. Give thema few minutes to respond to the images. Encourage comparisons and contrasting statements as well as descriptions of what they see.

 

 

 

 

 

 

About the Artist

Jim Dine was “ Born in 1935 at Cincinnati, Ohio. He studied at the University of Cincinnati and at the Boston School of Fine and Applied Arts in Boston, Massachusetts from 1953 to 1957. In 1957 he received a Bachelor
of Fine Arts degree from the Ohio University, Athens. He moved to New York in 1959. As one of the founding popartists, he staged his rst Happenings with Claes Oldenburg and Allan Kaprow at the Judson Gallery, New York. He had his rst one-man exhibition at the Reuben Gallery, New York. Between 1960 and 1965 he had various guestprofessorships, among others at Yale University, New Haven, and Oberlin College, Ohio. He was represented at

the Venice Biennale in 1964, and at the documenta “4” in Kassel in 1968. Since 1967 he has taught at the College
of Architecture, Cornell University, Ithaca, New York. He lives in New York and London. In his paintings, drawings, sculptures, graphics, collages and assemblages he combined different techniques with handwritten texts and wordsand set real everyday objects against unde ned backgrounds. The objects were both commonplace and personal, both poetic and ironic, re ecting his own feelings about life such as his series of hearts. His constantly varied bathrobe,transparent to the gaze of the world, was a kind of metaphor for a self-portrait. In the 70s he turned to representational painting of a traditional kind.”

 

 

Visual Arts Students will:

• Learn about the artist Jim Dine, a pop artist who was in uenced by hearts.• Learn about art techniques of value and shading.
• Draw hearts both singular and intersected
• Understand shape and form.
• Understand how value and shading can create dimension
• Experiment with colour and contrast

 

 

 

 

 

 

Play idea: Collage – Mahi toi

Children create art and patterns by arranging different pieces of
material in different shapes. These are then glued onto paper or cardboard.

Collage can help children to:

• learn skills such as gluing, sticking, taping, stapling, cutting, tearing
• experiment with different resources
• socialise with other children as they share materials and tools
• be creative and learn about design, patternmaking, dimension and composition
• gain concentration skills
• learn to solve problems and develop their own ideas.

Support children by:

• keeping spaces and materials tidy and uncluttered
• making sure there is enough equipment and that it is in working order
• having a wide variety of resources available
• talking and listening to them
• using rich descriptive language when talking with them about what they are doing and the equipment and materials they are using
• showing them how to use tools, such as scissors and staplers, properly and safely
• talking with them about environmental sustainability and respecting nature.

Providing for Collage

A large, flat table low enough for children to work on and around is useful. Keep collage items in separate containers, well stocked and displayed next to the table (not on it). This allows children to help themselves and have an uncluttered space to work at. Children can use collage materials outside as well as inside.

Ideas for equipment

• tools such as strong glue, round-ended scissors, staplers, tape, string
• large and small boxes, cartons, tubes, containers, lids
• paper and cardboard – white, coloured, lined, unlined, greeting cards, envelopes, crepe, silver, cellophane, magazines
• string, cord, wool, tape, twine (all colours and thicknesses

 

Fashion Show

Materials: Newspaper, masking tape, straws, and construction paper

Objective: Students will practice communication skills and creativity to complete the task

Divide students into groups of 5-7

Give each group a bag with the following materials: newspaper, masking

tape, straws, and construction paper. Each group should have identical

supplies in their bags.

Each group must design an outfit (dress, suit, pants/shirt, etc.)

They will have 60 minutes to complete the task

When all the groups have completed the task have a fashion show

Have one student from each group introduce their model and describe their

outfit

** This activity can also be done with rolls of toilet paper

Debrief Questions:

Although everyone was given the same materials, why are the outfits all different?

Was this activity challenging? If so, why?

What skills did your team need to complete the task?

 

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The Year 3010 Seen From Today

 

 

 Tims Art work, Term 2 2018 (please click on link.)

“Why would any sane person want to think about the human condition a millennium from now?” is a question I have heard every time the subject has come up. So, why bring it up?

 

 

 

Perhaps some reasonable speculation might help inform us today about how to lay foundation stones for the lives of our descendants. For example, simple math shows that, if each member of each generation between now and then produces two offspring, their descendants will aggregate in 3010 some 17 billion people! Surely we should care enough about those distant descendants to spend some time and effort imagining, and hopefully helping, the world they will inherit from us.

