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- The host welcomes feedback and questions, and asks if anyone would be interested in future art nights focused on other mediums like zentangle.
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The Year 5 sculpture project was inspired by the 3D artworks of Gustavo Ramirez Cruz and Australian Indigenous paintings. Students were tasked with creating their own 3D sculpture using various materials like wire, polystyrene, paper clay, and plaster bandages. They were to incorporate patterns and symbols found in the example artworks. The multi-step process involved brainstorming design ideas, planning with sketches, constructing a wire armature wrapped in tape and plaster bandages, and finally painting details and patterns onto the finished sculpture.
Painting, still life and landscape..pptxSamra Anees
油
A landscape artist uses paint to create not only land, water, and clouds but air, wind, and sunlight. A portrait is an image of a person or animal. Besides showing what someone looks like, a portrait often captures a mood or personality. A still life shows objects, such as flowers, food, or musical instruments.
A presentation that outlines two assignments on paint handling and how to handle paint. Students are offered a choice between the two styles and are allowed to explore them in a painting. They must follow the individual objectives and criteria for each assignment.
This document provides background information on the famous Japanese artist Katsushika Hokusai and his iconic woodcut print "The Great Wave" from 1830. It discusses how Hokusai was a prolific artist who illustrated over 120 works in his lifetime, and how woodcut printing was produced. The document then compares Hokusai's work to local landscapes of Mount Warning in Australia, providing facts about the mountain and inviting the reader to create their own art inspired by Hokusai's techniques of line, color and shape to represent three views of Mount Warning.
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This document provides information about abstract art and the artist Piet Mondrian. It discusses the primary colors, secondary colors, and tertiary colors. It then summarizes Mondrian's life and influence, noting that he was influenced by cubism and created geometric abstract paintings using lines and primary colors. His style became very influential in other areas like fashion, food, and furniture design. The document concludes with art activities for recreating Mondrian-style abstract art using grids, rulers, and primary colors.
The document provides health and safety rules, lesson plans, and homework assignments for a Year 7 art class. It outlines objectives and outcomes for lessons on topics like mark making, shading, color theory, and the works of artists like Van Gogh and Matisse. Students will practice techniques through exercises and projects while learning about important rules for safety in the art room.
The document outlines several principles of art including unity, harmony, contrast, gradation, variety, pattern, movement, rhythm, balance, emphasis, and proportion. It provides definitions and examples for each principle. Key points include that unity creates wholeness, harmony avoids chaos through blending, contrast creates visual interest through differences, and gradation uses gradual changes to depict depth or perspective.
This document provides an overview of watercolor painting techniques. It discusses the basics of watercolor paints, including different types of paints and how pigment interacts with water. It also covers tools for watercolor painting like brushes, palettes, and paper. Specific paper types are described along with their properties. Brush types are defined and brush care is discussed. The document serves as a beginner's guide to understanding watercolor materials and techniques.
Artist's Talk: Shannon Smiley. Key Stage 3 students (Helen Nodding)HelenNodding
油
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February, 2014
This document provides instructions and guidelines for students in a Year 7 Art class. It discusses procedures for art class, responsibilities of students, and how to properly organize and label work in a visual diary and art folder. Various art projects and techniques are also outlined, including Zen-tangles, color theory, drawing practices using charcoal and pencil, and creating an animal portrait using observation skills. Assessment criteria for assignments are mentioned, with a focus on realistic depiction, use of elements of art, and effective organization of materials.
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油
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1. Shape is an element of art and design that refers to a closed line or defined area.
2. The document discusses different types of shapes including geometric, organic, implied, and ambiguous shapes. It also covers the differences between positive and negative shapes.
3. Examples are provided to illustrate concepts like implied lines, figure-ground relationships, and how shapes can create an illusion of three-dimensional form.
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This document provides an overview of lessons on still life drawing and techniques. It includes questions, examples, and instructions for various assignments focused on still life arrangement, tonal studies using ink and charcoal, negative space, monoprinting, and the works of artists such as Morandi. Students are given homework assignments practicing different mediums and subject matter, such as copying a Craig-Martin painting, drawing a bedroom corner, and creating a tonal still life drawing. The document provides guidance, examples, and criteria for completing the lessons and assignments.
UNit II_Arts_Q2_Creative Expression Through Painting.pptxErlenaMirador1
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1. The document discusses color theory and techniques for painting nature scenes. It describes the three properties of color - hue, intensity, and value.
2. Different types of paints are outlined, including acrylic, oil, watercolor, pastel, and poster paints. Methods of painting such as using brushes, sponges, and fingers are also covered.
