This is a compilation of list of activities in Reading Visual Arts intended for RVA students.
To College of Education Instructors, you may se this as your reference.
1) The document provides instructions for Year 6 art students on various portrait drawing activities and techniques. It discusses elements of art, taking self-portrait photos from different angles, and developing technical skills in portrait drawing.
2) Students are instructed to experiment with portrait drawing styles like caricatures and observational drawings using a selfie as a reference. They also take photos of each other from different angles to incorporate into a digital collage.
3) The final activity has students beginning their main portrait drawing on A3 paper, with the goal of having the portrait be roughly A4 in size. Throughout, the document emphasizes developing skills in different portrait styles and techniques.
The document provides instructions for creating a self-portrait by first tracing an outline of one's face in a mirror and then adding symbols that represent interests and activities. Students are advised to carefully study details like eye shapes and shadows when drawing and to focus on capturing accurate proportions rather than realistic rendering. The finished portrait can be colored using pastels or pencils to represent oneself through visual symbols in addition to facial features.
The document outlines an upcoming division training workshop for illustrators and layout artists to be held from May 9-11, 2018 at La Consolacion University Philippines in Malolos, Bulacan. The workshop will cover strategies and techniques in illustration, including easy steps for creating illustrations, characteristics of an illustrator, functions of illustrations, and an introduction to Adobe Photoshop. Activities will include drawing cartoon faces, adding details to stick figures, and analyzing scenes to create appropriate illustrations.
This document provides instructions for an art class. It outlines procedures for the class including bringing necessary supplies and cleaning up. It discusses elements of art like texture, color, shape, and line. It describes several portrait drawing activities where students will take photos of themselves, draw self-portraits using different techniques, and experiment with warping photos. Charcoal techniques are also practiced. The goal is for students to create a front cover design and main self-portrait drawing in their visual diaries.
This document outlines a lesson plan for students to draw self-portraits. The objectives are for students to know the basic steps of drawing and draw a self-portrait following the steps provided. The lesson begins with engaging students by having them look in a mirror and think about what features need to be included in a self-portrait. It then provides explanations and demonstrations of how to draw a self-portrait in 11 steps. Students are guided through exploring the process, practicing drawing themselves, and sharing their portraits with peers to get feedback.
ancient to modern art from the western part of the worldFLORYROSEFLORES1
油
This document outlines a 9th grade art lesson plan that includes learning objectives, activities, and assessments. The lesson plan covers art elements and principles through various activities like an "Art Scramble" game identifying terms like color, line, shape, and texture. It also includes a quiz identifying different art era styles. The objectives are to analyze and identify characteristics of western classical and different art period styles.
This months edition features Lou Jones article 'Why Take Photographs, our Thanksgiving Photography Tips & Tricks, a look at whats possible with PicsArt Photo Studio, our interview with Surreal Photographer Frank Herfort, some of the best artwork from our users, and so much more!
This document summarizes the AS Art course at Beaumont school. It covers three main areas:
1. An overview of the course structure and content, which includes exploring different art disciplines like painting, printmaking, and sculpture over 2 years through a series of workshops and assignments.
2. Expectations for students, which involves researching artists, taking photographs, annotating work, and completing all assessment criteria to achieve a good grade.
3. An outline of the year ahead, with workshops scheduled in drawing, printmaking, painting, and sculpture from September to February, culminating in a final project in the student's chosen media.
This document provides information about the AS Art course at Beaumont school. It is a two-year course consisting of four units, with coursework accounting for 60% and externally set assignments making up the remaining 40% each year. Students will explore various art disciplines like painting, printmaking and sculpture. They will complete workshops in different media each term culminating in a final piece. Regular sketchbook work is required along with research and annotation. Students are expected to work independently while teachers provide guidance.
This document outlines procedures and responsibilities for students in art class, including bringing necessary supplies, cleaning up, and being respectful of tools and other students' artwork. It also discusses elements of art like line, shape, color and texture that are building blocks of art. Several portrait drawing activities are described where students will take self-portrait photos, draw facial features and proportions, and experiment with techniques like continuous line drawing and using charcoal to create shades and highlights. The goal is for students to create a final self-portrait drawing on A3 paper using these techniques.