Today, though we think we know just about everything there is to know about our world, we still do not know what we do not know, for instance, about the mysteries of the oceans, the innards of earth and the environs of our solar system. Smart people everywhere are working on all those questions, to be sure, but mysteries abound. For example, we are increasingly uncertain about some of the key fundamentals of time and space; we now know there are lots of exoplanets around stars like our sun; we know there are limits to our current main sources of energy, but we do not yet know how to tap efficiently either solar energy or deep center of earth energy. We do know that for millions of years earth has had repetitive cycles of about 100,000 years’ length in which it slowly warms and then suddenly cools. We do not know quite where we are in the current cycle, but we believe man has raised our present point on the warming curve enough to create new challenges to the sustainability of the future of earth.

 

Emojis are graphics used to express an idea or an emotion in texts and social media. Students design their own emoji and show the context in which it would be used.

Wednesday Art club went to the Auckland botanic gardens sculpture trail and the Auckland Art Gallery.

BYE BYE 2017.

Emojis are the perfect hook to get your students eager to share their feelings.  Turn this fun drawing project into a lesson on “I statements” and expressing feelings verbally.  The cut-apart pages are perfect for leaving out in the classroom for students to use again when they are struggling with their emotions and need a way to communicate how they feel.

If you would like more information about writing I statements, take a look at this blog post

Room 6 Emojis, Term 4

Room 5 Emojis , Term 4

Description

Emojis are the perfect hook to get your students eager to share their feelings.  Turn this fun drawing project into a lesson on “I statements” and expressing feelings verbally.  The cut-apart pages are perfect for leaving out in the classroom for students to use again when they are struggling with their emotions and need a way to communicate how they feel.

If you would like more information about writing I statements, take a look at our blog post.

Do you use emoji? How often do you use it? Where do you use emoji the most?

Do you have a favourite emoji? What emoji do you use most frequently?

How have emoji changed the way you communicate?

Do you think emoji are just a fashion? Do you think you will be using emoji in a year? In five years?

Room 2 Stencil Emojis, Term 4 2017.

 

Year 5 Emojis drawings m\, Term 4, 2017.

Year 8 Rough Drawing Designs , Term4 2017,

 

Emoji and emoticons are not the same thing. Emoticons are a “typographical display”. This means they only use text symbols on a keyboard. So, for example, 🙂 is an emoticon. An emoji is the little pictures we all use now.

Emojis were invented in Japan in 1998 or 1999. They became popular worldwide only after 2012. Many argue it was the iPhone that made emoji so popular (they introduced the Emoji keyboard in 2011).

On your rough draft worksheet, design 6-9 emoji faces– each must be unique and reveal a different expression – do not copy other students’ ideas.

TIPS

• Keep it line-based focus on line quality and simple colors.
• Have your neighbor make the ‘face’ for you , notice how the facial features are positioned and replicate it in a emoji style
• Choose emotions that you think very few will choose, but others should be able to tell what it is
• Use a variety of DIFFERENT types of moods!

Having a hard time…on the back of your rough draft paper, draw ‘normal’ faces with expressions and simplify them!

Some Emoji are much more popular than others. The face with tears of joy is one of the most popular emoji in the world. The hearts emoji is also a favourite on social media. In fact, any emoji with hearts in them get used a lot. The emoji face with the heart eyes, the kissing heart and all the heart images available in different colours are extremely popular.

 

Triptych painting and the art of Colin McCahon

Colin Mc Cahon I’AM .

Colin McCahon is widely recognised as New Zealand’s foremost painter. Over 45 years, his work encompassed many themes, subjects and styles, from landscape to figuration to abstraction and an innovative use of painted text. His adaption of aspects of modernist painting to a specific local situation and his intense engagement with spiritual matters, mark him out as a distinctive figure in twentieth-century art

Colin McCahon House Visit , Term 3 2017.

Room 8 Term 3 Artist Model Study . 2017.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Triptych painting and the art of Colin McCahon

Room 7 Term3 , Colin McCahon study ,

 

 

Room 6 Term3 , Colin McCahon study ,

 

 

“I’AM” Mixed media ,Spray paint pen, pencil, paint, stencil. Room 2 Year 1.

