Setting and Context:
Soroco Middle and High School is tucked away in the tiny rural town of Oak Creek, Colorado, a 30 minute mountainous drive from Steamboat Springs. The school is sweet and small and community focused. With their mascot being the rams, Soroco students are tough- ice skating for PE in the dead of winter, traveling far for sports tournaments, and persistently making new and creative pieces of art! During my time here, I taught Foundations of Art to High Schoolers and co-taught High School Ceramics, Middle School Digital Photography, 6th Grade Exploratory Art, and Middle School Yearbook. I was pleasantly surprised at how quickly I loved working with middle and high schoolers; they are amazing! I also realized I knew a lot more than I realized, and I was so thankful to be able to teach what I know (and research what I don't) to the students!
Lesson Plan One: Timeline Tapestries
Motivation:
Time to Ideate!
Halfway through our projects, we paused for a working critique. We used the form of a "TAG" critique, and many new ideas came out of it! I would definitely use it again!
Pre Assessment QR Code:
Post Assessment QR Code:
Artist Statements and Reflections:
Directions: Firstly, please write an Artist Statement for your piece. The length shouldn't be more than a page. 25% of the grade will be spelling, grammar, and formatting. The other 75% is your content, which should include: -The title of your piece -Your intentions behind your artistic choices (ie, the representation of color, patterns, texture, etc in relation to your story). -Your hopes for your viewer's experience (what do you hope they will notice and interpret?) -Your reflection on your process (what came easily to you and what did you struggle with the most? When did you have to problem-solve? What mistakes did you make, and what did you learn from them? What did you learn about yourself as an artist?) |
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Rubric:
Student Work
(I'm so proud!)
(I'm so proud!)
Placed
Creating the weaving, Placed, was a new experience that taught me so much and helped me grow as a creative person. Although it was a new experience and there were many challenges, this project had allowed me to express ideas and emotions to others in an entirely different way from what I am used to.
Beginning this piece was a bit of a challenge, as I kept running out of the up and down strings, the warp, that I was using, but I was able to overcome this by using silver for the left side. Then once I got going, creating the simple colored stripes came very easy to me, however, the puffier weaves, as well as the patterns, had required more thinking and attention. On the first puffy weave that looks like a braid, I even made the mistake of switching three of the warp strings around, which had taught me to pay more attention to the warp string the next time I used that pattern. Overall, as an artist, this project has taught me how to make the most out of the mistakes I make and the challenges I face, and to use them to fully express my story.
This weaving was based on the different homes and schools I have been to throughout my life, and I used many different colors and patterns to express that story. The flat areas of the weaving represent settling in and calming down, while the bigger and puffier patterned areas represent each time my family and I moved into a new house or new area. Then I used the colors of the weaving to represent emotions and what it felt like to move into those areas. I chose a light blue in hopes that it would make viewers feel calm and at peace, the same feeling I had when I was living in my first home, and when it goes into a darker blue, which is when I moved into a new house but stayed at the same school, things were not as calm as they were before. On the bottom of the weaving, it is a shiny red that later turns into a darker red, which represents the next two times I had to move to areas I never knew existed before. I wanted viewers to feel anything but calm (excited, ranging, fired-up, ext.) when they looked at the sudden change into red.
Creating the weaving, Placed, was a new experience that taught me so much and helped me grow as a creative person. Although it was a new experience and there were many challenges, this project had allowed me to express ideas and emotions to others in an entirely different way from what I am used to.
Beginning this piece was a bit of a challenge, as I kept running out of the up and down strings, the warp, that I was using, but I was able to overcome this by using silver for the left side. Then once I got going, creating the simple colored stripes came very easy to me, however, the puffier weaves, as well as the patterns, had required more thinking and attention. On the first puffy weave that looks like a braid, I even made the mistake of switching three of the warp strings around, which had taught me to pay more attention to the warp string the next time I used that pattern. Overall, as an artist, this project has taught me how to make the most out of the mistakes I make and the challenges I face, and to use them to fully express my story.