3. Visual artists and various art styles like cubism, realism, surrealism, and impressionism are mentioned. An activity on decorating a clay jar with geometric shapes and patterns is presented.
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This 5-day painting workshop provides instruction on color theory, techniques for acrylic and watercolor painting, and guidance on creating abstract paintings based on historical artworks. Day 1 covers brush etiquette and introduces artist Hilma af Klint. Day 2 focuses on color theory, mixing, and artist Robert Colescott. Day 3 involves guided art history research. Day 4 teaches abstraction methods. Day 5 reviews starting a painting and the workshop requirements of researching an artwork, creating an abstracted version with a limited palette conveying ideas.
These are my color matching assignments. I teach students how to mix a color and then paint it on their reference which is laminated, covered in acetate, or covered in clear packing tape to ensure that their mixture is the same color as their reference. There are three assignments and they get to choose one to pursue.
A core curriculum in the visual arts incorporating lessons, examples, and activities for students to learn the fundamentals in the elements and principles of art.
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This document outlines the tasks and goals for a Year 5 painting unit focused on Earth's natural resources. The unit is designed to help students develop their observational and painting skills using traditional and non-traditional mediums and tools. It includes 6 tasks: 1) creating a mind map of natural resources; 2) taking photos of natural resources; 3) creating observational paintings of objects; 4) writing an artist statement; 5) completing a nature painting; and 6) painting in the style of Rosetta Santucci and Australian Indigenous artists. The unit aims to help students connect with nature and inspire their artwork. Completing the tasks and a final painting is worth 50% of the semester grade.
APM People Interest Network Conference 2025
- Autonomy, Teams and Tension
- Oliver Randall & David Bovis
- Own Your Autonomy
Oliver Randall
Consultant, Tribe365
Oliver is a career project professional since 2011 and started volunteering with APM in 2016 and has since chaired the People Interest Network and the North East Regional Network. Oliver has been consulting in culture, leadership and behaviours since 2019 and co-developed HPTM速an off the shelf high performance framework for teams and organisations and is currently working with SAS (Stellenbosch Academy for Sport) developing the culture, leadership and behaviours framework for future elite sportspeople whilst also holding down work as a project manager in the NHS at North Tees and Hartlepool Foundation Trust.
David Bovis
Consultant, Duxinaroe
A Leadership and Culture Change expert, David is the originator of BTFA and The Dux Model.
With a Masters in Applied Neuroscience from the Institute of Organisational Neuroscience, he is widely regarded as the Go-To expert in the field, recognised as an inspiring keynote speaker and change strategist.
He has an industrial engineering background, majoring in TPS / Lean. David worked his way up from his apprenticeship to earn his seat at the C-suite table. His career spans several industries, including Automotive, Aerospace, Defence, Space, Heavy Industries and Elec-Mech / polymer contract manufacture.
Published in Londons Evening Standard quarterly business supplement, James Caans Your business Magazine, Quality World, the Lean Management Journal and Cambridge Universities PMA, he works as comfortably with leaders from FTSE and Fortune 100 companies as he does owner-managers in SMEs. He is passionate about helping leaders understand the neurological root cause of a high-performance culture and sustainable change, in business.
Session | Own Your Autonomy The Importance of Autonomy in Project Management
#OwnYourAutonomy is aiming to be a global APM initiative to position everyone to take a more conscious role in their decision making process leading to increased outcomes for everyone and contribute to a world in which all projects succeed.
We want everyone to join the journey.
#OwnYourAutonomy is the culmination of 3 years of collaborative exploration within the Leadership Focus Group which is part of the APM People Interest Network. The work has been pulled together using the 5 HPTM速 Systems and the BTFA neuroscience leadership programme.
https://www.linkedin.com/showcase/apm-people-network/about/
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This document provides an overview of lessons on still life drawing and techniques. It includes questions, examples, and instructions for various assignments focused on still life arrangement, tonal studies using ink and charcoal, negative space, monoprinting, and the works of artists such as Morandi. Students are given homework assignments practicing different mediums and subject matter, such as copying a Craig-Martin painting, drawing a bedroom corner, and creating a tonal still life drawing. The document provides guidance, examples, and criteria for completing the lessons and assignments.
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- Oliver Randall & David Bovis
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2. What do you see?
All the Eternal Love I Have For Pumpkins Infinity Room, 2017, Kusama
3. Artistic Focus: Shape
SHAPE is a closed space made
when a line connects to itself.
