Assignment 4: Fish Bowl (Early Years)

Assignment 4: Fish Bowl

Preparation: Make sure each table has markers, pencil crayons and drawing paper.

  • Step 1: Inform students that we will creating a fish bowl
  • Step 2: Discuss artists who use the environment in their artworks and show examples.
  • Step 3: Demonstrate how to create a fish bowl using different creatures and objects. Remind students to use multiple fish and other sea creatures when creating their fish bowl.
  • Step 4: Draw and outline. Students will lightly sketch their fish bowl.
  • Step 5: Create environment. Begin adding different animals and objects to make their fish bowl special.
  • Step 6: Add color. Students will use pencil crayons to add color to their fish bowl.
  • Step 7: Students will share their artwork with the class and talk about the creatures they used.
  • Step 8: Remind students to write their name on the back and hand in their artwork.
  • Step 9: Students will clean up their area.

Objectives:

  • I can make a creative fish environment.
  • I can learn about various fish and other sea creatures.
  • I can learn about the environment.
  • I can learn about artists who use the environment in their work.

Materials: Pencils, pencil crayons, wax crayons, sharpies, drawing paper.

Artists: Margaret Wertheim and Christine Wertheim: Margaret’s work focuses on relations between science and the wider cultural landscape. Her crochet Coral Reef project created with her twin sister Christine, is now the largest participatory art and science endeavor in the world and brings together a unique mix of mathematics, environmental science, community practice and feminism.

Resource: https://www.margaretwertheim.com/

Word Document with pictures:  Assignment 4- Fish Bowl (Early Years)

 

 

 

 

 

Global Artists

 

Assignment 2: Color Garden (Early Years)

Assignment 2: Color Garden

Make sure each table has markers, pencil crayons, wax crayons, and drawing paper.

Step 1: Inform students that today we will be creating a rainbow garden using different types of flowers. Ask students to think about the parts of a flower and how petals come in different shapes. Review the rainbow order: red, orange, yellow, green, blue, and purple.
Step 2: Look at pictures of different flowers or bring in flowers from home.

Step 3: Discuss artists who use flowers in their work and show examples of their artworks.

Step 4: Before students begin, go over assignment guidelines. Students will draw at least six flowers. Remind students to outline their flowers the best they can, color neatly, and remember to write your name.

Step 5: Students will begin drawing the parts of their flowers.

Step 6: Add lots of color!

Step 7: Write, share and turn in. Name check, write 1-2 sentences about artwork on the back, if time students will share with class.

 

Objective:

I can learn about flowers.

I can create a rainbow field of flowers.

I can learn about artists who use flowers in their artwork.

 

Materials: Pencils, crayons, pencil crayons, markers, sharpie, drawing paper.

 

Self Evaluation:

I filled my entire paper with flowers and color.

I completed all steps and tried my best.

I cleaned up my area.

 

Artists:

Artemisia Gentileschi

Georgia O’Keeffe

Rachel Ruysch

Assignment 1: Abstract Mystery Portrait (Early Years)

Assignment 1: Abstract Mystery Portrait (Elaine de Kooning)

Grade: Early years

Breakdown:

  • Step 1: Tell students that today they will be creating an abstract portrait of themselves or of someone else using simple shapes. Think about your facial features. What if they were mixed up and in different spots on your face? How can we call this art? It’s art because you are the artist and you are expressing yourself through art making.
  • Step 2: Explain abstract art.
  • Step 3: Discuss artist Elaine de Kooning, talk about her artistic style, and show examples of her work.
  • Step 4: Provide a demonstration of how to create an abstract portrait.
  • Step 5: Distribute materials.
    Step 6: Sketch a portrait of self. Students will lightly sketch their face using simple abstract shapes (Remember you want others to guess who it is)
  • Step 7: Add color. Use different pressures and techniques with crayons/pencil crayons.
  • Step 8: Write, share and turn in. Name check, write 2-3 sentences about your artwork on the back, share your artwork with a classmate and hand in.

Objective:

  • I can learn about female abstract artists
  • I can understand abstract art.
  • I can create an abstract portrait.

