Media Arts

Media Arts 

The realm of Digital and Media arts continues to grow as our technology continues to advance.  With this access to programs and software students can make some creative and innovative  images they never imagined they could create.  Media arts can consist of Graphic Design, Photoshop, Typography, and Film Arts.  

Depending on funding and access to high quality equipment will determine the kind of projects students will be able to produce.  Though it is nice to have access to Mac Computers and High quality DSLR cameras, this is not completely necessary in order for students to create their work if all that is available is PC computers these will suffice.  Though Macs are the ideal choice when using Adobe software and to me work more efficiently, again it's not completely necessary.  

Media arts consists of using Adobe software such as Photoshop and Illustrator.  Students can also use InDesign as well. In Media arts students will learn how to use editing tools and filter tools.  In Illustrator students will learn how to create shapes with the shape tool and will learn how to use color and gradients.  They will also learn how to create objects and images in Illustrator using the shape tool.  Students can also learn to make logos and different designs in Illustrator.  With Photoshop students will learn to take their own images and manipulate them in Photoshop such as taking an image of their selves and placing it in another background.  This I believe is a classic Photoshop assignment that really helps to capture the essence of what one can achieve in using Photoshop.  I've done this assignment several times before and I've always enjoyed it and students seem to respond well to it. Students can also learn to manipulate colors and can learn how to use the cloning tool and will learn how to create layers in Photoshop.  

Depending on the school, sometimes they do offer courses solely in Graphic Design or Photoshop where you would be able to get in more depth with what students can create and learn.  If I taught a Media arts class like Photoshop, for instance, I would want to focus on several different kinds of concepts beyond just manipulating photographs, but also delves into Graphic Design and possibly Typography as well.  It's good to give students a nice variety in their projects.  

Photography

Photography Techniques

Photography is a one of the most accessible mediums that students can work with.  It makes students look and observe places and things in a more thoughtful and meaningful way.  Chances are if your teaching High Schooler's, you're very likely to be teaching a Photography course of some kind.  With Photography you can work strictly in Digital, but if your school as access to a darkroom, chemicals, and film cameras than you can also do Black and White Film.  I would start off with digital first and do black and white film in like a Photo II class.  

One of the key concepts you will teach with your students is composition and how students can achieve a strong composition in their photos.  Their are some compositional rules that you can teach to your students that they can use as a guide when they start taking their images.  

These rules are: 

Golden Triangle 

   

Golden Spiral

Rule of Thirds

One Photo assignment you can do with your students is having them incorporate these compositional techniques into four different conceptual techniques.  These techniques can be Disturbance, Proximity, Vantage Point, and Place.  Make the assignment personal to them in some way.  Have them photograph things that interest them and make them excited to take photos.  Giving the students a structured concept for their assignment will give them better direction of what to photograph.  You can always just give your students a camera and tell them to go shoot pictures, but that doesn't give them alot to go off of.  It important for students to have a reason for why they chose to photograph the object or place that they did.  What drew them to that particular place or thing?  Why is it important or relevant to them? What does it say about our culture/society?  What does it convey to the viewers?  It's important for them to keep them questions in the back of their mind while their taking their photos for an assignment.  

Examples: 

Vantage Point : Golden Triangle 

How this image relates to me : I find myself exploring in places I've never been before, but I also find myself exploring places I've been to thousands of times.  It's in these familiar places that I find something unique and unusual that I have never seen before.  I came across this glass ceiling in a deserted mall and I was drawn to it immediately.  I liked the way the reflections can be seen and that I could see myself, like it was this giant mirror reflecting down on me.  I look so small and insignificant compared to everything else that is going on around me.  To me this reminds me of my own thoughts and how confusing and at times indecipherable my thoughts can become.  Sometimes it's easy to feel lost in one's own mind.  

Disturbance : Rules of Thirds

How this image relates to me : I tend to distant myself from photographing my dog, but in this particular instance I made an exception.  I have a 7 year old beagle named Ziggy.  So often when I do take pictures of my dog I tend to take them from my level looking down on her, but I thought about what kind of image I would get if I got down to her level.  When I took the photograph I made the conscious decision to crop out her head;  I didn't want to focus on her face, but more on her feet and her body. It creates this sense of mystery to the image and makes the viewer wonder.  I believe this is something students should try to catch in their photographs, a sense of ambiguity that makes the viewer wonder what's going on.  

Place : Rules of Thirds (or Golden Triangle)

How this image relates to me : This photo was taken when I went exploring with one of my friends a while back.  We came across this abandoned building with no roof and basically no interior, it had been completely gutted out.  I captured this candid moment with my friend as he was walking around this strange, yet kind of cool abandoned place.  It had been raining on and off that day and the floor was practically shining, like we were walking on a glass floor.  This place would probably be deemed as being ugly, a dump, and perhaps even useless.  Yet, I'm drawn to this weird place that is simply just here and still standing.  

