Before we begin the brunt of our final project I want you to quietly and on your own answer the questions you can find HERE. They should be straightforward but if you have questions please let me know.
If you are in Art 3, please read THIS POST for directions on what to do today.
If you are in Art 4, please continue working on the drawing you started on Monday.
For both groups, you will not be turning in a photo of your assignment once you are finished, but you do need to:
1) work for the remainder of the period and be as productive on the drawing as possible
2) know that you are not finished until I end the drawing and/or the bell rings
3) turn in a drawing project to me
Wednesday, December 16, 2015
Monday, December 14, 2015
Final, Fall 2015
Personal significance and meaning go a long way in the making of art. To be sure, once you have developed to a certain level of skill - which is what we work so much on in class, the things that will help you over the long term are the ideas.
What is it that you will create? How will you create it? Where does your vision lead?
I want you to think about something that is significant to you.
(Maybe you phrase this as something that is important or inspiring to you?)
This is what I want you to draw on the paper provided you.
Now, you may need to do some brainstorming first, but I also want to let you know about some of the constraints I will be enforcing.
First, you can only use the one sheet of paper provided.
Second, this is a drawing project.
Third, you must begin with pencil.
Fourth, you may not use any sort of electronic device to aid your drawing process at any point during class.
Fifth, you must sit at a different table and with some different students than you have been sitting with for the last several weeks.
Sixth, I retain the right to change, add, or subtract any constraints at any time.
You will leave this drawing with me before you leave your finals period, and your grade will be based upon the effort, effectiveness, and outcome of the final piece.
Apropos of nothing, I will leave you with this image. I found it by absolute happenstance, but as far as I can tell, Alexander McQueen had something to do with the creation.
Oh, and if you've been the good student and read this far, I really think you should read THIS before you do anything else. Then after that you'll find the other hyperlinks in this post of interest to you.
What is it that you will create? How will you create it? Where does your vision lead?
I want you to think about something that is significant to you.
(Maybe you phrase this as something that is important or inspiring to you?)
This is what I want you to draw on the paper provided you.
Now, you may need to do some brainstorming first, but I also want to let you know about some of the constraints I will be enforcing.
First, you can only use the one sheet of paper provided.
Second, this is a drawing project.
Third, you must begin with pencil.
Fourth, you may not use any sort of electronic device to aid your drawing process at any point during class.
Fifth, you must sit at a different table and with some different students than you have been sitting with for the last several weeks.
Sixth, I retain the right to change, add, or subtract any constraints at any time.
You will leave this drawing with me before you leave your finals period, and your grade will be based upon the effort, effectiveness, and outcome of the final piece.
Apropos of nothing, I will leave you with this image. I found it by absolute happenstance, but as far as I can tell, Alexander McQueen had something to do with the creation.
Wednesday, November 4, 2015
Something Nice Was Said
There are some days when you just feel like you've done something worthwhile.
So some context: each year as seniors apply to private schools they are required to have a recommendation letter from their guidance counselor; the guidance counselors ask them to answer a few questions and fill out some paperwork; the below snippet is from one of my current seniors - I don't know who as the counselor didn't tell me, I was just emailed this little section below
Mr. Smith has been one of my teachers for the past four years, and throughout these years he has helped me grow and develop into the person I am today. The first year I had him I was just a small little Freshman who did not believe in herself and did not see her own value, but Smith saw my potential and he has been helping me reach it. He supported me and encouraged me, and even when my competitiveness got in the way and all I saw was everyone else's work which looked better than mine, he helped me see that I was talented too. He has helped me learn not to compare myself to others, but to see how much I have improved based on my own work. Plus, being in art for four years, he has taught me to see creativity in the world, and how to see art everywhere, be it a leaf on the ground or a collage of random magazines. Art is also a topic that requires a lot of patience, dedication, and focus. Great art does not simply happen overnight, it takes time and a lot of hard work, and Mr. Smith has helped me develop those skills. Those are also skills that can be applied everywhere in life, like solving difficult problems and dealing with people. Mr. Smith has become a teacher I can rely on, someone who I know will always listen, and always try to help. I cannot imagine my high school career without his influence.
It's been a tough past two years, so to hear that there has continued to be some goodness come out of it is a nice way to begin the day.
Thank you to the counselor who shared this and thank you to whichever student it was that wrote it!
Monday, October 26, 2015
A Change (not applicable for all)
This doesn't apply to most students or parents, so if you aren't used to getting - or never plan to get - below a C- in my class, you can stop reading now. Otherwise, please read on.
Grades.
We have all become accustomed to being able to check grades (whether you are a student and they are yours, or you are a parent and they are the grades of your offspring) "whenever" we want. I mean, you do need an internet connection and all appropriate servers do need to be functioning.
For years digital grade books have made this possible. Now, with Canvas, it is easier than ever.
Well, "easy" maybe isn't the right word, but Canvas allows for a much more robust sense of the overall grade than ever before.
