Art History Focus-Finish Byzantine, Romanesque and Gothic. Begin the Renaissance.
VAHSVAPR.3 Understands and applies media, techniques, and processes in color / painting.
- Applies color theory (hue, value, intensity) and color schemes (monochromatic, analogous, complementary, split-complementary, and triadic) to express emotion and create unity.
- Reviews primary, secondary, and tertiary hues.
- Uses color relationships such as monochromatic, warm/cool, complementary, analogous, and spilt-complementary to achieve visual unity and/or intent of work.
VAHSVACU.1 Articulates ideas and universal themes from diverse cultures of the past and present.
VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning.
Monday- We will review Byzantine art as well as compare and contrast Romanesque and Gothic art. Students will then continue to work on their color mixing activities (color wheel, monochromatic scales, complementary scales, and match the chip) if they still need to finish them. Students will then use their color mixing skills they have learned to paint their clay animals. They will use acrylic paint to add color to their animals. If they finish, they will fill out a self-assessment and turn it in to be graded.
Tuesday- -Students will be taking a quiz on Byzantine, Romanesque, and Gothic art. Students will complete their clay animals if they still need to paint details. I will then demonstrate how to begin their monochromatic self-portrait. Students will begin by tracing their face and the outlines of the four simplified values. Students will then choose a color that represents their personality or mood. They will begin painting their monochromatic self-portrait.
Wednesday- We will begin our study of the Renaissance! We will begin by looking at Michelangelo and The Pieta. Students will then continue their monochromatic self-portrait by painting a shade, the hue, and two tints.
Thursday- We will continue to look at the Renaissance and the Sistine Chapel. Students will then continue their monochromatic self-portrait by painting a shade, the hue, and two tints.
Friday- We will begin class with an introduction to Leonardo da Vinci and The Last Supper. I will then discuss students color options for their masks. The colors will differ depending on if they made a Greek inspired mask or an African inspired mask. Students will use acrylic paint to add color and design to their clay mask. If they finish, they will fill out a self-assessment rubric and turn it in to be graded. Students can then work on their self-portrait if they have time.
VA:Ceram.1 Ceramic Technique: Planning
The learner will be able to uses preparatory sketches, plans, and produces hand-built and/or wheel-thrown ceramic works inspired by personal experience, social issues, observation of natural world, and research into selected cultures or ceramic artists.
VA:Ceram.2 Ceramic Techniques: Construction
The learner will be able to demonstrates proficiency in techniques, such as wedging, pinching, molding, scoring, and joining.
VA:Ceram.3 Ceramic Technique: Clay Management
The learner will be able to demonstrate techniques of pottery formation such as pinch, coil, slab, molding, combination, and wheel-throwing.
VA:Ceram.4 Ceramic Techniques: Glazing
The learner will be able to apply glazing techniques, such as brushing, dipping, pouring, wax resist, and stencil.
The learner will be able to critique ceramic artworks using the processes of description, analysis, interpretation, and judgment based on evidence observed in artworks.
The learner will be able to evaluate, based on predetermined criteria, own performance and progress on skills and written and visual products.
Monday- Students will continue to work on their ribbon pots. Some people will begin outside decoration (carving, underglaze, etc.) and some will add spouts and handles. We will also have an informal critique of the bas relief tiles and I will grade them. Students will fill out a self-assessment rubric before turning it in.
Tuesday-Students will finish their ribbon pots and allow them to dry out for firing.
Wednesday- I will introduce students to our next project, trompe l’oeils. Students will create a 3D object out of clay in an attempt to “trick the eye” into thinking it is the actual object.
Thursday-Students will continue to work on their trompe l’oeils. I will also grade their luminaries so that students can take them home.
Friday-Students will continue to work on their trompe l’oeils.