The Art Zone Art1.wmf (1700 bytes) AHS















AP STUDIO ART 

Portfolio Vocabulary and Synectics

Additional Lesson Ideas @ Portfolio Art WebQuest :  www.alleghany.k12.nc.us/link/portfoliowebpage/portfolioart.html

Global Goal of AP Studio Art:  Student will be engaged in college level artistic challenges resulting in works of art that demonstrate a wide and deep range of skill, medium adeptness, technical and historical knowledge.

The table below summarizes the section requirements for each of the three portfolios.  

(These portfolios are for each of the three AP courses.  Only one will be taught at a time 

at Alleghany High School.  Students, you will only be creating and submitting one portfolio in the span of the class you take.  Your portfolio will be you exam.  The success of the 

class is not determined by a written exam.  Rather, you will submit a portfolio and it will be reviewed by a panel who will decide if it is up to standard.  Standards are explained in 

the curriculum and will be stressed by the classroom teacher.)

  Drawing 2-D Design 3-D Design
Section I: Quality Five actual drawings; maximum size is 18" x 24" Five actual works; maximum size is 18" x 24" Five works; two slides of each one are submitted
Section II: Concentration 12 slides; some may be details 12 slides; some may be details 12 slides; some may be second views
Section III: Breadth 12 works; one slide of each is submitted 12 works; one slide of each is submitted Eight works; two slides of each are submitted

All three sections are required and carry equal weight, but students are not necessarily expected to perform at the same level in each section to receive a qualifying grade for advanced placement. The order in which the three sections are presented is in no way meant to suggest a curricular sequence. The works presented for evaluation may have been produced in art classes or on the student's own time and may cover a period of time longer than a single school year.

(The table above came from:  http://www.collegeboard.com/prod_downloads/ap/students/studioart/ap-studioart-0708.pdf)

Sample Lessons for the THREE studio art courses are listed below.  Lessons are designated as D for Drawing, 2D for 

2-D Design & 3D for 3-D Design.

 

Lesson Title / Project  Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
 

 

D

Pencil Portrait

http://www.artyfactory.com/portraits/

Pencil Portrait Step 10

How can you create a pencil portrait employing some of the techniques you glean from your research on this page that strongly resembles your model? yourself?

photorealism, kneaded eraser, 2B pencil, preliminary sketch, contours, cross hatch, tweak, chiaroscuro,  modulation, value scale, gradation, tonal, highlight, shadow, reflected lights / midtones, proportion, approximate symmetry, frontal, profile, silhouette You, the student, will draw a self-portrait and/or a portrait of a classmate or family member demonstrating your knowledge and understanding of pencil portraits, shading (chiaroscuro),  facial proportions, texture, symmetry, and realism using lightly toothed bond paper, drawing pencils, and a kneaded eraser.

a.  How is a reflection different from a mirror image?

b.  What color is a happy portrait?  Why?

c. What is mysterious about a silhouette?

d.  What emotion does baldness prompt in you?

e.  Where in nature can you find a portrait? 

a.  a chronology of portraiture throughout art history:

http://www.artlex.com/

ArtLex/d/drawing.html

b.   the history of portraiture including the history of the silhouette: http://www.rleggat.com/photo

history/history/portrait.htm

c.  another chronological look at portraiture:

http://www.geocities.com/

history_of_portraiture/

 

 

 

a.  forensic art:

http://www.forartist.

com/forensicpage.htm

b.  a true story:

http://www.crimelibrary.com/criminal_

mind/forensics/art/1.html

c.  the complete forensic art link:

http://www.forensicart.org/

 

 

 

http://www.pbs.org/art21/education/

abstraction/resources.html

a.  Follow at least 5 links on the page above to discover an array of portraiture.  Print out one example of each different style and briefly describe it in your journal.

b.  Lie down on a piece of paper and trace your own profile.  Then, fill in the details.  

c.  Observe your eyes in a mirror for 5 minutes.  Write down all the differences you detect between your two eyes.

d.  Draw one eye of 5 friends.  Notice the minute differences in the shape of each eye.

e.  List 5 reasons for drawing a portrait.

f.  Describe three prominent nose types.

