Digital Portfolios/Blog

Your digital portfolio/blog will be due January 8, 2014. All assignments must be complete. Take your materials home over the break if needed! Canvas, paint, whatever....! Finishing touches only the week we return from vacation.

Portfolio	A (100-93)	B (92 - 85)	C (84 – 78)	D (77-70)	F (69-50)
Artwork  Posted on Blog	12-10 works posted	8 works posted	5 works posted	4 works posted	1 work posted
Commentary on Artwork

Rubric for Grading Art

Do your artwork grades magically appear on your report card? No. Do you receive a 100% just because you did it? No. Your artwork is thoughtfully assessed against this rubric. 

100 – 93 = A Excellent Outstanding Exemplary

92 – 87 = B Above Average Very Good Acceptable

85 – 78 =C Average Good Not Yet Acceptable

77 - 70= D Below Average Needs Improvement

69 – 0 = F Unsatisfactory Poor

 Elements and Principles of Design: Line, Texture, Color, Shape, Form, Value, Space

Principles of Design: Repetition, Balance, Emphasis, Contrast, Unity

A: Planned carefully, made several sketches, and showed an awareness of the elements and principles of design; chose color scheme carefully, used space effectively.

B: The artwork shows that the student applied the principles of design while using one or more of the principles.

C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned.

D: The assignment was completed and turned in, but showed little evidence of any understanding of the elements and principles of art; no evidence of planning.

F:  The student did the minimum or the artwork was never completed.

Creativity/Originality

A: The student explored several choices before selecting one; generated many ideas; tried unusual combinations or changes on several ideas; made connections to previous knowledge; demonstrated outstanding problem-solving skills.

B: The student tried a few ideas before selecting one; or based his or her work on someone else’s idea; made decisions after referring to one source; solved the problem in a logical way.

C: The student tried one idea, and carried it out adequately, but it lacked originality; substituted “symbols” for personal observation; might gave copied a work.

D: The student fulfilled the assignment, but gave no evidence of trying anything unusual.

F: The student showed no evidence of original thought.

Effort/Perseverance

A: The project was continued until it was as complete as the student could make it; gave effort far beyond that required; took pride in going well beyond the requirement.

B: The student worked hard and completed the project, but with a little more effort it might have been outstanding.

C: The student finished the project, but it could have been improved with more effort; adequate interpretation of the assignment, but lacking finishes; chose an easy project and did it indifferently.

D: The project was completed with minimum effort.

F: The student did not finish the work adequately.

Craftsmanship/Skill/Consistency

A: The artwork was beautifully and patiently done; it was as good as hard work could make it.

B: With a little more effort, the work could have been outstanding; lacks the finishing touches.

C: The student showed average craftsmanship; adequate, but not as good as it could have been, a bit careless.

D: The student showed below-average craftsmanship, lack of pride in finished artwork.

F: The student showed poor craftsmanship; evidence of laziness or total lack of understanding.

An Average will be combined focusing on the Content/Quality of your Portfolio work and the number of pieces completed.  Your work must be compiled in a Digital Portfolio (Your Blog).  The Blog is the evidence of your completed class work. This is your Summative Exam.

BLOG Assignments:

1^st Period

Intermediate Art: Mandala, Popcorn, Outsider Can Art, Synthetic Selfie, Mask, Canvas Paintings, Acceleration Project, Animal Collage, Box with Social Issue Solution

3^rd Period

Ceramics and Textiles: Twisted Pinch Pot, Animal Whistle, Box with Head and 4 Feet, Monster Pot, Day of the Dead Drawing, Paper Batik, Plate, Animal Collage, Teapot

4^th Period

Beginning Art: Pen and Ink Landscape, Color Wheel, Pop Cartoon, Zentangles: Magazine and Initial, Paper Batik, Linear Perspective Drawings, Clay Mask, Animal Collage

How to write about your artwork.

Ideas-- Tell me (us) about your idea(s).

Process-- How did you make your artwork? (or, your painting, sculpture, collage)

Materials-- What materials (or tools) did you use?

Knowledge-- (concepts, vocabulary, artists studied). What kinds of: line, shapes, color, texture, space, form 3-D, did you use? How did you use the Principles of Art: Balance, Emphasis, Contrast, Movement, Pattern, Rhythm, Unity? Did you learn about an artist?

Future-- What will you make next? What would you like to learn more about (or, how to do)? 

Painting, Self-Portraits

Intermediate Visual Art

You are going to paint a self-portrait. Using a digital image of yourself, alter the picture using BeFunky or SumoPaint. This will flatten out the color and allow you to see values and colors more easily. Check out the video below! It's an interview with the artist Kehinde Wiley, an amazing portrait artist!