The beauty of mixed media art is the flexibility to start with things around you.More complicated skills of mixing paints and developing your “artist eye” . it is also very important to dedicate or allow space and time for this,

 

 

 

 

 

 

 

 

 

 

 

 

Know who I am 

• Strong sense of my identity
• Stay true to myself
• Find my PASSION/WHY
• Know I am worth something
• Know my strengths
• Know my rights

 

Inspiring – whakaohooho , Voice – Reo oro ,  Believe – pono mārika, 

 

 

Colin John McCahon (1 August 1919 – 27 May 1987)^[1] was a prominent New Zealand artist whose work over forty-five years consisted of various styles including: landscape, figuration, abstraction and the overlay of painted text. Along with Toss Woollaston and Rita Angus, McCahon is credited with introducing modernismto New Zealand in the mid twentieth century. He is regarded as New Zealand’s most important modern artist, particularly in his landscape work.

This activity involves researching the triptych form and the art of Colin McCahon. Students will design and create a triptych painting using; a short piece of text (either provided by the teacher or of their own choosing), landscape imagery, natural forms and /or other imagery, to express understanding of McCahon’s art and a relevant idea or theme.

 

 

 

 

Students will investigate:

Triptych paintings in art history and in the work of McCahon How Colin McCahon stylises landscape forms in his paintings How Colin McCahon uses text within his paintings
How to incorporate text into a painting

How to design and paint their own triptych

Achievement Objectives

Students will research the work and life of artists in order to make connections between art and society (UC)
Students will describe and discuss how media and subject matter convey ideas in art works (CI) Students will analyse artists’ work to develop and apply ideas to extend their own work (CI) (DI) Students will use drawing to develop ideas in a series (DI)

Students will develop knowledge of different media, techniques and processes (PK)

 

 

 

RISE UP STUDENTS !!

Protest Masks Term 2 2017.

Term2 Protest Masks ,

protest
noun
ˈprəʊtɛst/
1.
a statement or action expressing disapproval of or objection to something.
“the British team lodged an official protest”
synonyms: objection, exception, complaint, disapproval, disagreement, opposition, challenge, dissent, demurral, remonstration, expostulation, fuss, outcry;

Room21 Protest art Term2 2017.

Room 23 Protest banners, and Masks

term 2 2017.

Room 22 Protest banners, term 2 2017.

Room 24 protest banners,Term 2 2017

Protest BANNER Art

•Protest art is a broad term that refers to artwork created by activists and social movements. (people who have a problem with issues in the Government or How we are treating the Environment)

•Social movements produce such works as the signs, banners, posters, and other printed materials used to convey a cause or message. (sometimes the images can be HARSH to get their point across)

What issues can you communicate in a protest banner or “street art” style?

• Think of the POWER of an image
• Think SIMPLISTIC
• What CHOICE words (if any) are necessary?…like Hope

ARTIST MODEL ( CLICK,)

Pollution is a problem that is effecting the entire world. From the water that we drink, to the air that we breathe, major steps need to be taken in order to prevent any further damage to our fragile environment. People are realizing this and have begun to rally all over the world to educate and help stop this pollution. Many of them use posters of protests with chants to get their message across, good slogans or sayings will help to drive the message home. Here are some great examples.

Be A Part Of The Pollution Solution.
Breathe Easy.
Breathing Easy Doesn’t Have To Be Difficult.
Can You Swim In A Sea Of Plastic?
Do Your Share For Cleaner Air.
Don’t Let Our Future Go Up In Smoke.
Don’t Trash Our Future.
Everything We Do, Always Comes Back To Us.
Fossil Fuels? Fossil Fools!
Give a Hoot, Don’t Pollute.
Go Green To Keep It Clean.
It’s Time To Clear The Air.
Keep Calm and Stop Pollution.
Lend A Hand To Save Trees.
Less Pollution Is The Best Solution.
On The Road To Cleaner Air.
Only Rain Down The Drain.
Plant A Tree And Get Air For Free.
Pollution Ain’t Cool, So Don’t Be A Fool.

