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Taking a story and telling it visually (without using the obvious images) Looking at icons, themes plus E&P of Design) Using at least 6 medium. #visualliteracy

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How can we use symbols to show a theme? What is a theme? How do artists communicate their ideas? How do we compose design to make it aesthetically pleasing and function? What is design?

Finding symbols that CONNECT to the theme of artists choice while using the principles of design to help compose their overall piece.

Techniques & media: composition, drawing, sharpie, pattern, 2D shapes to 3D form, color theory, watercolor ect.

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Preliminary photoshop challenges that lead to creating a textile pattern for a specific clientele and purpose of their choice.
Knowledge: textile pattern vocab (motif vs croquis, drop, half drop, brick, mirrored brick, etc), design uses
Concept: How does a design’s color combination affect or influence its purpose? When are visuals stronger in numbers? How do artists design for a specific client or target audience?
Techniques: Photoshop, infinite patterning
What's missing? How to build from Middle School?: procreate and adobe sketch could be add-ons

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How can we use symbols to represent ourselves? What is a logo? How can designers create a simple, unique, timeless and appropriate design that communicates a message? How can we make our designs functional?

Finding symbols that represent who we are. Combining the symbols through combination techniques to make a simple and unique design that can be functional in different forms both 2D and 3D.

The applications that students use to find symbols is (thenounproject) are Adobe Sketch to combine the unique designs, and they also use Moprhi to 3D print the designs.

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This project changes slightly every time but the jist is students draw 4 portraits (hand, body, face, hands) doing something important to them. Secondly, all 4 pieces should be unified in some way (color, pattern, etc) to be seen as a series.

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How can we use symbols to create change? How do artists create art with big ideas that communicate change and resistance on topics they are passionate about? What is graffiti? Does putting art on public walls change how art is perceived and how it interacts with society?

Juxtaposition of symbols to communicate large ideas and push for change within societies and communities.

Students use the prior learning on adobe sketch to create stencils that juxtapose symbols that push for change. This is printed on a lazer printer and students take the stencil and spray paint their designs on a mixed media surface they create

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How do cameras work? Understanding our DSLR cameras to take photos with artistic intention. How do we implement the principles of design in their compositions. How to understand and manipulate the Shutter and aperture in order to control light

Skills: Learning how to use the cameras and control light. Engage in class critique and look critically at compositions. Start to arrange  artwork. Summarize their process through documenting and stating their steps. Reflect on their learning. Present their final piece in their portfolio.

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What is the essence of a camera? How are cameras made? What is the darkroom process of a camera? What is the history of photography? How to work collaboratively on making a pin-hole camera that captures light? What is a negative and what is a positive?

Skills: Learning how to work collaboratively and in teams. Understand the importance of an aperture & shutter. Uncover what ISO is, and how it connects to photography. Familiarize with the process of developing a black and white photograph. Create a negative and identify the difference between a negative and positive. Identify mistakes and adjust the time needed to create a successful photograph. Organize and document their learning and showcase it digitally. Summarize their process through documenting and stating their steps, Reflect on their learning and present their final piece in their portfolio.

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How do we control lighting, and use a tripod to adjust the shutter speed and the aperture? How do we work collaboratively to take photos using studio equipment? How can we capture different moods by adjusting the lighting?

Skills:
Students use the tripod, lighting and backdrops to create a stage to capture emotion and portraits inspired by Lee Jeffery and other portrait photographers. Students adjust light to capture emotion in photography. Students use these photos later when creating negatives for photograms and cyanotypes.

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How can we physically manipulate photography to show the principles of design? How can we begin to see the different transparencies of images in order to get a  dynamic composition?

Skills: Students take negatives (of their studio photos) and collage them using the principles of design. Students Understand the importance of translucent, opaque and transparent. Understand how the ISO in Cyanotype is less sensitive than black and white but can capture an image with sun.

