*Introduction+to+Art

= WELCOME TO INTRODUCTION TO ART! =

**THIS COURSE IS FOR 9-12 Grade Students**
This course must be taken before any other art course (class of 2016). In Introduction to art, the student will study and use the elements of art, principals of design when creating and evaluating art. Methods of 2D and 3D art and design will be explored while working with drawing, painting, sculpture, and ceramics media and techniques.

Emphasis will be placed on demonstrating the use of techniques, creativity, originality, craftsmanship, classroom expectations, and self evaluation. Students will create a blog to showcase and discuss art.

Assignments will be posted with the most recent towards the bottom.

Check out your google calendar for this course - for more day to day information. =---= = 9-12 ART STANDARDS - developed from the National Art Standards = *Each project created will be assessed on 4 standards. Standard 4B will be assessed at the end of the semester.

S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

S.4.B. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can reflect on his or her learning regarding the Semester. (Semester Presentation)

=**-**= =**ART BLOG REFLECTION QUESTIONS:**= To be completed upon finishing a project. *Upload a photo of your project to your blog and add a reflection explaining the following questions. For an “A” incorporate the elements of art and / or principles of design within your reflection (How did you use incorporate these?)
 * 1) Explain your project, what is it? How was it created (the process), with what materials and why did you choose to do this piece?
 * 2) Prior to creating this piece, what research did you do regarding the technique, process, style, or subject matter? How did this research help you with your ideas for your project?
 * 3) How did you meet the project learning targets / standards?
 * 4) What are your personal thoughts about this project; explain what you learned, strengths and areas you could have improved on?
 * 5) If you were to choose one project that best met the project goals / standards or personal goals; explain what project that would be, who created it and defend why you like it the best.

(Elements of Art include: line, shape, color, value, texture, space, and form. Principals of Design include: balance, contrast, emphasis, movement, pattern, rhythm, and unity.) =---=

** Final Semester Grade and Grading Information: **

*Current Grade for each standard will reflect the "Most Recent" score until the end of the semester when they will be figured in together. From there, a final grade will be figured from each standard and then all standards together will make up a "Semester Grade".




 * 1st SEMESTER: **

=**ELEMENTS OF ART - PRINCIPLES OF DESIGN Scavenger Hunt and Presentation:**= Discuss the Elements of Art and Principles of Design. (handout)

**S.2. The artist uses knowledge of structures and functions:** The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

-With a partner or alone the artist took photo – examples of the 7 elements of art and 7 principles of design in the world around them. -These were put into a digital presentation that was easy to understand.

**S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21** **st** **cent. skills:** The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

-The artist worked collaboratively or by themselves to create a digital presentation to share with the class.

=**---**= = = = =


 * ZENTANGLE DRAWINGS: **

Zentangle Drawings: What is Zentangle ??

Also know as zendoodle or tangled drawing….. It is a controlled doodle or a doodle contained within a predefined framework that is focused on creativity. Artists use a repetition of marks to create patterns, thus developing an overall design or zendoodle.

“The term 'Zentangle' was coined by Maria Thomas and Rick Roberts. Maria is a graphic artist who doodled a lot and one day realized that her doodles were putting her into a state of meditation (or zen). The couple decided to explore the concept in more detail and Zentangles were born.”

http://www.zentangle.com/index.php Pinterest Zentangle Board: http://pinterest.com/rcomer03/zentangle/

Often these are done as black and white drawings, but aren’t limited to only black and white. Artists usually use some type of writing pen to create these controlled marks. Why Zentangle?

EVERYONE CAN DO IT! – IT’S EASY!
 * Relaxing
 * Helps develop creativity
 * Relieve or reduces stress
 * Improve eye/hand coordination
 * Develop/rehabilitate fine motor skills
 * Therapy
 * Stimulates both right and left brain functions, however usually brings out the more creative right brain side.


 * STANDARDS:**

S.1: The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) -Create a series of 2 zentangle drawings incorporating color in at least 1 drawing. -Creativity: The artist used a min of 24 different textured patterned combinations within each drawing.
 * Learning Targets:

S.2.: The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) -Incorporate the element of art and principles of design effectively including the use of space. -Craftsmanship: The artist used a steady hand to draw each doodle skillfully. Pencil sketch lines were erased, showing only ink or marker for the final drawings.
 * Learning Targets:

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks: -2-3 class periods focus on practice zentangle drawing patterns and research Zentangle, patterns, or textures. -Focus 3-4 days per drawing as you will have about 2 weeks to work on this unit. -When all are completed post to your blog photos of your work along with your artist reflection.