Remember, Kids Breathe Here.
Ride The Recycling Cycle
Stop The Pollution Of The Air. Walk Or Cycle Because We Care!
Stop The Pollution Quick, You’re Making The Air Sick.
Take Care Of The Trees, They Will Take Care Of You.
Think Blue and Go Green.
Think Globally. Act Locally.
This Is A Clean Air Zone.
Together We Can Save The Planet.
Turn Off Your Engine. We’re Breathing Your Pollution.
Water Is Life, Don’t Pollute It.
Water: Conserve It!
We Love Clean Air.
YOU are the key to cleaner Air.

Room 22 Term2 2017

Yacht designer Lilly ready to take the world by storm . Term1 2017

Room 10 Term 1 20017 ,

Artist behaving badly at home in a good way , 2017 Term 1

Room 23 Term 1 2017.

In her most iconic works, she utilized wooden objects that she gathered from urban debris piles to create her monumental installations – a process clearly influenced by the precedent of Marcel Duchamp’s found object sculptures and “readymades.” Nevelson carefully arranged the objects in order to historicize the debris within the new, narrative context of her wall sculptures. The stories embodied within her works resulted from her cumulative experiences – as a Jewish child relocated to America from Russia, as an artist training in New York City and Germany, and as a hard-working, successful woman. Her innovative sculptural environments and success within the male-dominated realm of the New York gallery system inspired many younger artists, primarily those involved in installation art and the Feminist art movements.

Term 1 2017 . Observational drawing techniques. Year 8 Room 24 , Artist Model.

 Louise Nevelson
 Bruce Gray
 Alison Wilding
 Bill Woodrow

 Marcel DuchampExplain that the students will be designing their own work of found object art during the next class session. They should collect many found objects that interest them. Objects can be beautiful, ugly, curious; it doesn’t matter. Look for objects that have interesting conceptual qualities such as purpose, history, or meaning. Look for objects with interesting physical qualities such as line, texture, shape, and colour.

Room 6 Term 1 ,

Room 12 Term 1 2017,

Room 18 Term 1 2017.

Reduce, Reuse, Recycle. There are three key factors when thinking about how to recycle – The 3 R’s: Reduce Reuse Recycle .. Art?

Room 16 Term 1 2017.

Reduce, Reuse, Recycle. There are three key factors when thinking about how to recycle – The 3 R’s: Reduce Reuse Recycle .. Art?

Room 6 Term 1 2017.

Reusable spaceship that cleans the universe YEAHHHHHH !

Room 5 Term 1 2017.

Room 3 Term 1 2017.

In her most iconic works, she utilized wooden objects that she gathered from urban debris piles to create her monumental installations – a process clearly influenced by the precedent of Marcel Duchamp’s found object sculptures and “readymades.” Nevelson carefully arranged the objects in order to historicize the debris within the new, narrative context of her wall sculptures. The stories embodied within her works resulted from her cumulative experiences – as a Jewish child relocated to America from Russia, as an artist training in New York City and Germany, and as a hard-working, successful woman. Her innovative sculptural environments and success within the male-dominated realm of the New York gallery system inspired many younger artists, primarily those involved in installation art and the Feminist art movements.

Term 1 2017 . Observational drawing techniques. Year 8 Room 24 , Artist Model.

•   Louise Nevelson
•   Bruce Gray
•   Alison Wilding
•   Bill Woodrow
•   Marcel DuchampExplain that the students will be designing their own work of found object art during the next class session. They should collect many found objects that interest them. Objects can be beautiful, ugly, curious; it doesn’t matter. Look for objects that have interesting conceptual qualities such as purpose, history, or meaning. Look for objects with interesting physical qualities such as line, texture, shape, and colour.

 

.

Term 1 2017 . Observational drawing techniques. Year 8 Room 23.

Term 1 2017 . Observational drawing techniques. Year 8 Room 22.

Room 21 Term 1 2017.

Room 20 Term 2017.

Room 9 Term 2017,

Room19 Term 2017,

Influenced by the precedent of Marcel Duchamp’s found object sculptures and “readymades.” Nevelson carefully arranged the objects in order to historicize the debris within the new, narrative context of her wall sculptures.

Room 17 Term 12017

Room 17 Term 1 2017,

Room 14 Term 1 2017 , Unpacking Art ,

Art as Cross-curricular Tool. Introduction Art is a discipline not a subject. It is a way of looking at the world around us, of asking questions and developing ideas.