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Various typography challenges that lead up to creating their own typeface alphabet posters.
Knowledge: letter as line/shape/color, Paula Scher, typography vocabulary (leading, kerning, typeface, font, ligature, calligrams)
Concepts: That typography is what language looks like, that letters can be felt. How do we communicate? How do our names shape our identity? How does color influence meaning?
Techniques: Adobe Illustrator
This is fine to introduce in HS

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Students pick another story thumbnail to create a lino cut design. They make a reduction print.

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online paper clay.
Giuseppi Archimboldo

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This has not been implemented yet but a good idea would be to revisit the "3 symbols" idea that represent a student and who they are for their own personal brand. But how to make it one step more for HS? Perhaps more investigative work in logos that exist? Everyone being given a design challenge so it's not about them but an actual brand description and they need to figure out imagery that would best represent the brand? Visiting BAD logo design? More Paula Scher exploration and other famous working artists? Stepping up the software or platforms used to execute this assignment? This needs a revisit.
*Idea to build from MS: Bring back adobe sketch, thenounproject and/or Mophri - With a service slant - a logo for a club - represents visually what the club stands for

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Art Of Breakfast (Danny Gregory inspired)

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Art Of Breakfast (Danny Gregory inspired)

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Pen and ink/watercolor of your breakfast. Then a second study in digital format/contour line drawing

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This project is revamping an art history one from before. We talked about the origins of symbols. We merged the art of contemporary black artists with our own. Great discussions about digging deeper than the hashtag/social media trends

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Creating a diptych that introduces students to line, shape, value, contrast, observational drawing, imagination drawing, & storytelling
Knowledge:
Concepts: What does value bring into our lives?
Skills: How to render 3D forms into a 2D surface

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Meant to be a sketch about the foreshortening technique. We took it through 3 projects. A photo of themselves showing foreshortening that went to a drawing, a digital drawing and a clay form

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Meant to be a sketch about the foreshortening technique. We took it through 3 projects. A photo of themselves showing foreshortening that went to a drawing, a digital drawing and a clay form

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Contour line and gesture drawing (usually before the self portrait series) Students pose on tables, mediums are charcoal and digital.

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Putting the basics into practice. The requirements are it must have a pinch pot base, some additive element and surface texture. (first time with scoring, slip, blending)

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The second pot is a coil pot. Students are introduced to various coil types. The design is open to anything; requirements are simply minimun of 3 coil types. We usually experiment with wax resist and dip glazing.

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We have done a number of things around building a slab box (a box with creative kids, a themed city etc) Glazes used are crystalex or underglaze.

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1 Beauty and the Beast studio (25-Sep-2020 at 4_17 PM)

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How do we find differences in old processes and new processes? How can we see layers and transparency levels in cyanotypes and apply that to a digital application.

Skills: Application of layers and understanding digital tools.

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Similar learning to above: with a new application.

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How do we find differences in old processes? How can we take our prior learning from the previous  lessons to apply to a new medium? How do we adapt to darkroom materials and processes.

Skills: Students identify mistakes in their negative from the cyanotype and adjust the negative to improve it for the darkroom photogram. Students create using negatives and make positives in the darkroom. Experience  the importance of a test strip, and process in order to get results you want.

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How to use a SLR camera and compose using their prior learning of the principles of design? How to adjust the shutter and the aperture to capture the right amount of light to get good values in their photographs?

Skills: Develop their own photographs from their negatives that they take. Adjust the exposure to get the correct values.

Develop a photo using darkroom techniques

Organize and document their learning and showcase it digitally.

Summarize their process through documenting and stating their steps

Reflect on their learning

Present their final piece in their portfolio.

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We have done this on thrown pots, soft slabs, tiles and clay cut outs. Underglaze and carving tools

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This piece is designed by students and it incorporates 2 of 3 building techniques (pinch, coil, slab) Glaze choice is up to them.

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We have done this project as a group mural and also individual. Thinking of a design that runs through multiple pieces. Each tile should have areas that are 3D and areas cut away to understand the properties of wet vs leather hard clay. Glaze choice optional.

