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This document outlines an art history and studio art course covering oil painting techniques inspired by Renaissance, Impressionist, and Abstract Expressionist styles as well as a unit on traditional Chinese and Japanese art. The course goals are to create paintings in different styles and develop a unit for fourth graders about Asian art. Essential questions focus on oil painting materials and processes, and engaging activities to teach children about Chinese and Japanese art. Products include the art unit, abstract expressionist and impressionist paintings, and a renaissance-inspired still life. Resources on oil painting techniques and East Asian art and American culture are listed.
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This document provides summaries of various art projects from Mrs. French's high school art classes, including international art, basket making, portraits for orphans in Cambodia, amate paintings, Native American turtles, radial designs, one-point and two-point perspective, self-portraits, still lifes, torn portraits, surreal handscapes, woven images, human figure studies, mixed media sculptures, scratchboard drawings, descriptive drawings using only words, altered books, and examples incorporating 21st century skills like Animoto, LiveBinder and Blackboard. The document showcases the wide range of mediums and techniques students explored in Mrs. French's art classes.Teaching guide art 3rd grading
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This document outlines a curriculum for teaching about folk songs and arts from Europe, Australia, and America. It includes standards, essential understandings, and performance tasks. Students will learn about indigenous art forms like carving, weaving, and pottery from these regions. They will analyze how factors like history and culture influence artistic styles. Students will then apply what they learned by creating examples of indigenous art and comparing styles between regions. The goal is for students to understand how folk art reflects the lives of common people in different places.Visual resume
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This document contains information about Robin Singer, a visual artist and educator. It includes her contact information and summaries of her teaching philosophy and experience. She believes art education allows students to be creative, think outside the box, and express themselves. Her lessons incorporate other subjects like math, science, English and history. She aims to inspire students and help them challenge themselves through art. The document also provides examples of art projects and lessons she has taught on subjects like self portraits, metal embossing, printmaking, batik, ceramics and illuminated manuscripts.ARTS 2ND Q LESSON 2, MELC-BASED (MELC 2).pptx
ARTS 2ND Q LESSON 2, MELC-BASED (MELC 2).pptxanamariegbergonia
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ARTS 2ND Q LESSON 2, MELC-BASED (MELC 2).pptxPaintings of India (group 7), Language Arts-EFLU
Paintings of India (group 7), Language Arts-EFLUchaithanya chakrapani
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This document provides an overview of different types of paintings found in India. It begins by describing traditional Indian paintings such as Pattachitra, Bengal school of painting, Kangra school of painting, Madhubani painting, Mysore painting, Rajput painting, Mughal painting, Tanjore painting, and Warli painting. It then discusses mural painting, Samikshavad painting, and the benefits of introducing paintings in CLIL classrooms. The document also includes sections on painting styles through history, sources and indicators that paintings provide about historical, political, social, scientific, and technological developments. It concludes with descriptions of paintings related to Indian festivals and fairs.2nd quarter - East Asian Arts.pptx
2nd quarter - East Asian Arts.pptxMenchiePaynor
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The document discusses arts and crafts from East Asia, including China, Japan, and Korea. It addresses analyzing elements and principles of art in East Asian crafts, identifying characteristics of arts from specific East Asian countries, and appreciating artifacts in terms of art elements used. Key topics covered include landscape painting being the highest form in China, calligraphy being an important art form, and woodblock printing originating in China and becoming prevalent in Japan. The document emphasizes how East Asian arts reflect the rich, unique cultures of China, Japan, and Korea.012 7th grade the big review kh
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This document provides information about a post-test on art concepts. It is divided into 6 sections that cover elements of art, principles of art, styles of western and non-western art, tools and techniques, comparing and contrasting artworks, and analyzing the meaning and function of art. Students will be graded on a scale of A through F based on their understanding of the topics covered in each section.Lesson 1 7