This weaving was based on the different homes and schools I have been to throughout my life, and I used many different colors and patterns to express that story. The flat areas of the weaving represent settling in and calming down, while the bigger and puffier patterned areas represent each time my family and I moved into a new house or new area. Then I used the colors of the weaving to represent emotions and what it felt like to move into those areas. I chose a light blue in hopes that it would make viewers feel calm and at peace, the same feeling I had when I was living in my first home, and when it goes into a darker blue, which is when I moved into a new house but stayed at the same school, things were not as calm as they were before. On the bottom of the weaving, it is a shiny red that later turns into a darker red, which represents the next two times I had to move to areas I never knew existed before. I wanted viewers to feel anything but calm (excited, ranging, fired-up, ext.) when they looked at the sudden change into red.
A Sad Starry Night
I chose the colors because I wanted to represent the night sky, and for most people they can recognize Vincent Van Gogh's “Starry Night” for the colors: light and dark blues, yellow, and black. I wanted the piece to have the night sky component, with waves as the painting does, but also the black blocks to represent sadness. For me, one of my favorite memories was looking up at the stars with my grandpa, who recently passed. When I was little the time spent looking at the stars was a lot, so I made the top of my piece bigger, but as I got older we spent less time looking at the sky, which I wanted to represent by making the piece smaller and smaller as time went on. The braids at the bottom represent the better place I know my grandpa is in and as braids are used to add strength to ropes and other materials, I wanted them also to represent the strength I will get by looking at the stars and knowing my grandpa is looking back.
I hope viewers will really be able to see the “Starry Night” in my piece and be able to tell that my piece has to do with the night sky. I also hope they can relate to my piece, and the memories they have underneath the stars, or the connection they feel to them. I feel like everyone can interpret the stars in their own way, which is super important in art, as the viewers should see your purpose but also find their own meaning and purpose in the art.
The choosing of the colors and ideas came really easy to me, as did the weaving as I like when things are monotonous. I struggled with keeping my edges from sucking into the middle and at the end when my warp had gotten really tight it became hard to get the weave to to look the way I wanted. I had to problem solve with the edges, which I eventually had the idea of letting it become smaller to represent the time I spent looking at the stars and how it decreased. I made the mistake of wanting my weft to be so tight, which ended up causing problems at the bottom, which I solved by making the last few rows of black a little bit bigger and looped so it would fill the space and you wouldn't be able to see any white. I learned that I am a perfectionist, but that a lot of times my art won't be perfect and I will have to problem solve and find new meaning even when I make a mistake. I also learned that for me to do my best art I need to go slow and trust the process, because I noticed when I started to rush I made mistakes, which then made me frustrated.
A Sad Starry Night
I chose the colors because I wanted to represent the night sky, and for most people they can recognize Vincent Van Gogh's “Starry Night” for the colors: light and dark blues, yellow, and black. I wanted the piece to have the night sky component, with waves as the painting does, but also the black blocks to represent sadness. For me, one of my favorite memories was looking up at the stars with my grandpa, who recently passed. When I was little the time spent looking at the stars was a lot, so I made the top of my piece bigger, but as I got older we spent less time looking at the sky, which I wanted to represent by making the piece smaller and smaller as time went on. The braids at the bottom represent the better place I know my grandpa is in and as braids are used to add strength to ropes and other materials, I wanted them also to represent the strength I will get by looking at the stars and knowing my grandpa is looking back.
I hope viewers will really be able to see the “Starry Night” in my piece and be able to tell that my piece has to do with the night sky. I also hope they can relate to my piece, and the memories they have underneath the stars, or the connection they feel to them. I feel like everyone can interpret the stars in their own way, which is super important in art, as the viewers should see your purpose but also find their own meaning and purpose in the art.
The choosing of the colors and ideas came really easy to me, as did the weaving as I like when things are monotonous. I struggled with keeping my edges from sucking into the middle and at the end when my warp had gotten really tight it became hard to get the weave to to look the way I wanted. I had to problem solve with the edges, which I eventually had the idea of letting it become smaller to represent the time I spent looking at the stars and how it decreased. I made the mistake of wanting my weft to be so tight, which ended up causing problems at the bottom, which I solved by making the last few rows of black a little bit bigger and looped so it would fill the space and you wouldn't be able to see any white. I learned that I am a perfectionist, but that a lot of times my art won't be perfect and I will have to problem solve and find new meaning even when I make a mistake. I also learned that for me to do my best art I need to go slow and trust the process, because I noticed when I started to rush I made mistakes, which then made me frustrated.
Home
Every morning when I wake up I see the mountains to the left and right of my balcony. When the sun rises behind the mountains and I see the beautiful contrast, it slowly gets lighter behind the mountains and small clouds form. The mountains are mostly still beautifully white from the snow. I always say the "powdered sugar". My work reminds me of my home in Switzerland.
