We started our first unit in animation in our Computer Art & Animation class here at South Brunswick High School. Then we had a hurricane. We were out of school for a few days (19 to be exact). Then we regrouped and restarted our unit in animation in our Computer Art & Animation class here at South Brunswick High School... then we had another hurricane!
So here we are, back at South Brunswick High School in the Computer Art & Animation class completing our first week of our animation unit! Let's take a look at where we are so far...
To begin our unit, we learned about the Photoshop timeline and frame animation. This first project was to create a simple frame by frame animation to show evidence in understanding the concept by demonstrate the technique.
Our second animation project was to incorporate some of the previous learned skills from the 2D photo manipulation techniques into a frame by frame animation. To do this, we created cinemagraphs. The concept of the cinemagraph is that one part of the image moves while the rest remains still.
Next steps, we will be taking a look at the walk cycle (ha, that was a pun!). From there we intend to incorporate sound... as long as there aren't any more hurricanes!
I sat down with our AP for my pre-observation conference. He asked me, "When I come for the observation, which of the standards will you be covering?"
"I am the standards", was my response.
Actually, I didn't say that. I thought it. But then I answered to the best of my ability. "All of them."
That wasn't the answer he was looking for so he asked again, "But which one, specifically?"
Well now, that was a good question. As an admin, he wanted to know what he should be looking for when he did the observation. This got me thinking, did we actually cover all the standards in one class? Or at least, in one unit? I decided to take a longer look at the Standards, in this case, the NAEA National Visual Arts Standards, and see if we indeed, did cover all of them. I made a surprising discovery.
My first impression of the Standards is how disjointed they appear. There are four Anchor Standards representing Creating, Presenting, Responding, Connecting. Creating and Presenting are rather obvious. Making art and presenting art at at the core of every art program.
The other two anchor standards, Responding and Connecting seemed separated. Almost a throwback to the DBAE days. Looking at art, interpreting art, connecting at some level with art... I imagined an art teacher is a room holding up a poster of Van Gogh's Sunflowers and asking her students to look, analyze, interpret and judge the art.
Visions of Robin Williams addressing his class filled my brain...
"Gentlemen, open your text to page twenty-one... Understanding Poetry, by Dr. J. Evans Pritchard, Ph.D."
"To fully understand poetry, we must first be fluent with its meter, rhyme, and figures of speech. Then ask two questions: One, how artfully has the objective of the poem been rendered, and two, how important is that objective. If the poem's score for perfection is plotted along the horizontal of a graph, and its importance is plotted on the vertical, then calculating the total area of the poem yields the measure of its greatness."
Out of Order
However, I made one very importantly but seemly overlooked observation about the Standards.. they are out of order. One doesn't make art, present art and then look at art for inspiration and meaning. Rather, we look at art, are inspired by art, and then create and present art. instead of Creating, Presenting, Responding, Connecting consider this:
Responding, Connecting, Creating, Presenting
When we consider the standards in this order we notice how well they align with the artistic process for creating art. Through the artistic process we are first inspired by art, we then develop and idea to convey meaning, we then plan and create, and finally we reflect and present.
To be clear, these are the anchor standards and more concise learning targets can and would be addressed through the unit or on an individual basis. However, in this manner, every student that is inspired, designs, creates and reflects on a work of art should be meeting all the standards.
The Final Word
One of the first parts of the process where we began looking at alignment with the standards was actually the last part of the process. That is to say, the final reflection. One of our goals this year was to increase student participation in written reflection. Earlier in the year, as part of the Art of South B Tool Kit, we updated our list of Question Prompts which students use when completing written reflection on Seesaw.
To complete our alignment between the artistic process and the standards, we rewrote our List of Prompts one more time, and arranged them, including color coding, by the standard's categories.
Imagine an entire high school art program, fully ingrained in the TAB philosophy, scaffolded to explore the same artistic behaviors. That's what we're working on here at the Art of South B. To kick off the year, each class will be exploring the concept of observation. Here's a look at how we're approaching that at each level.
Art One: The beginner students are starting with the first of The Nine subject-based themes, the Object. Through this theme, the art student will explore how artists use observation as a source for creating a work of art.
We will throw in a few technique tutorial mini lessons so students gain a basic understanding of how to utilize some of the media available to them. We'll also present a few challenges to help students gain a better understanding of the concept of observation.
For example, day one we challenged the Beginner students with creating a work of art that was tantamount to an actual object. Observation at its best and a lot of fun too!
