Author: artstanhope

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.

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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

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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

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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

 

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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

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

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“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?

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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.

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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.

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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.

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

BYE BYE 2017.

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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

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Room 6 Emojis, Term 4

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Room 5 Emojis , Term 4

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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.

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

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Year 8 Rough Drawing Designs , Term4 2017,

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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).

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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.

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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!

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

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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.

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Colin Mc Cahon I’AM .

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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.

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Room 8 Term 3 Artist Model Study . 2017.

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Triptych painting and the art of Colin McCahon

Room 7 Term3 , Colin McCahon study ,

 

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Room 6 Term3 , Colin McCahon study ,

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“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,

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Screen Shot 2017-07-07 at 1.46.41 PMKnow 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

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

 

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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.

 

 

 

 

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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

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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)

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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