If you get done early - keep Zentangling... what else could you zentangle on? (A shoe, old pair of pants, an old book, a piece of newspaper, a box, etc. Be creative!

Check out my Pinterest Board: ZENTANGLE for more examples or create your own Pinterest board of ideas to look back at later. http://pinterest.com/rcomer03/zentangle/ Related ideas to search for examples for patterns: zentangle, zendoodle, doodle, patterns, henna tatoos, fabric patterns, etc. Anything can be a pattern!





INK VALUE DRAWING UNIT

The artist can create a finished ink value drawing of a nature subject of his or her choice using drawing techniques to create value and form. STANDARDS:

S.1: The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) Learning Targets:
 * The artist can create a final ink value drawing of “nature” using one or more of the techniques practiced (hatching or pointillism / stippling).**

S.2.: The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) Learning Targets:
 * Incorporate the element of art and principles of design effectively. (ex. incorporates value and form using ink)**
 * Craftsmanship: Pencil sketch lines were erased, showing only ink or marker for the final drawings.**

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)
 * The artist practiced shading with ink and researched ideas for final drawing.**

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks: 1.) Practice drawing techniques of hatching and pointillism / stipple using an ink pen. - handout and as a class following along to a youtube video shading simple forms. https://www.youtube.com/watch?v=2lUL-3TvzxU&index=3&list=PL4eeOkZl2vmG_Ghddl2LhDcUprWXeUYLL 2.) Using your computer or a hard copy photo sketch lightly with a pencil the main outline shapes of the "nature subject". 3.) Once main areas are drawn begin using an ink pen with shading techniques practiced to show detail with value and form.

More youtube video examples of shading with ink: Shading textures on forms: https://www.youtube.com/watch?v=smAJFoedfvE&list=PL4eeOkZl2vmG_Ghddl2LhDcUprWXeUYLL&index=2 Shading textures on a cylinder: https://www.youtube.com/watch?v=j3INAHNlEWI&list=PL4eeOkZl2vmG_Ghddl2LhDcUprWXeUYLL&index=1 Drawing eyes with stipple / pointillism https://www.youtube.com/watch?v=pE5JgjgOw7M&index=4&list=PL4eeOkZl2vmG_Ghddl2LhDcUprWXeUYLL

Check out my Pinterest Board: Ink Value Drawings for more examples. http://www.pinterest.com/rcomer03/ink-value-drawing/

=**Scratchboard Drawing:**= = = =**SCRATCHBOARD DRAWING:**=

The artist can create a finished scratchboard drawing using scratching techniques to create value and form scratching light areas leaving black - positive space.

STANDARDS / Learning Targets: S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) > *Craftsmanship: Marks were scratched intentionally.
 * *Create a final 81/2 x 11 scratchboard drawing using one or more of the techniques practiced (hatching or pointillism / stippling).
 * *Incorporate the element of art and principles of design effectively. (ex. incorporates value and form using ink)

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks: 1.) Project Information and video examples: What is scratchboard: @https://en.wikipedia.org/wiki/Scratchboard @https://www.youtube.com/watch?v=QmvwkiA_Y1Q&list=PL0113548108A2B4F3 @https://www.youtube.com/watch?v=1M3d442TmuQ&list=PL0113548108A2B4F3&index=2 @https://www.youtube.com/watch?v=f16y8USW8so&list=PL0113548108A2B4F3&index=3 @https://www.youtube.com/watch?v=F1XY41wm4OU&index=4&list=PL0113548108A2B4F3 Pinterest Examples: @http://www.pinterest.com/rcomer03/scratchboard/ 2.) Practice drawing techniques of hatching and pointillism / stipple using a scratchboard. 3.) Sketch a drawing in pencil then transfer to the scratchboard. 4.) Once on a scratchboard begin scratching with a scratch tool keeping in mind that you are scratching off the negative areas and leaving black areas black. 5.) Add a photo and reflection to blog once completed.

