HANDS ON DISPLAY

Here is our hand project on display

Cubist Superheroes

We finished the development worksheet so we have an idea of the colors we want to use. Now students will develop the "LOOK" of their Cubist Super-hero.

 

Using this  sheet students will propose an idea of what they want their Super hero to look like.

I always find it better to have more than one space to work in the event of mistakes or unplanned problems. 

DEVELOPMENT OF THE SUPERHERO

After the Picasso PP, student will be guided through the development process to creating their own Cubist Superhero.

We will use this sheet.

NEXT PROJECT

Here is a link to my next Powerpoint for the next project.

PICASSO SUPERHERO

We will be working with oil pastel after a series of idea sketches to determine the final project.

Finishing up the three hand project

Finally we are just abour done with this project and they look GREAT!!

We finish this and every major project with a Paragrapg describing the process and using specific words from class and our word wall.

Words we had to use in the paragraph are as follows:

- Composition
- Line
- Value
- Negative Space
- Positive Space
- Weight
- Contrast
- Element

We used about a period to write the paragraph after a discussion of the each word and we will start presentation assembly ASAP!!

Finishing up

Here is the 3rd and final hand of our long 3part project.

We worked with Line and various weights of line. The "affected" area in blue goes through the hand to show heavier curved lines in the positive space.

Students were encouraged to use a variety of lines to complete the positive and negative space.

Our next step is to use all 3 hands to creat a display and write a paragraph describing the process for making our art.

Some work being done

Excersise in LINE

Her eis the next worksheet to be completed in class. The assignment is to have a veiw of what different Lines can look like and how the can have a visual impact on the space the impose.

HAND #2

HERE IS THE SECOND IN A SERIES OF 3

I know I originally said 4 but I feel that the students would be better  suited ending with three and moving on. I am getting a better handle on the timing of the middle school schedule so we have room to adjust project timing.

In this hand the students discussed observations they saw in the project, such as Cool colors in the negative space, warm colors in the positive space, Mediums used were Markers for cool colors and colored pencils for warm colors. In the positive space students noticed the use of value in the colored shapes. We discussed how colored pencils are pressure sensitive mediums and using this medium would help us blend the color for the shapes.

HAND SERIES

Students start with a drawing (tracing) of their hand. I know students have probably been doing this since they have been in pre-school, but that's one of the min reasons I choose this subject matter.

We start with a tracing of the outer edge of their hand (4H pencil) we will hold the pencil vertically to ensure an accurate shape. A portion of their wrist is part of the drawing.

next we will use a ruler to draw no less than 10 lines going from edge to edge being sure to change the placement and angle of the ruler each time to make sure we end up with a mixture of random geometric and organic shapes, as seen below.

COLOR- using markers students will color the shapes in the negative space in a Triadic or Primary color scheme. Positive space will be colored in a secondary color scheme.

Using a stippling effect with a black marker students will then add a some Value to the outline of the hand. Seen below.

This hand is the first in a series of 4.

#2 Value sheet

#2 value sheet

Going deeper into shading I use this sheet as a warm up to our next project.

Value Power point

BASICALLY THIS IS WHAT WE DISCUSSED TODAY!!

Click HERE to see our class room powerpoint on Value

Have a great day

latest- worksheet

1st of very few homeworks

after a 10 minute discussion of how your personality can be represented by many things, I have student fill out this sheet. We talk about how I shouldn't see 10 pictures of Justin Bieber.

floor plan folder

Every year I start the year with a project in Memory and spacial relations.

The folder Floor plan:

Students are asked to choose one floor in their dwelling (whatever it may be) and STEP 1: draw from memory where wall doors and windows might go. STEP 2: Draw any furniture, thinking of how much space these items take up and how they might look from a birds eye view. After they have successfully drawn all furniture they are asked to color using colored pencils trying to stay as color correct as possible and use a process demonstrated in class to show depth in their color. STEP 3: is to draw in any detail such as- Plates by the sink or shoes by the door, towels in the bathroom, magazines on the table.

This project makes the kids make decisions that are based in reality and make grounded connections to art basic math, color, spacial and size relations, and memory skills.

WELCOME BACK!!!!!!!!!!

well here we go again, another year but what is new for the students is new for me too.

My name is Sean Mohammed, students know me as Mr. MO, I have been teaching art in Mahopac for 16 years, but mostly at the High School. I grew up in Mahopac and graduated from the HS in 1993. I attended the School of Visual Arts. where I double majored in Illustration and Art education. I worked toward my MS at Western Connecticut State University while working as a teacher at Mahopac early in my career.

