Featured Artists: one point perspective

Abby R.

 

Ainsley H.

 

Alleigh M.

 

Blake P.

 

Caden C.

 

Caiden K.

 

Ella S.

 

Emily P.

 

Faith W.

 

Hannah P.

 

Isabelle K.

 

Joshua G.

 

Kaitlyn R.

 

Madi M.

 

Megan S.

 

Morgan C.

 

Samuel N.

 

Shawn S.

 

Susie D.

 

William L.

 

 

 

Abstracted Coor Wheel 2015!

 To begin, students developed an original design using twelve shapes.  Next students learned about the color wheel: primary, secondary, and tertiary (intermediate) colors.  Then students spent several weeks learning how to mix the three secondary and six tertiary color themselves.  Once the paint was dry, students gave their painted shapes a sharpie black outline.

 

 Next, students then learned about value; how light or dark something is.  Shading with pencil is a common prior experience with value.  Here, students learned two new drawing techniques, hatching and cross-hatching to create value with pens and sharpie markers.  Spacing of the hatching lines is a huge factor in creating different values, the wider the spacing the lighter the value, the closer the spacing gets the darker the value.

 

 Students then divided the background up into shapes.

 

 Next, to create a sense of contrast, students began applying the hatching in the background.

 

To finish, students were challenged to create a variety of values: light, medium, and dark.  As always, students were also challenged to consider their composition and to balance the values evenly around the background.

One Point Perspective 2014

As students learned one point perspective, they experienced many options for their 3D shapes such as basic shapes, block letters, repeating shapes, and overlapping shapes.  When designing and placing shapes, students were challenged to consider their composition and "balance" their shapes.

 

 Once the 3D shapes were balanced, students then developed a background.  Their background could have been anything from a realistic outdoor scene, to a decorative pattern.

 

 Before coloring, students learned about color schemes.  A color scheme is a way of organizing color.  In the art world there are many color schemes that have specific names.  Students learned about several color schemes: warm & cool colors, neutral colors, analogous colors, complementary colors, primary colors, and secondary colors.  Students also had the option to use one color scheme on their 3D shapes, and a different color scheme in their background.  Lastly, students could also use a "non-art" color scheme, something they could describe as easily recognizable from the world around them; like the colors for a well known sports team.  Above, I have my example of MSU on the 3D shapes and U of M in the background.

Above is an example of a warm/cool color scheme.

 

Above is an example of a neutral color scheme.

Welcome to the 2014-2015 School Year!

Dear Students and Parents,

I'm Nick VandenBerg, 6th grade art teacher, I am very excited for this school year!!!  This year in 6^th grade, every student takes art class.  I am very honored to have the opportunity to lead students though the 6^th grade art curriculum.  I have a few things I would like to share with you about what our year in art will look like.

 1.      Goals: (A few of my goals for the year).

a.      Create a fun and positive learning environment for each student.

b.      Challenge each student to think, problem-solve, be creative, and grow.

c.       Share my love and passion for art (hopefully it becomes contagious).

d.      Enhance each student’s artistic vocabulary/understanding of the art elements and principles.

e.      Clearly communicate weekly through family access and share pictures on the 6^th grade art blog.

2.      Expectations: (A few things I appreciate from students in the art room).

a.      Come to art class prepared with a pencil each session.

b.      Come with a positive attitude and willingness to work.

c.       Come ready to give your best and use art time to its fullest!  Stay on task!

3.      Pacing:

a.      Each class comes to art once a week, at most 35 times this year.  Once you factor in snow days, days off, assemblies, band/choir concerts etc… we will have less than that original 35.

b.      Please be patient (everyone).  Many of our projects take four or more sessions to complete, so as we only meet once a week, that translates to a month or longer for most of our projects.

c.       There may be long stretches of time where student artwork will be at school.  All artwork will be sent home by the end of the year.

d.      Overall, we move slowly but produce high quality work!

4.      Classroom Behavior: (With time at such a premium, I have high expectations for student behavior).

a.      Positive attitude, positive participation, and positive comments.

b.      Use work time in a productive manner, try your best, and do not give up!

c.       Respect each other and the classroom/materials.

5.      Grades: (I use the traditional 4.0 letter grade system).

a.      I grade based on two things: The artwork and participation/effort.

b.      Each time a student is in class, they earn or lose up to five points.  At the end of the marking period, points are tallied and count as a participation/effort grade (equivalent to a project).

c.       I grade the artwork based on several factors:

                                                              i.      The main learning objectives of the project.

                                                             ii.      Craftsmanship, this is how neat and orderly the artwork is.