This document outlines activities for a Year 6 art class unit on portraiture. It includes instructions for various portrait drawing exercises using different styles and techniques. Students are asked to create self-portraits in the styles of Simpsons characters, manga, and Australian artist Dell Barton. They also study famous portraits and analyze the use of art elements. The final activity involves students reflecting on their three self-portraits and the artistic techniques and concepts they explored.
Student powerpoint an introduction to alternative photography techniques 2016Elaine Humpleby
油
A resource for teachers and students of Photography: written to assist and motivate students in three Alternative Photography Processes; Photograms, Cyanotypes and Chemigrams
December Photography Monthly Magazine! Dn't miss PIcsArt's feature interview with ballet dancer turned photographer Kylli Sparre, an artist with astounding surreal photography.
Photomedia in Creative Practice (MANIPULATE IMAGES)Virtu Institute
油
This document provides information on exploring and developing creativity through photo manipulation. It discusses taking photos with different cameras and formats, and manipulating images in Photoshop using tools like layers, filters, and color correction. It encourages experimenting freely without limitations to spark creativity. Examples are given of creative works by Annie Liebovitz and Jerry Uelsman using photo composites. Free software alternatives to Photoshop like GIMP and Scribus are also listed for image editing and page layout.
Anna Ablett is creating an augmented reality app and is researching photography techniques. She practiced using aperture, shutter speed, and ISO settings. In a photo studio, she took pictures of bottles and learned lighting and composition skills. She edited the bottle photos in Photoshop, overlaying them on beach and bar scenes to create mock advertisements.
Year 9 art portraiture and the alter ego scheme of workRWFortismere
油
This document provides instructions for a self-portrait art project using the technique of grids. Students will take a portrait photo, then use a grid system to copy their photo in detail using different patterns and tones to represent values. They will also explore the idea of alter egos through mask-making using discarded materials to reveal a hidden part of their personality.
This document provides ideas for fundraising lessons centered around visual arts projects. It suggests having students create and sell buttons, painted rocks, or customized t-shirts with designed graphics. For each project, the document outlines steps like brainstorming designs, creating templates, and setting up displays to advertise and sell the artwork. It emphasizes keeping designs simple, bold, and consistent with the fundraising theme or organization. The final sections propose auctioning chairs painted by students to represent themselves or works of art as another creative fundraising option.
The document summarizes a photography student's year-long project of creating self-portraits daily from November 2006 to November 2007. It discusses how the project pushed the student's creativity through its repetitive subject matter. It also discusses how experimenting with different cameras and techniques helped the student stay creative and avoid repetition. The student used 25 different cameras and techniques over the year, from digital SLRs to pinhole cameras. The goal was to question norms and find new capabilities in the equipment.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
The document provides instructions and tips for an assignment to write a descriptive paragraph about a paperclip. Students are asked to closely observe and "defamiliarize" the ordinary object of a paperclip through sustained visual attention in order to restore the strangeness of perceiving it. The assignment is due by July 6th, with further papers due on July 7th and 14th. Guidelines for the descriptive paragraph emphasize showing the reader what is seen in vivid language, focusing on describing the object itself without reactions or speculation, and using richly descriptive words to convey the object's appearance.
This document provides an overview of the materials and exercises needed to learn drawing from the book "Drawing on the Right Side of the Brain". Students are instructed to gather basic drawing materials and complete three pre-instruction drawings - drawing a person from memory, a self-portrait using a mirror, and drawing their own hand - to assess their starting skill level. These initial drawings will likely rely on childhood symbols rather than accurate perception. The exercises that follow are designed to train students to set aside preexisting symbols and learn to perceive and draw what they actually see by focusing on edges, spaces, light and shadow, and other basic perceptual skills. Personal style will then naturally emerge over time as skills improve.
This document outlines Allison Hewitt's initial plans for creating a print magazine. She enjoys print media and was excited about the project. Her first idea was a magazine about creativity but she wanted to narrow the focus. When travel photos she took in Europe were mentioned, she decided to create a travel magazine about adventurous people traveling the world for creative reasons. She created mind maps and mood boards to develop her idea. Her schedule outlines research, experiments, production, and evaluation over 5 weeks. She lists 7 sources she plans to use including magazine design techniques, travel destination articles, and backpacking tips.