Materials:

  • Rulers, pencils, mirrors, drawing paper, pencil crayons, wax crayons, marker, sharpies.

Vocabulary:

  • Abstract- the artist uses their imagination to change things on purpose.

 

 

Emily Carr

Artist: Emily Carr

About the Artist: Carr is a Canadian artist who has an expressionist, painterly style who specialized in scenes from the lives and rituals of Native Americans. From a young age, she was inspired by the landscape and First Nations cultures of British Columbia and Alaska. Carr was perhaps the most original Canadian painters of the first half of the twentieth century, and was also one of the only major female artists in either North America or Europe of that period.

Birth Place: Vancouver, BC

Life Dates: 1871 – 1945

Mediums: Watercolour, pencil and ink

Style: Expressionist, painterly style. She was one of the first artists to embrace a modernist and post-impressionist painting style. Carr’s work is inspired by the Indigenous peoples of the Pacific Northwest Coast. Her subject matter made a switch from aboriginal themes to landscapes (forest themes).

Training: Carr began her training as an artist with a period of study at the California School of Design in San Francisco. Little of her work survives from this period, but she seems to have received basic instruction in oil painting and watercolour and was able, upon her return to Victoria in 1893, to make a living as an art teacher. In the late 1890s she traveled to England to receive further training in London at the Westminster School of Art, and later at private schools in Cornwall. In 1906 she moved to Vancouver where she taught art classes and established herself. In 1907 Carr traveled to Alaska with her sister, and this trip, which exposed her to the poles of the northern First Nations, seems to have changed the focus of her art.

Additional Information: Carr is the second youngest of nine children born to English parents. She did not receive widespread recognition for her work until later in life. Has multiple schools named after her: Emily Carr University of Art and Design, Emily Carr Elementary School in Vancouver, British Columbia, Emily Carr Middle School in Ottawa, Ontario and Emily Carr Public School in London, Ontario are also named after her

Artworks:

Resources Used:

 

Vanessa Hyggen

Artist: Vanessa Hyggen

About the Artist: Hyggen is a painter and beadwork artist living in Saskatoon, SK whose focus is mainly on painting the boreal forest. She is a Cree and Norwegian female who is passionate about her sense of belonging in the North – these memories serve as a palette for her work. Hyggen loves light and color and hopes to always continue to grow with her artwork and never become stagnant.

Location: Based out of Saskatoon, SK

Mediums: Acrylic, carving, beadwork, and encaustic

Style: Loves to work with light and color, and majority of her paintings are of nature, especially the Boreal forest.

Training: Her love for painting and drawing led her to take classes at the University of Saskatchewan, where she dedicated six years towards an Education degree and Fine Arts degree. She may go back in the future to complete those degrees.

Additional Information: Hyggen is a member of the Lac La Ronge Indian Band. She comes from a mixed background of Cree and Norwegian and has a strong sense of belonging in the North. She was hired at St. Frances School in Saskatton to paint their hallways in the four seasons. Hyggen enjoys spending time in the woods picking medicinal plants, camping, gardening, and soaking up inspiration.

Artworks:

I Woke Up Like This

Vanessa Hyggen’s Artworks

Resources used:

 

Jane A. Evans

Artist: Jane A. Evans

About the Artist: Evans is a landscape artist living in Grandora, SK who works with textiles and acrylic paint to create calm, inviting, and natural places.

Birth Place: Saint Paul, Minnesota and now lives in Grandora, SK.

Life Dates: 1946 – Present

Mediums: Acrylic and textiles

Style: Evan’s explores the serenity of natural. Enveloping places and her works are calm. Evocative, and inviting – somewhere a person could sit and think.

Training:

2016 – studied painting with Albert Handell, Sedona, AZ
2014, 2013 – studied acrylic painting with Bonnie Cutts, Minneapolis, MN
2012 – studied acrylic painting with Cathy Carey, Escondido, CA
1972- ’73, 85-’88 – B.F.A. classes, University of Saskatchewan, Saskatoon
1985 – Master Weaver Certification, Guild of Canadian Weavers
1969 – B.Ed., University of Minnesota, Minneapolis
1968 – B.A., English Literature, University of Wisconsin, Madison

Additional Information: In 1993, began making a fiber art landscape series called “Places of Peace” which combined painting, weaving, and embroidery, and in 2012 she transitioned to working in acrylic paints. Evans would be a great artist to use for grades 1-4 with their focus being patterns, community, environment, and Saskatchewan voices.

