Multiples Project

High School art programs are often under funded and misrepresented. Art in the third dimension is usually considered to be too expensive or limited to just one medium (ceramics, usually). While sculpture and wood shops can be on the expensive side, it does not mean that students cannot explore 3D art while in High School. Wire portraits, found object sculptures, and multiples projects are a great way to introduce students to the vast and ever expanding world of 3D. 

One of my personal favorite projects to do in the third dimension, is a multiples project. This includes the student using/finding multiples of the same objects and combining them into a sculpture that strips the object of its function and creates a new and interesting form. Students can utilize objects that they already have (maybe a penny/quarter collection, CD collection, bottle caps, ect) or have the option to purchase cheap objects to use (plastic spoons/forks, buttons, books, ect). The only requirements on objects will be that they have to be school friendly (no beer cans/glasses, wine corks/bottles, ect), and no glass (its too heavy and requires extreme adhesive techniques). The amount of the particular object that the student will use depends on the object they choose. 

Students will be asked to consider the various ways in which they can transform their object into something new: can they cut it in half? scratch into it? break it? glue seven together to create one new item? They will be encouraged to explore their chosen objects and to push the boundaries of the function. 

Negative space is an important component in this project and students will need to be cognizant and intentional with their use of shape and form to create negative space. Each sculpture will be viewed in the round and should be sturdy and stable enough to stand alone (exceptions will be made for students who might wish to hang their sculpture from the ceiling, to be determined by the teacher). Students will be encouraged to think of new and innovative ways to attach their items other than the standard hot glue: can you wedge them together? do they connect in an interesting way? This project aims to help students become initially acquainted with the third dimension and begin thinking in terms of length, height, and width.

Media Makers: Film Project

Movies, digital shorts, animation, cartoons, tv shows, youtube, and more infiltrate our society and our  minds throughout the day. Video has become the standard when it comes to entertainment and with student attention span shortening, videos and movies are a great way to reach them. Teaching high school students the fundamentals about movie making and production will help them think more critically about the content they consume and allow them to become more analytic when it comes to the movies/videos they watch.

To begin this assignment, students must first learn a brief history about the medium itself. A short powerpoint and a formative Kahoots assessment will suffice for this project since this class is not centered on film as a medium alone. I will jump right into the technical aspects of movie making starting with camera angles, shots, and movements. As another formative assessment, students will demonstrate that they understand different kinds of frames and shots by recreating them like the picture to the left. We will watch clips from popular films to demonstrate the information.

Once students have a firm grasp on filming techniques, they will be separated into groups and asked to make a very short film (2 minutes minimum) that acts as a sort of public service announcement (recycling, food quality in the cafeteria, parking, policy changes, ect). Students will decide on their theme, come up with a detailed story board that includes various angles, camera movements, shots, and scenes along with a short script. The planning period is emphasized and each group should have every frame of their movie throughly thought out and pre-determined. Students will be given an ample amount of time to hash out their ideas/story boards/scripts/plans but only a few days for actual filming (just like on real movie sets). They will have to create an itinerary to keep filming days on schedule. Editing the films will take place in IMovie (like the stop motion animation project) and will have similar guidelines outlining requirements for titles, transitions, music, and credits.

Students will have a critique/viewing day for all movies at the end of the project and will be expected to grade themselves within the group, along with their other group members. Each team will be assessed as a class and given a grade for the whole for the teacher to consider. Allowing students to critique and grade themselves reveals a lot about what the student has learned throughout the process (and often times they are right on point with the given grade, or too harsh on themselves).

The above example is from a 16 year old student at Carmel High School in Indiana. He submitted this work into the Indiana State Thespian Conference and received an excellence ribbon for writing, filming, and editing the work. While this example is extensive, it serves to set a high standard for what the class will be able to achieve.

This example is not student made, but is a great example of a social issue that students can tackle in their PSA. It won many awards including: Audience and Jury award at The Next Film Festival, Best International Short Film at Fresh Film Festival, Jury Prize at Seoul International Youth Film Festival, among many others. While it contains adult language and themes, upperclass students should be able to handle themselves while watching the film. 

Art for All!

One of the most rewarding aspects of teaching art is witnessing first hand the various ways in which students of every skill level harnesses and uses their own brand of creativity. Art is the one subject in which everyone, regardless of skill, disability, or learning capability, can be successful and flourish. Every activity/lesson can be deconstructed and adapted to the needs of students, it just takes a wise minded teacher to find the ways in which each student can succeed.

Creating lessons with impact, skill advancement, and relevance is the goal of every art teacher. Adapting those lessons to the needs and skills of every student is the challenge we all face. Creating a classroom environment that is conducive to creativity and learning development is the first step in assisting students. Wide spaces between desks, adjustable desk hight/angle, and allowing students with visual/hearing disadvantages the freedom to choose seating are essential to a classroom space that considers all of its students.

High School graduation standards demand that students take some form of the arts during their 9-12th grade years. Many students opt for Art 1 because they think it will be an "easy A". In these kinds of classes, every type of skill level will be represented from the first time drawer, to the expert sketchbook master (you know, that kid who is constantly drawing in their sketch book/scrap papers instead of paying attention to the rules of algebra--shout out to you Mr. Farris, sorry about that!!). Teachers must be equipped with the skills and knowledge to tailor any lesson to the needs of his/her students.






In the case that a student is faced with motor skill disfunction/kinestheitc ability, adapting tools to meet their needs may be required. For example, should a student have a hard time grasping a normal drawing pencil, putting a foam cylinder around the core can help with gripping and control. Allowing extra one on one time with these students, or allowing peer counseling/help can boost theses students understanding of concepts and their confidence. Art therapy is a wonderful tool to help students with disabilities create and express themselves.

Should a student demonstrate immense natural/practiced talent, many Art 1 lessons should be enhanced as to challenge their skill set. Making small adjustments to project requirements for theses students will keep them challenged and engaged in their learning processes. Suggesting theses students continue their art careers in AP classes, National Art Honors Society, and summer programs can also help further develop their skills.

Media Arts: Incorporating Technology into the Art Room

In the technology age in which we live, it is important to make school relevant to students through technology. The traditional art room uses mediums like paint, pencils, colored pencils ect to create art while the modern art room incorporates the new and exciting technologies of the age into traditional mediums. Students use smart phones everyday and in most public schools, are assigned a 1:1 tablet device to use in their education. There is a plethora of untapped free resources on the web for art students and teachers alike.

With the idea of merging traditional art forms with modern technologies, students can create a stop motion animation with digital cameras and mac computers. If these resources are unavailable, students can download free apps on their smart phones (or 1:1 tablets) to help create their stop motion videos.


Cut Paper Stop Motion Animation:

By the end of this project, students will have created a 1 minute 30 second long stop motion animation film using cut paper/drawn backgrounds to illustrate a theme of their choice. They must:

1) tell a story that is relevant to their lives/situations. (ie. have a beginning, middle, and end-conflict, climax, resolution) formative assessment: going over ideas with teacher/students & brainstorming.
2) make an organized storyboard (formative assessment) detailing each scene and the props/paper/music/sound effects/text needed to create the characters and backgrounds.
3) hand draw/cut out the scenes with attention to detail and craftmanship
4) execute the story board through acute attention to camera angles, lighting, movement of props/paper cut outs, and sill frames. (the actual taking of pictures with digital camera or cell phone camera)
5) create seamless animation through out the short using phone apps, or IMovie (through Mac computers)
6) have appropriate title scenes, transitions, music, sound effects, and credits roll.

After completion of their movies, students will have a viewing day/ critique in which they grade themselves and their classmates according to the above criteria.
Hazel O'Brien is a lovely stop motion animation artist who creates intricate paper cut outs and flawless animation. Showing her videos is a great way to introduce students into the medium. Also, showing other students videos from previous classes or from YouTube can garner inspiration.

Compostitional Photography

In any beginning art class, it is imperative to first review the basics of the elements and principles of design along with introducing compositional rules to get the best work from your students. In a entry photography course, using compositional and photo journalism guidelines improves the quality and interest in photographs. Seven rules exist for governing this:

1. Proximity: The distance between the camera and the subject. Useful for when trying to talk about small details or evoking closeness/intimacy.

2. Vantage Point: Refers to the eye level of the photographer himself. Requires photographer to stand, squat, lean back, ect to achieve an interesting vantage point.

3. Disturbance: altering the edge of the photo to disturb the common rectangle that creates the border of a photograph. The object that is cut off creates a secondary frame within the photo that emphasizes the focal point.

4. Place: All about location. It allows the viewer to use contextual clues to infer something about the place the photo was taken












5. Rule of Thirds:
6. The Golden Triangle
7. The Golden Spiral

If your school doesn't have digital camera readily available for students to take pictures with, T students can use their cell phone camera to take detailed photographs. Students can explore the various compositional and photojournalist rules by coming up with 9 images (three for each comp. rule) detailing their lives/what is important to them. If the school has a darkroom or DSLR cameras, students can explore more in depth the various ways post production in the dark room can manipulate the images.











There are many famous photographers to study but the following have gained a famous following:

http://www.anseladams.com/
http://www.hockneypictures.com/
http://www.biography.com/people/annie-leibovitz-9542372

Letter Home For Parent(s)/Guardian(s)

Parent(s) and Guardian(s) of [insert school name here] students,

Hello and Welcome to the [school name] art program! If you are receiving this letter, it means that your student has signed up for an art class this semester, and we at [school name]'s art department couldn't be more excited!

Visual arts and design are essential to achieving a wholistic and well-rounded education. In classes like Art 1, 2-D design, 3-D design, Photography (1,2, and 3), and Ceramics, your student will learn critical thinking and problem solving skills, investigate/analyze/interpret broad global themes about the human condition in a personal context, become effective communicators of their ideas and emotions, and learn design skills and techniques that are essential in furthering their education/career in the arts.

Throughout the year, the Art department puts on and participates in several art shows to showcase student work and progress. In the fall, students are encouraged to submit their work to the State Fair for a professionally juried show. Also, a school sanctioned art show takes place once a semester in which every student enrolled in an art class is required to submit at least one work of art they have completed either that semester, or from prior completed courses. Receptions will be held for both school sanctioned shows and parents/friends/extended families are all welcomed and encouraged to be in attendance to view the amazing work the students here at [school name] are doing. Showcasing student work is a great confidence builder and an important part of the art making processes.

Students who are enrolled in art courses are encouraged to sign up/apply for the National Art Honors Society, an after school club that is nationally sanctioned and who's goal is to use the creative/artistic skills of students to better the community. This year, we will be creating ceramics to sell at the holiday festival to raise money for a school mural. Parents of all art students are encouraged to participate in the NAHS holiday sales as it greatly benefits the Art program, and the school community as a whole.

I can't wait to get to know you and your student over this next semester! Should you need to contact myself or the department head, you can call (555)-555-5555 or email exampleemail@art.school.net.

Sincerely,

Ms. Revels
Art 1, 2-D Design, Photography Teacher
N.A.H.S Co-sponsor
[School Name] [District Name]
(555)-555-5555 ext 2
exampleemail2@art.school.net