=SHATTERED - CUBIST DRAWING:=

STANDARDS / Learning Targets:
S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) > *Craftsmanship: Shading was well blended for an ombre gradation (5-8 values).
 * *Create a final shattered drawing incorporating a range of values within each broken up shape.
 * *Incorporate the element of art and principles of design effectively. (ex. incorporates value and form using pencil)

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks: 1.) Project Information and examples: 2.) Practice shading with an Ebony pencil - handout. 3.) Find a subject outline and sketch out on a piece of paper utilizing most of the space. 4.) Draw lines over the subject outline dividing up the space into smaller sections. Think of a creative way to divide your space that is fitting for the subject. (ex. swirls like shattered glass, waves of water, spiral seashell, or geometric division of shapes or triangles. 5.) Shade each piece differently or in a pattern using a range of value (5-8 tones) - ombre in each space.

Cubism: https://en.wikipedia.org/wiki/Cubism Pinterest Board of Examples: https://www.pinterest.com/rcomer03/shattered-drawing/ Youtube video - cubist style of shading:

https://www.youtube.com/watch?v=uRTH35O6hNg&index=1&list=PL4eeOkZl2vmH4d2ezHvJMY8mWNI6OFxHI

__

The artist can create a finished and proportionate chalk pastel drawing of basic manikin forms incorporating value with warm and cool colors to show reflections and shadows.
 * CHALK PASTEL MANIKIN CHALLENGE: **

STANDARDS / Learning Targets:
S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)


 * === The artist can create a finished and proportionate ** chalk pastel drawing of basic manikin forms incorporating value with warm and cool colors to show reflections and shadows. **===

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) > ===***Craftsmanship: Shading was well blended for to show highlights and shadows and the drawing looks complete.**===
 * ===***Incorporate the element of art and principles of design effectively. (ex. incorporates value and form using pencil)**===

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks:

1.) Project Information and examples and sticky notes - 1 note: something you already knew about, 1 note: something that was new to hear. Color Theory and Warm vs. Cool Colors - (highlights - tints and shadows and shades) @http://thevirtualinstructor.com/Color.html @http://thevirtualinstructor.com/color-theory-for-highlights-shadows.html @http://thevirtualinstructor.com/members/interactive-color-wheel/

2.) Practice drawing and shading manikin form with chalk pastels on brown paper so you see each forms. -Use a viewfinder to crop down your subject 3.) Final drawing - take a photo of part of a manikin- using your flash so you can see shadows and reflections - the camera will be your view finder. From looking at your 3D white form subject, sketch outline shapes on a piece of paper utilizing most of the space with a white charcoal or pastel pencil. 4.) Look closely at shadows and reflections where light is or is not present. 5.) Where you see light reflections add some warm colors (yellows, oranges, reds) where shadows are present add cool colors (blues, greens, purples). Could use 1-2 cool and warm colors in each area besides white. Don't overdue the color or it will look like the white forms are not actually white.

Pinterest Board: @https://www.pinterest.com/rcomer03/manikin-pastel-project/?eq=manikin&etslf=25960 @https://www.pinterest.com/rcomer03/manikin-art/?eq=manikin&etslf=6996 @https://www.pinterest.com/rcomer03/chalk-pastels-warm-and-cool/

 =Oil Pastel Drawing Series: = The artist can create a series of TWO finished 9x12 non-objective or abstracted oil pastel drawings and a final objective oil pastel drawing (has a subject) incorporating all of the elements of art.

STANDARDS / Learning Targets:
S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)


 *  *The artist can create a series of TWO finished 9x12 non-objective or abstracted oil pastel drawings and a final objective oil pastel drawing (has a subject) incorporating all of the elements of art. **

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

***Craftsmanship: The final drawings were done as intended.**
S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Tasks: 1.) Project Information and examples: What does Non-objective, Abstract, and objective / subjective look like? Difference between abstract art and non-objective art. https://www.quora.com/What-is-the-difference-between-abstract-and-non-objective-art How to tell good abstract art: @https://keetonsonline.wordpress.com/2015/01/19/how-to-tell-good-abstract-art-from-bad/

2.) Practice Oil pastel techniques of blending - with pastels - using them to blend - with fingers to blend - with paper towels - use of baby oil and q-tip - sgraffito - scratching off. - tints / shading 3.) Practice shading and blending on non-objective / abstracted oil pastel drawing 4.) Look for a subject for objective drawing. 5.) Work on finishing final drawings.
 * which techniques did you like the best??