Painting Rubric: Self-Portrait Teacher Name: Mrs. Bradley Student Name:     ________________________________________

CATEGORY	4	3	2	1	Score
Design/Composition	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.	Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.	The student does not appear to be able to apply most design principles to his/her own work.
Color Choices	Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.	Student needs to work on learning color relationships and using that knowledge in his/her work.
Painting Skill	Application of paint is preplanned and done in a a logical, sequential manner.	Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.	Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident.	Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident throughout the painting.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Planning and Explanation	Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.	Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.	Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let\'s things evolve in somewhat random manner.	Student has thought very little about the project. Is present but is not invested in the product.
Knowledge Gained - Technique	Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.	Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.	Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.	Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.

Intermediate Visual Arts

You will be painting a self-portrait. Work from a digital image. Alter your image using Be Funky. This will help flatten the color and help you see the different values more easily. Check out the artist Kehinde Wiley. Wiley is an African American artist, famous for his portraits of "everyday people".  http://www.kehindewiley.com/

Creating a Painting : Self Portrait Teacher Name: Mrs. Bradley Student Name:     ________________________________________

CATEGORY	4	3	2	1	Score
Design/Composition	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with great skill.	Student applies design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) with fair skill.	Student tries to apply design principles (such as unity, contrast, balance, movement, direction, emphasis, and center of interest) but the overall result is not pleasing.	The student does not appear to be able to apply most design principles to his/her own work.
Color Choices	Choice and application of color shows an advanced knowledge of color relationships. Color choice enhances the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are appropriate for the idea being expressed.	Choice and application of color shows knowledge of color relationships. Colors are, however, NOT appropriate for the idea being expressed.	Student needs to work on learning color relationships and using that knowledge in his/her work.
Painting Skill	Application of paint is preplanned and done in a a logical, sequential manner.	Paint is applied in a careful, logical manner. Colors remain sharp and texture is evident.	Control is somewhat lacking. A few drips, ragged edges and failure of certain areas of pattern/texture may be evident.	Student needs to work on controlling paint and preplanning paint application. Muddy colors, ragged edges, lack of texture, drips and/or blobs are evident throughout the painting.
Time/Effort	Class time was used wisely. Much time and effort went into the planning and design of the mask. It is clear the student worked at home as well as at school.	Class time was used wisely. Student could have put in more time and effort at home.	Class time was not always used wisely, but student did do some additional work at home.	Class time was not used wisely and the student put in no additional effort.
Planning and Explanation	Student can describe in detail at any point during the painting process how s/he envisions the final product and how they intend to reach their goal. Very focused and goal-oriented.	Student can somewhat describe how s/he envisions the final product and can describe some of the steps s/he will use to reach the goal. Focused with some planning.	Student can describe how s/he envisions the final product but finds it difficult to describe how s/he will reach that goal. Has set a goal, but let\'s things evolve in somewhat random manner.	Student has thought very little about the project. Is present but is not invested in the product.
Knowledge Gained - Technique	Student can accurately name 5 characteristics of the technique being studied and describe how these 5 characteristics are used in his/her own paintings.	Student can accurately name 4 characteristics of the technique being studied and describe how these 4 characteristics are used in his/her own paintings.	Student can accurately name 3 characteristics of the technique being studied and describe how 2-3 of these characteristics are used in his/her own paintings.	Student cannot accurately name 3 characteristics of the technique being studied OR cannot describe how characteristics relate to his/her own work.

Three Cups of Clay

Ceramics and Textiles, Beginning Visual Arts

Lesson and Video

Animal Collage

Intermediate Art, Ceramics and Textiles, Beginning Art

"Collage is the twentieth century's greatest innovation." — Robert Motherwell


"After Picasso and Georges Braque, collage became the most consequential visual-art form of the twentieth century." — Peter Schjeldahl
While artists have been layering images and incorporating autonomous elements into their work since the advent of paper, collage truly emerged as a medium in its own right in the early years of the 20th century with the Cubist experiments of Pablo Picasso and Georges Braque. The duo coined the term “collage” (from the French verb “coller,” meaning “to glue” or “to stick”) to describe works composed from pasted pieces of colored paper, newsprint, and fabric, considered at the time to be an audacious intermingling of high and low culture. It revolutionized modern art. 
http://www.artspace.com/magazine/art_101/art_101_collage

You are going to create your own original collage! To begin you will work from the photo of an animal.

How to begin

1.    Select Animal photo

2.    Draw animal on 12”x 18” white paper

3.    Use magazines to rip out colors that make up you animal and the background

4.    You will need scissors and glue.

5.    Collage your animal!

6.    Be mindful of the color and value change!

7.    The more detail the better!

Making A Collage : Animal Collage

Teacher Name: Mrs. Bradley Student Name:     ________________________________________

CATEGORY	4	3	2	1
Quality of Construction	The collage shows considerable attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. There are no stray marks, smudges or glue stains. Nothing is hanging over the edges.	The collage shows attention to construction. The items are neatly trimmed. All items are carefully and securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.	The collage shows some attention to construction. Most items are neatly trimmed. All items are securely attached to the backing. A few barely noticeable stray marks, smudges or glue stains are present. Nothing is hanging over the edges.	The collage was put together sloppily. Items appear to be just \"slapped on\". Pieces may be loose or hanging over the edges. Smudges, stains, rips, uneven edges, and/or stray marks are evident.
Understanding of Media	The student can define the term \"collage\" and tell how it differs from two other media. S(he) can also name at least 5 things that make a collage more powerful or attractive.	The student can define the term \"collage\" and tell how it differs from two other media. S(he) can also name at 3-4 things that make a collage more powerful or attractive.	The student can define the term \"collage\" and tell how it differs from two other media. S(he) can also name at least 1-2 things that make a collage more powerful or attractive.	The student has trouble defining the term \"collage\" and describing how it differs from other media AND/OR the student cannot describe how to make a collage more powerful or attractive.
Creativity	Several of the graphics or objects used in the collage reflect an exceptional degree of student creativity in their creation and/or display	One or two of the graphics or objects used in the collage reflect student creativity in their creation and/or display.	One or two graphics or objects were made or customized by the student, but the ideas were typical rather than creative (.e.g, apply the emboss filter to a drawing in Photoshop).	The student did not make or customize any of the items on the collage.
Attention to Theme	The student gives a reasonable explanation of how every item in the collage is related to the assigned theme. For most items, the relationship is clear without explanation.	The student gives a reasonable explanation of how most items in the collage are related to the assigned theme. For many of the items, the relationship is clear without explanation.	The student gives a fairly reasonable explanation of how most items in the collage are related to the assigned theme.	The student\'s explanations are weak and illustrate difficulty understanding how to relate items to the assigned theme.

Sculpting Social Issues

Intermediate Art

Off the Top of My Head

Off the top of your head, can you think of three social issues that need to be addressed?

Select:
1) a Global social issue
2) a National social issue
3) a Local social issue

Divide into your groups and discuss.

Individually, select an issue you would like to address in your artwork. Think, how will you symbolically create your idea? Brainstorm ideas, use the graphic organization to map out your ideas.

How to Begin Sculpting:  TEXTURE makes your sculpture amazing!

1) Roll out Slabs of Clay
2) Use template for the size of your box
3) Construct box
4) Construct Head
5) Construct a Symbol that is a solution for the Social Issue you selected.
6) Attach symbol to the top of the head
7) Cut box open
8) Place a symbol for the problem in your box
8) Attach 4 feet
9) Fire and Layer Glazes
10) Prepare for presentation

Technology
The students used a data base provided by Mrs. Baker to research Social Issues.

Literacy
The students used a Detail Wheel (graphic organizer) to focus and narrow their ideas for their artmaking.
Planning and organizing to make art. They will create a presentation for the opening of their sculpture show that will be on display in the Public Library.

Analysis of A Work of Art : Social Issues Teacher Name: Holly Bradley Student Name:     ________________________________________ CATEGORY 4 3 2 1 Description Makes a complete and detailed description of the subject matter and/or elements seen in a work. Makes a detailed description of most of the subject matter and/or elements seen in a work. Makes a detailed description of some of the subject matter and/or elements seen in a work. Descriptions are not detailed or complete. Analysis Accurately describes several dominant elements or principles used by the artist and accurately relates how they are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Accurately describes a couple of dominant elements and principles used by the artist and accurately relates how these are used by the artist to reinforce the theme, meaning, mood, or feeling of the artwork. Describes some dominant elements and principles used by the artist, but has difficulty describing how these relate to the meaning or feeling of the artwork. Has trouble picking out the dominant elements. Interpretation Forms a somewhat reasonable hypothesis about the symbolic or metaphorical meaning and is able to support this with evidence from the work. Student identifies the literal meaning of the work. Student can relate how the work makes him/her feel personally. Student finds it difficult to interpret the meaning of the work. Evaluation Uses multiple criteria to judge the artwork, such as composition, expression, creativity, design, communication of ideas. Uses 1-2 criteria to judge the artwork. Tries to use aesthetic criteria to judge artwork, but does not apply the criteria accurately. Evaluates work as good or bad based on personal taste.