One Point Perspective in Progress!

We have been learning a lot in our one point perspective unit, much more than just learning how to draw shapes in 3D!  Throughout this until students also learn about balance, pattern, color theory (warm/cool colors), and the importance of craftsmanship in their art work.

Here's the order of learning in this unit:

1. One point perspective, making 3D shapes on a flat 2D surface.
2. Balance, spreading shapes around evenly on the viewing surface.
3. Pattern, developed in the background.
4. Color, warm colors vs. cool colors.
5. Craftsmanship, very important from start to finish!

Welcome to 6th grade art!

Welcome to 6^th Grade Art 2012-2013

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 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! 

3.      Pacing:

a.      Each class comes to art once a week, which is 35 times this year.  Once you factor in snow days, days off, assemblies, band/choir concerts etc… we may 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.

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, these points are tallied and count as a project grade.  This is the participation/effort grade.

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.  Please officially schedule ahead of time to ensure I do not have a time conflict of some kind.

1.      East = Mondays and Tuesdays

2.      North = Wednesdays and Thursdays

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

1.      East = Mondays and Tuesdays

2.      North = Wednesdays and Thursdays

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

·         1 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

Thanks for reading!  I look forward to a great year!

 Sincerely,

Mr. VandenBerg

6^th Grade Art Teacher

I have purposely left many of last year's posts up so you can see a few previews of what we will be doing this year.

Featured Artists: Autobiography Covers

Sydney M.

Rose S.

Cole H.

Kendrah H.

Sarah M.

Printmaking Autobiography Book Covers

Printmaking:
For the printmaking unit, students created a book cover for what would have been an autobiography.  Obviously we did not have the time to write such a big book, but students contemplated their lives and came up with imagery that said something about themselves.  Then students learned about printmaking.  They did several proof prints experimenting with color and placement. 

Then students brainstormed and creatively titled their autobiography.  Next, students selected their best proof to add the title on using block letters or bubble letters.  Finally, students used value to shade a variety of light and dark in their titles.

Featured Artists: Color Scheme Painting

Calli P.

Beckett V.

 




Trent J.


 

Jennifer S.

Madison T.

Heath D.

Erin M.

Dom S.

Raven W.

Spencer J.

Featured Artists: Abstract Color Wheel

Greer S.

                                           Cassie S.

Zoe A.

 

                                  Christina Y.

Jodi D.

                                                 Anna C.

Hailey G.

                                                Molly Y.

Derek Z.

                                         Patrick B.

Hannah F.

                                       Tristen F.

Color Unit

 We have spent the whole 2nd marking period on the Color Unit consisting of 3 color based lessons.

Color Mixing:  Students learned how to use the primary colors to mix secondary colors (orange, green, violet) and tertiary/intermediate colors (yellow-orange, red-orange, red-violet, blue-violet, blue-green, yellow-green).  Students also learned how to mix tints and shades of any color, as well as how to use complimentary colors and their intensities.

Abstract Color Wheel:  Students creatively designed an interesting expressive color wheel using their knowledge of color mixing to make all 12 colors of the color wheel (all primary, secondary, and tertiary colors).  Then students learned about value and used the drawing techniques hatching and cross-hatching to fill the background with different values of light and dark.

Color Scheme Painting:  For the final culminating project, students drew a symmetrical radial design and choose one of three color schemes they learning about during the previous two lessons to paint their design.  Students were able to choose a monochromatic, complimentary, or analogous color scheme for their final big painting.  This truly allowed students the opportunity to show off their color mixing skills by applying the previous knowledge they learned to mix colors specific to the color scheme they selected. (Theses are my examples I used in class: Outline, monochromatic, complimentary, and analogous).