Room 7 Term 1 2017. ceramic tiles designs reuse ,

Room 13 Term 1 2017 ;

Room 14 Term1 2017 .

Mural UP ! 

Keith Haring Artist model study Term 4 2016 , Mighty Middles ,

Room 15 Term 1 2017.

Artist Model , ( click on link.)

Trash Talkin’ with Leo Sewell ( click on above. )

Louise Nevelson,

Collect wood scraps and found objects, then place them in individual trays or boxes according to type. Label the boxes according to how many pieces each student is allowed to select from that box. Inexpensive and plentiful items such as buttons or craft sticks may be labeled “take as many as needed,” while other boxes may be labeled “take one” or “take up to five,” depending on the quantity or cost of the objects.

Room 10 Term 1 2017.

Have boxes and trash in the art room

so that students will be curious. Ask the students if junk can be art. Proceed to show them examples of assemblages which are sculptures made out of found objects and materials by a variety of artists, such as Louise Nevelson, Leo Sewell, and Joseph Cornell.

Room 5 and 6 Term 1 2017 .

Room 7 Term 1 2017.

Room 3 Term 1 2017

 

Term 1 Art project is to promote recycling. Have students research the problems associated with waste materials and have them concentrate ALL types of trash, such as aluminum cans or paper , Plastics and more. Students could produce a work of art out of objects that are creating problems for our landfills and show new ways to use unwanted materials.

Have boxes of junk and trash in the art room so that students will be curious. Ask the students if junk can be art.

Proceed to show them examples of assemblages which are sculptures made out of found objects and materials by a variety of artists, such as Louise Nevelson, Leo Sewell, and Joseph Cornell.

Thank you for ALL your support community very appreciated.

Students will be introduced to the concepts of reducing, reusing and recycling. They will learn new vocabulary, read labels, and connect environmental concepts to their everyday experiences.

I also hope to get students excited about thinking of a personal narrative they could share with their sculptures.

Fresh clean start ,Term 1 2017,

Keith Haring Mural ready for hanging ,

Teachers Art Works , 

Being raised by my grandparents in the 70s remembering the clothes ,smells, laughs, and colours of my youth.

STRETCH BUTTONS ROSY CHEEKS ..

RECYCLING: REDUCE, RECYCLE, REUSE

In the early 80s Keith Haring created hundreds of drawings in the New York subway system. He used chalk to paint on unused advertising space, which was … Haring never identified himself as a graffiti artist, he was arrested.

As with many street art legends, Keith Haring first took to the streets where he … some his most famous works being the Bowery Wall mural and his legendary Crack …. is so engrained in popular contemporary culture, making Keith Haring one of … Due to its rebellious nature and free spirit, graffiti.

Arrest me !!   ( click on Link. ! )

Room 15 Artist Model Study Term 4 2016 , Keith Haring ,

 

Room 11 Artist Model Study Term 4 2016 , Keith Haring ,

 

 

 

Room 12 Artist Model Study Term 4 2016 , Keith Haring ,

Room 9 Artist Model Study Term 4 2016 , Keith Haring ,

Room 3 Artist Model Study Term 4 2016 , Keith Haring , year 1.

Room 8 Artist Model Study Term 4 2016 , Keith Haring

Enter a caption

Room 7 Artist Model Study Term 4 2016 , Keith Haring .

Although Haring got his start by drawing in subways with chalk, I wanted to allow the children a chance to do some painting. So, after tracing as many of the dog shapes as they could fit onto their paper and outlining the shapes with black sharpie, they had the opportunity to paint their dogs in any way that they would like. The contrast in the pictures were very beautiful.

Room 5 Artist Model Study Term 4 2016 , Keith Haring .

Room 2 Artist Model Study Term 4 2016 , Keith Haring .

Room 20 Artist Model Study , Term 4 2016 Keith Haring ,

Explores forces and motion. ART+SCIENCE: FORCES AND MOTION PENDULUM PAINTING

John Meadows is a mixed-media artist living in Auckland.

He draws on self-processing issues of family life and topics of the day, raising the awareness of the idiosyncrasy of our times.

John has a fine arts degree and arts diploma and a teaching diploma. He has taught for 20 years and was a graphic artist in Auckland for ten years prior to his teaching career.

John has had several solo exhibitions in the Far North, Auckland and the Bay of Plenty and his work is held in private overseas collections. He has completed several commissioned works.