 

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
 

2D

Abstract Landscape

How can you paint an abstract landscape that reflects the styles and concerns of Dove and Avery?

abstraction, simplification, extraction, reality, landscape, foreground, middleground, background, flattening, arbitrary color, picture plane, organic shape, reverberation, semblance You, the student, will paint an abstract landscape that demonstrates your knowledge and understanding of abstraction as related to landscape, color theory (color mixing),  acrylic brush application techniques, and canvas preparation reflecting the stylistic characteristics of Dove and Avery.  

a.  What characteristics would you consider if you were making a symbol for a leaf?

b.  Name 5 shapes in nature that are reminiscent of rain.

c.  How is a mountain like a river?

d.  Describe the difference in deep and wide.

e.  What color does a snowstorm feel like?  an ocean breeze?  a screeching hawk?  a winding road?  a cold cave?

Scroll to the bottom of each of these pages to link to the images after reading the bios.

a.  Milton Avery

http://www.artchive.com/

artchive/A/avery.html

b.  Arthur Dove

http://www.artchive.com/

artchive/D/dove.html

Click to view full-sized image

c.  other landscape artists:

http://www.artpromote.

com/landscape.shtml

 

a.  principles of landscape design:

http://edis.ifas.ufl.edu/MG086

b. have an online discussion with someone about landscaping your yard:

  http://forums2.gardenweb.

com/forums/design/

a.  What would you paint in a perfect imaginary landscape?

b.  What shapes are the best shapes?  Draw them and name them?

c.  Draw every leaf shape that you can think of.

d.  Lay your arm across a piece of paper and trace the bend of your arm.  Do this low on the paper, near the middle of the paper, and near the top of the paper.  Imagine this as a mountain range or rolling hills.  Add a sun and clouds.

e.  Use your hand to create an abstract sun by tracing around it in any way your can figure out.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
D

Pastel Still Life

Click to view full-sized image

How can you create a pastel still life that you fabricate yourself?

inanimate, vanitas, ontbijt, genre, pastel, still life, blending, composition, cropped composition, zoom-in, process, form, 3-D, visual illusion You, the student, will draw a still life demonstrating advanced knowledge of composition, use of pastels, and techniques of shading by realistically drawing and coloring an arranged group of fruits of flowers using pastels on canvas paper.

a.  How is something still like something moving?

b.  Can something be both animate and inanimate? Explain.

c.  What letter in the alphabet looks most like a pear?  a banana?  a strawberry?

d.  Name as many reflective surfaces as you can in one minute.  Then, name as many dull surfaces as you can in one minute.

e.  Rename the sun.  Choose 5 names and define or explain them.

a.  many still lifes:

http://www.artlex.com/

ArtLex/s/still-life.html

b.  Paul Cezanne:

http://www.artchive.com/

artchive/C/cezanne.html

Click to view full-sized image

 

 

a.  floral design:

http://www.aboutflowers.com/floral_b2.html

b.  the history of floral design:

http://aesop.rutgers.edu/~

greenmachine/COMM_FL_

DESIGN/HISTORYOFFLORAL

DESIGN/HISTORY.HTML

 

a.  Study three apples.  Write a list of differences.

b.  Describe the texture of 3 fruits in detail.

c.  What color does a grape taste like?  What color does a watermelon taste like?  Do you picture the same color as the actual fruit or different?  Why?

d.  How is a melon like a bowl?  How is a pear like a candle?  How is an apple like a vase?  How is a rose like a tablecloth?

e.  Arrange a fruit bowl in three ways.  Photograph each with a digital camera and include the photos in your journal.  Check the one that has the best composition.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
2D

Computer Generated Design

How can you create a computer generated geometric design based on a geometric grid that is regular and repetitive and that also includes an animal motif?