It was the first time that I wove and I think I still managed to do it, but there are always things to improve, for example to make a more even shape and more beautiful transitions.
Blurred Lines
The name of this piece is “blurred lines”. I chose the name because the piece is supposed to represent how your sexuality isn’t always clear. I chose the colors based on how well I thought they looked ( like their brightness and whether or not I liked the color). The colors are supposed to represent the LGBTQ+ pride flag but i chose black to also hide the colors because again it's to represent your unknown sexuality or at least not clear. The pattern was based on the pride flag. The texture of blurred lines didn’t come into mind when I was weaving. What I hope the viewer’s experience with blurred lines is that they take their misconceptions about being in the LGBTQ+ community and shove it and to stop believing the stigmas or stereotypes associated with the LGBTQ+ community. I also hope that some people, that look at this piece, will feel accepted or have other good and nice feelings. But then again i also want the people of this school, who have issues with LGBTQ+ community, to feel uncomfortable because they are part of an ongoing issue. When I ran into some issues, I just let it happen because it’s part of the process. I ran into some “problems” the problem was having an inconsistent warp over under pattern. I tried solving this by going back and changing the over under pattern in the middle of the piece.
Wooly Waves
My piece was created with the intention of telling a story on my mom’s cancer recovery, and my love of the ocean. The blue colors are supposed to depict water, and also signify security and calmness. The white is there to represent sea foam, and clarity and healing. The tassels help convey this wave like nature. To be completely honest, I'd be super surprised if a viewer was able to see a depiction of a wave. I just hope they see how much of a challenge this was for me. I struggled with this project from almost the instant I started it. I messed up the creation of my loom, as I made it wider then what was depicted in my sketch. I also put my nails in too shallow, so they fell out often once I started weaving. I used wood glue as a preventive measure for the remaining nails, this proved somewhat effective. My warp was an interesting choice, but looking back, I would’ve chosen something more “standard”; however, I do think this adds character. I also pulled my warp too tight, which causes a wavy selvedge. The thing that I improved most at during this process, was using my tapestry needle (a chopstick) and weaving it through my warp. I think if I were to do this again, I would incorporate more texture by using different weaving techniques, and choose a more earthy color pallet. I would also properly set my nails, as resetting them is quite time consuming and difficult. I learned a lot about construction of the loom and the “dos and don'ts” of weaving. If I had another chance, I feel like I would do a much better job. Overall, I'm not super happy with how it came out; however, I am looking forward to using what I've learned and making a better attempt at weaving.
My piece was created with the intention of telling a story on my mom’s cancer recovery, and my love of the ocean. The blue colors are supposed to depict water, and also signify security and calmness. The white is there to represent sea foam, and clarity and healing. The tassels help convey this wave like nature. To be completely honest, I'd be super surprised if a viewer was able to see a depiction of a wave. I just hope they see how much of a challenge this was for me. I struggled with this project from almost the instant I started it. I messed up the creation of my loom, as I made it wider then what was depicted in my sketch. I also put my nails in too shallow, so they fell out often once I started weaving. I used wood glue as a preventive measure for the remaining nails, this proved somewhat effective. My warp was an interesting choice, but looking back, I would’ve chosen something more “standard”; however, I do think this adds character. I also pulled my warp too tight, which causes a wavy selvedge. The thing that I improved most at during this process, was using my tapestry needle (a chopstick) and weaving it through my warp. I think if I were to do this again, I would incorporate more texture by using different weaving techniques, and choose a more earthy color pallet. I would also properly set my nails, as resetting them is quite time consuming and difficult. I learned a lot about construction of the loom and the “dos and don'ts” of weaving. If I had another chance, I feel like I would do a much better job. Overall, I'm not super happy with how it came out; however, I am looking forward to using what I've learned and making a better attempt at weaving.
All Through Time
The choices behind my colors are to represent times in my life and the hardships. The dark green color represents the time in my childhood when I was bullied and I felt like I was an alien. The pinkish neutral color was to represent everything up in the air because I moved and everything was new again. The black was to represent death and how many people I know who died. The grey is to represent the lack of emotion and denial. The red is to represent mania and anger, and lastly the blue represents trying to find my piece with the past.
