After reading the article "Tea and Its Influence on Ceramics", students began sketching ideas for there own Japanese Tea Bowl. Information from the article helped students be more intentional with the design of their teabowl, using specific aesthetic standards as inspiration. Students also review a bit of the history/significance behind the Japanese tea bowl, as well as the importance the "foot" or "koudai" holds.
All information can be found on the Foundations of Art Project Page, or by clicking here.
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Today, students research Japanese Tea Bowls as an introduction to their Ceramics Unit. Each students investigated the important the "foot" hold in a tea bowl. They also collected images and artist information to help guide the design of their own final tea bowl. Instructions for this research can be found of the Japanese Tea Bowl Project Page, or by clicking here.
Students traveled to the computer lab again to continue their research for the Zentangle unit. While it was our goal to finish today, the majority of students needed one more day to wrap up their research. As a result, the due date for research has been changed to Friday, Aug 28th (for A-Day classes), and Monday, Aug 31st (for B-Day classes).
For more information about the research and Zentangle unit, visit the Zentangle Project Page...or click HERE. In class today, we reviewed the research students collected during the first two days of the unit. Students also had the opportunity to finish the practice Zentangle they began last class or begin to refine the cultural images they wish to use in their final.
For more information about the research, as as what was covered in class today, check out the daily powerpoint HERE or find it on the Zentangle Projects Page. Image retrieved from AngelaliuArt-YoutubeToday in class, students began their practice zentangle drawing. We watched a video for how to create a zentangle and discussed the steps and strategies they learned from the video.
Students also chose the final form they want to make (tetrahedron, cube, octohedron) to use for their final zentangle drawing. All research completed in Day 1 and Day 2 must be turned in by Wednesday, January 14th. To view the PowerPoint from today's lesson, click HERE or view the Zentangle Project Page. Now that all the monster "parts" are created, students began to paper mach today. The mache acts as the "skin" for the moster parts and will begin to add strength. Next time in class, students will begin to assemble the moster "parts" to create a monster that is free standing and demonstrats an action pose (two of the 6 assignment requirements).
For today's daily PowerPoint, click HERE or visit the Monster Project Page. Students began to build their monsters today! Using their sketches as a guide, they began to build the monster "parts." Each student will have three days to build. The schedule is as follows:
To view the PowerPoint from today's class, click HERE or view the Monster Project Page. Today students completed their final monster sketches. After selecting their favorite drawing from last class, they recreated the monster from the following angles: front, side, back, top. We also reviewed the 6 assignment requirements to ensure that students are problem solving how to incorporate them into their monster designs.
We will begin to build on Friday! See the daily PowerPoint HERE or click on the Monster Project" Page. ***For this project students were asked to contribute one roll of masking tape to be used (individually) during the creation of their monster.*** Jheronymus Bosch, "MONSTER" Today, students began their 2nd quarter sculptural unit. Each student will create a 3-D monster entirely out of newspaper, masking tape, wire (if needed), paper mache, and paint.
After learning about the standards and assignment requirements associated with this project, students began sketching monster ideas. To the PowerPoint from today's lesson, click HERE, or go to the Monster "project" page. ***For this project students are asked to contribute one roll of masking tape to be used (individually) during the creation of their monster.*** After a day in the computer lab researching about Japanese Tea Bowls, students came back to class to review what they learned. After taking a few notes on the standards tied to this project, as well as the history of the Japanese Tea Bowl, student began sketching ideas for their own tea bowls. Standards for Assessment
Daily Powerpoint |