optical illusion, precision, geometry, layout, grid, axis, mirror image, exact symmetry, modify, animate, transform, scale, skew, distortion, align You, the student, will create a tessellated, symmetrical, quilt-like computer generated design using Macromedia Fireworks demonstrating your working knowledge of high end computer design programs, symmetry in design, tessellated shapes, and RGB color theory.

a.  How is a computer like a design?

b.  Close your eyes.  What color schemes do you visualize in your mind?

c.  Think of contrasting color schemes that occur in nature.  List at least 5.  Example:  Black-eyed Suzy, Yellow-Gold & Black

d.  Imagine a flower melting.  Imagine a cloud exploding.  Imagine a puddle boiling.  Imagine a square tornado.  Find or draw a picture to illustrate each.

e.  How many words can you make out of symmetry? asymmetry?

a.  a treatise on symmetrical design:

http://home.earthlink.net/~

jdc24/symmetry.htm

b.  design notes:

http://daphne.palomar.edu/

design/bsymm.html

c.  the history of symmetry:

http://www.arthistoryclub.

com/art_history/Symmetry

d.  totally tessellated:

http://library.thinkquest.org/16661/index2.html

e.  m.c.escher

http://www.artchive.com/artchive/E/escher.html

 

 

a.  the art of oriental rugs:

http://mathforum.org/geometry/rugs/

 

 

a.  Make up an acronym for the word design.

b.  List ten words that rhyme with symmetry.

c.  Draw a butterfly using shapes that look like computer parts.

d.  Using only triangles, create an interesting floor tile design.

e.  Using a piece of graph paper, create an interesting checkerboard design using 3 colors.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
2D

Computer Generated Collage or Photomontage

How can you create a computer generated collage or photomontage that reflects your position on a pertinent social issue?

translucence, overlapping, transparency, opaque, layering, collage, montage, blur, sharpen, magnify, color coordinate You, the student, will create a photomontage by layering textures and photos using a high end computer design program demonstrating your knowledge of opacity, translucency, layering, collage, montage, asymmetry, and simulated texture. a.  How is a collage like a trash pile?

b.  Would you say you think like a collage or not?  Explain.

c.  Name 5 things that "collage" could be a metaphor of.

d.  Define collage in your own words.

e.  Create an acronym for "collage."

a.  Picasso:

http://www.artchive.com/artchive

/ftptoc/picasso_ext.html

b.  Braque:

http://www.artchive.com/

artchive/B/braque.html

c.  Rauschenberg:

http://www.artchive.com/

artchive/R/rauschenbergbio.html

a.  Becoming a detective:

http://www.pvteye.com/

http://detectivetraining.com/

 

a.  Make a random collage by cutting 12 shapes randomly from a magazine and then, standing over your journal, drop the pieces one by one.  Paste them where they land.

b.  Make a deliberate collage in your journal using 12 shapes that you choose from a magazine and place in an arrangement in your journal.  Compare it to the random collage.

c.  Name 5 items that would have to be in a collage of your life.

d.  What different effect would old newspaper and new newspaper have on the appearance and meaning of a collage?

e.  Defend the importance of cropping, use of partial images, overlapping, and letting things run off the edge in a collage.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
 

2D

Graphic Design

How can you create a graphic design that advertises a product that you invent?

horizontality, verticality, diagonality, linear, sequential, progressive, alternating, gestalt, directional, grouping, similarity, contrast, ambiguity, repetition You, the student, will design and construct a graphic design that advertises a product you invent demonstrating your knowledge and understanding of graphic design as a tool for marketing, color harmony, emphasis, text/font, and a balance of words with imagery. a.  What is alike about positive and negative?

b.  How could ambiguity create interest?

c.  Do you feel most comfortable with horizontal or vertical objects?  Name them.

d.  If vertical, horizontal, and diagonal were colors, what colors would they be?

e.  Draw a simple design black on white.  Then, draw the same design white on black.  Which is better?  Why?