I have 3 kids a 7th grader and 2- 4th graders, I live about 40 minutes away and like many of you my wife and I juggle a busy Lacrosse, Football, basketball & cheer schedule. Life is fun.

My class is very simple: I teach based off the elements and principles of art and design, using a variety of medium students will create works of art that will in some cases be purposeful and genuinely fulfilling. My intent is to have every student to leave at the end of the school year with a sense of accomplishment and a new level of interest in the arts that wasn't there before.

Classes are expected to follow the uniform school adopted C.A.R.E.S. program.

Middle School grading Rubric:

           

            1.  Neatness of Design (Craftsmanship)

            2.  Creativity

            3.  Effort (willingness to try)

            4.  Following directions

            5.  Use of art terms

            6.  Behavior- as per C.A.R.E.S.

            7.  Follow up statement- Descriptive paragraph attached to project using specific terms to help guide student through the development of the project.

Every project begins with teacher demonstration using all techniques and terms the students are expected to use throughout the time provided to work. Some projects will have a direction sheet which will be made available for students to follow if needed. I am a promoter of student accountability, having taught at the High School level I recognize the importance of holding one’s self to a set of standards can be invaluable in all areas of education and life.

GRADES ON THE 5’s

            100%- Only accomplished when finished early and student uses time toward Extra Credit projects (Common)

95% - Completed project on time while taking extra steps toward effort and behavioral rules, following the directions and using appropriate materials. (Common)

90% - Completed project on time while following the directions and using appropriate materials. (Common)

85% - Completed project while following the directions and using appropriate materials. (Common)

80% - Completed project with medium amount of effort, while following the directions and using appropriate materials. (UN- Common)

75% - Completed project with low amount of effort, while following the directions and using appropriate materials. (UN- Common)

70% - Completed project with lower amount of effort, behavior is sometimes an issue with this grade. (UN- Common)

65% - Completed project with no effort to follow directions or attempt to ask for assistance. (UN- Common)

55% - Incomplete with no attempt to finish project. (UN- Common)

EFFORT IS PARAMOUNT TO SUCCESS- We are trying to develop skills and a basic understanding of art and design. 6^th grade and 8^th grade will be graded using the same rubric, however 8^th grade students will have a higher level of accountability.

A multiple choice final exam will be administered at the end of the year and count as a full project grade.

 

Visual Definitions

PART 1

VISUAL DEFINITIONS

Balance is the distribution of the visual weight of objects, colors, texture, and space. If the design was a scale, these elements should be balanced to make a design feel stable. In symmetrical balance, the elements used on one side of the design are similar to those on the other side; in asymmetrical balance, the sides are different but still look balanced. In radial balance, the elements are arranged around a central point and may be similar. Unity is the feeling of harmony between all parts of the work of art, which creates a sense of completeness. Emphasis is the part of the design that catches the viewer’s attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc. Repetition works with pattern to make the work of art seem active. The repetition of elements of design creates unity within the work of art. Variety is the use of several elements of design to hold the viewer’s attention and to guide the viewer’s eye through and around the work of art. Movement is the path the viewer’s eye takes through the work of art, often to focal areas. Such movement can be directed along lines, edges, shape, and color within the work of art. Proportion is the feeling of unity created when all parts (sizes, amounts, or number) relate well with each other. When drawing the human figure, proportion can refer to the size of the head compared to the rest of the body. Rhythm is created when one or more elements of design are used repeatedly to create a feeling of organized movement. Rhythm creates a mood like music or dancing. To keep rhythm exciting and active, variety is essential. Pattern is the repeating of an object or symbol all over the work of art.

 

Objective- Each student must visually display the 9 definitions above, using only Triangle Squares & Circles. The only colors available for this project are. RED, YELLOW & BLUE. No mixing colors & you must show consistency in coloring.

 Tools- ANY, White 6”x6” square

Medium- ANY

Directions-

-Each student must show a visual representation for all 9 terms above.

-You must use the three geometric shapes listed below to complete your design.

-Your designs must be finished using construction paper and may not break the boundaries of the given workspaces.

-You must use all three colors and all three shapes in every design.

-You do not have to label your definitions.

Hints- Shapes can be any size. Shapes can be repeated as many times as needed.

Neatness counts Be Creative.

Size Requirements- Every student will receive 9- 6x6 working spaces.

Shapes can be any size as long as they clearly define these terms.