Artworks:

"Birch Cove"</br> 24" x 14"; acrylic; $570

Birch Cove
24″ x 14″

"Blue Poplars"</br> 12" x 9" (30.5cm x 23cm); Acrylic plein air; $275, gallery wrap (no frame)

Blue Poplars
12″ x 9″ (30.5cm x 23cm); Acrylic plein air;

Resources used:

 

Short PowerPoint: Jane A. Evans PowerPoint

Alicia Keys

Image result for alicia keys

Artist: Alicia Keys

About the Artist: Keys is a female singer, songwriter, pianist, producer, and actress born in New York City who celebrates individuality, and is an advocate for issues of gender, race, and social equality.

Birth Place: Manhattan, New York

Life Dates: 1981 – Present

Genre: R&B, soul, jazz, and hip hop

Training: Keys had a deep love for music since the age of four and music came before everything. Her mother encouraged her to play piano where she first learned to play classical music. She composed her first piece at eleven years old.

Additional Information: A desire to convey the natural beauty in all women. She celebrates individuality and is an advocate for issues of gender, race, and social equality. “Everyone deserves to have the right to do what everybody else does and to have the same opportunities to get where everyone else is going.” Keys is the co founder for charity Keep A Child Alive. She has traveled to countries such as Uganda, Kenya, and South Africa to speak to teens and young adults who have lost their parents to AIDS. She is a spokesperson for Frum Tha Ground Up, which is a charity dedicated to inspiring American youth to achieve success. She also supports 31 other charities and foundations.

Songs:

Holy War- https://www.youtube.com/watch?v=Zed17O3vNgIgs:

Resources used:

 

 

 

Alphabet Rockers

Artist: Alphabet Rockers

About the Artists: McGaw, Shepherd, and the team of professionals who are apart of the Alphabet Rockers are passionate about using music to help parents and educators engage in difficult topics, such as social change, racial justice and equality. They believe that kids are where we need to start and that music has the ability to empower children to move forward with the desire for change, peace, acceptance, and a more inclusive world.

Birth Place: Kaitlin McGaw is the founder and artistic director, and Tommy Sheperd is the music director of the Alphabet Rockers, and the group is based in Oakland, CA. The duo is from different worlds by place/gender/race but had the same purpose when it comes to music.

Genre: Hip hop

Training: There is various training involved because there are multiple artists that make up The Alphabet Rockers, such as performers, two DJ’s, music producer, choreographers, photographer, videographer, visual artist, and a booking manager.

Songs:

Resources used:

Cindy Sherman

Cindy Sherman Photo

Artist: Cindy Sherman

About the Artist: Sherman has been her own model for over thirty years. She has photographed herself in many different personas. In order to create her photographs she is takes on the role of the photographer, model, makeup artist, hairdresser, and stylist.

Birth Place: Glen Ridge, New Jersey, America

Life Dates: January 19, 1954- Present

Mediums: Photography

Themes:

  • artifice and fiction
  • cinema and performance
  • horror and the grotesque
  • myth, carnival, and fairy tale
  • and gender and class identity

Training:

Sherman studied in Buffalo from 1972-1976. Started as a painter but became frustrated with the limitations of the medium. She originally failed a course she needed in photography but later repeated the course. This reunited her passion for photography.  While she was studying, Sherman was exposed to Conceptual art and other progressive art movements and media.

Artworks:

Cindy Sherman. Untitled #466. 2008. Chromogenic color print, 8′ 1 1/8 × 63 15/16″ (246.7 × 162.4 cm). The Museum of Modern Art, New York. Acquired through the generosity of Robert B. Menschel in honor of Jerry I. Speyer. © 2011 Cindy Sherman

Untitled #466. 2008.

Untitled Film Still #21, 1978

Resources used: