## Wednesday, February 3, 2016

### Skeleton ink drawings

After learning about contour drawing, students attempted a still life with skulls, bones and flowers.  On the last project, students used markers and water and a brush to create realistic shading.  They are using the same technique on bones to give them value and shading!  This is a link to another art teacher who has a wonderful lesson and examples of high school students working out the same process.

## Wednesday, January 27, 2016

### Ribbon letters 2016 spring

These are the results from this Semesters attempt at ribbon letters.  It starts with cursive, finished as a 3-d ribbon!  Check out this previous post for the details on how that is done.

1.  Cursive.  Students are supposed to learn this in 2-3rd grade, but some do not have practice.  I print out an example Cursive alphabet for them to use.  This one is called D'Nealian, a offshoot of Palmer Method.

Each student picks a name, phrase, etc that is at least 5 letters long.  They can capitalize the first letter, but the illusion of a single flowing ribbon is better captured if the rest are a string of lowercase letters.

2.  The 3-d illusion begins by picking a direction and length.  I like using about 1 inch, and up to the left at 45 degrees. Students will draw small extensions off each corner or rounded edge at the chosen angle and length, with one caveat: If something else gets in the way, the line stops.  this helps make the illusion of OVERLAPPING.

3.  The line component of the illusion is completed by finishing off the back edges.  Basically, you re-create the curves so it remains the same distance away from the original.  the original curve is in between the lines you created on the original cursive lettering.  See the examples below with the name Carthage.

4. Value: I usually have students use markers to outline the design and use colored pencils to fill in with value.  Gradual shading from light to dark helps the ribbon look rounded.  Also, when a student switches from one ribbon section to another one touching, they need to switch from light to dark, or vice versa.  this gives the greatest amount contrast to showcase the 3-d lines.

Rubric

Cursive Lettering       20
3-d lines correct         20
on ribbon                   30
Background               10
Craftsmanship           20
Total                         100

Content

## Wednesday, December 16, 2015

### Clay whistle project

Always a hit with students, this project starts with handbuilding a couple of pinch pots and finishes with an amazing musical instrument that looks great too!

In general I do a "clay test" before we work with clay.  I demonstrate scoring and slipping and then the students are given a small amount of clay and they need to demonstrate they can use S&S to keep 2 pieces of clay together.  they form a handle and base, connect them, then I test its strength.  If it passes, they can use clay to make their project.

For years I have been using these directions to teach students how to make whistles:  The link includes great illustrations.

# How to Make a Clay Whistle

1.      Make two pinch pots and join them together to make a ball or egg shape. Try to make the pinch pots a uniform thickness of about ¼ inch throughout. Try not to let a ridge or indentation form along where the two pinch pots join.
2.      Make a sort of wedge-shaped piece of clay to join as the mouthpiece. Join it as shown in Illustration 2. After it is joined, you may have to gently pat it against a flat surface to ensure that the to pieces are flat across the top as shown in illustration 2.

3.      Just gently tap the whistle on a flat surface in order to achieve a nice flat surface for your airflow [Illustration 3]. Once you have the shape right, it is time to create the mouthpiece and the hole in such a way that it really makes a whistling sound. This is a very sensitive part of making the whistle, so follow along carefully.

4.      Turn the whistle over so that you can look at the “top”. In these next steps, you will make a narrow passage for air to flow through and you will make a hole in the top. These must be done in a very precise manner. Look at Illustration 4 to see how the air should flow through the whistle.

5.      Study Illustration 5 carefully. Use a narrow flat stick (I carve one from a balsa wood stick.) to gently push a passage through the mouthpiece. This is what it would look like if it were cut in half right down the middle.

6.      Leaving the stick in the mouthpiece, hold your whistle so that you are looking down on it. You will need to get the placement of the hole in the top just right. Take a look at Illustration 6. This is where the hole should be placed. Be sure to notice the thickness of the clay and that the front of the hole should line up with the front, inside edge of the globe shaped whistle body.