a.  gestalt design:

http://daphne.palomar.edu/design/gestalt.html

http://www.usask.ca/education/coursework/

skaalid/theory/cgdt/designtheory.htm

b.  http://www.mundidesign.com/

presentation/index2.html

 

a.  automotive design:

http://www.cardesignnews.com/

b.  hubcap design:

http://www.hubcaphaven.com/

a.  Think of some place in nature where things group together according to their color.  Name it.

b.  Think of some place in nature where things group together according to their size.  Name it.

c.  Think of some place in nature where things group together according to their shape.  Name it.

d.  Think of some place in nature where things group together according to the direction they are going.  Name it.

e.  List 5 powerful black and white designs.  Example:  yin-yang.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
3D

Plaster Work

How can you create a plaster sculpture using whole or fragmented human forms?

aura, layering, construction, craftsmanship, white, sculpture-in-the-round, isolation, twice removed You, the student, will construct a sculpture using plaster and plaster bandage as your medium with one of more human body parts demonstrating your knowledge of plaster construction, white as a color, lighting as related to sculpture, and artistic expression through fragmented imagery. a.  How is loneliness related to being in a crowd?

b.  How can two people be both together and alone?

c.  What does isolation feel like?  What color is it?  What taste do you have in your mouth?  What sound is it?  What texture?

d.  Explain how being tied down and being free are both alike and different?

e.  Name five words that are related to isolation and tell how they are related.

a.  George Segal online:

http://www.artcyclopedia.com/

artists/segal_george.html

http://wwar.com/masters/s/

segal-george.html

http://www.fi.muni.cz/~toms/PopArt/

Biographies/segal.html

 

a.  plaster casts:

http://www.inquiry.net/outdoor/

skills/tracking/21_plaster.htm

http://www.childrenfirst.nhs.uk/kids/hospital/

treatment/plaster_casts.html

a.  What is lonely about the color white?

b.  What is the most deserted place in the world?  How would you feel if you were left there?

c.  Describe a time when you were in a crowd but you felt all alone.

d.  Compare the words loneliness and isolation.  How are they alike and different?

e.  What effect does lighting have on how alone you feel?  Explain.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
3D

Clay Work

How can you create a clay work using various methods of handbuilding that reflect an organic point of departure?

drape, coil, slab, wheel-thrown, extruder, pliable, manipulate, coerce, slip, kiln, glaze, fire, Fahrenheit 

You, the student, will hand build a work of art using earthenware clay demonstrating your knowledge and understanding of handbuilding techniques which you will combine in one work. a.  Name five things that clay feels like or that feel like clay.

b.  Name five activities other than pottery that connect you with earthen materials.

c.  How would making something with clay that you harvested from the earth be different from making something with clay that you bought in a store?

d.  Name every earth tone you can think of.  Beside each write what visual temperature they emanate.  Circle your favorite.  "X" out your least favorite.

e.  What animal is like a clay coil?  What animal is like a clay slab?  What animal is like a clay pot?

f.  Are human hands and clay a natural match?  Why or why not?

a.  a history of pottery:

http://www.artistictile.net/pages/Info/Info_pottery.html

b.  links to historical pottery:

http://clayzee.com/History_and_Tradition/

c.  Ancient Greek pottery:

http://www.hellenic-art.com/pottery/

 

a.  becoming a potter:

http://www.mcps.k12.md.us/schools/

forestoakms/site%20pages/

Academics/Social%20Studies/

Colonisl%20Times/pottery.html

b.  a Hopi potter:

http://www.canyonart.com/lucas.htm

Steve Lucas

1.  Compare and contrast the techniques of coil, slab, and wheel-throwing.  What is alike and different?  What are the advantages/disadvantages?

2.  Think of three forms.  Decide which technique would be best for each of the three forms.  Draw, write, and explain.

3. Which era of Ancient Greek pottery do you find most fascinating?  Which glaze method do you prefer?  Copy and paste and example.  Explain.