Todays objectives:
1. Explain the difference
between geometric and
organic shapes
2. Use a variety of paint
techniques to create a
Kusama-inspired pumpkin
WA State Visual Arts Standard
Create personally satisfying
artwork, using a variety of artistic
processes and materials.
(VA: Cr2.1.3)
All the Eternal Love I Have For Pumpkins
Infinity Room, 2017, Kusama
4. Yoiyo Kusama
Born in 1929 in Matsumoto, Japan,
Kusama studied painting in Kyoto before
moving to New York City in the late
1950s. She currently lives in Japan.
Kusamas works are examples of Pop Art
and Minimalism.
Her creations include paintings,
performances, room-size presentations,
and outdoor sculptural installations.
She uses art as therapy: I fight pain,
anxiety and fear every day, and the
only method I have found that relieves
my illness is to keep creating art.
6. Artwork
Pumpkins, 2006, Yayoi Kusama
"Our earth is only one polka dot among
a million stars in the cosmos.
Polka dots are a way to infinity.
- Yayoi Kusama
8. Materials
Watercolor Paper Black Tempera Paint
Pencil Black Sharpie Paint Brush
Paper Towels
Watercolors
Corks
Scrap Paper
Paper Plates
9. Before You Begin
1. Write your name in pencil on
the back of the paper.
2. Flip over your paper.
3. Roll up your sleeves!
10. Organic vs. Geometric Shapes
SHAPE is a closed space made
when a line connects to itself.
ORGANIC: shapes, often
curvilinear in appearance, that
are similar to those found in
nature, such as plants, animals,
and rocks.
GEOMETRIC: any shapes and
based on math principles, such
as a square, circle, and triangle.
Pumpkin (M) in bronze, 2014,
Yayoi Kusama
11. Organic vs. Geometric Shapes
Which shapes below are geometric? Which shapes are organic?
12. Step 1
Our pumpkin drawing will be made from a series of organic shapes.
Start drawing your pumpkin about an inch below the top of the paper (to leave
space for the stem).
Use your pencil to lightly draw a large peanut-type shape that will be the middle
section of your pumpkin.
13. Step 2
Draw the stem for your pumpkin.
Add 2-3 more curved lines on each side of the peanut shape. Make them about 3
finger-widths apart. You may go over your lines with a Sharpie now or later.
14. Step 3
Pick your pumpkins color.
Dip your paintbrush into
the water.
Lightly squeeze the water
into the watercolor pan
you chose until its full.
Take your brush and in a
gentle circular motion, mix
the paint with the water -
about 20 circles.
Test your color on the scrap
paper to see if its dark
enough. If you want it
darker, circle your brush in
the pan to get more paint.
Each oval is
called a pan
15. Step 4
Paint the middle section
of your pumpkin.
You may paint the other
organic sections the
same color or vary the
color of the section by
using different values.
Note:
We want it to dry quickly,
so paint lightly.
Remember, value is the
lightness and darkness of
a line, shape, or form.
16. Drying Time Before Adding Dots
The painting needs a
little time to dry
before adding the
dots.
17. Drying Time Before Adding Dots
Pumpkins, 2006, Yayoi Kusama
On some of Kusamas
paintings, she used patterns
for the sections of the
pumpkin and random small
dots for the stem.
18. Drying Time Before Adding Dots
Pumpkins, 2006, Yayoi Kusama
Think about the dots for your pumpkin:
What will be their sizes?
Will you place them randomly or in a pattern?
19. Drying Time Before Adding Dots
How will you add dots to
your painting?
You can use a Sharpie
marker, the eraser of a
pencil, or corks to make
different sized dots.
You may go over your
lines with a Sharpie if
youd like.
20. Step 5
If your painting is now
dry enough, you can add
the dots.
To use the corks and the
pencil eraser, lightly dip
the flat end into the
tempera paint and then
on to your pumpkin.
Repeat to make your
desired pattern.
Use the Sharpie to make
small dots.
21. Reflection
What is the difference between
and an organic and a geometric
shape?
How did you use organic and
geometric shapes to make your
pumpkin?
What was your favorite part of
our project today?
Would anyone like to share their
art?
22. Credits
1. http://visualmelt.com/Yayoi-Kusama
2. https://www.victoria-miro.com/exhibitions/464/
3. https://www.artspace.com/yayoi_kusama
4. https://youtu.be/Z4OhwL7WyHg video - kids critique
5. https://youtu.be/ibHY-CLNJyU video - interview with Kusama
6. Original LWSD sample, used with permission.
The development of this Lake Washington School District art docent lesson was
made possible by a grant from the Lake Washington Schools Foundation.