Lesson 1 7gmoustaka
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This document provides expectations and rules for student behavior in an art classroom. Students are expected to maintain an environment conducive to learning by participating appropriately, following instructions, and treating others and equipment with respect. Disruptive behavior such as challenging the teacher, using phones, eating or drinking in class, or excessive tardiness will not be tolerated. One warning will be given before a sanction is issued for continued inappropriate behavior.art appreciation week 1 huma1a hahahsjakd
art appreciation week 1 huma1a hahahsjakdDipBluesea
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This document provides an overview of art appreciation and art history. It defines key terms like humanities, art, art appreciation, and discusses the importance of art for students. Art appreciation allows students to develop visual and analytical thinking skills. Art history analyzes artistic forms and elements through different approaches like representation and expressionism. The document concludes with an instruction for students to work collaboratively by drawing something representing themselves and having classmates interpret their art.More from slkramer (10)
Art 1 and 5 pre post-
Art 1 and 5 pre post-slkramer
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The document discusses traditional Chinese and Japanese art forms like the Terracotta Warriors, folding fans, and story scrolls. It asks questions about the purpose of the Terracotta Warriors, the shape needed to make folding fans, and the common theme in traditional East Asian art. The document also provides information on the materials used for folding fans, how the Terracotta Warriors were painted, the orientation of story scrolls, and that terracotta is a type of clay.Carp final[1]![Carp final[1]](https://cdn.slidesharecdn.com/ss_thumbnails/carpfinal1-110316211051-phpapp01-thumbnail.jpg?width=560&fit=bounds)
Carp final[1]slkramer
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The document discusses a study conducted by four educators to increase student motivation in art and music classes. They implemented a four-part intervention involving discussions about popular music/art, having students express how music/art makes them feel, comparing experiences with and without sound/images, and introducing humanizing artists. Pre- and post-tests and observations were used to assess engagement and perception of relevance. Results varied between placements, with some seeing more participation and interest expressed after the intervention.Carp final[1]![Carp final[1]](https://cdn.slidesharecdn.com/ss_thumbnails/carpfinal1-110316210214-phpapp02-thumbnail.jpg?width=560&fit=bounds)
Carp final[1]slkramer
油
The document discusses a study conducted by four educators to increase student motivation in art and music classes. They implemented a four-part intervention involving discussions about popular music/art, having students express how music/art makes them feel, comparing experiences with and without sound/images, and introducing humanizing artists. Pre- and post-tests and observations were used to assess engagement and perception of relevance. Results varied between placements, with some seeing more participation and interest expressed after the intervention.Pecha kucha for fine arts[1]![Pecha kucha for fine arts[1]](https://cdn.slidesharecdn.com/ss_thumbnails/pechakuchaforfinearts1-110204192243-phpapp01-thumbnail.jpg?width=560&fit=bounds)
Pecha kucha for fine arts[1]slkramer
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This document provides links to various assistive technologies and examples of universal design that can promote inclusion and accessibility in arts education. They include adaptive chairs and instrument holders, enlarged musical notation, adaptive mallets, accessible shakers and boomwhackers, microphone amplification, signing while singing, adaptive whiteboards and SMARTboards, music notation software, scissors with adapted grips, inclusive art machines, wheelchair accessible pottery wheels, and visual technology like document cameras. The tools aim to remove barriers and allow full participation in musical, visual, and performing arts.Love the arts
Love the artsslkramer
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The document discusses a lesson on art and music appreciation, asking the reader questions about several pieces presented and requesting an exit slip answering why they believe or do not believe the pieces are legitimate art or music. Links and images are included of works by Kandinsky, Stella, Duchamp, and two YouTube music videos for reference. The reader is asked to text their like/dislike and art/not art responses to a given number.Love the arts 6slides
Love the arts 6slidesslkramer
