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For this lesson, we began our study into personally meaningful symbols and metaphors. Students were instructed to listen and select the poem "The Hill We Climb" or the song "A Beautiful Noise." Then, I had them circle passages or words that stood out to them. From there, I had them take these passages/words and develop their own symbolism, and create a blackout poem. We had a lot of amazing conversations about social justice and empathy for one another. Here are the results!

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Students were to capture 5 photographs that reflect their family heritage.
Here are some questions they have to ask themselves:
What is family heritage?
Can refer to practices or characteristics that are passed down through generations.
Generational can be from your parents to you or as far back as great-great-grandparents and beyond.
How can you reflect your family heritage?
Consider what your family heritage is. Do you know where your family originated? Do you have family heirlooms? Do you have family traditions?
Remember, you will submit 5 photographs which means you need to take many more than 5 to be able to select your best examples.

Notable photographers mentioned: Sally Mann

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In this classroom, we recognize, affirm and support each other’s individuality, and help strengthen a sense self through art-making. We create a safe environment where we are encouraged to playfully explore and experiment with media, engage in creative problem solving and learn to take creative risks.

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After introducing the idea of "contour" drawing - drawing a continuous  outlines of a subject to indicate volume and mass - the students practiced "blind contour" drawing with portraits. This practice involved the students drawing their subject the entire time WITHOUT lifting their pencil or looking at their paper. The results were so interesting and the students had a lot of fun! After that, we transitioned into a "semi-blind" contour drawing of a person of their choice. They were required to incorporate some other compositional elements they learned from past assignments like overlap, a color scheme, and a think through the surrounding negative space.

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For one of the first assignments of the year, I wanted to pre-assess my students' drawing skills and their interests. I thought a fun way to kick off the year would be to create stickers for the sketchbook covers. Who doesn't love a sticker? We surveyed and explored the history of sticker art, and looked at some different styles of drawing. Then, I had the students make their own stickers based on their interest/style of drawing. My stipulations were to include some type of visual overlap and color.

Notable artists: Shepard Fairey

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We kicked off the year with an elements of photography scavenger hunt! After reviewing examples and taking notes about each element, we explored outside and captured different elements.

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Djohari_Emphasis through Focus and framing

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Students were introduced to refraction: the change in direction of a wave, caused by the change in the wave's speed. They were introduced to numerous types of ways to refract light. For example:
- glass spheres
- vases and cups
- water
Students were to take a minimum of 50 photos and edit at least 10 images in PIXLR. We set up stations in the classroom and took out door walks around the school campus. The results were awesome!

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Students were to collaborate in groups to design a one-point-perspective tape mural. Although this skill has been introduced to drawing 2 students before, working large-scale with unconventional materials was new and interesting to them.

After reviewing a one-point-perspective (video tutorial and sketchbook practice), students were divided into groups, and asked to develop a design for a panel in the hallway. They were given blue painters tape, scissors, exacto knives, and yardsticks.

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This project introduced students to variety and rhythm in a composition. Students were to draw the contours of different insects as realistically as possible. We talked about how including an assortment of different insects and using contrast, size, and color could emphasize variety. Additionally, we talked about the importance of repetition - through color, value, etc. - to create rhythm throughout the composition. Students worked through this project in phases:
- Development: students were to select insects of their choice and develop line drawings. The were instructed to break the bodies into basic shapes and then add details.
- Students were to add an internal border and have their bug/vine components stay contained within the border in some areas, and break the border in other areas.
- After developing the composition, students were to use warm and cool colors deliberately in the foreground and background. We talked about intentional vs unintentional mark-making when filling in the background.
- Finally, we discussed light sources and how to create cast shadows.

Artists mentioned: Kelly Stanford, Rosalind Monks, Louise Bourgeois

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After reviewing one point perspective with tape murals, we transitioned into 2 point perspective. I kept this project open-ended for student choice. Students were instructed to design a "floating world" with 2 point perspective shapes. Students were to consider the following elements:

Overlap

Varying sizes

Inclusion of different types of forms (ex: sphere, letters, pyramids, cylinder, hexagon or octagon, etc.)

Color and value

Other than that, they were free to create anything they wanted.

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Negative is equally as important as positive space in art/photography. Students were introduced to negative space and how it acts as a buffer around their subject matter.

Notable photographers mentioned: Nico Goodden, Chris Burkard, Jimmy Chin, Theron Humphrey.

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Students were given a choice to either focus on creating an abstract image or focusing on a specific color. I wanted them to pay attention to exposure, compositional techniques, and a variety of interesting subjects.

Before starting the assignment, we created "vision" boards of different ideas we wanted to try. Students focused on either abstraction or color, and selected a few other compositional elements (like texture, line, or space) to enhance their image. I wanted students to take risks and experiment with their compositions!

Notable photographers mentioned: Ciro Totku

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This unit addressed internal and external identity. Students began the unit by filling out a questionnaire. They were asked questions about how they perceive themselves and how others perceive them. Additionally, students were asked to connect and reflect on a current social issue and how this might impact their identity. We talked a lot about symbolism and metaphor, and how artists translate intangible thoughts and ideas into visual imagery.

Artists mentioned: Frida Kahlo, Zanele Muholi, Julie Dowling, Susan Chen, Carolyn Lee Anderson

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Students worked through a 2 week facial features "bootcamp." Students learned how to depict realistic facial features through proportion and value.

Artists Mentioned: Waris Kareem and Mark Powell

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This lesson was designed for students to demonstrate what they have learned in PIXLR and communicate visual storytelling. Students practiced creative problem solving and incorporated/combined images they had taken prior in unlikely ways.

Artists Mentioned: Viktoria Solidarnyh

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This project is a culmination of different design elements students have learned over the course of the semester. Students were asked to develop a large-scale skate deck design. We focused on repetition, rhythm, pattern, and movement and how this can be conveyed through a unique art style of their choice.

Students conducted their own research and found contemporary influences to inform the design of their skate deck.