Will's Works

Chalkboard

The "Left Brain" consists of our logic, problem solving, and verbal communication. The "Left Brain" is constantly worked at school, which is a good thing as we want students to become critical analyzers in life, but like us, the brain needs rest too. Art allows for the "Left Brain" to calm down and take a backseat, and the "Right Brain" takes over. The "Right Brain" is where our creativity, our artistry, our identity comes from. Art is one of the few classes that fully engages our minds, and allows for us express parts of ourselves that cannot be found in other parts of life.  

My inspiration for this piece stems from my love for space, and Mars particularly. Mars at one point was Earth. It had lakes, oceans, trees, maybe even life, and now it is this big red ball of dust and enormous volcanoes like Olympus Mons, which I have drawn. The three sections of triangles, represent the different layers of crust and surface on the planet.

Materials: Fashion Piece (Hat) Thick Tip Sharpies Fine Point Sharpies

* Line: lines that direct the viewer's attention; lines that create the illusion of force or movement; contour drawings of objects that are not easily recognizable

* Colour: the colour wheel; tertiary colours; colour for expressive purposes; colour for creating naturalistic images

* Principle of design: Balance - arrangement of the elements of design to create the impression of equality in weight or importance; colour concepts to be used in creating balance

Grade 6 students will be asked to customize a fashion piece of their own using sharpies

For my Creative Process, I will choosing my white, 'Nasa' hat. It has gotten decent use and I do not mind using sharpies on it. Another plus, is that we are coming on the winter months so I will not be sweating the colours onto my forehead. I used the brim of that hat as I do like the minimal look the outer hat already has, and did not want to take away from the artist's work who designed the hat.

SE D1.1 create two- and three-dimensional works, alongside multimedia art works that explore feelings, ideas, and issues from a variety of points of view

A fun primary application of this self-portrait activity would be a classroom "Guess-Who" type game. Each student would do a self portrait, and on an accompanying sheet of paper, write facts about themselves on it. This could be done as a fun introductory activity because it allows students to express themselves early on in the art class, to get them motivated in the course, and it is a fun way of people learning about everyone. Who knows, that person you weren't sure about could have similar interests as you!

Watercolor texture 3

Application of Tertiary Colours

Primary:

Have the children paint the tertiary colours. The students would then look through magazines and cut out objects in them that are the same colour. A class scrapbook would be made to show off the work. 

Junior:

The students in the class would choose a country including 2 of the 3 tertiary colours. Next, they would research said country and discuss their findings with their peers. 

Comic Strip:                                                  Pg. 4-5

Primary Watercolour Wheel:                     Pg. 6

Grayscale Shading:                                      Pg. 7

Tertiary Colour Wheel and Applications:  Pg. 8-9

Tinting/Shading and Applications:          Pg. 10-11

Self Portrait and Applications:                  Pg. 12-13

Watercolor Techniques:                             Pg. 14-15

Creative Process Assignment and Rubric: Pg. 16-19

Last Day Stations:                                       Pg. 20-21

Artist Statement:                                       Pg. 22-23

To demonstrate shading and tinting in the primary classroom, I would bring objects into the classroom that are different colours, and allows light to pass through them. The students would see how different amounts of light, produces stronger, or weaker coloured shadows. 

I would take the students outside to an area with hills and geographic landmarks. The students would take notice of the height and placement of objects. Upon arrival back to the classroom, the students would create a rough topographical map of the area we visited.  