Proximity : Golden Spiral

How this image relates to me : Yes, it's a photo of a flower.  And their are a million photos of flowers, probably billions.  I have always had a strange fascination with flowers since I was very young.  The one thing I don't like about flowers is how they are so fleeting.  Even in the spring time when the flowers come out it seems you blink and their gone.  I suppose it makes me reflect on my own life and how fleeting my life is and how every time I blink, I'm another year older.  I guess you could say I'm in the stage of my life where I have "blossomed", but every day my petals are falling and I'm welting with age.  That seems like a rather depressing idea, but it's really just reality.  

Some websites you can have your students use to get inspiration: 

https://www.photographytalk.com/photo-galleries 

http://www.featureshoot.com/2014/02/52-photo-sites-get-inspired/ 

Letter to Parents of my Future Students

Dear Parents, 

On behalf of the arts program here at (insert school name here) we are so thrilled to have your child enrolled in our visual arts course.  I'm looking forward to working one on one with your students, helping them reach their full artistic potential.  Throughout this year (or semester), students will be challenged and put outside of their comfort zone by creating works of art they never imagined they could create.  

This class will be more than just an art class. This class will teach your child how to think creatively, to be innovative, and will help your child to grow and develop not just artistically, but also as an individual. Arts education is a very important element of your child's education.  Art gives students a creative outlet and a stress relief.  Art gives your child the opportunity to become an active member in our school community.  

Their are a variety of art courses that your child can enroll in while they are here at (insert school name here).  All students will first take the Art 1 course, which is an introductory course to the visual arts.  In this course they will learn about art history, art theory, and art concepts.  They will learn the basic techniques that incorporate drawing, painting, , 3D, and mixed media.  After they have completed the Art 1 course, students are welcome to take any of the other higher level art courses that we teach.  These intermediate courses consist of : Photography, Ceramics, Printmaking, Painting, Film Arts, and Sculpture.  For students that wish to further their artistic talents and abilities can take an Advanced art class or AP art class where students can focus on their own art concentration of their choosing.  Students that wish to take an AP art class will need to turn in a portfolio of their artwork based on what they would like to concentrate in and students portfolio's will be reviewed and approved by the art faculty.  

Students will be the main artists of our school and the walls will be their canvases.  They will be involved in creating murals and running art events to provide funding for our art program and also for local charities and non-profit organizations in our community.  It is important for students to be active members and volunteers, helping people who are in need.  Your child will learn the importance of healing through art and making a difference through art.  

In addition, your child will have several different opportunities to showcase their artwork in different art competitions, contests, and showcases throughout the year.  Students will have a chance to be recognized and awarded for their artistic achievements.  These recognition's can be put on your child's resume as a volatile and outstanding achievement.  This will help give your child gain confidence in themselves and take pride in what they have accomplished.  

We are so happy to be a part of cultivating your child's growth and development as a young, ambitious artist and look forward to working with them and also with you.  

Thank you.

Sincerely,

The Arts Department

Color Theory Portrait

Color Theory

Now that your students have learned about the color wheel and have practiced shading with colored pencils, you can move on to doing a color theory portrait.  For the color theory portrait you will have your students decide on a color theme they wish to use for their painting.  Students will not only be implementing how to use color theory in their artwork, but will also learn how to create a grid portrait using an image taken of themselves.  

Materials for this assignment :

- 18 x 24 Paper, preferably thicker, better quality paper from Dick Blick 

- Rulers to measure out grid

- Mechanical pencils and erasers

- Acrylic Paint (white, blue, red, yellow)

- Paintbrushes (flat, wide, and small brushes for detail)

- plastic or metal palettes for paint

The first step for the assignment is to take portrait images of your students that can be printed and the grid can than be drawn on top.  The image can be on any standard copy paper that's 8 1/2 x 11.  Once the images are printed out the students will draw out a 1 inch grid, after they have finished their grid on their image they will than draw a 2 inch grid on their 18 x 24 paper.  Keep in mind that the students should lightly put in the grid because eventually they will need to erase it once they start painting.  

Once students have finished their larger grid on their big piece of paper they will move on to transferring the information from their portrait images.  

       

They will be drawing in the various shapes and details of their face, dividing up the various shades of value. They can also number the areas of different values, almost like a paint by numbers method.  Some students will find that this approach will work best for them. Students will choose what color scheme they would like : Monochromatic, Complementary, Tridaic, or Split Complement.  Once they have decided what color scheme they would like to do they can start their painting!  When I did my painting I did a monochromatic color scheme with blue.  I started with the blue straight from the container and that was my darkest value and worked up to lighter values as I went.  You can have your student start with a mid tone color first this may be easier for them.  Every student will have a different approach to how they do their painting and this is fine.  Once their start painting make sure they take their time painting and that their adding an even, opaque application of paint onto their paper.  

