Natural Jewelry: Resin Casting, Wire Wrapping, and Grass Bead making
Jewelry
Time: six 90 minute class sessions
Students: 16 students
Supervising Teacher: Laura Cronen
website for this project: http://csujewelry.weebly.com/
Jewelry
Time: six 90 minute class sessions
Students: 16 students
Supervising Teacher: Laura Cronen
website for this project: http://csujewelry.weebly.com/
- Students will be able to create a wearable/functional piece of jewelry influenced by nature. (Blooms: Create, Standard: Observe and Learn to Comprehend, GLE: Art and design have purpose and function)
- Students will be able to share the ideas and concepts behind their artwork and critique each others work. (Blooms: Analyzing, Standard Envision and Critique to Relfect, GLE: Interpretation is a means for understanding and evaluating works of art, Literacy integration)
- Students will be able to plan and create a work of art based on the
techniques wire wrapping, resin casting, and bead making. (Blooms: Create, Standard: Invent and Discover to Create, GLE: Utilize
current and available technology to refine an idea, and create original and
imaginative works of art)
Students will be able to recognize works and pull inspiration from artists such as Sarah Hood and David Freda, and Maori tribal art. (Blooms: Evaluate, Standard: Relate and Connect to Transfer, GLE: The work of art scholars impacts how art is viewed today)
Overview: Students had already learned some of the fundamental jewelry techniques like sawing, riveting, and forming, so this project covered some of the non-traditional jewelry class techniques.Nature has always been a source of inspiration for artists, from the cave paintings of Paleolithic era to contemporary artists. It has also been inspirational to all forms of art. The unique part about jewelry that is inspired by nature is that it can be directly made out of that material it is inspired by. In this lesson, students explored different ways of incorporating nature as inspiration. They became familiar with the artwork of Sarah Hood, who directly uses found natural material in her jewelry, David Freda, who is inspired by nature and attempts to capture natural moments in clay and enamel, and Maori tribal jewelry, who uses natural material to demonstrate geometric designs that abstract the natural object. They explored alternative jewelry making by creating a piece that is inspired by nature and incorporated at least two of the three demos of resin casting, bead making, and wire wrapping. Students demonstrated understanding of how natural inspiration can take different forms in jewelry, and they explored new material and techniques that can be used outside of jewelry class. They also had to consider presentation of their jewelry and how to connect that to nature, so many used stones, branches, or sea shells to display their work.
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Past, Present and Future COLLAGE
2D Design
Time: 2 weeks
Students: two classes of 35 students,
9th through 12th graders
Supervising Teacher: Missy Wolf, RMHS
bulb page for this project: https://www.bulbapp.com/u/collage-project~5
Here are some examplar students BULB sites:
2D Design
Time: 2 weeks
Students: two classes of 35 students,
9th through 12th graders
Supervising Teacher: Missy Wolf, RMHS
bulb page for this project: https://www.bulbapp.com/u/collage-project~5
- SWBAT plan a collage by choosing a collage technique best suited for their personal symbolism and begin selecting images that connect to the technique and their personal symbolism (Analyze, Create, Make judgments from visual messages (H.3.3) Numeracy)
- SWBAT create a collage that shows quality craftsmanship by having all images cut out neatly, all pieces glued down, and no paper showing through
- SWBAT create a interesting composition using the principles of design by assembling the collage (Create, Create, Assess and produce art with avarious materials and methods( H.3.2)
- SWBAT analyze the personal meaning of their artwork by connect images to personal symbolism in a written reflection ( Evaluate, Transfer, Communication through advances visual methods is a necessary skill in everyday life, LITERACY)
- SWBAT create a digital portfolio that is personal, documents the process of the artwork, and reflects on the final product ( Create, Create, Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas, TECHNOLOGY)
Here are some examplar students BULB sites:
- Ally chose ripped image collage to show her past, present and future in a very symbolic piece entitled "Where Fire Meets Sky."
- Madison chose ripped image collage to show a special past lakeside memory
- Tristan chose a ripped image collage to show a specific life-changing moment that just happened to him, and showing his present interest in dancing.
- Melody chose a whole image collage to show her hopes and dreams of traveling in the future.
- Alyssa chose a whole image collage to represent her present self
- Colton chose a mixed whole and ripped image collage to show his past and continued interest in fishing in a particular place.
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What Color are you? Acrylic Non-Objective Painting
Class: Painting I
Students: 17 9th through 12th graders
Time: one and a half weeks
Supervising Teacher: Missy Wolf, RMHS
My BULB site for this project: https://www.bulbapp.com/u/what-color-am-i
Exemplar Student BULB sites with reflections:
Kaela used masking and glazing techniques to create a calm, soft painting to represent her personality.
Maddie used multiple techniques to create a bold, confident piece
Justin use a straight edge technique to show his organization and passion
Megan used a very painterly technique in order to create a peaceful, earthy feeling piece.
Class: Painting I
Students: 17 9th through 12th graders
Time: one and a half weeks
Supervising Teacher: Missy Wolf, RMHS
My BULB site for this project: https://www.bulbapp.com/u/what-color-am-i
- SWBAT understand how brushstrokes and color can have different expressive meaning by looking at previous student artwork and interpreting meaning( Understand, Comprehend, Visual Art has inherent characteristics and expressive features)
- SWBAT experiment with the expressive qualities of non-objective painting by doing a study painting mixing colors and textures to create contrast ( Create, Create, Assess and produce art with various materials and methods)
- SWBAT identify personal characteristics of themselves by choosing two colors that represent themselves from the worksheet “what color are you?” and writing 7 characteristics about themselves in their sketchbook/ BULB ( Analyze, Reflect, Reflective strategies are used to understand the creative process, Literacy and Tech)
- SWBAT create a painting that represents themselves by making a non-objective abstract acrylic painting using the two color choices and interpreting representational characteristics into expressive brushstrokes and composition ( Create, Create, Demonstrate competency in traditional and new art media, and apply appropriate and available technology for the expression of ideas)
- SWBAT communicate personal characteristics through their artwork and relate to other students artwork by verbally discussing expressive features in a critique ( Evaluate, Transfer, Communication through advanced visual methods is a necessary skill in everyday life)
- SWBAT reflect individually on their piece by writing a artist statement on their BULB connecting the expressive features of the piece to their personal philosophy (Evaluate, Reflect, A personal philosophy of art is accomplished through use of sophisticated language and studio art processes, Literacy and Technology)
Exemplar Student BULB sites with reflections:
Kaela used masking and glazing techniques to create a calm, soft painting to represent her personality.
Maddie used multiple techniques to create a bold, confident piece
Justin use a straight edge technique to show his organization and passion
Megan used a very painterly technique in order to create a peaceful, earthy feeling piece.
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