4.  Give 5 examples of things that could be made with the coil method.  Why would the coil method work well for these things.  What designs can you make with coils?

5.  Look at #4.  Answer the question for slab construction. 

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
D

Expressionistic Print

How can you create an expressionistic print that addresses your concerns of war and peace in the world today using only black, white, and gray?

expressionistic, exaggeration, distortion, plate, brayer, application, emotionalism, extreme, contrast, hard edge, elongation You, the student, will make an expressionistic black and white woodblock print demonstrating your knowledge of woodblock cutting, expressionism, and high contrast by using v and u gouges, a soft wood block, rag paper, and printing ink. a.  How is a scream like a whisper?

b.  What is the difference in elongation and widening?  Think of how it effects the face, a piece of food, a natural object.

c.  Name twenty ways you can distort the human body.

d.  Name the basic colors.  Then, name an exaggerated version of each.

e.  List the emotions.  Beside each, write a color that matches.

http://www.artgallery.sbc.edu/ukiyoe/historyofwoodblockprints.html

Summarize the history of woodblock prints.

http://www.creativepapercrafts.net/papertrends/200410.php

Summarize the history of bookmaking.

http://the-artists.org/search/prints-h.cfm

Summarize the history of printmaking.  Draw a timeline and label the sequence that led to advanced printmaking.

a.  Expressive Writing

http://www.greece.k12.ny.us/instruction

/ela/6-12/Writing/creativeexpressive

writingoutcomes.htm

b.  free verse poetry

http://www.poetry-portal.com/styles2.html

 

a.  Write down the days of the week.  Beside each, assign a color that best suits the typical emotion of that day.

b.  Draw an apple.  In five steps, distort it until it is only barely recognizable as an apple by the time you finish.

c.  Draw 5 pairs of eyes. One the expresses joy, sorrow, anxiety, anger, and passion.

d.  What color is fear?  Why?  What do you associate fear with?

e.  What is the sound of anger?  What sounds in the real world do you associate anger with?  What colors?  List all the variations of anger.  Example:  frustration.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdisciplinary Connections Journal Entries
D

Charcoal Study from Life

How can you create a charcoal study from life by observing a  natural form of your choice?  How can you incoporate one or more hidden elements in your work?

vine charcoal, compressed charcoal, stomp, shammy, toothed paper, acute observation, study vs. finished drawing, visualization, ramification, manifestation

You, the student, will make an observation drawing from the human figure and/or nature using compressed & vine charcoal on toothed drawing paper demonstrating your knowledge of shading forms, intimate compositions, and transposing color into black and white. a.  How are mental images different from observation?

b.  Name all the places that an artist can obtain information about his or her subject from.

c.  If roots were snakes, what kind would they be?  Why?

d.  Name 5 places in nature where you can imagine other images like looking at a cloud.

e.  If a tree was a machine, what kind of work would it do?  If a daisy was a person, what kind of personality would she have?  If a rock was a husband, what kind of husband would he be?

a.  charcoal:

http://www.britannica.com/eb/article?tocId=9022506

b.  how to:

http://drawsketch.about.com/od/charcoal/

a.  medical uses for charcoal:

http://vanderbiltowc.wellsource.

com/dh/Content.asp?ID=572

b.  other uses for charcoal:

http://forestry.about.com/cs/@@@S

UBJECTHERE/a/charcoal_alt.htm

Charcoal Drawing of Gandolf

1.  Do a charcoal study of your hand.  Focus on details.

2.  Draw a gray scale using charcoal.  1 is white and 10 is black.  2-9 are evenly stepped tones of gray.

3.  Compare natural charcoal from a fire to refined charcoal.  What are the differences and similarities?  Give examples.