Examples

Room 16 Year 5/6, Spin art is a form art form that primarily uses paint, a canvas and a spinning platform. … From 1995 the British artist Damien Hirst started a series of spin paintings. His finished pieces are circular in shape and mounted onto steel frames.

 

Room 3

 

Room 8

 

 

Best collaborative on show 2016 . Stanhope Road school.

Well done . Great creative technique and presented as a group brilliantly. Love the 3D space   .

 

 

Room 21 term 2 art

 

Room 10 term 2 art.

 

 

Room 22 term 2 2016

 

 

 

 

PHYSICAL WORLD

 

Physical inquiry and physics concepts

Explore everyday examples of physical phenomena, such as movement and forces.Predict / hypothesis / results / conclusion.

• Acceleration → (Whaka) tere ake
• Air resistance → Parenga hau
• Friction → Waku
• Gravity → Tō Whaka, tō-ā-papa
• Marble → māpere
• Pull → Tō, kukume
• Push → Pana
• Rolling → Pīrori
• Speed → Tere
• Weight → Taumaha
• Size → Rahi

 

 

PK: Students will apply knowledge of elements and principles to make objects and images and explore art-making conventions, using a variety of techniques, tools, materials, processes, and procedures.

DI: Students will generate and develop visual ideas in response to a variety of motivations, using imagination, observation, and invention with materials.

CI: Students will describe how selected objects and images communicate different kinds of ideas.

UC: Understanding the Visual Arts in Context Students will investigate the purposes of objects and images in past and present and identify contexts in which they are or were made, viewed and valued.

 

 

 

Please leave comments for students to read below ,Thank you everybody for your support ,,,,

New Diversity Circles school Murals 2016 .

Room 5 making 3D Models. And written stories about there art.

 

Jacob – My monster likes to watch TV and my monster likes to sleep in my bed. And my monster likes to eat ice cream.

 

 

 

 

 

Room 24 3D study 2016.

 

Alexander Calder 3D drawing study Year 8

Such drawing develops qualities of perception and understanding of whatever is drawn. Drawing can be seen as the mind asking question and the hand drawing answers.It involves a simple strategy – look hard- imagine -and then draw, and continue until the drawing is finished.

 

 

 

 

Room8 Alexander Calder study  2016

Room 13 Alexander Calder 2016

 

 

Room 19 Alexander Calder study Term1 2016

 

 

Room 8 Alexander Calder study Term 1 2016

 

 

 

 

Room23 Workbook pages on Model Artist Alexander Calder Term 1 2016

 

room 3 Alexander Calder.

 

 

 

Room 9 Alexander Calder study Term 1 2016

 

 

 

 

 

 

Room 19 artist model.

 

 

 

 

Room 22 Alexander Calder .

Room 14 2016 ,

 

 

 

 

 

Room 16 Model Artist Study ,

Alexander Calder, internationally famous by his mid-30s, is renowned for developing a new idiom in modern art-the mobile.

Calder’s mobiles have been been described as “living Miró abstractions” (Genauer, Emily, New York World-Telegram, 15 February 1936)

Alexander Calder ( Click on his name watch the video . )

 

 

 

Room 23 Alexander Calder wire study Term 1 2016.

Room 11 Alexander Calder wire study Term 1 2016.

 

 

Room 17 Alexander Calder term 1 study.

His works in this mode, from miniature to monumental, are called mobiles (suspended moving sculptures), standing mobiles (anchored moving sculptures) and stabiles (stationary constructions). Calder’s abstract works are characteristically direct, spare, buoyant, colorful and finely crafted. He made ingenious, frequently witty, use of natural and manmade materials, including wire, sheet metal, wood and bronze.

Calder was born in 1898 in Philadelphia, the son of Alexander Stirling Calder and grandson of Alexander Milne Calder, both well-known sculptors. After obtaining his mechanical engineering degree from the Stevens Institute of Technology, Calder worked at various jobs before enrolling at the Art Students League in New York City in 1923. During his student years, he did line drawings for the National Police Gazette. In 1925, Calder published his first book, Animal Sketches, illustrated in brush and ink.

Room 17 Alexander Calder term 1 study.