SHAPES YOU CAN USE

 SQUARE

CIRCLE

TRIANGLE

VISUAL DEFINITION PART 1

Here is our latest PROJECT, they are going out of their minds.

PART 1

VISUAL DEFINITIONS

Balance is the distribution of the visual weight of objects, colors, texture, and space. If the design was a scale, these elements should be balanced to make a design feel stable. In symmetrical balance, the elements used on one side of the design are similar to those on the other side; in asymmetrical balance, the sides are different but still look balanced. In radial balance, the elements are arranged around a central point and may be similar. Unity is the feeling of harmony between all parts of the work of art, which creates a sense of completeness. Emphasis is the part of the design that catches the viewer’s attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc. Repetition works with pattern to make the work of art seem active. The repetition of elements of design creates unity within the work of art. Variety is the use of several elements of design to hold the viewer’s attention and to guide the viewer’s eye through and around the work of art. Movement is the path the viewer’s eye takes through the work of art, often to focal areas. Such movement can be directed along lines, edges, shape, and color within the work of art. Proportion is the feeling of unity created when all parts (sizes, amounts, or number) relate well with each other. When drawing the human figure, proportion can refer to the size of the head compared to the rest of the body. Rhythm is created when one or more elements of design are used repeatedly to create a feeling of organized movement. Rhythm creates a mood like music or dancing. To keep rhythm exciting and active, variety is essential. Pattern is the repeating of an object or symbol all over the work of art.

 

Objective- Each student must visually display the 9 definitions above, using only Triangle Squares & Circles. The only colors available for this project are. RED, YELLOW & BLUE. No mixing colors & you must show consistency in coloring.

Tools- ANY, White 6”x6” square

Medium- ANY

Directions-

-Each student must show a visual representation for all 9 terms above.

-You must use the three geometric shapes listed below to complete your design.

-Your designs must be finished using construction paper and may not break the boundaries of the given workspaces.

-You must use all three colors and all three shapes in every design.

-You do not have to label your definitions.

Hints- Shapes can be any size. Shapes can be repeated as many times as needed.

Neatness counts Be Creative.

Size Requirements- Every student will receive 9- 6x6 working spaces.

Shapes can be any size as long as they clearly define these terms.

SHAPES YOU CAN USE

Principles construction project.

Click here to see your latest powerpoint.

PRINCIPLES OF ART AND DESIGN

PRINCIPLES OF DESIGN

Balance is the distribution of the visual weight of objects, colors, texture, and space. If the design was a scale, these elements should be balanced to make a design feel stable. In symmetrical balance, the elements used on one side of the design are similar to those on the other side; in asymmetrical balance, the sides are different but still look balanced. In radial balance, the elements are arranged around a central point and may be similar.

Unity is the feeling of harmony between all parts of the work of art, which creates a sense of completeness.

Emphasis is the part of the design that catches the viewer’s attention. Usually the artist will make one area stand out by contrasting it with other areas. The area could be different in size, color, texture, shape, etc.

Repetition works with pattern to make the work of art seem active. The repetition of elements of design creates unity within the work of art.

Variety is the use of several elements of design to hold the viewer’s attention and to guide the viewer’s eye through and around the work of art.

Movement is the path the viewer’s eye takes through the work of art, often to focal areas. Such movement can be directed along lines, edges, shape, and color within the work of art.

Proportion is the feeling of unity created when all parts (sizes, amounts, or number) relate well with each other. When drawing the human figure, proportion can refer to the size of the head compared to the rest of the body.

Rhythm is created when one or more elements of design are used repeatedly to create a feeling of organized movement. Rhythm creates a mood like music or dancing. To keep rhythm exciting and active, variety is essential.

Pattern is the repeating of an object or symbol all over the work of art.

Visual PUNS

A visual PUN is or , these images represent the visual form of their literal meaning.

In illustration the artist must successfully attempt to tell a story using only one image, Students will be doing just that.

Objective is to successfully tell a story using only one image, The students must use a canned visual pun or come up with their own. The canned VP's , will be provided for them.

They must complete a series of 3 "thumbnails" in colored pencil on the provided worksheet as seen below. They also must fill out the remainder of the list. For the list they may work collaboratively or individually.

Actual Project:

The actual project after the WS is finished, is a cut construction paper Illustration, using Exacto knives, scissors, a variety of colored construction paper and glu sticks. Using Construction paper for Illustration is alot like building a house you must work from the bottom to the top and work from BIG to small.

I will hav estudents use a significant amount of detail to complete their image. But they will also follow the process of working from the Background toward the foreground.