I hope that the viewer gets a sense of even through all the hardships you have to learn to keep going and try to make the best of your life.
I felt like not weaving my weft too tight was my hardest challenge and the thing that was super easy after a while was the pattern. I had a lot of mess up with the pattern at first but it actually worked to my advantage and something I learned about myself as an artist is that I go with the flow.
Half Helm Of Awe
I made this with viking decor in mind. The colors I chose do in fact mean something. Red means life or danger; in my piece I wanted red to mean life, and black means death and the binding between life and the afterlife. I also chose these colors because, I practice witchcraft and I think it's important to keep the afterlife in mind.The pattern doesn't mean anything. I just thought it looked cool. I hope viewers see the half helm of awe symbol. I had a hard time embedding the symbol at first, but it got easy towards the end. I learned how to do everything. I have 3% battery life left. I learned that I try to make everything perfect and that its very annoying because I go back and forth trying to make it perfect. I also learned that Miss English is a good teacher. Lol.
I made this with viking decor in mind. The colors I chose do in fact mean something. Red means life or danger; in my piece I wanted red to mean life, and black means death and the binding between life and the afterlife. I also chose these colors because, I practice witchcraft and I think it's important to keep the afterlife in mind.The pattern doesn't mean anything. I just thought it looked cool. I hope viewers see the half helm of awe symbol. I had a hard time embedding the symbol at first, but it got easy towards the end. I learned how to do everything. I have 3% battery life left. I learned that I try to make everything perfect and that its very annoying because I go back and forth trying to make it perfect. I also learned that Miss English is a good teacher. Lol.
Emi’s Great Achievements
For my weaving project, I first created a timeline. My timeline was about all the animals that I have shown and my accomplishments. For my first, I used white yarn for my first year showing sheep. I also had some sheep fabric at home and I created a bow to put into my weaving for my sheep section. After I was done with that I moved on to my steer section which I chose the color black to represent it and I also put a 4-H pin on my weave. Next, I moved on to the small animal section which I choose a light brown color. Then when I got done with that I started my pig section and I used light pink that was similar to the color of a pig. For my last three sections, I choose to put in my accomplishments by showing by using purple with gold fringe at the bottom to make it look like the grand champion banner that I won with my steer. I used a light whitish pinkish color yarn to represent the banner I got for getting reserve in the round-robin. In my last color, I used blue yarn to represent the blue ribbon I got for winning in showmanship I also went ahead and cut up a blue robin I had and made some little bows, and put the 4-H symbol on the side. I hope people see my timeline story through what I have put on my weave like the sheep fabric, the 4-H pin, and the cut-up blue ribbon that I put in. Weaving was easy for me because I already knew how to do it because I did some weaving projects for 4-H. I still had some challenges though with the shape of my weave I pulled my ends too tight which caused my weave to have an hourglass shape. As an artist, I learned that the more you personalize your work the more people will see what you see.
Rocket League Progression
At the beginning of my weaving, I used brown as a crappy color because I was doo doo in the game. I couldn’t even hit the ball, but I increased my skill dramatically after a couple of months. That’s why I used the color blue; I was so happy that I was ranking up so fast and was hitting shots that I could never think of. Soon after, though, the game was becoming increasingly challenging and made me rage every time I got on. This was the first time I broke a controller over a game, so I used red as an angry color. This went on for what seems like the longest time, but things started to look up for me. I was training so much, and it began to show. I noticed because of the higher ranks I was reaching and the creativity of my shots. That’s why my weaving has some intriguing patterns while I use yellow for happiness. I finally hit the top rank in the game, Grand Champ, and I was so happy, so I used purple to express that. This was a fun but very long project, but I would, of course, do this again or recommend it to anyone who wants to do something fun but as a long project.
At the beginning of my weaving, I used brown as a crappy color because I was doo doo in the game. I couldn’t even hit the ball, but I increased my skill dramatically after a couple of months. That’s why I used the color blue; I was so happy that I was ranking up so fast and was hitting shots that I could never think of. Soon after, though, the game was becoming increasingly challenging and made me rage every time I got on. This was the first time I broke a controller over a game, so I used red as an angry color. This went on for what seems like the longest time, but things started to look up for me. I was training so much, and it began to show. I noticed because of the higher ranks I was reaching and the creativity of my shots. That’s why my weaving has some intriguing patterns while I use yellow for happiness. I finally hit the top rank in the game, Grand Champ, and I was so happy, so I used purple to express that. This was a fun but very long project, but I would, of course, do this again or recommend it to anyone who wants to do something fun but as a long project.