Art Two: Our intermediate students are kicking off the year with the Artistic Behavior Unit, Artists Observe. We'll be taking a look at artists and artworks that explore this foundational concept.
However, this isn't your mamma's observational unit that only explores still life's. Sure, we'll check out nature artists such as local NC wildlife artist Ryan Kirby as well as the pastel genius of Zaria Forman but we will also see how contemporary artists such as Nathalie Miebach and Lenka Clayton handle this same subject.
Above: A collection of texts sent turned into sculpture
Advanced & AP: Everything returns full circle as our Advanced/AP students begin work on their first Breadth piece, playing off the subject based theme, The Object. Of course what they decide to create is entirely up to them but we're reviewing some of the basics; creating high contrast, black and white images and taking into consideration magnification.
Observational sketch of a Christmas light
These three words show up rather often in the art room. It's the basis of artistic thinking, but how do we help students work through the process? Moreover, what tools can we provide to ensure students are successful? Furthermore, how can we present these tools to not just the singular art class, but to every student throughout their high school art career? Here at the Art of South B, we have a few ideas...
Most teachers can appreciate having their students document the design phase. We already know the "what". Sure, we're going to present new artists, skill and techniques to our students. It also wouldn't hurt if they found a way to visually plan their ideas before they start development.
The "how" on the other hand, can be a bit more tricky. Sketchbooks, notebooks and even altered books are all considered when trying to decide how students should keep track of this information. We took all this into consideration this year at the Art of South B and, with the help of the printshop, developed the Art Journal.
The Art Journal, free to each student, is a spiral bond 40 page book with art history, skill development, and planning pages built in. We're even printing out thumbnail images of the art we show so the students have a visual reminder to go with the notes they scribe.
Since we are running a TAB program, we believe the student is the artists and the art room is their studio. However, this doesn't mean the student is alone in their artistic journey. We are here to present the student a full range of choice while presenting artists, ideas and concepts the student may have never heard of.
For the Beginner, it's the Nine. These are subject based themes to get the wheels turning. The intermediate students will explore Artistic Behavior Units. These units cover the way artists think and work. For our Advanced students, we'll layout a framework to guide them successfully through the Breadth and Concentration sections of the AP Portfolio. As teachers, we present the information. At that point, its up to the student to decide what they're going to do with it. We're here to help facilitate their vision.
John Dewey said, "We do not learn from experience... we learn from reflecting on experience. Obviously reflection is important but it's got to be more than simply capturing artwork and posting it to an online portfolio. However, that's a great start. That's why every student at the Art of South B post weekly to Seesaw. It's a great way for the teacher to see what the student has accomplished but more importantly, it's a great way for the student to see what they'd have accomplished.
Now what about reflection? We're helping out here too. This year, each student at the Art of South B has been provided a list of question prompts they can consider when writing a caption for their Seesaw post. In fact, the questions are printed right their in their Art Journals! How tight is that? They can also find the prompts online here and we also had them printed out in poster form that are hung up in each art room. Sweet!
This year at the Art of South B we are offering a brand new art class... Computer Art & Animation. We'll be taking a look at Adobe Photoshop and Illustrator, as well the Adobe tools Animate programs. We'll try our hands at digital painting on hte iPad and may even do a little 3D printing.
So far, we are only three days in but the class is already killing it. The following is a combination of a few tutorials along with individual projects. Check it out!
The year has ended. The seniors have graduated, the halls are clear and the art room is packed up. There was some great art created this year, like the piece above. These guys were really starting to get the hang of multi level stencils.
Most of the art is taken home by the students. The art cubbies are clear and ready for new art to fill the shelves next year. Still, there is always some art that is left behind. Here is a look at some of the things found round the room and on Seesaw that may or may not be art... :)
Art of the Fry.
A Walk to Remember
She stayed after on the last day to finish it!
Eye of Fish Pebbles
Here's Looking At You, Kid
See you in the fall!
We are winding down the year but our artists are still knocking out artwork after artwork. Lainey created the above piece digitally on her tablet. Tablets make clean up easier but they are harder to hang in the display case.
Jo Jo completed another stencil of a fellow classmate. this work is actually three layers of stencils, overlapping.
This is an app that generates the image based on student input. it's create pretty neat looking works of art.
3D printed turtle, painted in acrylic.
Stippling takes a while. lots of dots. Lots of dots. Lots.. dots.
This is a remake of a piece this student previously completed. She wanted to redo it to see how much she had improved her skill set.
Hunter decided to create a pixel art image. We didn't have any post it notes so he had to hand paint and cut his own squares, 2" x 2".
From up close it doesn't look like much.
as you back up its starts to resemble a face.
From down the hall it looks like Kevin Hart.
This year was a 'big first' here at the Art of South B... in fact, it was a big first for SBHS, Brunswick County and for me, your humble art teacher. For the first time ever, in all three circumstances, we offered AP Studio Art.
So what's AP Studio Art you ask? Well, let me explain. AP Studio Art is an advanced placement course offered by the College Board. Students enrolled in the course must produce 24 works of art to create three sections of a portfolio.
The first portfolio section is called Breadth. Students submit 12 original works of art that show a wide variety of skills and techniques. The second section is their Concentration. These 12 works must demonstrate a common theme. These are the works we'll focus on for this post. The third section is Quality. Students submit 5 works of art that demonstrate quality.
In all, we had 14 students enroll this first year of which 13 students submitted portfolios. In total, over 300 works of art were created! Below is a look at some of the Concentration works completed this year. Words in quotes were written by the student.
"My concentration is a series of portraits depicting the wives of Henry VIII at the beginning and end of the marriage. In these portraits, I will exaggerate certain emotions in the facial expressions and ideas behind the image in the background."
"The Central idea of my concentration is depicting trash in coastal areas by creating collages with the actual garbage left in these areas. I went out and took all of these photographs to make the collages. The coastal area is heavily affected by litter because of the geographic location. All of the bottles and various plastics end up on the shores and in the waterways. I want to show how litter affects the natural environment by making artwork using litter found in these coastal areas. "
Kamryn began her concentration with an interested in photo-manipulation. She soon branched out and began creating original abstract digital works. These designs later lead to her incorporating imagery with a focus on various principles of design such as repetition, perspective, and movement
"The central idea of my concentration is based on a series of questions that a person would be asked. The artwork depicts the responses to the questions metaphorically through portraiture. The audience engages the questions through the title, views the portrait, and makes a connection between the two."
Originally, Grayson planned to morph his own original paintings with photos of classmates. As he worked through the process, he realized he was less interested in the painting process and more interested in morphing animals and humans.
Vienna created a portfolio of acrylic landscape paintings. All of her paintings were created using he own original photography. She was particularly interested in capturing strong moods through the use of lighting.
There's a new teacher here at the Art of South B. Stacey Belter (above, right) started teaching at South B at the beginning of this semester and already has her classes up and running. Belter opened the semester by introducing several of the Nine, including architecture, the portrait and landscape. Since then she has introduced several choice-based concepts to work towards a studio model.
I interviewed Belter about how she liked working at South B and also asked her to give some insight into her teaching methods. Belter said,"I just put it on blast, I tell them, tap those breaks, stay in your lane, cause it's too much, too much." I actually didn't understand anything she said but did request she provide a dictionary of phrases for future interviews.
Next, I asked her students what they thought about there new art teacher. One student said, "She's a fabulous dresser." Another student added that she was a, "Very fashionable." A third student mentioned something about her great hair." Fashion aside, I pressed for their thoughts of Belter as a teacher. "Umh, umh. umh.... She wears cool pants!"
Above: Providing opportunities for students to work with different materials, a center was set up so students could create ugly dolls.
allowing for student directed teaching lead to this student combining stencils and printing to create these works of art. This student later show other students how to use this technique.
Students where challenged to create a work of art with a focus on text. Lots of good stuff coming out of the art room.
Best In Show!
Can you say Best in Show?! Congratulations to Taylor for winning Best in Show at the Southport Brunswick County Art Exhibit beating out all artists from West, north and East Brunswick high schools!
(OK. there is no East Brunswick HS but if there was...)
Placing second Southport Brunswick County Art Exhibit was out very own Vienna for her excellent seascape acrylic painting.
Other Happenings This Week
Katie completing another digital work
Giant Hamburger and soda add to the french fries to complete the combo meal
Pasty working in charcoal
Chloe decided to use the tie dye ink... just in a slightly less traditional manner.
Nyssa working digital, adding the scribbles was an interesting effect, especially in the eyes
Jo Jo and I talked about the concept of 1000 origami cranes. So just 999 to go
That's some nice color pencil work!
Art of South B
This blog contains the work of Visual Artists, Computer Graphic Designers, Animators, and Street Artists from South Brunswick HS, NC
The Open Art Room provides a student-centered approach to art instruction that is inspirational, practical, and classroom-tested.