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What makes a STRONG photograph? Exploring Photoshop, elements of art, and principles of design in imagery and photographs.

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Unit 1: Decathlon: Perspectives As Experience

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Unit 1: Decathlon: Perspectives As Experience

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Knowledge:
Concepts: How do perspectives shape/change experience?
Skills: Compositional techniques (rule of 3rds, cropping, perspective, photoshop, etc)

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Knowledge:
Concepts:
Skills:

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Unit 3: Merging Realities (camera-less photography)

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Unit 3: Merging Realities (camera-less photography)

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Knowledge:
Concepts:
Skills:

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Knowledge: Photojournalism, Dorthea Lange, current events photography
Concepts: Why continue black and white photography? What can B&W do better that color simply can't?
Skills: Learning how to create contrast in post-processing through black and white photography, understanding storytelling through a single image, understanding visual markers and cues to captivate a "timeless" photo as well as photos that can eventually become relics in our lives and library archives.

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Unit 5: The Culture Series (in junction with the semester break)

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Unit 5: The Culture Series (in junction with the semester break)

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Knowledge:
Concepts:
Skills:

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Knowledge:
Concepts:
Skills: Developing own film, manual photography load and unload, creating contact sheets and negatives, dark room work

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Unit 7: Final Decathlon: A Search For Answers

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Unit 7: Final Decathlon: A Search For Answers

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Knowledge:
Concepts: In what aspects of our lives do we find ourselves searching?
Skills: responding to conceptual/abstract prompts

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Building sculptures from cardboard. Artist inspiration Monami Ohno

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ONLINE ceramics: claymation or stop motion

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ONLINE ceramics: claymation or stop motion

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Looking at Inuit soapstone carvers like Gilbert Hays

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Each student develops their own theme to take them through a semester of work in 4 pieces. The first two weeks of the course, they explore ideas and research other artists who explore the same topic and/or  experiment with the same mediums they are interested in.

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Each student develops their own theme to take them through a semester of work in 4 pieces. The first two weeks of the course, they explore ideas and research other artists who explore the same topic and/or  experiment with the same mediums they are interested in.

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Piece #1: a large 2D piece (painting, drawing, collage, photography, etc)

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(prototyping version of 1 pc of 18 total)

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Thinking of how to move from 2D to 3D. Material choice that best illustrates your message. We have used wood, fabric, 3D printing, paper mache, wire, clay etc. This project can often be made in the makerspace.

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A larger print than Mixed Media and the lino is a bit harder to cut. The reduction principle is the same.

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The last piece of the series is small scale but can become quite sculptural. It's a dos-a-dos book format that can be drawn/painted/collages inside and out. Students are encouraged to use text and materials that are relevant to their theme. This is preempted with a lot of paper cutting technique practice.

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Getting messy with the pencil. A practice in texture and values and a loose line.

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ONLINE Mixed Media: Visual/concrete poetry using ProCreate

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ONLINE Mixed Media: Visual/concrete poetry using ProCreate

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Making a poem from a shape, movement or words etc.

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ONLINE Mixed Media: cartoons based on Drogo cartoon artists Manik and Rotan 

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ONLINE Mixed Media: cartoons based on Drogo cartoon artists Manik and Rotan 

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Creating a character and interacting with household objects

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Many projects lost the "medium" aspect but we could explore the concept nonetheless. A digital version of the expressive portraits

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Unit 2: Mixed Musings (color and painting unit)

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Unit 2: Mixed Musings (color and painting unit)

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Advanced: Unit 6: Film/manual Photography

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Advanced: Unit 6: Film/manual Photography

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Advanced: Unit 7: Magazine Portfolio PDFs

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Advanced: Unit 7: Magazine Portfolio PDFs

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ONLINE ceramics: building a figure (inspiration Valerie Hadida)

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ONLINE ceramics: building a figure (inspiration Valerie Hadida)

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As a class they developed a theme that work in with a figure (ie: food, dancing etc) Sculptures were built with tin foil, tape, a base etc. They were covered with air dry clay and painted.(WIP below)