The Black Arch

Blog with Warmup and Resources

Poni

 

Next week is the work of Hilda Palafox.  Use or share the warmup: https://docs.google.com/presentation/d/10dcWyHEe9XYAry5qaMCzQYB300rLNBQQ83zSCNfA1ho/edit?usp=sharing

Os Gemeos and Collaboration

The "Twins" are always my favorite way to discuss collaboration.  Check out this warmup:

https://docs.google.com/presentation/d/1ifKqhiCnqfXpu2HGUSEreQ4CfUQd5FLTSFTw3HUUaFs/edit?usp=sharing

Kenojuak Ashevak

New Warmup on Inuit Art and the process of Kenojuak Ashevak:

https://docs.google.com/presentation/d/1tziFjOrf1b6-XlRLycSWquSYx-Yz45j9EcTWLHSZzJI/edit?usp=sharing

Catch the Rabbit

Blog with Directions and Resources

 

 

Sub Plans

Mayan Art History-Interesting Shapes

Blog and All Resources

Peru and Incan History

Blog With All Resources

 

Tuesday Thoughts-September 4

Tuesday Thoughts-August 14

Montezuma's Headdress

A new warmup for our first week back.  Going to continue to focus on integrating Social Studies into our Thursday warmups.

 

Mexico, Aztec, early 16th century, feathers of the resplendent quetzal, cotinga, roseate spoonbill, squirrel cuckoo, kingfisher; wood, fibres, paper, cotton, leather, gold, gilded bronze, h. 116, w. 175 

Directions:
Watch the provided video.  While listening to the posted song, using a Perfect 3 Sentence Answer, describe how it might be different seeing this headdress moving on a dancer compared to seeing the headdress behind glass in a museum.

Video: https://www.youtube.com/watch?time_continue=9&v=Q_Lp76ZkDE0 

Music: https://www.youtube.com/watch?v=iq5LY8qzwLk 

Link to Warmup for Classroom Use:https://docs.google.com/presentation/d/1r9AU-bQBHIbDx2ojA0BFqNTYuV4i5Ac13LguWiKNsyg/edit?usp=sharing

Types of Government Continued

With ongoing testing I've definitely fallen behind on my blog, YouTube, and curriculum development.  We jumped back in this week by introducing warmups that I created to address types of government.  We discussed the proletariat and communism by viewing and analyzing  Vladimir Pchelin's "Lenin Assassination Attempt".

You can check out the warmup HERE, see all of the warmups at this SITE, and hear all the details by watching my VIDEO (coming today).

As always, feel free to reuse, share, and change to fit your purposes.

Types of Government Visual Art Warmups

I always feel that Social Studies and Visual Art are the easiest subjects to integrate.  They connect so closely addressing issues of culture, history, and how our world works.  I really wanted to create some warmups that could be completed in the Social Studies classroom but the State Standards for Social Studies are almost as vague as the State Standards for Visual Arts.  One of our wonderful Social Studies teachers helped me by sharing her curriculum and I thought I would start with a series on types of government.  Feel free to use, share, alter for your own purposes.  I will be adding more to the list as I go.  I'd like to come up with two for each of the following types of government.  Check out all of the warmups HERE.

Design Bootcamp

Every field and content area has it's own vocabulary.  Learners need to have a grasp of content specific vocabulary to successfully navigate the curriculum.  But really, who wants to spend art class copying definitions?  Most of my students have never had an art class and if we focus on formalism they'll never take another.  I do need students to be able to discuss their work and the work of other artists with each other and me.  I implemented Design Bootcamp as our introductory unit in each class.  It's a 2-3 day, focused, activity that helps students collect written and visual definitions.  We get in there, get what we need, and get out.  Students then have a collection of resources they can use throughout the class.  I've created a page with all of the resources and processes I use.  Feel free to use, change, and share.

Design Bootcamp

Circuits, Mondrian, Fractions, and On to Degas

It's testing season and I'm not just the art teacher but our building's technology coach.  It's the type of job that you never knew you didn't want.  In all actuality, I'm pretty good at it and it's not a complete nightmare.  But, with state testing it's required me to be out of the classroom a great deal and now I'm in the proctor's seat for the next 5 days.  I always take my absences and changes in the schedule as an opportunity to do something cross-curricular.  I like to squeeze this into my curriculum at least once a quarter.  Check out this lesson blog for ideas on how to combine circuitry, Mondrian, Degas, and fraction practice.

Ciruits, Mondrian, Fractions, and On to Degas

I missed my students and classroom but this was a great way to keep students engaged, studying art and technology, and out of trouble.