He produced oil paintings of city scenes, in a loose and easy style. Early in 1926, he began to carve primitivist figures in tropical woods, which remained an important medium in his work until 1930. A visit to Piet Mondrian’s studio proved pivotal. Calder began to work in an abstract style, finishing his first nonobjective construction in 1931.

In early 1932, he exhibited his first moving sculpture in an exhibition organized by Marcel Duchamp, who coined the word “mobile.” In May 1932, Calder’s fame was consolidated by the first United States show of his mobiles. Some were motor-driven, His later wind-driven mobiles enabled the sculptural parts to move independently, as Calder said, “by nature and chance.” Calder returned to the United States to live and work in Roxbury, Massachusetts in June 1932.

Room 17 Alexander Calder term 1 study.

From the 1940s on, Calder’s works, many of them large-scale outdoor sculptures, have been placed in virtually every major city of the Western world. In the 1950s, he created two new series of mobiles: “Towers,” which included wall-mounted wire constructions, and “Gongs,” mobiles with sound.

Room 17 Alexander Calder term 1 study.

Calder was prolific and worked throughout his career in many art forms. He produced drawings, oil paintings, watercolors, etchings, along with moving sculptures. He also designed jewelry, tapestry, theatre settings and architectural interiors. Calder died in 1976.

Alexander Calder   ( Click on his name and watch his video. )

What new idiom did the artist develop in modern art?

Room 17 Alexander Calder term 1 study.

Dada or Dadaism was a form of artistic anarchy , No Art Rules !!

‘Please leave a comment , you actually need to click on ‘About’ at the top of the page and comment there.

Room17 stop motion movie term 4 2015

Room 10 stop motion movie draft term 4 2015

Room 14 Stop Motion Unit study Term 4

Room 20 Stop Motion Unit Term 4

We live in
an increasingly complex world where issues of consumerism, pollution and
environmental responsibility are all opposing each other. We enjoy the comforts
of consumerism, yet we make a lot of waste with the packaging and disposal of
goods. Pollution effects our environment with dangers from chemicals, toxins
and manmade by-products from production techniques. How do we find a path to
satisfy both of these conflicting ideas/needs. Artists have always been at the
forefront of providing awareness on important issues and in helping to change
attitudes and shape policy.

Dadaism helicopter term 4 year 7-8 2015.

   Lennox Togiaheulu Room24.

Bicycle Wheel
New York, 1951 (third version, after lost original of 1913)

STAR MAN.
Year 7-8 Dadaism Unit term 4 2015,
( collaborative adjective produced by or involving two or more parties working together. )
The first ready-made objects appeared before being labeled as such. They were both playful and intimate, and have disappeared today. Dadaism or Dada was a form of artistic anarchy that challenged the social, political and cultural … Marcel Duchamp (1887-1968)

There’s a starman waiting in the sky
Hed like to come and meet us
But he thinks he’d blow our minds
There’s a starman waiting in the sky
Hes told us not to blow it
Cause he knows it’s all worthwhile
He told me:
Let the children lose it
Let the children use it
Let all the children boogie

Not for sale.

Although Duchamp had collected manufactured objects in his studio in Paris, it was not until he came to New York that he identified them as a category of art, giving the English name “Readymade” to any object purchased “as a sculpture already made.” When he modified these objects, for example by mounting a bicycle wheel on a kitchen stool, he called them “Assisted Readymades.” Duchamp later recalled that the original Bicycle Wheel was created as a “distraction”: “I enjoyed looking at it, just as I enjoy looking at the flames dancing in a fireplace.”

In 1913 I had the happy idea to fasten a bicycle wheel to a kitchen stool and watch it turn.

The Bicycle Wheel is my first Readymade, so much so that at first it wasn’t even called a Readymade. It still had little to do with the idea of the Readymade. Rather it had more to do with the idea of chance. In a way, it was simply letting things go by themselves and having a sort of created atmosphere in a studio, an apartment where you live. Probably, to help your ideas come out of your head. To set the wheel turning was very soothing, very comforting, a sort of opening of avenues on other things than material life of every day. I liked the idea of having a bicycle wheel in my studio. I enjoyed looking at it, just as I enjoyed looking at the flames dancing in a fireplace. It was like having a fireplace in my studio, the movement of the wheel reminded me of the movement of flames

Key Characteristics of Dada Art

Dada began in Zurich and became an international movement. Or non-movement, as it were.
Dada had only one rule: Never follow any known rules.