Pinterest Board: @https://www.pinterest.com/rcomer03/non-objective-oil-pastels/ @https://www.pinterest.com/rcomer03/nature-pastels/ @https://www.pinterest.com/rcomer03/oil-pastels/ @https://www.pinterest.com/rcomer03/oil-pastel-drawings/

=  = = ** Blacked Out Poetry: ** = Standards / Learning Targets: S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) -The artist can create a "blacked out poetry" piece creating layers to the final piece by adding images, designs, text, etc. to the blocked out story created.

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) -Overall good craftsmanship was evident in the final project as it was finished as intended incorporating all space into the design.

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

PINTEREST LINK of EXAMPLES: []

Black Out Poetry- How to and tips:

http://thefreewoman.com/how-to-create-blackout-poetry/ @http://www.powerpoetry.org/actions/5-tips-creating-blackout-poetry

@http://suzenart.blogspot.com/p/blackout-poetry.html ___



=**POSTAGE STAMP - End of SEMESTER PROJECT**=

**Commemorative Stamp Project Outline** Google doc.:
@https://docs.google.com/a/vmbulldogs.com/document/d/e/2PACX-1vScIGWw1VCJP_j8Y3kuUBPBC5prwu54k51P9IRhwhSajuTtVTwPhDCReaRmdE5LMdgQUP0sOvFAklZk/pub

Stamp google doc. or practice ideas and stamp templates: @https://docs.google.com/a/vmbulldogs.com/document/d/e/2PACX-1vTMH8eC-U6ikJ1fASXgJzlBePeBIQpIGsJO8Q0HVsHkOp0vR8QdJ9KYXzYOtIv3wUm6lChkI6bTEX9Z/pub

The United States Postal Service has asked student artists to collaborate on new stamp designs to be featured as the next stamp set to be distributed to consumers. They recognize your talents and skills as well as appreciate your connection to a vast audience from students, friends, fans on social media, family, and staff members. Since this stamp set will need to consist of a min. of 2 different stamp designs that they could market as a book of stamps to sell, they have suggested that this be completed with a partner to help divide the workload as well as be able to help each other collaborate on the best designs possible. They not only want your input on this design but also want you to poll an audience to help you gather ideas, after all, they want this design theme to be the most successful yet!

Design Theme: The design theme is negotiable as long as it is a “Commemorative” Stamp theme that all designs fit so they can sell a book with these designs. Commemorative meaning - @http://www.thefreedictionary.com/commemorative Stamp Design Requirements for each stamp:

Learning Targets: (S.1.1) The artist created an original work or art - Stamp Design that includes the following within the design: price, stamp border, and theme or name. (S.2.1) The artist incorporated the elements of art and principles of design effectively into the final stamp design (line, shape, color, value, form, space, texture). Craftsmanship was also evident as all parts of the stamp design were well-thought out, planned, and finished.

The final stamp design must include the following in order to look like an actual “stamp” and meet the USPS regulations.
 * An original graphic or image relating to the theme (this could be done digitally or hand done and must be an original design)
 * A stamp price must be included. (see below)
 * An outside stamp border - edging design
 * Theme or person name - what is this stamp about or the purpose of this stamp?

Stamp Pricing: As you look at the USPS website of stamps, you will notice that some stamps sell for more than the required $.47 in order to raise money for a cause. This “Save the Vanishing Species” - tiger cub design is $.60 with proceeds going to save vanishing species.

@https://store.usps.com/store/browse/uspsProductDetailMultiSkuDropDown.jsp?categoryNavIds=buy-stamps%3astamps-by-type%3aover-stamp-rate&categoryNav=false&navAction=push&navCount=0&atg.multisite.remap=false&categoryId=over-stamp-rate&productId=S_576674

-For your stamp designs you would be able to set the amount on your stamps to allow proceeds to go towards a cause or theme of your choice that you feel is the most worthy, however within your poll or survey of people, you would also need to survey the population in regards to how comfortable they would be with spending extra money knowing that it would go to a cause and how much money would they be comfortable spending extra? Stamp Project References:

This is a link to the United States Postal Service: @https://store.usps.com/store/ Commemorative Stamp Designs: @https://store.usps.com/store/browse/subcategory.jsp?categoryId=commemorative-stamps&categoryNavIds=buy-stamps%3Astamps-by-type%3Acommemorative-stamps

