Term4 2016 ,
Room 8 Artist Model Study Keith Haring Term 4 2016.
Room 3 Model Artist .
Room 5 , artist model , Term4 2016 , Keith Haring white chalk subway wall 1983.
Room 7 , artist model , Term4 2016 , Keith Haring white chalk subway wall 1983.
Room 2 Year 1 , artist model , Term4 2016 , Keith Haring white chalk subway wall 1983.
Bridging the gap between the art world and the street, Keith Haring rose to prominence in the early 1980s with his graffiti drawings made in the subways.
It is often said that everything about Keith Haring was musical, even the way he walked. Rap, hip-hop, dance, pop, and Latin music blared from a boom box wherever he worked. Music was a universal language that he embraced. Whenever he could, Haring worked with children. He showed them his way of working, drawing, and making art on site
Ask your students to make a collaborative mural drawing to music, using their invented sign language, their imagination, and their responses to the music.
Select some music with a variety of rhythms and moods. Play the music while students are drawing.
Stop the music and ask students to move around the mural to a different place.
When the music begins, students can start drawing and adding to the existing drawings.
“I roll out this big roll of paper. All the children sit around it. I do some drawing on the paper. Then they start to make drawings with markers or pens. I have music going and, as in “musical chairs”, when the music stops, everyone moves to another part of the paper. When the music starts, everyone continues to draw.”
-Keith Haring, John Gruen, Keith Haring, the Authorized Biography, p. 114
Room 2 Teacher Miss Flynn ,
Room 23 Term 3 2016.
Room 12 , Term3 change the World , Alter Egos,
Integration of reading and writing literacy into a visual arts curriculum can strengthen literacy skills as well as foster creative thinking at the middle school level.
There is a growing demand for the integration of literacy in all core, and non-core curricula. By developing a curriculum that integrates literacy strategies in a visual arts program, as well as touches on the disconnect that I see between individuals and their own creative outlets, a curriculum is established that fosters and engages students in creative thinking, literacy, and the visual arts.
Room 9 Term 3 , 2016
Room 3 Term 3 2016
Room 10 .
Room 3 Term 3 2016.
Change Globes 2016 Term 3. collaborative art work.
Waka Paddles 2016
2016 Waka Paddles
Sculptor globes – change the world, Term 3 2016.
Alter Ego Squad Term 3 Change the world, Room 23.
Waka Paddles Designs , 2015 ,
Room 9 changing the World Term 3, 2016.
Room 8 Term 3 Changing the World, 2016
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.
Room 8 Term 3 making Change ,
Year 8 Workbook pages 2016.
Room 12 Painting the Earth , Term 3 2016 , Change the World.
Room 7 Change the Earth Term 3 2016
Room 2 and 6 Change the Earth Term 3 2016
Art Flash Back,
Room23 Term 3 2016 change the World.
Room 7 Term 3 2016 Change the World .
|Students will complete:
A3 or A4 Poster of sculpture exhibition opening with Photoshop.. ad ons .
|Students will explore and use art-making conventions of 3-D sculpture, sculptural drawing and Photoshop, applying knowledge of elements and selected principles through the use of manipulation, gluing, pencil work and processes of Digital photo and text manipulation.
Students will develop and revisit visual ideas, in response to an observation a selected styles, supported by the study of Sculptor artists.
Students will explore and describe ways in which meanings can be communicated and interpreted in their own and other sculptural work, including the school environment .
Students will investigate the purposes of 3-D sculptures from past and present cultures including the school environment and identify the contexts in which they were or are made, viewed and valued.
- Resilience ● risks
- Upstander ● protest
- Conflict ● persevere
- Peaceful ● obstacles
- relationships ● mental
- Personal goals ● patience
- Resourcefulness ● optimism
I use my risk taking skills to form new relationships
Using given motivations to create own ideas, evaluate and critique own and others work.
Relating to Others
Completing peer evaluations, sharing equipment, analysing why sculptures’ are part of communal society. And the World.
Using Language, Symbols and Texts
Comprehension and use of art terminology, use of imagery 2-D and 3-D to create meaning.
Participating and Contributing
Listening and speaking within class discussion on sculptures, contributing to ideas and assistance to others in class.