4.  Name five ways to situate an object on a page.  Which composition do you find most intriguing?  Why?

5.  Make a subtractive drawing by coloring an entire page black and then bringing the image to life by erasing.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
2D or D

Photograph

How can you create a black and white photo of a feeling?

balance, tonality, value / weight, low value, high value, glare, focus, view finder, aperture, lens, shutter, film speed, developer, fixer, enlarger, negative, exposure You, the student, will take and develop a black and white photo that transmits a feeling to the viewer by selecting scenery or objects, appropriate lighting, & development techniques that clearly demonstrate the feeling you are after. 1.  Why might a photograph of you contain a piece of your soul OR steal your soul away as some tribal people believe?

2.  If black and white are not colors, then what are they.  Explain in your own way.

3.  Quickly cut and paste 20 black and white cutouts from a magazine on one piece of paper in any manner you choose.  Then analyze how your new arrangement of these photos changed the original meaning of each one.

4.  Name 10 things that can be black or white.

5.  Name 5 feelings, 5 types of weather, 5 pieces of clothing, and 5 architectural structures that could be associated with "gray."

http://www.rleggat.com/photohistory/

A history of photography.

http://www.photo.net/history/timeline

A timeline of photography.

http://inventors.about.com/library/inventors/blphotography.htm

From pinhole cameras until now.

Migrant Mother

Careers in Photo Journalism

http://www.nppa.org/professional_

development/students/entering_the_job_market/

What opportunities do they lend you?

1.  How are photography and drawing different?

2.  What is special about the way a photographer sees the world?

3.  Describe a photograph that touched you.

4.  If you could capture a feeling in a photo, what would it be?  What would it look like?

5.  Is black and white or color photography more compelling?  Why?

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
D

Pen & Ink Pointillism

Click to view full-sized image

How can you create a pointillistic drawing of a natural form from an ink spill?

 

clustering, expanding, gradual, rapidiograph, pointillism, divisionism, wash, viewing distance You, the student, will create a drawing from an inkspill by visualizing an image in the spill and developing that image through the extensive use of pointallism. a.  What things in the world both cluster and expand?

b.  Explain the difference between divisionism and pointillism.

c.  What connections can be made between shadows and highlights?

d.  Name five places that are trully black and five that are completely white.  What do these places have in common?

e.  Where is deep?  Where is shallow?  Are you more scared of deep or shallow?  Why?  

a.  history of pointillism:

http://www.artcyclopedia.

com/history/pointillism.html

http://www.arthistoryclub.

com/art_history/Pointillism

b.  Georges Seurat

http://www.artchive.com/artchive/S/seurat.html

c.  Paul Signac

http://www.artchive.com/artchive/S/signac.html

 

http://www.creatavision.

co.nz/artman/pointm.htm

How can photorealism be achieved through pointillism?

http://www.trekearth.com/gallery/

Europe/Germany/West/Bayern/Bad_

Tolz/photo107669.htm

How can natural pointillism be achieved in photography?

1.  In your journal make 3 tiny ink shpill using colored ink.  What do each of them resemble?

2.  Use a colored marker to shade each of the ink spills to look like the forms you suggested.

3.  Make up 5 words that rhyme with pointillism.  What do they all have in common?

4. Define dot.  Make up an acronym for "dot". 

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
D or 2D or 3D

Post-Modern Work

How can you create a post modernist work of art that addresses the issue of globalization?

controversial, social issues, multicultural, cross-cultural, pluralism, interdisciplinary, appropriation, accommodation, eclecticism, collage, maximalism, irony, deconstructivism, globalization, universalism, subcultural,ideologies, paradigm

You, the student, will create a postmodern work of art that addresses the issue of globalization by studying a variety of postmodern approaches, developing your own or combining learned techniques that send a strong message through text, imagery, and art elements. a.  Name 3 things that could be considered both antique and modern.

b.  Define post-modernism in your own terms.

c.  What is alike about things that are controversial and things that are noncontroversial?

d.  What is eclectic about your personality?

e.  What paradigms do you live by.  Name and describe them.

a.  trends in postmodernism:

http://www.eyeconart.net/history/

postmodern.htm

b. postmodernism on Wikipedia:

http://en.wikipedia.org/wiki/

Postmodernism

c.  list of postmodern artists:

http://www.artchive.com/artchive/

contemporary.html

 

http://www.answers.com/topic/postmodern-music

Post-Modernism in music.  How is it alike and how is it different from post-modernist art?