Commemorative Stamp - Star Trek Designs and Information: @https://store.usps.com/store/browse/productDetailSingleSku.jsp?categoryNav=false&navAction=push&navCount=0&atg.multisite.remap=false&categoryId=buy-stamps&productId=S_474004

Pinterest Boards of other International stamp designs for reference: @https://www.pinterest.com/rcomer03/postage-stamp/?etslf=12317&eq=stamp

Commemorative Stamp Design Survey Goals and Learning Target:

(S.3.2.) The artist collaboratively created a digital or hard copy survey communicating ideas to an audience of a min. of 50 people to gain feedback regarding stamp designs, price, and cause with the following included:

Explain somewhere your intent… to create a commemorative stamp design to raise money and awareness for__.

Would you be willing to pay extra for a stamp that could allow proceeds to go towards a certain cause? If the price was more than the price of a stamp, how much more would you be willing to pay for the stamp? Which 2 designs do you like best to be included in a commemorative stamp booklet of stamps? Also include at least 2 other questions you have for your survey.
 * Share your survey ideas with Mrs. Comer prior to sending them out or surveying your audience.

Commemorative Stamp Design Presentation:

Learning Targets: (S.1.2.) The artist created a digital presentation including an Expository writing piece incorporating all writing pieces. S.2.2.) The artist created a digital presentation that was well organized and put together in complete sentences and thoughts with little to no grammatical errors. (S.4.1.) The artist can share within the presentation the results of the survey and how these results impacted the decision making process in creating the stamp designs.

Include the following pieces in your digital presentation to the class: Expository writing piece (min. 4 paragraphs / with 4 sentences in each paragraph). (http://grammar.about.com/od/e/g/Expository-Writing-term.htm)

In your writing piece Include the following ideas in complete sentences and thoughts. -Explanation of your Commemorative Stamp, what cause it will represent, and why did you choose it. -Why is it so important to help this cause? What do they do? When was this cause or foundation started? Share and site resources you used. -How much will your stamp sell for and how much proceeds from the stamp sales will go towards this cause? -Explain the process you went through narrowing down the designs to a final 2 and share some of your original sketch ideas. -How was the survey sample helpful for you and your partner in making decisions for the final designs? -Included anything else would you like to share about your design or cause.

-You can included this in your expository writing piece on in addition to your writing piece.
 * Share your questions and results of your survey - (chart / graph / summary of results)
 * Share the final 2 stamp designs you and your partner chose (1 per person).

Project Outline Of Timeframe / Learning Targets / Goals:
 * If you get done early with goals for the week talk to Mrs. Comer about moving onto the next step.

Week 1 Goals: - Project information and learning targets (handout and google doc.) -Individually fill out top part of “Commemorative Stamp Brainstorming Handout” -With a partner collaborate and research using technology to fill out 2nd ½ of brainstorming handout and sketch stamp ideas (4 per person) -With a partner create a google survey or hardcopy survey to take a sample size of a min. of 50 people regarding your stamp designs, price, and cause. (refer to goals of survey) -Collaboratively compile data and discuss best ideas for stamps - keep data for final presentation.

Week 2 Goals: -Create your own stamp design following requirements listed to meet learning target using input from your partner to create the best 2 final designs worthy of becoming a stamp. (DIGITAL COPY DUE FRIDAY DEC. 8th to Mrs. Comer)

Week 3 Goals: -Collaboratively create a digital presentation regarding your design and why your cause is most deserving of being the winning design - who will benefit from this stamp? -Share presentations in class starting DEC. 18th. -Vote on the best design and fill out final project google survey - will be sent towards the end of the project.

=**FINAL PROJECT AND PRESENTATION RUBRIC:**= @https://docs.google.com/a/vmbulldogs.com/document/d/e/2PACX-1vTvDxTordbs5uM_k3JJHIlz__IVfqYMRkNyqQovBtF64JGWiIndUZjPqm9TumFf0b2BpemQ2USLY1X8/pub


 * 2nd Semester **



=Clay "Element" - Mask: =

Goal: The artist can create a unique and creative clay sculptural mask using hand-building modeling techniques showcasing a Classical element (fire, wind, earth, water). The finished size min. is a 4 inches in diameter and 8 inches tall.