Emily created a print edition of her online magazine "PRINTISDEAD" for her final major project. Over 9 weeks, she planned the project, researched target audiences, conducted test photoshoots, took photos of models at various locations, and designed pages on Photoshop and InDesign. The print magazine included a cover, advertisements, and articles on fashion and its connection to art. In the final week, Emily evaluated her work and reflected on completing a professional magazine within her time limit.
Express yourself portrait 2021 version 2 grade 6 JulietteWegdam1
油
This document provides instructions for a Year 6 art unit on portraits. It outlines various activities for students to explore different portrait drawing techniques including observational drawing, continuous line drawing, and using shading to create 3D effects. Students will take self-portraits from different angles and experiment with materials like charcoal and pastels. They will analyze famous portraits, create portraits in styles inspired by artists like Tim Burton, and reflect on their learning through a final self-portrait. The goal is for students to express themselves through portraiture while learning key art elements and techniques.
Add a few points to your lens IQ with our feature, written by veteran photographer extraordinaire, Lou Jones. Then, explore the secrets of flower photography with our resident photography teacher Corradino. And after that, strap on some heat-resistant hiking boots and delve into our interview with the man who photographed a ritual you have to see to believe at the base of an Indonesian volcano.
This document provides information about the AS Art course at Beaumont school. It is divided into units over two years. In year 12 students explore different art disciplines like painting and sculpture through workshops centered around a theme. Students independently research artists and take photos to inform their work. The course encourages personal expression. In year 13 students complete coursework from a personal starting point and an externally set exam. Students must show process through their sketchbook to achieve high marks. The upcoming year's theme is "Environments" and students will complete drawings, photos, and mind maps on the topic in their sketchbook.
This document provides information about the AS Art course at Beaumont school. It is divided into units over two years. In year 12 students explore different art disciplines like painting and sculpture through workshops centered around a theme. Students independently research artists and take photos to inform their work. The course encourages personal expression. In year 13 students complete coursework from a personal starting point and an externally set exam. Students must show process through their sketchbook to achieve high marks. The upcoming year's theme is "Environments" and students will complete drawings, photos, and mind maps on the topic in their sketchbook.
GE 6 -TEXTILE ART AND THE ART OF WEAVING IN THE INDIGENOUS TRIBES IN THE PHIL...AmapolaCurayag1
油
Why do we need to study the art of weaving, despite the gadgets that we have?
At the end of this lesson, you are expected to:
A. draw out metaphors from local myths so you will values cultural roots and,
B. deepen your understanding of imagining
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This document provides information about the AS Art course at Beaumont school. It is a two-year course consisting of four units, with coursework accounting for 60% and externally set assignments making up the remaining 40% each year. Students will explore various art disciplines like painting, printmaking and sculpture. They will complete workshops in different media each term culminating in a final piece. Regular sketchbook work is required along with research and annotation. Students are expected to work independently while teachers provide guidance.
This document outlines procedures and responsibilities for students in art class, including bringing necessary supplies, cleaning up, and being respectful of tools and other students' artwork. It also discusses elements of art like line, shape, color and texture that are building blocks of art. Several portrait drawing activities are described where students will take self-portrait photos, draw facial features and proportions, and experiment with techniques like continuous line drawing and using charcoal to create shades and highlights. The goal is for students to create a final self-portrait drawing on A3 paper using these techniques.
This document outlines activities for a Year 6 art class unit on portraiture. It includes instructions for various portrait drawing exercises using different styles and techniques. Students are asked to create self-portraits in the styles of Simpsons characters, manga, and Australian artist Dell Barton. They also study famous portraits and analyze the use of art elements. The final activity involves students reflecting on their three self-portraits and the artistic techniques and concepts they explored.
Student powerpoint an introduction to alternative photography techniques 2016Elaine Humpleby
油
A resource for teachers and students of Photography: written to assist and motivate students in three Alternative Photography Processes; Photograms, Cyanotypes and Chemigrams
December Photography Monthly Magazine! Dn't miss PIcsArt's feature interview with ballet dancer turned photographer Kylli Sparre, an artist with astounding surreal photography.