                                                             iii.      Use of class time, I analyze if students are “on task” and how well they use work time.

                                                             iv.      Effort/attitude (listening, following directions, helping during clean up, etc…)

6.      Homework: (There is usually no homework).

a.      There may be a writing assignment or two sent home as homework, an information sheet will accompany any such assignments.

7.      Make-up Work: (If you are a slow artist or miss an art session, there are many ways to catch up).

a.      All assignments in each marking period must be completed before grades are due, that is usually one week before the end of the marking period.

                                                              i.      Connect time.  Just get a pass from Mr. VandenBerg and come work.

1.      East = Tuesdays

2.      North = Thursdays

                                                            ii.      Before or after school.  I make myself available before or after school on Monday thru Thursday.  Parents, please officially schedule ahead of time through e-mail or phone to ensure I do not have a scheduling conflict of some kind.

1.      East = Mondays and Tuesdays

2.      North = Wednesdays and Thursdays

                                                         iii.      Lunch time.  Students please schedule ahead of time so I know you are coming.

1.      East = Mondays and Tuesdays

2.      North = Wednesdays and Thursdays

 8.      Discipline:

a.      The art room should be a safe, quiet environment where students feel free to focus, be creative, and explore/experiment with the learning objectives.

b.      We will build a social contract early in the year which we will need to abide by. 

c.       I want the best for each student, I want each student to have fun and enjoy art time, but there are circumstances that require a discipline framework.

d.      I like to use the old baseball “Three Strikes & You’re Out”

                                                            i.      Strike 1 = “four questions” and a verbal reminder.

                                                            ii.      Strike 2 = “four questions”, verbal warning, and possible demerit or lunch detention.

                                                          iii.      Strike 3 = Behavior discussion, “four questions”, lunch or after school detention, parent phone call, possible trip to the office.

e.      Three demerits in a semester will equal a detention.

f.        Three times being tardy to class in a semester will equal a detention.

9.      Project Outlook: (A quick look at our units).

·                    One point perspective drawing

·                    Color: abstract color wheel and color scheme painting

·                    Pottery: Native American Indian pinch pots

·                    Printmaking: Designing a cover for an autobiography

·                    Cubism: Art history and an abstract self-portrait

·                    Realistic observational drawing (If we have time)

Thank you for taking the time to get to know the 6^th grade art program a little better.  I look forward to having a great year with the 6^th grade students. 

 

Sincerely,

Mr. VandenBerg

6^th Grade Art Teacher

3rd Annual ERMS Art Show 2014

 The 3rd annual ERMS art show was great!  Many parents and students were able to enjoy and appreciate all the hard work our 6th graders put in this year!  Thanks to all who came to support the arts!!!

Art in the community!

Several 6th grade students from NRMS were selected to have their work displayed at the 10 mile Family Fare in Rockford!  A big "thank you" goes out to The Rogue River Artists Association and Karla Gavin for organizing this awesome opportunity for our students in Rockford!

CUBISM

Cubist Self-Portrait

To begin, we "abstracted" ourselves in the style of Cubism.  Abstraction means we are changing something from reality.  There are many ways in art to "abstract" something.  We changed or abstracted ourselves according to the rules of Cubism: use straight lines and geometric shapes.  Students learned about different phases of Cubism, analytical and synthetic.  The examples here are more of the synthetic style. 

Next we added a background.  Any background was acceptable, anything from an outdoor scene to just patterns or design (wherever you wanted yourself to be).

Then we started adding color.  Students are were able to pick a color scheme if they wanted, or to use color in any way.  Adding collage is a very traditional Cubist technique.  We used newspaper, colored construction paper, and fabric.

We used collage in interesting ways by overlapping it and drawing back on top of it.  A color scheme was also an option, but not required (warm and cool used above).

Lastly, to make it more abstract and interesting, we completed it with many media, turning it into a mixed media piece.  We added pencil, colored pencil, crayon, oil pastel, and marker.

 

Throughout the project, students learned many techniques to add visual variety and interest.  With pencil and colored pencil students heard how to create a value or gradient fade with different pressures.  With crayon, students added texture rubbings to give visual texture.  With oil pastel, students were able to blend colors together.  Finally, with collage where were a number of ways students abstracted their piece like overlapping, using non-traditional items, and drawing back on top of collage.

Featured Artists: Native American Indian Inspired Pottery

 Alex B.

 

 

 Cord N.

 

 

 Chloe B.

 

 

 Lydia K.

 

 

 Lindsey H.

 

 

 Rian I.

 

 

 Callie P.

 

 

 Jocelyn S.

 

 

 Kati M.

 

 

Bailey B.