STANDARDS:

S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)


 * -The artist can create a unique and creative clay sculptural mask using hand-building modeling techniques showcasing a common element (fire, wind, earth, water). The finished size min. is a 4 inches in diameter and 8 inches tall. **

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) ====***Incorporate the element of art and principles of design effectively. (The final mask was glazed of painted to be finished. The artist also planned out how to incorporate all space of the mask into the design.)**====

***Craftsmanship: The final mask was finished as intended without sharp clay burs and having all pieces well attached.**
S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

***The artist created practice sketch ideas incorporating element chosen and utilized technology appropriately while working through the design process.**
S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Tasks: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-Project Information, ideas, and examples <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;"> **What is a mask? What could a mask be used for?** @https://en.wikipedia.org/wiki/Classical_element
 * @https://en.wikipedia.org/wiki/Mask**
 * Classical Elements:**


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-Come up with some practice sketch ideas of what this could look like. **
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-Think about: What element do you choose to work with? **
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-What does that look like and how could you incorporate the element into a mask - face design. Would you add any other materials to this mask once it has been fired? **

How to make a mask: @https://www.youtube.com/watch?v=D7UFeQP_B0A
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Pinterest Ideas: **
 * [|__http://www.pinterest.com/rcomer03/clay-masks/__] **




 * MONOCHROMATIC TEMPERA PAINTING:**

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Goal: The artist can create a monochromatic painting using only 1 color along with black and white to create a min. of 6 tints and shades of that one color.

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">STANDARDS:

S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-The artist can create a monochromatic painting using only 1 color along with black and white to create a min. of 6 tints and shades of that one color. **

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

***Craftsmanship: The final painting was carefully painted neatly covering all pencil lines.**
<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

***The artist created a practice value scale and practice drawing.**
S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Monochromatic: @https://en.wikipedia.org/wiki/Monochromatic_color

Tempera Paint: @https://en.wikipedia.org/wiki/Tempera

@https://www.pinterest.com/rcomer03/monochromatic-tint-and-shade/?etslf=6627&eq=monochromatic Youtube Video examples: @https://www.youtube.com/watch?v=dnRFuxRI5Gw&list=PLHqj54KOKU6eAr13V9L92ttdTQHQ0gEdG&index=1 @https://www.youtube.com/watch?v=6FofNnpzsS0&list=PLHqj54KOKU6eAr13V9L92ttdTQHQ0gEdG&index=2 @https://www.youtube.com/watch?v=-gcjOtQqN2k&index=3&list=PLHqj54KOKU6eAr13V9L92ttdTQHQ0gEdG
 * Pinterest Examples:**

Tasks: Day 1: -Monochromatic - What is it, what does it look like and how can you tint and shade a color to give you a range of value of that 1 color. -Tempera Paint - what is it? -Project Information and examples. -Exit ticket

Day 2: -Painting demonstrations- how to mix colors to get a range of values and practice achieving a range of values and use multiple techniques (brush, fingers, sponge). - Practice on your own in class. -Paint Brushes and Paint - clean up, storage, etc. -Look for a subject for your painting and sketch it out on to thick poster-board paper.

Day 3: Finish sketching out ideas and begin painting when ready.

Tips: -Use darkest colors - black last, laying up colors. -If you want it white, paint it white, paper is not a color and for it to be a finished painting, it should be completely painted.



<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6666666666667px; vertical-align: baseline;">

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6666666666667px; vertical-align: baseline;">Watercolor Experiments and Color Wheel. <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6666666666667px; vertical-align: baseline;">Learning Target: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6666666666667px; vertical-align: baseline;">The student will gain a better understanding of how to use watercolor paint as well as how to blend and mix colors by creating a watercolor - color wheel and a series of experiments. **

STANDARDS / Learning Targets:
**S.1. The artist can understand and apply media, techniques, and processes:** The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations.

The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)

*The artist can create a creative color wheel design including all the 3 primary colors, 3 secondary colors, and 6 Intermediate colors showcasing a gradation - ombre value from light to dark within EACH color piece.

*The artist created a variety of watercolor experiments, demonstrating practice for all of the watercolor techniques.

**S.2. The artist uses knowledge of structures and functions:** The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

*Incorporate the element of art and principles of design effectively - color wheel.

*Craftsmanship: The final color wheel was done as intended and sketch lines were erased and experiments were understandable.