 

1.  When did Modernism end and Post-Modernism begin?

2.  List as many post-modern characteristics or styles as you can find.

3.  Which post-modern genre most appeals to you?  Why?

4.  Do you think the word post-modern is lame or strong?  Why?

5.  Write a critique on one of Barabara Kruger's works.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
D or 2D or 3D

Historical/Cultural Reflection

How can you create a work of art that reflects the concerns and stylistic traits of one or more cultures that you have studied?  How can you blend your own style and concerns with theirs?

multiculturalism, monoculturalism, homogenization, heterogeneous, cultural, cultural mosaic, melting pot, origins, ethnicity, influences, diversity You, the student, will create a work of art using a medium that is appropriate to the culture you are reflecting by combining cultural ideas and influences into images that send a message about the distant past and its relationship to current circumstances in a particular culture. a.  World History Timeline - decide what culture you'd like to integrate into your art:

http://www.infoplease.com/ipa/A0001196.html

b.  info on various world cultures:

http://www.wsu.edu:8080/~dee/

http://eawc.evansville.edu/

c.  National Geographic

http://www.nationalgeographic.com/kids/

d. Select a culture by country:

http://www.cantonpl.org/kids/country.html

a.  Aboriginal Art combining the past and the present:

http://www.aboriginalart

online.com/index.php

b.  contemporary native American art:

http://www.nativespirits.com/

1.  What culture(s) are you the product of?  Explain.

2.  What culture(s) do you have a deep sense of respect for?  Explain.

3.  Make up an acronym for American.

4.  Are you a local, national, or global person?  Explain.

5.  What cultures do you not understand?  What is it that you do not understand about them?  

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
D or 2D

Polymer Transfer

How can you create a polymer transfer that makes a statement about materialism in the world today?

wallpaper, Cubism, commercial, manufactured, adhere, photomontage, decoupage, assemblage You, the student, will use the technique of polymer transfer to create a collage-like work of art that speaks to the issue of materialism and your views of that issue demonstrating your knowledge and understanding of this technique, drawing as a connective medium, and current issues. 1.  Name two tribal cultures that you perceive have something in common.  What do you think they have in common?   Explain.

2.  How is being American like being African?

3.  How is being tribal like being modern?

4.  Is modernity better than antiquity?  Why or why not?

5.  Define savage.  Define noble savage.

6.  What is prejudice?  

7.  Design a world flag.

a.  ArtLex on collage:

http://www.artlex.com/ArtLex/c/collage.html

 

http://www.lonker.net/art_aboriginal_2.htm

Contemporary aboriginal artists.

http://www.nativefields.com/

Contemporary Native American artists.

http://www.multiculturalchildrenslit.com/

Multicultural children's literature.

1.  Write a tribal tale pretending that you grew up in the jungle.

2.  Draw a multicultural man or woman.

3.  List all the qualities of a truly multicultural person.

4.  What rhymes with culture?

5.  Define transposition.

6.  Is there a woman or a man in the moon?  What do other cultures believe.  Find at least 2 stories that differ and tell your own.

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
3D

Mask or Mache Form

How can you create a mask or mache form of a face that celebrates a frequently uncelebrated aspect of life?

disguise, characteristic, form, function, resourcefulness, ingenuity, inherent, attributes, admonitory, celebratory, supernatural, ceremonial, indicative, funerary, anthropomorphic, effigy You, the student, will construct a mask or mache form demonstrating your ability to work in this medium and your knowledge of masks from around the world reflecting aspects of a target culture. 1.  How is a mask like a mountain?