I'm really looking forward to being back with my students to help them create connections between all the different activities that they completed.

Where is my blog going?

I've been doing a great deal of thinking lately about my online presence and how I want to share my work as an art educator.  I love sharing lessons, activities, and tips on being successful in the art classroom.  I hate including standards.  I feel like a great number of my posts look more like a lesson plan I would submit to an administrator rather than an activity I'm sharing with other teaching artists.  Be prepared for some changes but expect to see more videos, blogs, and resources on great activities you can implement in your classroom now.

Week 26-Vihls Personal Creativity and Interests-Visual Art CDE

Week 26

Thursday-7th Grade Standard 3. Invent and Discover to Create

2.  Restructure and apply the technical skills and processes required to achieve desired results in producing works of art

A.  Research and communicate personal ideas and interests in works or art

Objective:  Students will review the artwork of Vihls and his sources of inspiration as guiance when explaining personal ideas and interests in their own artwork

Warmup 

“Lisbon, Portugal based artist Vhils has been working around the idea of permanence, and the evolution of urban centers, for over a decade. From street poster collages to literally drilling portraits onto the sides of buildings, he created a conceptual body of work that not only challenges the idea of removal, but creates a visual identity to the city that defies traditional mural characteristics. In a way, he is reminding the viewer of the things that can be eradicated, and that the things we leave behind, physically or emotionally, have a place in the world.”  

“Much of what Vhils showed me were extraordinary works, based on ideas of permanence in the cities that he has either lived in or worked in, and the unique ways he combines these experiences into canvases, cement pieces, styrofoam works and even new works on old doors that are the standouts of the show.”

-Juxtapoz

  

Directions:  Read the two posted quotes and review the artwork by artist Vhils.  Consider what inspires his artwork.  Using a Perfect 3 Sentence Answer, on a piece of scratch paper, explain what personal interests and ideas of your own inspire the artwork that you make.  This will be your ticket out.

Warmup

https://docs.google.com/presentation/d/184WlK6eOvmb7vX2fupT6lTozYVXGVxKueofZvj95QB4/edit?usp=sharing

Week 20
Monday: Kindness  Headspace
Tuesday:  Civil War Valentine-https://www.tweentribune.com/article/tween56/how-make-authentic-civil-war-valentine/
Wednesday:  Vocabulary

Week 22-David Shrigley Words in Art-Visual Art CDE

Week 22

Thursday-7th Grade Standard 4.  Relate and Connect to Transfer

2.  The visual arts community messages its cultural traditions and events

A.  Design and create works of art using images and words that illustrate personal community or culture

Objective:  Students will review artwork in an effort to interpret artist intention in the artwork of David Shrigley.

Warmup 
"David Shrigley's work is simple but it carries big ideas." -Juxtapoz

http://davidshrigley.com/category/drawing-painting/

  

Directions:  Review the following images by David Shrigley.  On a piece of sketch paper, using a Perfect 3 Sentence Answer, explain why you think he uses written words in his artwork.

Warmup

https://docs.google.com/presentation/d/15dT7vGolwJfl2ciSkO69ADi7H6PfqzvBpVesCwPhEWw/edit?usp=sharing

Week 20
Monday: Gratitude  Headspace
Tuesday:  Colors in Nature- https://www.tweentribune.com/article/tween56/how-peacock-spiders-make-rainbows-their-backsides/
Wednesday:  Vocabulary

Week 21-Andy Dixon and Visual Perception-Visual Art CDE

Week 21

Thursday-7th Grade Standard 3.  Invent and Discover to Create

2.  Restructure and apply the technical skills and processes required to achieve desired results in producing works or art

B.  Demonstrate and apply perceptual skills to create works or art

Objective:  Students will use the work of Erik Jones as inspiration when creating shapes.

Warmup 
"As each work is dissected, each referential gesture is revealed, it becomes clear there is no simple translation of Dixon's chosen symbology.  Stepping back to observe Dixon's work-irreverently swathed in a palette of pink, yellow, green and blue-observers are confronted with a banal economy of iconography.  Instead, each work contains a hollow cache of individual meaning, the gesture of replication rather than what is depicted on the canvas becomes Dixon's subject matter.  Whether a Greeco-Roman scene of erotic pampering or a ship bereft of time and place.  Dixon's characters are stripped of their original iconography, having been slowly distilled through the centuries, until only a singular message now remains: luxury."

http://www.andydixon.net/

  

Directions:  Review the work of Andy Dixon.  On a piece of scratch paper, make a list of 10 things that you see in the artwork.  When you complete your list, circle the word of the item that you think is the most interesting.  Spend three minutes creating a thumbnail sketch of that object.  This will be your ticket out.

