Fleischman 9th Grade

VA INTERMEDIATE LEVEL I, Grade 9,       Spring 2015

Preferred Teacher Contact via e-mail at kendra_fleischman@dpsk12.org  Please call the classroom phone before 7:30 or after 2:40 at 720 424-1777

Visual Arts Department POLICIES AND REQUIREMENTS    It is the responsibility of each student to be familiar with and honor the policies listed on our home page. Click here for the TAB ON OUR HOME PAGE   A sketchbook and full toolbox are required daily in class.

 

We are now into the last few days of the semester:  Here is our schedule
  • Critique of final ceramic projects on May 27th and 28th
  • Updated resume due Monday June 1
  • Plaster Carving due on June 2nd
  • Studio clean up and emptying on lockers on June 2nd and written final reflection
  • June 3rd last day

Wheel Throwing and Hand building with ceramic clay – In preparation for creating a hand built ceramic sculpture, students will research sculptures from ancient Egypt, Mexico, Japan, China and Persia.  Students will compare these ancient works with clay sculptures created by current artists and discuss how meaning and purpose in these works is important.  Students will learn and practice hand building skills such as creating an armature, pinch, coil and slab techniques and will use either glaze or cold finishes to complete their work.  Students will continue to practice their wheel throwing skills and add the techniques of trimming a foot, and creating a lid for their vessel.

Rubric for Ceramic sculpture – Student demonstrates preplanning and research through a series of at least six sketches of different ideas before creating the piece.  Student constructs an armature appropriate for their design (i.e. newspaper, blocks, wood supports)  Sculpture is complex and all details are scored and slipped on securely.  Sculpture is designed with even thickness to prevent or breaking during the firing process.  Student chooses a finish that enhances the sculpture and unifies the work (this can be a glaze or cold finish)

Rubric for Wheel thrown vessel- Student will create a wheel thrown vessel that measures at least five inches in height or width.  The student will demonstrate advanced skill in trimming a foot on the vessel and creating a lid that enhances the design of the overall piece and is the correct size for the opening of the vessel.  Student will explore glazing options such as layering, sgraffito or highly detailed glaze work.

Due dates for all ceramic projects – 

  • April 14th – 6 sketches of different ideas for sculpture
  • April 17th – Armature created for sculpture. 
  • April 20th – Students have been at the potters wheel at least one time
  • May 6th – Sculpture complete in greenware ready to dry
  • May 8th – All pottery complete in greenware ready to dry
  • May 15th – All ceramic work ready for last firing
  • May 21st – All works complete and ready to set for 4th quarter show

Pixilation – Students will research the history and influential artist/filmmakers associated with the animation technique called pixilation.  Students will create a story and storyboard to help give their animated film intention or meaning.  Students will be required to demonstrate the following in their final film: Sliding, Flying, Disappearing and Replacement.

Pixilation Due Dates:

  • March 6th – Groups formed and ideas generated
  • March 11th – Storyboard created and shared with class (10 points)
  • March 19th – Props and sets ready, filming begins (20 points)
  • March 27th – filming complete, editing and sound started (10 points)
  • April 8th – Pixilation completed, exported and ready to share (100 points)

What’s next? – Ceramics unit: wheel throwing and hand building

Jewelry Unit – Students will create a set of jewelry demonstrating proficiency in sawing, piercing, embellishing and soldering metal.  Students will design three different sets of jewelry and create one of these sets.  These pieces will be finished with great attention to craftsmanship including filing, sanding, and polishing

 Due Dates for Jewelry

  • February 6th – three sketches of three different sets.
  • February 13th – Ring and flat metal cut out and filed
  • February 24th – all pieces soldered and ready to polish
  • March 3rd – All pieces polished and ready for display and critique

