RISE UP STUDENTS !!

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Protest Masks Term 2 2017.

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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;

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Room21 Protest art Term2 2017.IMG_8367.JPGIMG_8363.JPGIMG_8362.JPG

Room 23 Protest banners, and Masks

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Room 22 Protest banners, term 2 2017.

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Room 24 protest banners,Term 2 2017

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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)

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•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)

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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

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ARTIST MODEL ( CLICK,)

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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.

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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.

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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.

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Room 22 Term2 2017

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

Room 10 Term 1 20017 ,

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

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Room 23 Term 1 2017.

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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

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 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.

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Room 6 Term 1 ,

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Room 12 Term 1 2017,

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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?

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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?

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Room 6 Term 1 2017.

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Reusable spaceship that cleans the universe YEAHHHHHH !

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Room 5 Term 1 2017.

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Room 3 Term 1 2017.

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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.IMG_7780.JPG
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Term 1 2017 . Observational drawing techniques. Year 8 Room 23.

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

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Room 21 Term 1 2017.

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Room 20 Term 2017.

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Room 9 Term 2017,

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Room19 Term 2017,

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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

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Room 17 Term 1 2017,

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Room 14 Term 1 2017 , Unpacking Art ,

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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.

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Room 7 Term 1 2017. ceramic tiles designs reuse ,

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Room 13 Term 1 2017 ;

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Room 14 Term1 2017 .

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Mural UP ! 

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

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Room 15 Term 1 2017.

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Artist Model , ( click on link.)

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

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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.

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Room 10 Term 1 2017.

Have boxes and trash in the art room

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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.

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Room 5 and 6 Term 1 2017 .

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Room 7 Term 1 2017.

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Room 3 Term 1 2017

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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.

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

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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.

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Thank you for ALL your support community very appreciated.

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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.

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

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Fresh clean start ,Term 1 2017,

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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 ..

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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.

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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. ! )

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

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

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

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

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

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Room 8 Artist Model Study Term 4 2016 , Keith Haring

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

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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.

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

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

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

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

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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.

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Room 3

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Room 8

 

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

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Room 21 term 2 art

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Room 10 term 2 art.

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Room 22 term 2 2016

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PHYSICAL WORLD

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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

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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.

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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.

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

New Diversity Circles school Murals 2016 .

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

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

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Room 24 3D study 2016.

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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.

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Room8 Alexander Calder study  2016

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Room 13 Alexander Calder 2016

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Room 19 Alexander Calder study Term1 2016

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Room 8 Alexander Calder study Term 1 2016

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Room23 Workbook pages on Model Artist Alexander Calder Term 1 2016

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room 3 Alexander Calder.

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Room 9 Alexander Calder study Term 1 2016

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Room 19 artist model.

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Room 22 Alexander Calder .

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Room 14 2016 ,

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Room 16 Model Artist Study ,

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

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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 . )

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Room 23 Alexander Calder wire study Term 1 2016.

Room 11 Alexander Calder wire study Term 1 2016.

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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.

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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.

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Room 17 Alexander Calder term 1 study.

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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.

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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.

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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.

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Room 17 Alexander Calder term 1 study.

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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.

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

What new idiom did the artist develop in modern art?

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Room 17 Alexander Calder term 1 study.

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

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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

Unit Study Term 4 year 7-8Screen Shot 2015-10-21 at 5.16.36 pm

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.

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Dadaism helicopter term 4 year 7-8 2015.
Dadaism helicopter term 4 year 7-8 2015.

IMG_2019   Lennox Togiaheulu Room24.

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

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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

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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.

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Dadaism
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

Click above ,

Dadaism

Click above.

Start Of Dadaism Project .
Start Of Dadaism Project .

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Room 22 Dadaism junk Art Term4 2015

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Year 7-8 Dadaism Unit Study 2015.

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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.
Stop Motion movie draft drawings , term 4 2015.

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Term 2 Art Images ,

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