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The document is a series of questions asking whether the recipient likes various pieces of media and whether they consider them art or music. It provides YouTube and image links for pieces by Kandinsky, Frank Stella, and Marcel Duchamp, and asks the recipient to respond via text with their opinions. At the end, it asks the recipient to explain in an "Exit Slip" why they believe or do not believe the pieces presented are legitimate art or music.Tech unit resources renoir and cassatt images
Tech unit resources renoir and cassatt imagesslkramer
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These two artworks depict women at the opera. Pierre-Auguste Renoir's 1874 painting La Loge (The Theater Box) shows a group of well-dressed women in a theater box watching a performance. Mary Cassatt's 1878-1879 painting At the Opera features a solitary woman engrossed in an opera program. Both paintings capture scenes of women enjoying performances at the opera.Tech unit resources turning point
Tech unit resources turning pointslkramer
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The document contains 10 multiple choice questions about Impressionism and Impressionist artists such as Monet and Degas. It asks about the techniques used by Impressionists like choppy brushstrokes, subjects often painted like mothers and children by Mary Cassatt, and elements studied by the Impressionists like light, color, movement, and time. The questions also cover specific paintings and how they inspired other art projects focusing on elements of line, color, form, light and movement.Turning point lesson for class
Turning point lesson for classslkramer
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The document contains a series of 10 quick questions about art terminology related to elements such as color, shape, value, pattern, and line. Each question is multiple choice with 4 possible answers. The questions cover topics like other words for color, what alternating shapes in art are called, using fade in artwork, colors mixed with white or black, the meaning of linear, complementary colors on the color wheel, purple and yellow, the lightness or darkness of a color, and what a checkerboard is known for.H and g powerpoint
- 1. ABalanced DietArt History / Art StudioSemester Topics: Oil-painting Materials, Styles, and TechniquesTraditional Chinese and Japanese Art
- 2. Course GoalsInitialTo learn to oil paint by mimicking styles and techniques of the masters
- 3. To Teach myself about Asian art history, movements, differences between Eastern and Western artRevised/RefinedTo create Renaissance-, Impressionist-, and Abstract Expressionist-inspired paintings
- 4. To create a unit on traditional Chinese and Japanese art for 4th gradersEssential QuestionsWhat are the necessary materials and processes involved in making an effective oil painting?What are the major interests and concerns of the artists of traditional Chinese and Japanese art?What are some engaging activities I can use to teach children about traditional Chinese and Japanese art?
- 5. ProductsUnit on Traditional Chinese and Japanese Art5 lessons
- 7. students make fans, Terra-cotta Warriors, Japanese bamboo paintings, story scrolls
- 8. interests studied: nature, performance/expression, protection/afterlife, line, perspectiveProductsAbstract Expressionist-inspired work Experimental
- 10. Canvas-as-object
- 11. Gestural / visible brushstrokes
- 12. ProductsImpressionist- inspired painting Nature
- 14. Attention to light and shadow Vibrant colorsProductsRenaissance-inspired paintingCarefully observed
- 15. Representational
- 16. Still life
- 17. Smoothest brushstrokes I can manageTop ResourcesCohen, W. I. (1992). East Asian art and American culture: a study in international relations. New York, NY: Columbia University Press.Holcombe, J. C. (ed.) (2006). Oil painting techniques. Retrieved from http://www.oil-painting-techniques.com/index.html
- 18. Enduring UnderstandingsNo matter how much you read, oil painting requires practice and patience!
- 19. A dry brush, oil, and turpentine are important to a successful and enjoyable painting experience.
- 20. Art has served as a tool of diplomacy on more than one occasion.
- 21. WWII increased American interest in Japanese art rather than diminishing it.
- 22. Traditional Chinese and Japanese artists value line quality above things like composition (highly valued in the West) because of their high regard for exceptional calligraphy.
- 23. Chinese and Japanese artists created work for a variety of reasons, but it often is elongated in appearance, has flattened space, is shown from an aerial perspective, depicts natural subject matter, and is done in ink or watercolors.Questions for Further StudyWhat are the differences between Chinese and Japanese art?
- 24. What are the names and characteristics of the different time periods in Chinese and Japanese art history?
- 25. How do I really paint a picture? (Am I doing it right?)
- 26. How do I teach others to paint?