Dadaism

Dada was intended to provoke an emotional reaction from the viewer (typically shock or outrage). If its art failed to offend traditionalists, Dada writing — particularly Tristan Tzara’s manifestoes — proved a fine, nose-thumbing Plan B.
Dada art is nonsensical to the point of whimsy. Almost all of the people who created it were ferociously serious, though.
Abstraction and Expressionism were the main influences on Dada, followed by Cubism and, to a lesser extent, Futurism.
There was no predominant medium in Dadaist art. All things from geometric tapestries to glass to plaster and wooden reliefs were fair game. It’s worth noting, though, that assemblage, collage, photomontage and the use of ready made objects all gained wide acceptance due to their use in Dada art.
For something that supposedly meant nothing, Dada certainly created a lot of offshoots. In addition to spawning numerous literary journals, Dada influenced many concurrent trends in the visual arts (especially in the case of Constructivism). The best-known movement Dada was directly responsible for is Surrealism.
Dada self-destructed when it was in danger of becoming “acceptable”.

The Nonsensical Art of Dada | Dadaism | LittleArtTalks

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Dadaism

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Start Of Dadaism Project .

Room 22 Dadaism junk Art Term4 2015

 

 

Year 7-8 Dadaism Unit Study 2015.

AIMS

excellence – by aiming high and by persevering in the face of difficulties 
innovation, inquiry, and curiosity – by thinking critically, creatively, and reflectively

Stop Motion movie draft drawings , term 4 2015.

Term 2 Art Images ,

Room 18 Stop Motion

Room14 Stop Motion Term 4

LEARNING INTENTIONS

Students will learn to 
?€? Understand what Sculpture art is 
?€? Discuss and investigate natural motion and the physiology of the human body 
?€? Use studies of the body in action poses and emotional states 
?€? Imagine and create a character posed in an emotional state in sketches and the construction 
?€? Create a wire armature figure using the correct steps and complete the character using paper mache.

Discussion: 
Define gesture as movement usually of the body or limbs that expresses or emphasizes an idea, sentiment, or attitude or 
the use of motions of the limbs or body as a means of expression 
- Look at examples of Giacometti?€?s work, as well as the work of other abstract artist. How does abstraction contribute to the artist’s ability to express an idea? 
- What are the

ideas, moods and movements suggested in these works? What do the works of these artists suggest to you? 
- Look at photos or artwork of individuals in motion, sports are a good subject for imagery. 
- What is the gesture represented? (figure leaning, foot stepping, etc.). 
 – How might artists enhance the mood or idea with his technique or composition? Look at artists examples and discuss the settings for the figures. 
 – Discuss the process used by Giacometti to build his sculpture. Define armature as the base structure or ?€?bones?€? of the sculpture that hold it up. Look at the steps he used from sketch to finished sculpture. 
 
Project steps: 
 
Warm up exercises: 
- Review the terms gesture and positive and negative space.

Banksy Stencil Room 23 , Year 7-8 2015.
1 Damien Hirst owns some of his work. As does Christina Aguilera and Angelina Jolie.
2 He has artwork commissioned by Bono.
3 Though he initially drew freehand, he began stencilling seriously in 2001.
4 He illustrated the opening credits to The Simpsons in 2010.
5 He’s conflicted about his success.

Banksy, a street artist whose identity remains unknown, is believed to have been born in Bristol, England, around 1974. He rose to prominence for his provocative stenciled pieces in the late 1990s. Banksy is the subject of a 2010 documentary, Exit Through the Gift Shop, which examines the relationship between commercial and street art.

Banksy began his career as a graffiti artist in the early 1990s, in Bristol’s graffiti gang DryBreadZ Crew. Although his early work was largely freehand, Banksy used stencils on occasion. In the late ’90s, he began using stencils predominantly. His work became more widely recognized around Bristol and in London, as his signature style developed.
Banksy’s artwork is characterized by striking images, often combined with slogans. His work often engages political themes, satirically critiquing war, capitalism, hypocrisy and greed.

Room 21 Banksy Numbers 2015

Banksy T-Shirt Designs year 7-8 2015.     Mural Banksy background for class room Numbers .              2Pac meets Banksy.

Banksy Stencil art and workbook pages Term3 2015.