Emotionally Charged Abstract Color Wheel

For the abstract color wheel assignment this year, we added a twist; while learning how to mix all the colors of the color wheel they also had to convey an emotion through the painting.  Students learned the emotional connect between colors and emotion, the main focus was on happy (yellow, yellow-orange, yellow-green), sad (blue, blue-violet, violet, blue-green, red-violet), and angry (red, red-orange, orange).  Students choose an emotion first and then depicted the emotion either through recognizable images, or as expressive design elements (shapes), or both.

 Example of an expressive design for angry.

 Example of a recognizable image for happy.

After the design was drawn out, students learned about the families of color on the color wheel (primary, secondary, and tertiary/intermediate).  Painting began with yellow, orange, yellow-orange, red-orange, and red.  The colors did not have to be in the correct order of the actual color wheel.  Students were challenged to think about the emotion they were trying to covey and to use those emotional colors predominantly to help express the emotion both through design and through color.

 Example of a happy expressive design after the first day of painting.

Next, students learned how to mix and used blue, green, blue-green, and yellow-green.

 Example of a sad expressive design after the second day of painting.

Last, students learned how to mix and use violet, red-violet, and blue-violet.

 Example of a finished angry abstracted color wheel.

 Example of a finished sad abstracted color wheel.

Example of a finished happy abstracted color wheel.

Featured Artists: Optical Illusion 2015 - one point perspective

 J.J. S.

 Caroline N.

 Adelaide E. 

 Colby L.

 Emily H.

 Zach T.

 Brian M.

 Mara S.

 Nikky P.

 Makaylin M.

 Liz L.

 Kyle V.

 Jade Y.

 Addison F.

 Colin M.

 Camden W.

 Josie G.

 Paige C.

 Jaydin K.

 Ryan U.

Nick W.

One Point Persepctive Drawing 2015 (Optial Illusion)

To begin our year, students learned how to create an optical illusion called one point perspective.  Perspective allows students to draw three-dimensional forms on a flat two-dimensional surface.  As students learned one point perspective, they experienced many options for their 3D shapes such as basic geometric and organic shapes, block letters, repeating shapes, and overlapping shapes.  When designing and placing shapes, students were challenged to consider their composition and "balance" their shapes evenly around the page.

 

 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, and creative color schemes.  Students also had the option to use one color scheme on their 3D shapes, and a different color scheme in their background.  For the creative color scheme, students could use a something they could describe as easily recognizable from the world around them; like the colors for a well known sports team, a country, or something else they could explain and give rational to. 

 

 

Above is an example of a neutral color scheme; using black, white, and different values of gray.

Above is an example of a MSU colors on the 3D forms and UofM colors in the background pattern.

Welcome to the 2015-2016 school year!

6^th Grade Art

Dear Students and Parents,

This year in 6^th grade, every student takes art class.  I am very excited and 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/give lesson summaries on the 6^th grade art blog = http://vandenbergartclasses.blogspot.com

2.      Expectations for behavior: (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.  Keep comments positive!

c.       Come ready to give your best and use work time to its fullest!  Stay on task! Don’t give up!

d.      Respect each other and the classroom/materials.  BE A GOOD LISTENER!

e.      Do you own work, never draw on someone else’s art work.

3.      Pacing:

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

b.      Please be patient.  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.      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” for regular minor offenses (talking too much, wasting work time, distractions, etc…)

                                                              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.

5.      Homework:  There is usually no homework unless a student is absent for an art class.

6.      Make-up Work: (If you are a slow artist or miss an art class, 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 (possibly)

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

1.      East = Mondays and Tuesdays

2.      North = Wednesdays and Thursdays

 

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

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

b.      Participation/Attitude/Effort: 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.       Artwork: 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.

 

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

·                     Drawing: One point perspective drawing

·                     Painting: Abstract color wheel  

·                     Painting: Radial design color scheme painting

·                     Pottery: Native American Indian inspired pinch pots

·                     Printmaking: Designing a cover for an autobiography

·                     Cubism: Art history and an abstract self-portrait

·                     Drawing/scratch board: Realistic observational drawing

 

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.  If you have any questions please feel free to contact me at nvandenberg@rockfordschools.org or 616-863-6140 (East Middle) or 616-863-6300 (North Middle).

Sincerely,

                   

Mr. VandenBerg

6^th Grade Art Teacher

Rockford Public Schools

 

 

 

Featured Artists: Printmaking

 Emma S.

 

 Melanie M.

 

 Seth K.

 

 Mya M.

 

 Bryce M.

 

 Cade D.

 

 Thomas D.

 

 Colin H.

 

 Evelyn T.

 Grace A.

 

 Grace N.

 

 Blake H.

 

 Mia T.

 

 Kyra J.

 

Paige B.

 

 

Kaylee E.

Featured Artists: Ancient Native American Indian Inspired Pinch Pots 2015

 C.J. S.

 

 Cassandra M.

 

 Andrea W.

 

 Mykynna M.

 

 Talia O.

 

 Ally H.

 

 Isaac T.

 

 Ryan F.

 

 Shannon H.

 

 Ian H.

 

 Cameron J.

 

 Evan L.

 

 Chloe M.

 

 Andrew L.

 

 Kate G.

 

 Isabel J.

 

 Olivia V.

 

 Ella D.

 

 Ellie S.

 

Lauren A.