We started a NEW project that follows our Value chart.

Cityscape Painting-

Tint and Shade

We are PAINTING!!!!!
First we will go through a value scale to get used to our new medium. Students are not permitted to talk to each other during any painting in my class- it really encourages a higher level of concentration which allows the students to work thoroughly through the period.

Here is the chart they start with-

8TH GRADE POP ART

Click HERE to see the latest Power point for our POP ART PROJECT

Positive and Negative space PART 1- 6TH grade

Using pencil and markers students complete the following projects

Pencil: trace the outer edge of their favorite "Action pose" most choose a sport or a professional athlete, but some choose reading or sitting - its interesting to me to see the choices some students make when discussing what an action is to them

1- Trace outer edge so only the silhouette of the figure is showing.

2- using a ruler make 5 lines going vertically and 5 lines going horizontally

this is the first result of steps 1 & 2

My students are working on LINE and Positive and Negative space-

Step 3 is to define the negative space using a primary color scheme. the rules are that colors may NOT share sides only colors. NEATNESS is a must so we "inline" every shape we are going to apply color to. We have a discussion on the difference between "coloring" and the application of color. Coloring is nondescript and usually reserved as a leisure activity. The application of color has a purpose and leads to and overall neater project. We talk about how being proactive in the classroom can be grade saving, when you choose a safe place to work free from distractions and a stable surface where people cant shake the table when you are trying to  be "neat" about your project with a permanent medium such as marker can really help your grade.

result of STEP 3

To help show the separation between POSITIVE and NEGATIVE space we used a small line of stippling to talk about value and light to dark.

STEP 4

The positive space is to be filled using secondary colors- same rules apply to these shapes as they do above. the only difference is that a color an only be used if the primary color it is connected to would correspond with it on the color wheel.

Here is the final result of PART 1

Positive space- Negative space

In class we are discussing positive and negative space and its role in our currant project.

Students are asked to Bring in a full page (Color or Black and White) image of their favorite action pose.

We discussed the how an image needs to truly display the action and be recognizable for it to be successful as a silhouette.

Once their image is traced on their working space students will use line and color to separate Positive and Negative space.



This Picture displays a GREAT outer edge or silhouette.


This picture is NOT a good example as it requires too much "interior detail" to recognize the action.

All images MUST have the following:
- Printed Full Page
- show entire body top of the head to bottom of the feet
- top of the head must be within 1 inch of the top of the paper while the bottom of the feet must be with in 1 inch of the bottom of the paper- ensuring the action is about 9-10 inches tall.

I can assist in printing for any student that may be having trouble printing.

Thanks

WELCOME BACK!!!! 2014

Just for a quick re-cap, My name is Sean Mohammed AKA- Mr. MO. I have been teaching in Mahopac since 1998 but I have been here my whole life. I grew up and graduated from MHS in 1993. I am also a graduate of the School of Visual Arts- I graduated with a double major BFA in Illustration and Art Education.

Teaching art has been as rewarding to me as I ever thought it would be. Art surrounds us and I feel as though it is my job to make  my students more aware of it.

Explore my BLOG to see some of my projects- If you follow my BLOG you will get updates on ongoing and future projects.

I am excited for this year and hope my students share the same enthusiasm.

Thanks

Sean Mohammed

NEW ASSIGNMENT SHEET + EC

The sheet posted below is what I am using as this quarters EC (Extra Credit). Basically students will have to visually display as many of the words on the Word Wall up to 16 as they can.

Their visual definitions are supposed to be creative- we discussed Illustrative properties and how a single image can tell a story.
Minus the spelling errors- I was typing too fast for my own good. Students have a good handle on the instructions