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Beginning the final phase of the unit
It is important that you understand all of the information and instructions in the document below. Ask for clarification if you need it.
gr9_myp_4_portrait_brief_2018.docx | |
File Size: | 173 kb |
File Type: | docx |
Thursday 4th October
9-3: Consolidation
As per the instructions below.
- analyse each others abstract portraits - 'reading' the portrait. Write at least 4 comments, everyone needs at least 3 comments on their drawing.
- Post a photo of your drawing and respond to the comments your classmates made - are they accurate? Do you think abstract visual language can be 100% accurate? Give the reasons for your thinking.
- Write a short formative reflection about everything we have done so far this year. Refer to the ATLs to do this.
- Write two SMART targets on our shared google doc. for your report. These can be bullet points. Make sure you indicate the goal, how you will achieve it and the time frame.
- With the time left you may choose to finish either your skull drawing, the Spencer painting or your abstract drawing.
As per the instructions below.
gr_9_photoshoot_instructions.docx | |
File Size: | 124 kb |
File Type: | docx |
photography_basic_skills_workshop.pptx | |
File Size: | 6616 kb |
File Type: | pptx |
Non-Objective Visual Language - abstraction
We are ready to start considering the way that information is communicated in Art through abstract visual language. It is not just what the picture is of, it is the way it is made that communicates information.......
“Art is a meta-language, with the help of which people try to communicate with one another; to impart information about themselves and assimilate the experience of others."
Andrei Tarkovsky
https://www.goodreads.com/quotes/1199643-art-is-a-meta-language-with-the-help-of-which-people
Andrei Tarkovsky
https://www.goodreads.com/quotes/1199643-art-is-a-meta-language-with-the-help-of-which-people
Tuesday 25th September
9-3
You have three tasks that you can do today:
After that we will be developing some photography skills, then you will be ready to be given the final portrait brief!!
You have three tasks that you can do today:
- firstly, housekeeping - make sure that you have a photograph of each piece of work we have done so far posted on your website. Your 'pages' should be organised so they are easy to find. There should be NO images or text left over from the template. Take a photo of your work in progress, post it with a short comment about WWW and EBI ( you can ask a classmate to give you some feedback about this - use a sub-heading 'Peer Feedback' if you do ( it is always good to show you have sought feedback).
- Complete the Stanley Spencer painting. Post photo with short comment ( as above).
- If that is all done and you need to finish your skull drawing you can now do this.
After that we will be developing some photography skills, then you will be ready to be given the final portrait brief!!
grade_9_summative_rubric_unit_1.docx | |
File Size: | 237 kb |
File Type: | docx |
grade_9_peer_review_unit_1.docx | |
File Size: | 90 kb |
File Type: | docx |
looks_like_is_like.pptx | |
File Size: | 3537 kb |
File Type: | pptx |
Welcome to your Grade 9 MYP 3 webpage. This resource will grow throughout the year and become an important part of your year. You will need to bookmark it so you can access it easily. We Are starting our year with a unit about identity. You will learn about how other artists have approached portraiture and gain some knowledge of the structure of the human head. If you have ever enjoyed an animation or graphics in a computer game you will find out some of the knowledge and skills needed to accurately depict a persons face. Below is a button that links to the website of Scott Eaton. I took one of his courses and will be sharing some of his teaching with you. His site is well worth exploring as he works for the entertainment industry as well as training others who want to work in this an other artistic careers.
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Relationship between bones and muscle and fat
Answer these questions/do these tasks and post on your website ( make sure you are up-to-date with your website – no text or imagery from the template, every stage of the unit so far documented) :
- What sort of information can we communicate in this GENRE- by what means can we represent it?
- Summarise what you have learnt about the sorts of things artists have communicated through the GENRE of portraiture?
- Summarise the things we have done to develop skills related to making portraits ( facial anatomy – skull ‘architecture’, muscles/fat pads, method for drawing eyes ( orbit, canthuses, eyelids ) , noses ( three circles), and mouths ( tripartite, bipartite), abstract visual ‘meta-language’………
- Make a ‘mind-map’ to help you decide who you will make a portrait of and what you will try to communicate about them – the more thinking you do now the better your painting will be.
- If you wish you can use a ‘model’ of an existing portrait from art history ( I will show you an example).
- You will be going through a planning phase before you begin your final portrait – the more evidence you have the better for the criteria B,C and D
- Photography workshop next lesson – bring in camera, torches/lights, hats/props.
- Producing a mini-portfolio of photographic portraits of a classmate to start your thinking about how you will take the photograph of your chosen ‘subject’.
- At home – decision time: who will the portrait be of? Take photographs. Perhaps choose an existing painting to help with compositional ideas (this needs to be posted on your website with cited sources).
- In class start making drafts and experimenting with composition.
- Begin final piece once you have discussed your plan with me.