Art Doll Sculpture Unit  – Students will research and learn about dolls through out history.  We will look at ancient dolls from Japan called Dogu, ancient Greek dolls and marionettes, and African Minkisi and Akuaba dolls as a historic basis for the doll as an art form.  We will also look at the work of current artists like Ana Salvador and Marina Byschova to get a reference on how dolls can be exquisite sculptures that use incredible detail, color, interesting proportions and embellishment.  Students will look at action figures and how they are a part of art doll sculptures.  We will discuss the relevance of being a designer or creator of dolls or action figures as a profession.  As their final product, students will design a doll that can move in some way and has a very personal meaning to them.  This meaning could be a connection with religion or culture or an experience, it could also be a statement or ideal that is important to the student (artist). 
Due dates for art doll unit –

  • January 9th – 10 to 15 sketches of ideas for different dolls.  These sketches should show different angles, color choices, embellishments and materials needed for the final doll. 10 points
  • January 12 – Supplies gathered from outside school (i.e. beads, feathers, buttons, wood)
  • January 20th – Basic sculpture created. If completed in ceramic clay  it is ready to dry.  The sculpture should be 60% done.
  • January 23rd – Dolls made from ceramic clay need to be complete in greenware
  • January 29th – Art doll is ready to paint, add clothing and embellishment.
  • February 4th – Art Doll complete ready for critique

 

CLASS SYLLABUS and OBJECTIVES

Big Idea:  Students will leave this class with a greater knowledge of tools,media and skills needed to create 3d artworks in ceramics, sculpture, jewelry and animation. Students will build on previous skills to create more complex works (i.e soldered rings in jewelry, pixelation in animation, subtractive techniques in sculpture, and altered wheel thrown works) Students will also experience and continue to practice analyzing and discussing art using high level thinking skills and appropriate terminology.

Essential Questions:
How is 3D design unique from 2D?
How have sculpture and other 3D media been used through history as a vehicle for expression?
How do sculptors, jewelers and ceramists use the expressive features (elements and principles of art) to express meaning and personal voice?
What does 3D art look like through different times, places and cultures?
How are expressive features of art used in animation and digital media?
What are some tools, materials and techniques I can use to create jewelry that demonstrates personal meaning?

CURRICULUM TO BE COVERED

I.  Students will know, use, and understand the following 
ART VOCABULARY AND CONCEPTS:
Various forms of sculpture, ceramics, jewelry and new media
Appropriate art vocabulary in discourse and writing practice
Characteristics and Expressive features of art (elements and principles)
Tools, processes and materials used in the creation of sculpture, jewelry, ceramics and new media.

II.  Students will know, use and understand the following in the PRODUCTION OF ART:
A variety of digital software, techniques and processes.
Expressive qualities of art (elements and principles) to construct meaning.
Sketching, brainstorming, revision, and journaling as steps in the creative process.
The importance of collaboration in the creation of art.
Tools and techniques used in sculpture, specifically subtractive techniques such as carving. Tools and techniques in jewelry including, piercing, sawing, riveting and soldering of metal. Students will concentrate on high craftsmanship in all projects

III.  Students will know use and understand the following in
ART HISTORY APPRECIATION, AESTHETICS AND CRITICISM:
The four-step criticism model in written and oral form
Appropriate class critique behaviors
Different functions of 3D design  from various periods and cultures
Use the Internet, books, articles to appropriately research art periods, artists,
techniques, cultures, styles, and perspectives
Qualities of craftsmanship and aesthetic concepts

IV.  Students will know, use and understand the following aspects of
ART AS PROFESSION
Professional exhibition techniques for the display of 3 dimensional work and new media works. Understand how art skills transfer to and intersect with other disciplines and areas of life including business skills. Collaborate with others in the generation of ideas, production and analysis of art.

Colorado Academic Standards for Visual Art 
1.Observe  and  Learn  to   Comprehend:   The  visual  arts  are  a  means  for expression, communication  and   meaning  making.

2.Envision  and  Critique  to  Reflect:  Visual  arts  recognize,  articulate,   and  implement  critical  thinking   through  the  synthesis,  evaluation and analysis  of  visual  information.

3.Invent  and  Discover  to  Create:  Generate  works  of  art  that  employ   unique  ideas,  feelings,  and  values   using  different  media,   technologies.


4.Relate  and  Connect  to  Transfer:  Recognize,  articulate,  and  validate  the  value  of  the  visual  arts  to   lifelong  learning  and  the  human   experience.

 

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