This is my process of my color grid portrait and my end result was fairly successful overall.  The end result your students should get is a nice color portrait that they can be proud of.  

      

Color Pencil Shading

Color Pencil Shading

Once students have began using value and shading in their drawings this is a good time to move onto doing shading with colored pencils.  However, it's important for students to understand color theory first before they delve into doing full on shading.  Once students understand the primary, complementary, and secondary colors they will be able to better understand how to shade effectively with colored pencils.  Give students a blank color wheel that they can either paint or colored pencils.  I would recommend using paint because it may be a little easier to mix their colors to create the colors for their color wheels.  

For this assignment I would have them draw fruit or other objects that have a nice variety of color.  Fruits are nice because they usually have a nice range of complementary colors.  

Some tips that you can give your students when shading with colored pencils 

- Use good quality colored pencils such as Prismacolor

- When shading with colored pencils students shouldn't use black to create their darkest darks.  In fact, the best thing to do is to take away the black colored pencils altogther so that the students aren't tempted to use them.  

- Show students how to create darker values by blending the complements (ex: red, use green to create darker values.  

- Teach student that they can use the white of their paper to create the lightest highlights

- Show them how much pressure to put on their pencils, overall it should be light pressure

- To get the best result it's better for students to take their time blending their colors slowly over time this will create richer, more vibrant colors.  

- Show students to use the side of their pencil instead of the tip and remind them to keep their colored pencils sharpened at all times.  

Ceramics Lesson!

Ceramics

Ceramic Art is an art form that dates back thousands of years and is still an art practice that is used today.  You can make so many different things with clay ranging from hand building forms to wheel throwing.  It's pretty messy and requires students to literally get their hands dirty. Working with clay can be a very meditative and relaxing for students. Some schools are fortunate enough to have the facilities and equipment in order to teach ceramics classes.  However, it's important to know how to properly use and maintain a kiln because if something does go wrong it can be a big problem.  But, once you learn how to use the equipment you can be firing ceramics pieces in no time!  

Some key lessons that I would want to do with my students if I were teaching ceramics would be...

- Pinch pots/ Pinch pot forms

- Slab Building

- Coil Building

- Wheel Throwing

- Figurative/Abstract Sculpture 

Let's say I did the lesson on Wheel Throwing.  This is a project that should be introduced later on in the semester after the students have gotten a feel for the clay and have better control over it.  With Wheel Throwing it's all about how you control the clay.  It takes ALOT of practice and some students will hope to just pick it up immediately, but this is hardly ever the case.  They will need to spend a sufficient amount of time to get the hang of throwing and if possible designate some studio time after school so that students can get in some more hours practicing.  

Unit Objectives 

Students will be able to know how to wedge clay properly, learn to center clay on wheel, how to raise walls of clay, how to use throwing tools properly.  Students will produce five 5 inch bowls that are relatively symmetrical.  Students will also know the safety guidelines for using the equipment

Key Concepts 

Students will gain an understanding of how to properly use the wheel and kiln.  Students will produce bowls.   

Day 1

- Go over some of the safety rules for the using the wheel and kiln. Show students some artists who do wheel thrown pottery.  Show students a throwing video and than do a throwing demo to give them two different ways that they can throw on the wheel.  Show students the correct posture, how to control their speed and how to center the clay.  If their is time have students go ahead and hop on the wheels and practice centering the clay.  

Day 2

- Demo with students how to add a opening and how to raise the walls and how to make a bowl form.  Demonstrate how to remove their clay from the wheel once they are done. Have them get on the wheel and practice how to raise their walls.  

Day 3-5

-Devote another several class days to just throwing, letting the students get alot of practice getting used to how to use the wheel and work with the clay.  Assist students that need help or seem to be struggling to make their bowl forms.  

Day 6

- Depending how well students do making their bowl forms and are able to start making their bowl forms and if their clay is its greenware state, around this time you can show students how to load kiln and get ready for their first bisque.  Talk to students about the glazes and show them what glaze choices they have.  Have them go ahead and decide what glazes they would like to put on their bowls.  

Day 7

- By this time the bisque firing should be done and the students should be able to start glazing their bowls.  Show them how to wipe bottoms of bowls.  Students should finish glazing and these bowls will go into the kiln to be fired again.  

Day 8

- Remove all bowls from kiln. All five bowls will be due at the beginning of class and their will be a critique on everyone's bowls.  