Horse Time
Intentions- To show my emotions while i mess with my horse
Hopes- That the viewer feels calm while looking at my piece
My Reflection- That i struggled with staying in focus with this but it was fun and i like the fact that i could add in something that meant a lot to me. I think it went well and i am proud of what i did.
My Personal Reflection on this Lesson:
According to my post assessment, objectives were obtained fairly well. The next time I teach this lesson, I will review vocabulary more to help them. I will be intentional to use specific vocabulary in my formative assessments when I am walking around checking for understanding, but also during the working critique. I think either having the vocab words as cards and you draw a card and then have to use that word, or maybe a bingo sheet! Or perhaps just have them on the board even for the students to refer to.
Another change I would make is the size of the weaving. Even though they are high-schoolers and are capable of weaving something larger, for their first project, I don’t think that it is necessary, because it took up a lot of time. I also wouldn’t necessarily build the looms; it’s just that this particular school I was at, did not have many materials, so we got creative!
I would definitely make the rubric more specific- requiring at least one pattern and at least one tapestry technique.
According to my post assessment, objectives were obtained fairly well. The next time I teach this lesson, I will review vocabulary more to help them. I will be intentional to use specific vocabulary in my formative assessments when I am walking around checking for understanding, but also during the working critique. I think either having the vocab words as cards and you draw a card and then have to use that word, or maybe a bingo sheet! Or perhaps just have them on the board even for the students to refer to.
Another change I would make is the size of the weaving. Even though they are high-schoolers and are capable of weaving something larger, for their first project, I don’t think that it is necessary, because it took up a lot of time. I also wouldn’t necessarily build the looms; it’s just that this particular school I was at, did not have many materials, so we got creative!
I would definitely make the rubric more specific- requiring at least one pattern and at least one tapestry technique.
Lesson Plan Two: Homage Mobiles
Performance: You are an artist creating a piece to represent someone important in your life. Your goal is to pay homage to this person, whether they be someone in your personal life or a public figure who means something special to you. Representing them for the public with respect and honor through your mobile is your goal. How will you communicate with the public the feelings this person gives you?
CONCEPTS:
Symbolism
Line
Movement
Balance
Abstract
Kinetic Art
Homage: special honor or respect shown publicly.
"a masterly work written in homage to Beethoven"
Symbolism
Line
Movement
Balance
Abstract
Kinetic Art
Homage: special honor or respect shown publicly.
"a masterly work written in homage to Beethoven"
OBJECTIVES:
After watching a movie on Alexander Calder, students will be able to identify work by Calder and identify mobiles and stabiles.
(Bloom’s: Remembering / Standard: Comprehend / GLE: Works of art articulate and express different points of view / Art learning: Historical and multicultural content)
After seeing examples and learning about “homage”, students will create a word web to ideate whom they want to give homage to and choose one person and list traits about this person.
(Bloom’s: Create / Standard: Create / GLE: Use media to express and communicate ideas / Art learning: Conceptual-Ideation and Expressive features)
After learning about four ways to connect wire, students will be able to complete 4 joining techniques and 1 inventive technique.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques)
After learning about line and wire bending techniques, students will be able to “write” their name with wire and continuous line.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques)
After learning about mobiles and how wire connects, students will be able to sketch out their 5 symbols.
(Bloom’s: Create / Standard: Create / GLE: Establish a practice of planning and experimentation to advance concepts and technical skills. U: Conceptual-Ideation and Expressive features)
After learning about balancing points, students will be able to build a mobile with wire and found materials.
(Bloom’s: Applying / Standard: Create / GLE: Establish a practice of planning and experimentation to advance concepts and technical skills./ 2. Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media. Art learning: Materials and techniques)
After making progress on their sculptures, students will be able to participate in a working critique to give and receive feedback using vocabulary learned.
(Bloom’s: Create / Standard: Reflect / GLE: The critique process informs judgments about works of art / Art learning: Critical reflection / Literacy)
After finishing their sculptures, students will be able to write a reflection and artist statement on their mobiles and participate in a “round robin” gallery walk.