Photography workshop
Your task today is to make some photographic portraits. (note the ‘make’, not ‘take’).
The aim is to experiment with some of the variables available to you in terms of composition, using the tools of your camera, and editing software. (if you do not have any editing software on your phone or laptop there are two imacs in the art room you can use which both have Photoshop on them).
The ppt slideshow outlines the ‘basics’ of photography. Your job is to use it to help you show you have been experimental, but try to go further than the list of angles and distances it covers.
For instance you might have an idea to try and get some portraits that are reflections, think of all the possible reflective surfaces you can find and utilise.
You might have the thought that it is not only faces that provide us with ‘portrait’ information.
You might ask, politely, members of our school community if you can take a portrait photograph of them (today is school photograph day, so you might come across teachers and students, or support staff).
You may work outside the art room but must be VERY sensitive about noise and not causing disturbance of classes.
You have 40 minutes for your photo shoot and your goal is to show:
INVENTIVENESS and CREATIVE THINKING.
Work with a partner.
Once back in the art room make sure that you have the images uploaded onto your website with some reflective comments explaining what you did, why, and if you think your experiment worked (WWW, EBI)
EG: “In this photograph I wanted to get an image of my partners face distorted in a curved reflective surface. I quite like the lefthandside but need to edit the image as there are un-necessary elements on the right. I think I might also want to make the contrast higher.”
If there is editing to be done then do this, post the edited versions and show how you have refined your images.
This workshop is to give you the skills and ideas with which to plan and take the photograph you will use as source material for your final portrait painting. This will be a home-learning assignment that needs completion before our next lesson.
Your task today is to make some photographic portraits. (note the ‘make’, not ‘take’).
The aim is to experiment with some of the variables available to you in terms of composition, using the tools of your camera, and editing software. (if you do not have any editing software on your phone or laptop there are two imacs in the art room you can use which both have Photoshop on them).
The ppt slideshow outlines the ‘basics’ of photography. Your job is to use it to help you show you have been experimental, but try to go further than the list of angles and distances it covers.
For instance you might have an idea to try and get some portraits that are reflections, think of all the possible reflective surfaces you can find and utilise.
You might have the thought that it is not only faces that provide us with ‘portrait’ information.
You might ask, politely, members of our school community if you can take a portrait photograph of them (today is school photograph day, so you might come across teachers and students, or support staff).
You may work outside the art room but must be VERY sensitive about noise and not causing disturbance of classes.
You have 40 minutes for your photo shoot and your goal is to show:
INVENTIVENESS and CREATIVE THINKING.
Work with a partner.
Once back in the art room make sure that you have the images uploaded onto your website with some reflective comments explaining what you did, why, and if you think your experiment worked (WWW, EBI)
EG: “In this photograph I wanted to get an image of my partners face distorted in a curved reflective surface. I quite like the lefthandside but need to edit the image as there are un-necessary elements on the right. I think I might also want to make the contrast higher.”
If there is editing to be done then do this, post the edited versions and show how you have refined your images.
This workshop is to give you the skills and ideas with which to plan and take the photograph you will use as source material for your final portrait painting. This will be a home-learning assignment that needs completion before our next lesson.
Statement of Intent - success criteria
Drafting and planning
You should now be ready to begin planning your final piece. You must post a statement of intent on your website explaining who you will paint, what you want the portrait to communicate (our ATL for this unit) and what technical skills and approaches you will use.
Examples - last year's websites.
You also need to produce a sheet of studies showing you have developed a composition - made decisions about how you will use colour and brushwork, and how you will arrange all the elements that are going to be in the painting, how you will use the dynamic of light and dark in your painting. The draft version can be 'rougher' than the final but should show you have thought about what your end result/goal is. Once you have a solid, thoughtful, thorough plan, you can post it and discuss with me before starting the final painting.
Examples - last year's websites.
You also need to produce a sheet of studies showing you have developed a composition - made decisions about how you will use colour and brushwork, and how you will arrange all the elements that are going to be in the painting, how you will use the dynamic of light and dark in your painting. The draft version can be 'rougher' than the final but should show you have thought about what your end result/goal is. Once you have a solid, thoughtful, thorough plan, you can post it and discuss with me before starting the final painting.
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Peer Review: Last Phase of Unit
As we are nearing the end of your production phase it is a good idea to pause for reflection to ensure we are meeting our own success criteria. Use the document below to get feedback from two classmates. ( download it so you then post the filled in form onto your website as a file or a screen shot).
NB: you will also find the Senior Fine Arts letter and information about how to apply.
NB: you will also find the Senior Fine Arts letter and information about how to apply.
grade_9_peer_review_unit_1.docx | |
File Size: | 91 kb |
File Type: | docx |
sfa_call_for_students_2018.docx | |
File Size: | 76 kb |
File Type: | docx |
Student Websites 2018/19
9-3
9-1