Photomedia in Creative Practice (MANIPULATE IMAGES)Virtu Institute
油
This document provides information on exploring and developing creativity through photo manipulation. It discusses taking photos with different cameras and formats, and manipulating images in Photoshop using tools like layers, filters, and color correction. It encourages experimenting freely without limitations to spark creativity. Examples are given of creative works by Annie Liebovitz and Jerry Uelsman using photo composites. Free software alternatives to Photoshop like GIMP and Scribus are also listed for image editing and page layout.
Anna Ablett is creating an augmented reality app and is researching photography techniques. She practiced using aperture, shutter speed, and ISO settings. In a photo studio, she took pictures of bottles and learned lighting and composition skills. She edited the bottle photos in Photoshop, overlaying them on beach and bar scenes to create mock advertisements.
Year 9 art portraiture and the alter ego scheme of workRWFortismere
油
This document provides instructions for a self-portrait art project using the technique of grids. Students will take a portrait photo, then use a grid system to copy their photo in detail using different patterns and tones to represent values. They will also explore the idea of alter egos through mask-making using discarded materials to reveal a hidden part of their personality.
This document provides ideas for fundraising lessons centered around visual arts projects. It suggests having students create and sell buttons, painted rocks, or customized t-shirts with designed graphics. For each project, the document outlines steps like brainstorming designs, creating templates, and setting up displays to advertise and sell the artwork. It emphasizes keeping designs simple, bold, and consistent with the fundraising theme or organization. The final sections propose auctioning chairs painted by students to represent themselves or works of art as another creative fundraising option.
The document summarizes a photography student's year-long project of creating self-portraits daily from November 2006 to November 2007. It discusses how the project pushed the student's creativity through its repetitive subject matter. It also discusses how experimenting with different cameras and techniques helped the student stay creative and avoid repetition. The student used 25 different cameras and techniques over the year, from digital SLRs to pinhole cameras. The goal was to question norms and find new capabilities in the equipment.
The document discusses non-objective art and abstraction through a series of disjointed phrases and instructions. It touches on key artists like Paul Klee, techniques like line drawing, and exercises focused on sensory awareness and drawing one's mouth from inner perception. The overall content explores abstraction and experimental approaches to seeing, thinking, and representing visual experiences through drawing.
The document provides instructions and tips for an assignment to write a descriptive paragraph about a paperclip. Students are asked to closely observe and "defamiliarize" the ordinary object of a paperclip through sustained visual attention in order to restore the strangeness of perceiving it. The assignment is due by July 6th, with further papers due on July 7th and 14th. Guidelines for the descriptive paragraph emphasize showing the reader what is seen in vivid language, focusing on describing the object itself without reactions or speculation, and using richly descriptive words to convey the object's appearance.
This document provides an overview of the materials and exercises needed to learn drawing from the book "Drawing on the Right Side of the Brain". Students are instructed to gather basic drawing materials and complete three pre-instruction drawings - drawing a person from memory, a self-portrait using a mirror, and drawing their own hand - to assess their starting skill level. These initial drawings will likely rely on childhood symbols rather than accurate perception. The exercises that follow are designed to train students to set aside preexisting symbols and learn to perceive and draw what they actually see by focusing on edges, spaces, light and shadow, and other basic perceptual skills. Personal style will then naturally emerge over time as skills improve.
This document outlines Allison Hewitt's initial plans for creating a print magazine. She enjoys print media and was excited about the project. Her first idea was a magazine about creativity but she wanted to narrow the focus. When travel photos she took in Europe were mentioned, she decided to create a travel magazine about adventurous people traveling the world for creative reasons. She created mind maps and mood boards to develop her idea. Her schedule outlines research, experiments, production, and evaluation over 5 weeks. She lists 7 sources she plans to use including magazine design techniques, travel destination articles, and backpacking tips.
Emily created a print edition of her online magazine "PRINTISDEAD" for her final major project. Over 9 weeks, she planned the project, researched target audiences, conducted test photoshoots, took photos of models at various locations, and designed pages on Photoshop and InDesign. The print magazine included a cover, advertisements, and articles on fashion and its connection to art. In the final week, Emily evaluated her work and reflected on completing a professional magazine within her time limit.