Students will be responsible for the following:
-Completed Worksheet
-Planned workspace. (drawing on the working surface)
-Following steps for good construction,  Back to Front.
-Neatness
-Completion
-Overall ability to tell the story using one image.

Click HERE to see the student PowerPoint

Thanks
MO

CARS

Everyone has an appreciation for the automobile. from the excited 16 year old to the playful toddler to the millionaire playboy. Cars have been works of art for as long as designers and engineers started debating over weather or not they should have seat belts. Designers thought seat belts got in the way while engineers knew that safety was paramount. No matter what your favorite car is late 60 American muscle or luxurious high end exotic European racers, cars fulfill a part of design that cannot be paralleled.

students are each asked to find an image online of their favorite car- the image must be taken by a professional, reasons are as follows: this is a color matching project, professional images. Certain color changes and specifics take place.

Foreshortening is the illusion that an image has less length than width when in fact the reality would say otherwise.
Also as the angle of an image increases the eccentricity of a circle decreases creating an ellipse.

The drawing of the car is completed using a GRID to take full advantage of proportion and sizing issues that can arise the drawing will be the first grade where students will be graded on accuracy and use of line for break up of color.

The second Grade is the color matching using cut paper from magazines. Again Students will be graded on accuracy and use of materials. We use Gloss medium for "glue" the glosse medium is an accrilyc based medium that will dry as a clear coat over the cut paper leaving a sealed finish.

GRADEs

  -drawing accuracy
  -color accuracy
  -use of time
  -use of materials
  -clean up

DRY MEDIUM PRACTICAL

I have asked students, to step out of their comfort zones, for this lesson all students are asked to do a self portrait. the reference they are going to use is one that is taken using their own technology. I figure if they want to use their phones SO bad why fight it.  So i allow them to take a self portrait with their phones (using very specific parameters having to do with light source and value) and they E-mail it to themselves or me and manipulate the image using any number of desktop publishing software, I showed how to use PowerPoint because I like its size manipulation capabilities.

Students received a grade for manipulating their image to a specific sizes , then made it B&W then adjusted the value for the project.

A NEW CAR

USING STUDIO IMAGES OF CARS, STUDENTS ARE ASKED TO FIND PICTURES OF CARS TAKEN BY A PROFESSIONAL PHOTOGRAPHER IN A PROFESSIONAL ATMOSPHERE.

WE LOOK FOR CARS LIKE THIS FOR SPECIFIC REASONS, THE COLOR CHANGE, THE REFLECTIONS & VARIATIONS OF CONTINUOUS LINES.

Cars are a basic nessesity in our community.

Dry Medium Practical example

 Using a variety of DRY medium students were asked to draw their self portraits 4 times over in Line  and find values based on the reference they have chosen.
The mediums have been expanded to Marker, Colored pencil and pencil in 4 different styles of blending and shading. Results are seen below and on INSTAGRAM @mosclass. thanks

latest PROJ

Using a Self portrait create a line drawing that will give a valueless self portrait that displays the break pu of value without showing the ANY lights and darks. Stuident are using reference of themselves taken by themselves with phones on their personal handheld technology.
Students are directed to take the pic using a single light source to show a full range of VALUE. After they have taken the pic they proceed to Email it to themselves and manipulate it on the computer and print it to spec. and begin a line drawing to later fill with value.

NEW SEMSTER

This is how we start a NEW semester. We will be using a dry media practical on a 4 piece self portrait. Click here to see the Powerpoint.

BEFORE THE PARODIES WE DO THIS......

a worksheet, that asks to have students use different styles of colored pencil blending.

ART PARODIES

Here is a link to the latest Power point that explains out new project.

CHECK THIS OUT

2 point Quiz- Guaranteed 100%

Her eis the quiz students had to take on the first day back from break 

Name                                                          Period                                  Date

 2pt perspective quiz

1. How many points are used in 2pt perspective?

- 1

-2

-3

-4

2. To create a building in 2pt perspective, you have to use how many verticals?

3. How do you ensure all buildings sit on the same level?

- vertical lines

- shared vanishing lines

- perpendicular line

4. What tool ensures vertical lines

- ruler

- pencil

- triangle

- T- square

5. What is the line called that is used as "eye level"?

6. 2pt perspective is the illusion of

- height

- width

- depth

- volume

7. For the current project, for a minimum grade how many buildings do you have to show?

8. In 2pt perspective the building closest to the viewer is the-

- largest

- smallest

- tallest

- widest

9. More details equal a higher grade-         true    or     false

10. Name ten things you can draw as details for this project.