Warmup

https://docs.google.com/presentation/d/1S99pFsjV-uNU2VTdmg_1znkh9hkM7aMqbU6EWIKRaSY/edit?usp=sharing

Week 20
Monday:  Class Dojo-Mindful Movement
Tuesday:  Scholastic Art-Museum restores North America's longest painting
Wednesday:  Vocabulary

Week 20-Erik Jones-Visual Art CDE

Week 20

Thursday-7th Grade Standard 3.  Invent and Discover to Create

2.  Restructure and apply the technical skills and processes required to achieve desired results in producing works or art

B.  Demonstrate and apply perceptual skills to create works or art

Objective:  Students will use the work of Erik Jones as inspiration when creating shapes.

Warmup 
"Jone's work has been bordering on abstraction for years, with peeks and subtle figurative faces and body parts emerging from rainbow-fog psychedelia.  This recent body of work places th female nudes directly inside the bright haze, as if appearing from a dream or drug trip.  They seem to interact and react to the color abstraction on each canvas, feeling extremely cohesive in  in presentation.  As the gallery notes, "The juxtaposition of abstraction and hyperrealism in Armor fosters tension between teh familiar and the fantastical.  This feeling is heightened in a selection of work where subjects are no longer submerged but instead become one with the artist's surreal interventions.  Anatomical parts have evolved into semi-recognizable amalgams of bright colors, reminiscent of Matisse and his interpretation of the female form, and are indicative of a new direction in Jones' iconic style."

https://www.juxtapoz.com/news/painting/erik-jones-builds-his-armor-for-new-solo-show-jonathan-levine-projects/

  

Directions:  On a piece of thumbail sketch paper, create a sketch inspired by this sculpture created by Damien Hirst.  Remember that a thumbnail sketch should only take three minutes.  This will be your ticket out.

Warmup:  https://docs.google.com/presentation/d/1noGh2zyPqilSkNNpzN5p5q_QPww5q6OeYELtgnorgXs/edit?usp=sharing

Warmup

https://docs.google.com/presentation/d/1bnBlmQW3fCXHGzCfjrd-GUNv5SNsGNVHGoPWjODAVkk/edit?usp=sharing

Week 20
Monday:  Class Dojo-Mindful Breathing
Tuesday:  Scholastic Art-Lantern Illuminate Philadelphia
Wednesday:  Vocabulary

Week 19-The Wreck of the Unvelievable-Visual Art CDE

Week 19

Thursday-7th Grade Standard 3.  Invent and Discover to Create

2.  Restructure and apply the technical skills and processes required to achieve desired results in producing works or art

A.  Create works of art from observation, photographs, and stored mental images.

Objective:  Students will create thumbnail sketches inspired by the artwork of Damien Hirst.

Warmup 
"So what did Hirst actually do?  Well, he created a narrative of a shipwreck, a shipwreck from a treasure ship called the Apistos (literally meaning "the Unbelievable", that sunk 2,000 years ago, but was discovered at the bottom of the sea in 2008 off the coast of Africa.  Already, you have to get yourself into a mindset that Hirst's wants you to suspend belief a bit, and the fact that it took him 10 years to do this project means he put a lot at stake that the audience, critics, and collectors would suspend belief with him.  But as "staged" images of the treasures began showing up on social media, and when the unveiling of the works showed up this weekend in Venice, it was definitely Hirst at his finest as both storyteller and provocateur.  From sculptures to photography, to Hirst's signature style of placing what appears to be the most mundane of objects in a vitrine to confuse and comment on what it is we deem as an art object, are all here.  And for that, it's a big new step in grandiose art presentations, but in the end, it should be Hirst to up the ante."

https://www.juxtapoz.com/news/installation/2017-in-review/

  

Directions:  On a piece of thumbail sketch paper, create a sketch inspired by this sculpture created by Damien Hirst.  Remember that a thumbnail sketch should only take three minutes.  This will be your ticket out.

Warmup:  https://docs.google.com/presentation/d/1noGh2zyPqilSkNNpzN5p5q_QPww5q6OeYELtgnorgXs/edit?usp=sharing

Warmup

https://docs.google.com/presentation/d/1l9IHEsUdeHdNU-TklZ_gr_cD3GfId_kLYyGq7lX59Bs/edit?usp=sharing

Week 20
Monday:  Class Dojo-Mojo Meets the Beast
Tuesday:  Scholastic Art-Brick By Brick
Wednesday:  Vocabulary