**Tasks:**

 * Watercolor Experiments:**
 * Divide your watercolor paper into 12 sections, using masking tape and number.
 * Go through each number on the handout as an experiment for each square.

Color wheel - Pinterest Board: https://www.pinterest.com/rcomer03/watercolor-colorwheel-project/
 * Color wheel:**
 * Divide into 12 sections - folding, then unfold to double check 12 spaces.
 * Draw a design onto 1 section of the color wheel, then take to the light box to trace to the rest of the remaining pieces of the pie- color wheel. Remember to fold drawn design behind in order to trace.


 * While working on these put them in the drying rack.
 * We will use these practice ideas for next watercolor painting.

=Watercolor and Ink Painting=

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Learning Target: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">The artist can create a watercolor painting collage incorporating watercolor experiments and techniques previously practiced to achieve a background for a subject. The artist can layer a subject using ink or another drawing material over the watercolor background to create layers and depth.

STANDARDS / Learning Targets:
S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)

The artist can create a watercolor painting collage incorporating watercolor experiments and techniques previously practiced to achieve a background for a subject. The artist can layer a subject using ink or another drawing material over the watercolor background to create layers and depth.

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

*Craftsmanship: The final piece was done as intended.
S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Pinterest Examples - Watercolor and Ink:

@https://www.pinterest.com/rcomer03/watercolor-and-ink/?eq=watercolor%20and%20ink&etslf=13762

Youtube videos: @https://www.youtube.com/watch?v=pMcrS2OL4h8 @https://www.youtube.com/watch?v=Wuna3e8uHyQ&t=141s

=Non - Objective Acrylic Painting -=

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Learning Target: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">The artist can create a series of 2 non-objective acrylic paintings incorporating all elements of art (line, shape, color, value, texture, shape, form and space ) creating multiple layers of paint (min. of 3).

STANDARDS / Learning Targets:
S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures)


 * *The artist can create a series of 2 non-objective acrylic paintings incorporating all elements of art (line, shape, color, value, texture, shape, form and space ) creating multiple layers of paint (min. of 3). **

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) =***Incorporate the element of art and principles of design effectively.**= =***Craftsmanship: The final piece was done as intended and all of the surface was covered with paint.**=

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

Non- objective: @https://www.thoughtco.com/nonobjective-art-definition-183222 Pinterest Examples - Non-objective Art: @https://www.pinterest.com/rcomer03/non-objective-painting/

Youtube video examples: @https://www.facebook.com/artbykawsar/videos/924112627767424/ @https://www.youtube.com/watch?v=PCOt7dAKZhU&index=3&list=PL9114DA268C80E3A0 @https://www.youtube.com/watch?v=X-bSwxHCdy0 @https://www.youtube.com/watch?v=jRzDP2bqzKo @https://www.youtube.com/watch?v=4CnS2O18434 @https://www.youtube.com/watch?v=ClQnZadxE7o

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Goals: The artist can create his or her own symbolic rendition of Klimt’s “Tree of Life” using a acrylic paint and any other choice materials.
 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Klimt Inspired Symbolic "Tree of Life": **

=** S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) **=


 * <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">The artist can create his or her own symbolic rendition of Klimt’s “Tree of Life” using a acrylic paint and any other choice materials. **

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

***Craftsmanship: The final piece was done as intended and all of the surface was finished.**
S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21 st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Tasks: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">1.) Research Kilmt's Tree of Life and other tree of life examples. @http://www.gustav-klimt.com/The-Tree-Of-Life.jsp @https://en.wikipedia.org/wiki/The_Tree_of_Life,_Stoclet_Frieze @https://s-media-cache-ak0.pinimg.com/originals/18/60/7a/18607a33663649d54ae2e13d4c908115.jpg @http://www.buzzle.com/articles/tree-of-life-meaning.html https://www.vanityfair.com/hollywood/photos/2012/04/most-famous-trees-in-movies#1

What kind of tree are you? 11 of the most common trees and meaning behind them.