Rubrics can be built in, comments can be left - in separate parts or as a whole, engagement (what for others is "participation) can be broken down in massive detail, and then some. It's crazy how much content can be acquired regarding the content of classes here at LGHS.
Some of you never really need to fret too much about your grades as you make sure to work hard and turn every assignment in. Because of that you know that not every paper or test is worthy of an "A", but you know through experience that your grades won't be terrible if you put an appropriate effort forth.
Some of you don't exactly put an appropriate effort forth as often as you could. You know you won't ace every assignment/project/test, and you are ok with that. It happens.
In terms of my class, I know from experience that if you put a conscious effort forth you will get so much better while also having a lot more fun with the entire process. As you get better and accumulate points your grade "magically" gets - or stays - strong.
I know what you're saying, "it isn't about the grade (product), it's about the process", and I couldn't agree more. That's why you are amazing.
The good news is that if you pay attention to the process, the product will turn out just fine. Trust me, I'm a professional.
This is all a long-winded way of explaining that I am making a change.
I will no longer be emailing families with students earning lower than a C- at the end of a grading period.
The administration has requested that we teachers email each family - parent and student - at the end of each grading period to let them know if the student's grade has fallen below a C-. Actually, this "policy" has been in place for a very long time, but I want to publicly address it here.
I have been "obeying' this request every six weeks for as long as I can remember. While I never have a ton of students this concerns, I usually have six or so that are below the 70% threshold each grading period. Almost always this is due to lack of turning in work.
What most families don't know is that to email six families and explain the how and why of a low grade takes time. A month ago it took me over two hours.
This is two hours I was not able to lesson plan or build out Canvas or make a new instructional video or spend time on my art or spend time with my family.
I almost always get grades posted in Canvas within one day of assignments being turned in, and it is extremely rare for students to not have a grade and some feedback within one week of a due date.
In my experience, those families that have students earning low marks are generally aware of the type of student their child is anyway.
Those students - or families - that are not aware of a grade can only say it is because they haven't taken the time to make themselves aware. I am putting all of the information out there that I can.
If you are interested in your student's grade, please go on Canvas and have a look. Better yet, have your student go on Canvas and walk you through the interface and have a conversation with them about the system, their classes, and their grades.
Ask them what they are up to in their classes.
What are you painting for your oil painting?
What did you talk about regarding that book in English today?
Did you blow anything up in Chemistry? Why not?
You know, a conversation based on inquiry and curiosity.
I expect that a high school student that has been logging in to a website/app to see their grades for years can, and should, be well aware of how they are doing. They know when the due dates are because they are listed online, I remind them in class, and they see all of their peers turning in work on the due date.
My philosophy is that the students should take the responsibility to engage in that part of the course. I put a wealth of content out there for them to access, and they need to know how to navigate the web and be a proactive digital citizen. That's part of what they should be getting out of high school so they are all the more prepared for what they will experience once they graduate from our institution.
If you have additional questions about this change, please send me an email. I don't want to sound harsh or neglectful, and if we didn't have so much information so readily available this wouldn't be an issue, but since Canvas is so robust, well, I'm hoping you catch my drift at this point.
Grades.
We have all become accustomed to being able to check grades (whether you are a student and they are yours, or you are a parent and they are the grades of your offspring) "whenever" we want. I mean, you do need an internet connection and all appropriate servers do need to be functioning.
For years digital grade books have made this possible. Now, with Canvas, it is easier than ever.
Well, "easy" maybe isn't the right word, but Canvas allows for a much more robust sense of the overall grade than ever before.
Rubrics can be built in, comments can be left - in separate parts or as a whole, engagement (what for others is "participation) can be broken down in massive detail, and then some. It's crazy how much content can be acquired regarding the content of classes here at LGHS.
Some of you never really need to fret too much about your grades as you make sure to work hard and turn every assignment in. Because of that you know that not every paper or test is worthy of an "A", but you know through experience that your grades won't be terrible if you put an appropriate effort forth.
Some of you don't exactly put an appropriate effort forth as often as you could. You know you won't ace every assignment/project/test, and you are ok with that. It happens.
In terms of my class, I know from experience that if you put a conscious effort forth you will get so much better while also having a lot more fun with the entire process. As you get better and accumulate points your grade "magically" gets - or stays - strong.
I know what you're saying, "it isn't about the grade (product), it's about the process", and I couldn't agree more. That's why you are amazing.
The good news is that if you pay attention to the process, the product will turn out just fine. Trust me, I'm a professional.
This is all a long-winded way of explaining that I am making a change.
I will no longer be emailing families with students earning lower than a C- at the end of a grading period.
The administration has requested that we teachers email each family - parent and student - at the end of each grading period to let them know if the student's grade has fallen below a C-. Actually, this "policy" has been in place for a very long time, but I want to publicly address it here.