Express yourself portrait 2021 version 2 grade 6 JulietteWegdam1
油
This document provides instructions for a Year 6 art unit on portraits. It outlines various activities for students to explore different portrait drawing techniques including observational drawing, continuous line drawing, and using shading to create 3D effects. Students will take self-portraits from different angles and experiment with materials like charcoal and pastels. They will analyze famous portraits, create portraits in styles inspired by artists like Tim Burton, and reflect on their learning through a final self-portrait. The goal is for students to express themselves through portraiture while learning key art elements and techniques.
Add a few points to your lens IQ with our feature, written by veteran photographer extraordinaire, Lou Jones. Then, explore the secrets of flower photography with our resident photography teacher Corradino. And after that, strap on some heat-resistant hiking boots and delve into our interview with the man who photographed a ritual you have to see to believe at the base of an Indonesian volcano.
This document provides information about the AS Art course at Beaumont school. It is divided into units over two years. In year 12 students explore different art disciplines like painting and sculpture through workshops centered around a theme. Students independently research artists and take photos to inform their work. The course encourages personal expression. In year 13 students complete coursework from a personal starting point and an externally set exam. Students must show process through their sketchbook to achieve high marks. The upcoming year's theme is "Environments" and students will complete drawings, photos, and mind maps on the topic in their sketchbook.
This document provides information about the AS Art course at Beaumont school. It is divided into units over two years. In year 12 students explore different art disciplines like painting and sculpture through workshops centered around a theme. Students independently research artists and take photos to inform their work. The course encourages personal expression. In year 13 students complete coursework from a personal starting point and an externally set exam. Students must show process through their sketchbook to achieve high marks. The upcoming year's theme is "Environments" and students will complete drawings, photos, and mind maps on the topic in their sketchbook.
GE 6 -TEXTILE ART AND THE ART OF WEAVING IN THE INDIGENOUS TRIBES IN THE PHIL...AmapolaCurayag1
油
Why do we need to study the art of weaving, despite the gadgets that we have?
At the end of this lesson, you are expected to:
A. draw out metaphors from local myths so you will values cultural roots and,
B. deepen your understanding of imagining
Chapter 1 ASSUMPTIONS AND MISCONCEPTION ON THE NATURE OF ARTAmapolaCurayag1
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* Will my current version of QuickBooks Desktop stop working?
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Recall various terms of computer and its part
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Explain about networking and elements based on internet
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3 Understanding the meaning and utility of database management system
4 Evaluate the various aspects of management information system
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2. SLIDESMANIA.
ACTIVITY JOURNAL # 3
TITLE : DIGITAL ART: AVATAR
Instructions: Go to google or download an app from
PLAY STORE about free avatar creation. Design your own
AVATAR according to your personality. Print it out in a
long sized bond paper. Put a short description below or
caption.
4. SLIDESMANIA.
ACTIVITY JOURNAL # 3
DIGITAL ART: MY AVATAR
DESIGN YOUR OWN AVATAR
ACCORDING TO YOUR TASTE.
THIS IS MINE SO BE UNIQUE.
I am relentlessly forgiving, but if
you get at the peak of my patience,
then youre screwed. Yeah.
~ Amapola M. Curayag
5. SLIDESMANIA.
MY AVATAR
Note: DESCRIPTION can be a form of
poem, or riddle or simply describing your
favorites, share something that anyone
can enjoy it. Be unique and be you! MAKE
it sound COOL!
FOR THE PICTURE:
Make sure the picture that you will upload
is clear and zoomed in.
6. SLIDESMANIA.
ACTIVITY JOURNAL # 4
TITLE : DIGITAL ART: DIGITAL COLORING
Instructions: Go to google or download an app from
PLAY STORE a COLORING APP. You can choose a
simple drawing you just need to color it using your
phones or laptops, or tablets if any. Whatever
device you currently have you can ask help from
me. If you have problems. This can be submitted
later.
7. SLIDESMANIA.
DIGITAL
COLORING ART
Step 1: Download any Coloring app as long as
it is free online.
Step 2: After downloading, choose a simple
creation, it can be a flower or vase, or
something simple. The goal here is for you to
try something new.
Step 3: After coloring, make sure to save it
and print it.
Step 4: Put your own caption.
10. SLIDESMANIA.
Note: First page is the artwork and
caption.
Second page: Answer this question.
WHAT HAVE YOU LEARNED FROM
USING AN ONLINE COLORING
APP? Did you find it relaxing or
stressful? Please explain how
you feel and be honest.