2.  How is a mask different than a face?

3.  How is a mask like a story?

 

 

a.  the history of mask making:

http://www.anymask.com/historyofmask.html

b.  mask making in different cultures:

http://www.chenowith.k12.or.us/tech/

subject/art/masks.html

 

How can masks be used in art therapy? for healing?

1.  Are masks sometimes used as a protective fore? explain.

2.  List reasons why masks are used in Africa and other countries.

3.  What stories have you heard that deal with masks?

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
3D

Earth Art / Impermanent Art

earthworks, natural phenomena, impermanence, documentation, environmental, spatial

You, the student, will create an impermanent work of Earth Art utilizing totally natural materials that have a noninvasive effect on the site you choose demonstrating your knowledge and understanding of Earth Art, its use of all natural materials, and its emphasis on the fleeting nature of life. a.  How are the earth and sky related?

b.  What is the most beautiful shape in nature?  Why?

c.  If oaks were people, what kind of people would they be?  pines?  maples?  sassafras'?  dogwoods?

d.  If each flower had a fairy, which fairy would contain the most magic?  Explain.

e.  What is alluring about a mushroom?  

f.  Explain the captivation of the ocean tide?  How is it like the wind?

a.  ArtLex on Earth Art:

http://www.artlex.com/ArtLex/e/earthart.html

b. examples:

 http://www.usc.edu/schools/annenberg/

asc/projects/comm544/library/styles/EarthArt.html

 

a.  the art of paleontology:

http://www.miketaylor.org.uk

/dino/faq/s-intro/why/

b.  paleonotology art:

http://www.paleopages.com/

Commercial/Art/

 

a.  Write a short rhyming poem about Mother Earth.  First make a list of all the words that rhyme with "earth."

b.  List all the natural phenomena that you can think of.  Beside each, imagine an earth work that could be made about the phenomena and briefly describe it.

c.  List all the advantages and disadvantages of impermanent works of art.

d.  Think of naturally occuring configurations in nature that are visually interesting.  Imagine an earthwork that you could make based on this configuration.  Draw it.

e.  What is the Earth called our Mother? Explain. 

Lesson Title Vocabulary Specific Objective Synectics Historical Resources Interdiciplinary Connections Journal Entries
D or 2D

Surrealism / Fantasy

Metamorphosis of Narcissus, 1937

veristic, subconscious, decipher, analysis, individuation, subjugation, inhibition, aesthetics, reawaken, psychological, out-of-context, contextual, surreal, alternative, formalistic, perpetuation You, the student, will paint a surrealistic painting demonstrating your knowledge and understanding of surrealism as a movement in modern art, things out-of-context, and dreamscapes. 1.  How is a fantasy like reality?

2.  Write down your dreams for one week.  Write them in your journal as soon as you awake.

3.  What color is your psychological self?  What color is your intellectual self?  your spiritual self?  your emotional self?

4.  Have your ever seen things that you are familiar with along with things that you are unfamiliar with in the same dream?  Explain or imagine.

5.  What shapes would you consider "dreamy?"

6.  What sounds are "dreamy?"

7.  How do dreams relate to your life?

a. history of surrealism:

http://www.ibiblio.org/wm/

paint/glo/surrealism/

http://www.bway.net/~

monique/history.htm

http://www.artcyclopedia.com/

history/surrealism.html

d.  virtual Dali:

http://www.virtualdali.com/

a.  dream interpretation:

http://www.dreammoods.com/

b.  interpret your dreams:

http://www.petrix.com/dreams/

http://www.sleeps.com/

dictionary/dictionary.html

1.  Write a short poem about a dream in meter and verse.

2.  Draw a cloud in your journal.  Tell everything you can imagine it to be.

3.  List at least 3 dreams you can remember.  Tell which was the most fantastic, the scariest, etc.

4.  What do imagine that Utopia looks like?  Shambala?  Heaven?  Nirvana?

5.  What do you think God looks like?

6.  Describe the strangest real place you have ever visited?