I have been "obeying' this request every six weeks for as long as I can remember. While I never have a ton of students this concerns, I usually have six or so that are below the 70% threshold each grading period. Almost always this is due to lack of turning in work.
What most families don't know is that to email six families and explain the how and why of a low grade takes time. A month ago it took me over two hours.
This is two hours I was not able to lesson plan or build out Canvas or make a new instructional video or spend time on my art or spend time with my family.
I almost always get grades posted in Canvas within one day of assignments being turned in, and it is extremely rare for students to not have a grade and some feedback within one week of a due date.
In my experience, those families that have students earning low marks are generally aware of the type of student their child is anyway.
Those students - or families - that are not aware of a grade can only say it is because they haven't taken the time to make themselves aware. I am putting all of the information out there that I can.
If you are interested in your student's grade, please go on Canvas and have a look. Better yet, have your student go on Canvas and walk you through the interface and have a conversation with them about the system, their classes, and their grades.
Ask them what they are up to in their classes.
What are you painting for your oil painting?
What did you talk about regarding that book in English today?
Did you blow anything up in Chemistry? Why not?
You know, a conversation based on inquiry and curiosity.
I expect that a high school student that has been logging in to a website/app to see their grades for years can, and should, be well aware of how they are doing. They know when the due dates are because they are listed online, I remind them in class, and they see all of their peers turning in work on the due date.
My philosophy is that the students should take the responsibility to engage in that part of the course. I put a wealth of content out there for them to access, and they need to know how to navigate the web and be a proactive digital citizen. That's part of what they should be getting out of high school so they are all the more prepared for what they will experience once they graduate from our institution.
If you have additional questions about this change, please send me an email. I don't want to sound harsh or neglectful, and if we didn't have so much information so readily available this wouldn't be an issue, but since Canvas is so robust, well, I'm hoping you catch my drift at this point.
Wednesday, October 21, 2015
A Little Glimpse
If you are interested in seeing some of the work that goes on in the art studios, you're in luck. This is just a tiny tiny sliver from each of the four Art levels here at LG that I could get in between doing demonstrations, helping students, grading, and prepping for the next thing.
By this point, much of this work is well behind us, but this will give you a glimpse of what the very end of Sept and/or the very beginning of Oct looked like.
If you have 4:30 to spare, enjoy.
By this point, much of this work is well behind us, but this will give you a glimpse of what the very end of Sept and/or the very beginning of Oct looked like.
If you have 4:30 to spare, enjoy.
Studio502 Update
We've gone through the stencils and the grisaille painting for Art 2's, and are on to bigger and longer term oil paintings for all of the advanced levels.
In Art 1 we are beginning our first forays with color, and will begin truly brainstorming what we will create with our first painting over the next couple of class periods.
Below are just a few photos of some of the things we have been up to. I hope to have a quickly edited video soon, so stay tuned...just don't hold your breath. Please.
Thursday, October 15, 2015
Practice
"I literally hate this rock, but I know the more that I work on it the better it will get."
A student working on her painting - before school - to a peer this morning. That's a good way to start the day, what with such a positive mindset and all.
A student working on her painting - before school - to a peer this morning. That's a good way to start the day, what with such a positive mindset and all.
Tuesday, October 13, 2015
The Daily Splice
I don't even know how I found out about Adam Hale or his work under The Daily Splice theme/moniker, but I love it.
There is a wonderful story behind the images.
"The Daily Splice was started early in 2015 as a platform to share my analogue collage work, created using free weekly London magazines. There’s an immediacy to the work in which current topics, trends and affairs are given new context, turning something disposable into something of permanence."
Find something that is discarded by someone else, and make something fantastic out of it. What a great goal/objective/direction.
Here are a couple of example images.
There is a wonderful story behind the images.
"The Daily Splice was started early in 2015 as a platform to share my analogue collage work, created using free weekly London magazines. There’s an immediacy to the work in which current topics, trends and affairs are given new context, turning something disposable into something of permanence."
Find something that is discarded by someone else, and make something fantastic out of it. What a great goal/objective/direction.
Here are a couple of example images.
Sunday, October 11, 2015
From The Jealous Curator
Since we are all getting in to our oil painting lesson(s), and since I just ran across this post, I thought I would direct your attention to these paintings since they are portraits...there are a few great close up images...and there are some wonderful ideas.
So here is Meghan Howland on The Jealous Curator.
So here is Meghan Howland on The Jealous Curator.
New Artist of the Month
As we'll be going over Jeff Koons in all of the advanced classes I thought I would link to a couple of interesting articles here.
The first comes from Vice, that you can read HERE, and the second from Time.
Above you'll see the image you need to draw for this month's worksheet before taping it in your sketchbook, and below you'll see Mr. Koons and a few select pieces of his art.
The first comes from Vice, that you can read HERE, and the second from Time.
Above you'll see the image you need to draw for this month's worksheet before taping it in your sketchbook, and below you'll see Mr. Koons and a few select pieces of his art.
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