8th GRADE: Persuasive Painting Score Guide

Until this week, 7th adn 8th Grade assignments have been very similar.  This is the 8th Grade painting for the six weeks (while the 7th grade are painting a Narrative).

6.      Persuasive Artwork – Painting

10 Points	Sign Name, Date, Class Period, and Purpose on the back. (Ex. :  “John Smith, 4-25-07, 4thA, Purpose is Decorative”)
20 Points	Student artwork/design makes a clearly persuasive argument.
15 Points	Uses images without using any words or common symbols
15 Points	Uses paint as part of their media for this project and mixes colors to make new ones in their artwork.
15 Points	Work is very detailed; including textures and small information to add to the reality of the subject matter in the artwork.  As real looking as student can make it.
15 Points	Uses all of the space provided on the page and in each image space.
10 Points	Students work is neat and clean (i.e. no tears, creases or stains).

          Ext. : Persuasive Abstract Artwork – Painting

10 Points	Sign Name, Date, Class Period, and Purpose on the back. (Ex. :  “John Smith, 4-25-07, 4thA, Purpose is Decorative”)
20 Points	Student artwork/design makes a clearly persuasive argument or personal expression.
10 Points	Uses images without using any words or common symbols
10 Points	Uses paint as part of their media for this project and mixes colors to make new ones in their artwork.
15 Points	Work is Abstract on purpose, by the student to exaggerate the feelings being expressed.  Like Picasso’s painting about the cost of war.
10 Points	Student uses shapes and colors (Contrast between color temperature and Shape style) to create EMPHASIS as well.
15 Points	Uses all of the space provided on the page and in each image space.
10 Points	Students work is neat and clean (i.e. no tears, creases or stains).

Sept. 29th Notes on Color (element of design)

Power Point Notes: Color

http://www.graves.k12.ky.us/schools/GCMS/plile/color2.htm
This one is ppt slides pasted to a web page for those who don't have PPT on their computers.

http://www.graves.k12.ky.us/schools/GCMS/plile/Color%20(Element).ppt
This one is a link to the PPT notes with audio lecture attached to it. 


Also PPT notes on:  Ancient Egypt:

http://www.graves.k12.ky.us/schools/GCMS/plile/ancient%20egypt%20(culture).ppt
In PPT.

Blessings, Mr. Lile

Study Guide for Students to fill out as they go.

Below is a study guide on the last page of the Syllabus for Art Class.  It is meant to show students the correct context of the vocabulary words as they pertain to each artwork they create.  Every student was provided one of these at the beginning of the Six Weeks Semester with Art Rotation.

THE FIVE BIG ONES

Narrative Paintings (Based on art of Ancient Egypt)

Below is a score GUIDE.   It is not an exact science, but is used to determine the grade students will earn for this artwork.

The work is to be a story that is commonly known, published, etc.   Students brainstormed a list with partners in the room of stories they can choose from. 

The stories can be secular, religious, fiction, or histories, depending on what the student wishes to do.

I'm seeing some great things happening in their work.  They're doing a sketch and then an final copy drawing that will be painted. 

The due date is Wednesday after Fall Break.

Narrative – Painting

10 Points	Sign Name, Date, Class Period, and Purpose on the back. (Ex. :  “John Smith, 4-25-07, 4thA, Purpose is Decorative”)
30 Points	Image (s) tells a story (i.e. a  Narrative).
10 Points	Painting (and/or other colors) must be as real and detailed as student can make it (i.e. NOT ABSTRACT on purpose by the student).
15 Points	Include and Emphasize Characters in the story using color contrast.
15 Points	Uses all of the space provided on the page and in each image space.
10 Points	It is clear that student mixed colors to make other colors (like was demonstrated in class).
10 Points	Students work is neat and clean (i.e. no tears, creases or stains).

Example of application based Art Quiz Qs

Students will answer these type of questions on Quizzes each Friday.  If they use the experience of making art to remember the notes they took that relate to it, they do very well.  Notes are usually taken before art work has begun.


Which of the following best describes the process you could use for creating a deep looking space in a landscape or cityscape image (like in a drawing or painting)?              

                a.  Use heavy lines on every object in the drawing that you farther away.

                b.  Use a vanishing point to create a birds eye view of the landscape.

                c.  Use cool colors on every object that’s in the foreground, and warm colors on all in the background.

                d.  Use a vanishing point as your guide to narrow a building or road as it leads toward the horizon.

Imagine an artist is attempting to create a representational (real looking) art work.  Which of the following would be the best or most effective method for the artist to use for a realistic looking picture?

                a.    The artist paints a tree using organic lines and shapes, and uses cool and neutral colors.

                b.    The artist uses cool colors to paint a portrait and no bright or warm colors.

                c.    The artist uses geometric shapes to paint a portrait, and cool colors on their facial features.

                d.    The artist uses organic lines for the side of a road toward a vanishing point leading to a horizon line

Quiz Corrections with whole thought.

Today Students are correcting all misconceptions from Quiz #1.

They do this by copying a complete thought (sentence/statement) that uses the vocabulary within the correct thought or context.  This statement they copy is provided on a 1/2 sized sheet of paper.  

These statements are designed  to put the correct thought in the students mind.
They are expected to write that thought three separate times to complete the assignment.
They are to keep them in the room and not take them home.
Once they complete the Correction assignment, they can return to the artwork assigned to them, and in this case, it is a rough sketch of the Narrative Painting.

Students are given a 100% grade for this particular assignment if they complete it using the correct format.
The format is:  to copy all corrections one time through, then a second time through (once again), then a third time through, as opposed to one (three times), second (three times), and so on...

The quizzes that I give are given on Fridays and are 10 questions long, plus one bonus question.  All are application based Qs with multiple choice answer format.

Narrative Artwork

Today students were introduced to Narrative art (art made for the purpose of telling a story). 

We used Ancient Egyptian Culture as our focus for understanding how and why Narrative are it used. 

Students were asked to think about how the stories they watch on TV,  movies, etc, are being used to "shape" our culture, and how it is no different in most other cultures as well.

Thought for the Day: "Those who tell the stories, shape the culture." 

Narrative art can play an important role in shaping our minds and can teach us things even when we're not aware we're learning them. 

Here's the link to the Power Point we took notes from today:  Ancient Egyptian Art

Students are beginning to create a sketch for a Narrative Painting of their own, using ideas they brainstormed for stories they are familiar with that are commonly know or published. 

       EX:   Bible Stories, Books, Plays, Histories.

Working with clay (a ceramic material) as our medium in class today.

Clay is what we used today for all classes.  In my seventh grade classes today, students were challenged to create a clay sculpture (a clay Form) with a functional purpose.

We focused on creating Texture (an element of design) on the surface and some type of  Pattern (a principle of design), using engraving techniques with carving tools. Students came up with personalized cups, bowls, plates, ring holders which they designed to serve a practical purpose while also making it decorative.

In a few days (when the projects are dry) I will load them into our KILN and fire them at over 1000 degrees to a bisk fire.  Later in the six weeks, we will add clay-glaze color to them and I will fire them again.  These are due at the end of the six weeks.