Robin West 

Monika Patuszynska

Elements & Principles of Art

Elements and Principles of Art and Design

It's important to go over the Elements and Principles of Art with your students because this will be a fundamental concept that they should use in all of their art projects throughout the semester.   It's good to start off the semester with your new students by introducing the elements and principles of art and how other artists produce work that display these concepts of Art and Design.  Teach your students how to create a successful composition and how they can use line, color, pattern, and an assortment of other elements to create a strong image.  

One project that can be a good introductory assignment for students that can incorporate the elements of design can be a photography assignment.  If I taught a Photography class this would be a good first lesson to have with my students.  If I had access to a dark room and film cameras I would certainly want my students to use them for their assignments.  Of course, depending on what school you go to and what the facilities and funding look like one may have to just do digital, which is absolutely fine.  If I had access to film I would want my students to do both film and digital throughout the semester.  So for this assignment, let's say that they did have access to a dark room, film cameras, and black & white film; I would have their first assignment be for them to take what they have learned about the elements of art and incorporate that into a series of photographs.  I would want them to choose at least five of the elements of art and create five images that represent and show how those elements work to create their images.  

I would want them to experiment with shooting from different point of views, take close up photos that focus on detail, but also take photos from great distances.  I would really want them to push the boundaries and think a little more outside of the box.  This assignment is a good way to really get them thinking about how the elements of art work to create successful imagery and hopefully they will always go back to these concepts and incorporate them in their future work. 

When your first critique with your students it's a good idea to give them expectations of what kind of feedback and commentary you want them to make.  Starting off with an assignment about the elements of art will be a good way to start off your first critique for the semester because you will be able to ask them what elements are represented in these images and how do they make the image successful.  The first critiques are always the hardest, but starting off with an assignment like these will be a good way to ease them into the typical routine of doing critiques. I believe critiques don't have to be so formal and intimidating, they can be more causal and informal because after all these are high schoolers you don't want to overwhelm them.  At the same time it's good to challenge them to think and make their own judgements on the work they are creating.  

Still Life Drawing

Still Life Drawing

When students have explored doing contour line and drawing from observation it may be nice to move onto doing a still life drawing that introduces using value.  It's nice to gather some objects of different heights and shapes and textures to give the students a nice variety in what their drawing.  You can place a large still life in the middle of the room and have the students gather around and draw or you can have students set up their own still life's at their tables.  Before having them start their still life drawings its a good idea to go ahead and give them a lesson about value and how to shade, explaining that value is most effective when you slowly build up darks and lights.  Give them handouts and exercises that they can do to practice how to use value to create form.  Some students will want to rush when adding value (I am even guilty of this myself) but it's important to stress the idea that adding value is a slow, gradual process that takes time and cannot be rushed.  

Supplies needed to do a Still life drawing:

- Objects for still life (vases, jars, seed pods, twigs, etc.)

- Graphite pencils (6B, 4B, 2B, B, 2H, 4H)

- Newsprint 18x24

- Rives Paper or Strathmore Paper 18x24

- Erasers

- Light tables (used to transfer contour line drawing to nice paper)

Once you get students situated in front of their still lifes have them do a few thumbnail sketches from several different point of views and encourage them to do portrait and landscape sketches and experiment with close up views of the still life instead of trying to draw everything in the still life.  These thumbnail sketches do not need to be in great detail and can just quick, gestural drawings.  They don't need to spend a long time on these because you want them to go ahead and start on the newsprint drawing.  

Students need to choose one of their thumbnail sketches to scale up onto newsprint, this will later be transferred to the nicer paper and will be their final drawing.  For the newsprint have them focus more on just contour line, value shouldn't be added until they start their drawings on the nicer paper.  

At this point encourage students to be aware of the space between objects and where things overlap.  Advise them to observe the still life and keep in mind to draw what they see and not what they think they see.  Help students that are struggling with proportion because this for the most part will be one of the biggest things the students will struggle with while doing their still life.  Also encourage students to use variety in line weight when doing their contour drawings by controlling how much pressure they put on their pencils.  When I was doing this still life drawing I tried to keep that in mind while I was doing it.  Once students have finished their contour drawings on newsprint they can now move onto transferring their image to their nice paper.  They will do this by using light tables putting their newsprint down and than putting the nicer paper on top and drawing based off their newsprint sketch.  

Once the image is transferred, students can start gradually adding value.  Again, stress to them the importance of building up values slowly so that they don't make the mistake of making areas too dark.  Some will want to blend values, but I wouldn't let them use any blending tools for their first value drawing because it's important for them to blend values without using something like a tortellini.  Perhaps later on they can have the choice to use it if they choose, but I feel sometimes blending tools can become a crutch and can even take away from the drawing.  Teach students how to create highlights with the use of an eraser and by using the white of their paper.  Some students will thrive when it comes to using value and will be able to grasp how to use it efficiently.  Others, may not fully understand how to use it if it's their first time using value, but this is ok in time they will get the hang of it and be able to use value like a pro!