12. SLIDESMANIA.
OPTION:
Another option: If you are not
comfortable with digital art, please
print your own coloring pages design in
one page, you may color with using
colored ballpens, pencils, highlighters,
watercolors, poster colors, crayons, you
decide. This activity will take time so,
you will submit it as soon as you are
finish. No deadline however, you have
only until midterm exam.
14. SLIDESMANIA.
ACTIVITY
# 5
ACTIVITY
# 6
ACTIVITY
# 7
ACTIVITY
# 8
MIDTERM ACTIVITIES
SPECIFIC TITLES
PHOTOGRAPHIC
ANALYSIS
Capture a photo
and give your
photographic
analysis
PHOTOGRAPHIC
COMPARATIVE
ANALYSIS
THEN AND NOW
BEFORE AND
AFTER
OPTICAL
ILUSSION ART
EXAMPLES
Literal (1)
Physiological (1)
Cognitive(1)
ELEMENTS OF
ART
1. Line
2. Shape
3. Value
4. Form
5. Texture
6. Color
7. Space
ACTIVITY
# 9
PRINCIPLES OF
ART AND DESIGN
1. Balance
2. Unity
3. Variety
4. Emphasis
5. Movement
6. Pattern
7. Proportion
15. SLIDESMANIA.
ACTIVITY NO.
5
PHOTOGRAPHIC ANALYSIS
Use your phone and capture a photo, could be stolen shot,
could be an architecture, could be something that can
immediately catches my attention.
Print it and give a caption. Do not use any online photos
researched. Use your own.
When you describe your photo, please follow the 4 steps I
have embedded for you. Read the PPT again from
previous lesson. Thank you.
16. SLIDESMANIA.
THEN and NOW (Photographic Comparison)
Compare 2 photographs captured historically and in the
modern world. That means your old photograph is BLACK
n WHITE. Caption is necessary below both pictures. Make
sure your OLD photo is an example of a certain
HISTORICAL SITE, EVENT that is significant in our lives.
ACTIVITY NO.
6
18. SLIDESMANIA.
ACTIVITY NO. 7
NOTE: LIMIT YOUR PAGES INTO 2 PAGES ONLY. RESEARCH AN EXAMPLE OF
THE DIFFERENT TYPES OF THE OPTICAL ART ILLUSIONS (1 FOR LITERAL, 1
FOR PHSYIOLOGICAL AND 1 FOR COGNITIVE)
PICTURE SIZE: (DONT PRINT TOO BIGGER SIZES, PLEASE CONSERVE
PAPER)
Research and Look for the ff. information, take them note as caption:
1. name of the artwork, and painter
2. When is it created
3. technique and mediums used
4. Other interesting facts about the art piece
24. SLIDESMANIA.
GROUP ACTIVITIES Term
Periods, Prelim, Midterm
and Finals
Group Activity No. 1 POSTER MAKING ABOUT
FILIPINO CUSTOMS AND TRADITIONS
Group Activity No. 2 MUSIC VIDEO (MIDTERM)
Group Activity 3 CULMINATION PROGRAM
25. SLIDESMANIA.
ACTIVITY
# 10
ACTIVITY
# 11
ACTIVITY
# 12
ACTIVITY
# 12
FINALS ACTIVITIES with
SPECIFIC TITLES
READING
VISUAL ARTS
ART CRTICISM
(handwritten)
ACTIVITY
# 13
A Summary
of
My
Favorite
Film/Novel
-oral-
FILM
CRITCISM:
(Pick a film)
READING VISUAL
ARTS
REALIZATIONS
Infographic
(Creation not
Printed)
27. SLIDESMANIA.
ACTIVITY NO. 10
Art Criticism: Analyzing Artwork
Lets Do this!
Art Comprehension and analysis:
This activity demands your knowledge about analyzing and reading the artwork. Let us
remember, in interpreting the various arts there is a steps and tips. Using one of the pictures below,
do the activities that follow.
Edvard Munch, Separation, 1896
1. The painting is about_____________________
2. This painting is made of _________________
3. The painting is a type of _________________
4. The message is ________________________
https://artclasscurator.com/art-criticism-lesson/
https://arthive.com/es/publications/
4746~15_most_famous_surreal_paintings_by_salvado
r_dali