(Bloom’s: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)
After creating mobiles and learning vocabulary, students will be able to take a post assessment on vocabulary and reflect on what they’ve learned. (Bloom’s: Evaluate / Standard: Transfer / GLE: Develop proficiency in visual communication skills that extends learning to new contexts/ Art learning: Assessment-Evaluation / Literacy)
After watching a movie on Alexander Calder, students will be able to identify work by Calder and identify mobiles and stabiles.
(Bloom’s: Remembering / Standard: Comprehend / GLE: Works of art articulate and express different points of view / Art learning: Historical and multicultural content)
After seeing examples and learning about “homage”, students will create a word web to ideate whom they want to give homage to and choose one person and list traits about this person.
(Bloom’s: Create / Standard: Create / GLE: Use media to express and communicate ideas / Art learning: Conceptual-Ideation and Expressive features)
After learning about four ways to connect wire, students will be able to complete 4 joining techniques and 1 inventive technique.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques)
After learning about line and wire bending techniques, students will be able to “write” their name with wire and continuous line.
(Bloom’s: Applying / Standard: Create / GLE: Materials and processes can be used in traditional, unique, and inventive ways / Art learning: Materials and techniques)
After learning about mobiles and how wire connects, students will be able to sketch out their 5 symbols.
(Bloom’s: Create / Standard: Create / GLE: Establish a practice of planning and experimentation to advance concepts and technical skills. U: Conceptual-Ideation and Expressive features)
After learning about balancing points, students will be able to build a mobile with wire and found materials.
(Bloom’s: Applying / Standard: Create / GLE: Establish a practice of planning and experimentation to advance concepts and technical skills./ 2. Ideate and build works of art and design to demonstrate growth and proficiency in traditional and new art media. Art learning: Materials and techniques)
After making progress on their sculptures, students will be able to participate in a working critique to give and receive feedback using vocabulary learned.
(Bloom’s: Create / Standard: Reflect / GLE: The critique process informs judgments about works of art / Art learning: Critical reflection / Literacy)
After finishing their sculptures, students will be able to write a reflection and artist statement on their mobiles and participate in a “round robin” gallery walk.
(Bloom’s: Evaluate / Standard: Transfer / GLE: Viewers and patrons make personal meaning and infer artistic intent / Art learning: Assessment-Evaluation / Literacy)
After creating mobiles and learning vocabulary, students will be able to take a post assessment on vocabulary and reflect on what they’ve learned. (Bloom’s: Evaluate / Standard: Transfer / GLE: Develop proficiency in visual communication skills that extends learning to new contexts/ Art learning: Assessment-Evaluation / Literacy)
IDEATION:
VOCABULARY:
Engineer: a person who designs, builds, or maintains engines, machines, or public works. Engineers, as practitioners of engineering, are professionals who invent, design, analyze, build and test machines, complex systems, structures, gadgets and materials to fulfill functional objectives and requirements while considering the limitations imposed by practicality, regulation, safety and cost. Kinetic Art: art that depends on motion for its effects. Mobile: a type of sculpture that is formed of delicate components which are suspended in the air and move in response to air currents or motor power. Line is defined as a point moving in space where its length is greater than its width. Lines can be two or three dimensional, implied or abstract. Different types of lines include continuous, broken, jagged, vertical, horizontal, or diagonal. Lines are the foundation of drawing. Homage: special honor or respect shown publicly. "a masterly work written in homage to Beethoven" Balance refers to the overall distribution of visual weight in a composition. A well-balanced composition feels comfortable to look at. Each visual component of an artwork has visual weight. Different than actual weight, visual weight is not measured using a scale but must be observed instead. Alexander Calder- an American sculptor known both for his innovative mobiles that embrace chance in their aesthetic, and static "stabiles" monumental public sculptures. He didn't limit his art to sculptures; he also created paintings, jewelry, theatre sets and costumes. Movement: Visual movement is the principle of art used to create the impression of action in a work of art. ... Movement can apply to a single component in a composition or to the whole composition at once. Visual movement is dependent on the other elements and principles of art. |
RUBRIC:
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Pre Assessment QR Code:
Post Assessment QR Code:
STUDENT ART:
Personal Reflection: Personally, for this lesson there's a few things I would change. First of all, I would add more contemporary artists as examples. I don't think Alexander Calder is very pertinent to high schoolers! Secondly, I would change the rubric by requiring more, but also allowing for more choice. I think I would focus less on the engineering aspect, and more on the ideation of how to evoke emotion in the viewer.