@http://www.housebeautiful.com/lifestyle/gardening/g2373/secret-meaning-behind-common-trees/?slide=1 Symbolism of common trees @http://www.universeofsymbolism.com/tree-symbolism.html

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">Tree of Life - Pinterest Link of Ideas and examples: [|__http://www.gustav-klimt.com/The-Tree-Of-Life.jsp__] <span style="background-color: #ffffff; color: #1155cc; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">__ [] __

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-Brainstorm ideas of how you would create your own "Tree of Life"

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">2.) Exit Ticket - ANSWERING THE FOLLOWING QUESTIONS: <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-What symbols or images will you incorporate in this piece to tell a story about who you are? <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">(Think about your passions, what you like to do, your heritage- who you are- what makes you you, etc.) <span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">-What kind of tree will your tree of life be? -What materials would you use?  -Sketch some ideas

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">3.) Create your own tree of life on a canvas board using acrylic paint and other media (materials).

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">4.) Add a photo and reflection of it to your blog once final project is completed.

<span style="background-color: #ffffff; font-family: Arial; font-size: 18.6667px; vertical-align: baseline;">---

= = = = = ** Creative Master's Artist Study: ** = Standards / Learning Targets: S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) -The artist can create a unique work of art in the style / technique of a famous "Master Artist" or create a replica of a famous masterpiece using different materials than the original.

S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended) -Overall good craftsmanship was evident in the final project as it was finished as intended (style / technique or replica of famous master artist's work) incorporating all space into the design.

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections) -The artist will research information regarding their chosen artist, famous work of art, and / or style / technique or art.

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection)

PINTEREST LINK of EXAMPLES:

https://www.pinterest.com/rcomer03/master-artists-study/?eq=master%20artist%20study&etslf=1735

*Before beginning this project - sign up for an artist off of the list

=<span style="background-color: #ffffff; color: #000000; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">**Stop Motion Video:** =

<span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">Other similar processes are called - stop action animation and claymation (clay animation). <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">@http://en.wikipedia.org/wiki/Clay_animation <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">@http://en.wikipedia.org/wiki/Stop_motion <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">Types of Stop Motion: <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"> @http://www.animationcoursesahmedabad.com/types-of-stop-motion-animation/ <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"> Standards / Learning Targets: S.1. The artist can understand and apply media, techniques, and processes: The artist can use art processes and techniques previously practiced to create a unique work of art that meets project learning targets / goals and expectations. The artist also understands and can demonstrate processes and safety concerns involved for caring for art media / materials as well as utilizing resources and time effectively and efficiently. (project: application of techniques, creativity, process, and working procedures) <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">1.) The Artist can create a clay-mation - stop action video using a min of 50 photo clips for a final 45 - 60 second processed video. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"><span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">2.) The artist added appropriate music to the video to make it a complete video, easily created with imovie, but not limited to imovie. S.2. The artist uses knowledge of structures and functions: The artist can organize the components of a work of art into a cohesive and meaningful whole, such as organizational principles, expressive features and functional art to create a finished work of art. (project: use of elem. of art / principles of design and craftsmanship to function as intended)

<span style="background-color: #ffffff; color: #414b56; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">*The artist thought about all aspects of the photos and videos, photos were facing the correct way, background or cropping was planned out, etc. to make this a quality video. (The artist created a background for photos as well if needed).

S.3. The artist understands the visual arts in relation to history and cultures, can make interdisciplinary connections, and engage in 21st cent. skills: The artist can research a variety of ideas in planning for own individual project. These researched ideas should also be shared within the final project reflection. (project process: research, planning, collaboration, communication, cross curricular connections)

S.4. The artist can reflect upon and assess the characteristics and merits of their work and the work of others: The artist can write an in depth reflection upon the completion of a project incorporating the elem. of art / principles of design, including the following pieces: explanation of the project including the process, research competed, project goals / standards met, and personal reflection of their art as well as art created around them. (project reflection) <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">Tasks/ Process: <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">1.) Using photo booth or a digital camera, take a min. of 50 photos of something happening... be creative with your story. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">2.) Drag all photos to your iphoto library <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">3.) Open imovie. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">4.) Choose format, photos, music, text, transitions, etc. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">5.) Check settings of frames may only want each frame to be 1sec. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">6.) When completed, share to itunes. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">7.) Send me your final video. If possible post to blog... or at least 1 photo with reflection. <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">8.) Share video with class: <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"> <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">Feel free to use apps to help you with this process such as "stop motion studio". <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"> <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;">- <span style="background-color: #ffffff; color: #414b56; display: block; font-family: Arial,Verdana,sans-serif; font-size: 13.3333px;"> = = = =