7.      After you have cut a small rectangular hole in the top you can gently pull out the stick. You will use it again in a minute.
8.      Using a rounded tool like a round pencil or thin marker, vertically lower it into the inside of your whistle through the hole in the top and gently roll it back and forth to flatten the front of the inner hollow as shown below in Illustration 7. [The places indicating the holes are gray.]

9.      Insert the flattened stick back into the air passage hole. This helps to clear out the clay that clogs it back up while flattening the front. Now, you will see why it is important that you use a flat stick to make this hole. Keeping the stick inserted all of the way into the whistle as shown below, try to gently brace it steady while using the rounded stick to form a wedge on the other edge of the hole. See Illustration 8.

10.  The placement of the holes and the wedge are vital. You may have to go back and forth between steps 8 and 9 until you get a whistle sound. [By the way, you want to either wrap a piece of paper around the mouthpiece or wrap your fingers around it to blow through. Don’t get the clay on your mouth.]
11.  Once you have achieved a whistle that makes a sound, stop, wrap it loosely in plastic and put it away until the next day. If you continue to blow into it, the moisture from your breath will cause it to cave in. Don’t forget to incise your initials into it if you are working with a group. You do want to know which one is yours.

This was a sub lesson based on a design I saw here at Mrs. Art Teacher!Sub Lesson Plan,

Here are most of the additional notes I left for my sub

Mintert, December 9, 10, 11. 2015
This project is a Radial design.  It is based on their name and repeating it 8 times around a center point.  The students can do this by folding and copying the design from side to side.  More specific directions on the project are on the following pages. ( see the link above)

Each student gets a sheet and they can start folding.
When you get to the end of a class ( lets say the last 5 minutes), have the students flip the paper over, and choose what will be the top.  They always put their information on the upper left corner of the back of their papers.  First Name, last name, class hour and date.  I usually collect them by table.  They stack the 2 or 3 projects for that desk in the corner for you to grab up and stack to store for the next day.

Day 1: Wed
Introduce lesson and how it is made. Start drawing name and spreading the design from side to side.
Day 2: finish transferring the designs and start with color.  You may have them outline with sharpie  before color ( this will make the project last longer too.  Sharpies are on my desk, just have them put a scrap sheet under to protect the tables ( also on my small desk.)  Color should be done with colored pencils.  Each table gets a white box with 3 colored pencil sets.     If you want to make this project more challenging, you may require a couple more elements:
1.       Require pattern to be added to the design.
2.       Require them to use lighter and darker values to increase contrast and interest.
You may have to make an example or work on a student project to show them what you are talking about.

Day 3: finish Coloring.  If for some reason a student can get this all finished and there is still time, you have a couple options
1.       Have them help another student get their project finished.
2.       They can start on another radial design.
3.

## Tuesday, December 1, 2015

### Ribbon Lettering with Cursive

These are the results from this years attempt at ribbon letters.  It starts with cursive, finished as a 3-d ribbon!  Check out this previous post for the details on how that is done.

1.  Cursive.  Students are supposed to learn this in 2-3rd grade, but some do not have practice.  I print out an example Cursive alphabet for them to use.  This one is called D'Nealian, a offshoot of Palmer Method.

Each student picks a name, phrase, etc that is at least 5 letters long.  They can capitalize the first letter, but the illusion of a single flowing ribbon is better captured if the rest are a string of lowercase letters.

2.  The 3-d illusion begins by picking a direction and length.  I like using about 1 inch, and up to the left at 45 degrees. Students will draw small extensions off each corner or rounded edge at the chosen angle and length, with one caveat: If something else gets in the way, the line stops.  this helps make the illusion of OVERLAPPING.

3.  The line component of the illusion is completed by finishing off the back edges.  Basically, you re-create the curves so it remains the same distance away from the original.  the original curve is in between the lines you created on the original cursive lettering.  See the examples below with the name Carthage.

4. Value: I usually have students use markers to outline the design and use colored pencils to fill in with value.  Gradual shading from light to dark helps the ribbon look rounded.  Also, when a student switches from one ribbon section to another one touching, they need to switch from light to dark, or vice versa.  this gives the greatest amount contrast to showcase the 3-d lines.

Rubric

Cursive Lettering       20
3-d lines correct         20