Students

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may 26

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WELCOME TO THE CLASSROOM

 GOOGLE CLASSROOM

Click to Print Final Exams Schedule Spring 15

Barriers Every Art Student Must Overcome – Artist’s Network

Barriers Every Art Student Must Overcome - Artist's Network

Barriers Every Art Student Must Overcome – Artist’s Network

Lee Hammond identifies barriers every art student must overcome to achieve their next level of artistic success.

http://www.artistsnetwork.com/articles/art-demos-techniques . . .

WHAT WE ARE UP TO IN ART

 


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AND NOW FOR SOMETHING COMPLETELY DIFFERENT JPG

Creativity-Tips-Thumbnail

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HOW TO THINK 1what to think2

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ART

 

DIVIDING LINE

TEKS and Objectives

TEKS and Objectives

(c) Knowledge and skills.

(7.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas from direct observation, imagination, personal experience, and school and community events; and (B) compare and contrast the use of art elements and principles, using vocabulary accurately. (7.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on direct observations, personal experience, and imagination; (B) incorporate design into artworks for use in everyday life; and (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways. (7.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) analyze ways that international, historical, and political issues influence artworks;

(7.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on direct observations, personal experience, and imagination; (B) incorporate design into artworks for use in everyday life; and (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways. 

ADVANCED ART 2

INTO ART 2

Topic/lesson to be taught:

CHOICES FOR ADVANCED & INTRO ART

  • COMPLETE PREVIOUS PROJECT (COLOR WHEEL OR QUILLING)

  • GRID PAINTING (MANDATORY AT LEAST ONE SQUARE)

  • MIXED MEDIA PORTRAITS (SEE BELOW)

  • CARDBOARD ABSTRACT PAINTING (SEE BELOW)

  • BOOK SCULPTURE

  • MANSFIELD 125 VINTAGE DRAWINGS (ADVANCED ONLY)

     

    DIFFERENT STYLES ARE OK!

    DIFFERENT STYLES ARE OK!


 

 

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OBJECTIVES

TEKS, ELPS: See Above

INTRO & ADVANCED:  

I will: explore the Elements of Art and various mediums by rotating between several Mixed Media Projects. 

We will: Explore the Elements of Art and Various Mediums  

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advisory lesson plans

 

Mrs. Savs Google+


GREAT TUTORIAL WEBSITE

GREAT TUTORIAL WEBSITE

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Procedures 14 15

Ipad “No’s” for Social Media

Please don’t forget, students are not allowed on any type of social media. This means:

  • NO games that are interactive with other players via Wifi

  • NO Facebook, Twitter, Instagram, Kik, Snapchat, etc.

  • NO Facetime or Video Chatting  (NOT EVEN AT HOME OR OUT OF SCHOOL HOURS….IT IS A PROHIBITED APP)

  • NO YouTube

FOR BLACKLISTED APPS CLICK HERE

iPad Offense Outline


 

a bit about me....

 

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Homework:

None

__________________________________

X Class/Group Discussion

X Guided Practice

X Lecture

X Question/Answer

X Small Group

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Stations/centers

X Teacher Modeling

X Technology

X Writing:

X Cornell Notes or Quick Writes/reflection

X Inquiry:

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Questioning strategy

X Collaboration:

Peer tutor groups

X Organization: assignment or grade sheet

X Reading:

X Reading/test taking strategies

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CLICK FOR INFORMATION ON OUR NEW IPAD PROGRAM

IPAD PARENT MEETING POWER POINT INFORMATION

IPAD PARENT MEETING POWER POINT INFORMATION

MOST COMMONLY ASKED QUESTION OR STATEMENT:

What if I can’t draw?

Answer:

Don’t worry– Art is a beginning class, so it is taught as if the student has never had an art class.  There will be students with many different experience levels, but I  am more interested in how much you learn and grow during the class.  How hard you work is MUCH more important than how “talented” you are. 

Follow Jobe

syllabusSyllabus 2014-15 

Procedures 14 15

 

 

2014-2015 Bell Schedule

8:45 – 9:30 am – 1st Block

9:34 – 10:19 am – 2nd Block

10:23 – 11:08 am – 3rd Block

11:12 am – 12:27 pm – 4th Block

12:31 – 1:16 pm – 5th Block

1:20 – 2:05 pm – 6th Block

2:09 – 2:54 pm – 7th Block

2:58 – 3:21 pm – 8th Block/Advisory (Intervention / Clubs)

3:25 – 4:10 pm – 9th Block

 DistrictCalendar

Calendar_0

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 funky flowers

INTRO TO ART

principles_design artist statement PDF elements_art artist statement PDF

ADVANCED ART

Review of Elements and Principles of Art with Poster examples of each

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 MRS. SAV’S YOU TUBE CHANNEL

What You’re Sketchbook Should Look Like

Core Routines For Visible Thinking

The ABC’s of ART

_______________________________________________________________________________________________________

Study and Review the following

principles_design artist statement PDF elements_art artist statement PDF

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7th and 8th grade ART TEKS

2015 art TEKS

TEKS for Week of May 26, 2015


(c) Knowledge and skills. (7.1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas from direct observation, imagination, personal experience, and school and community events; and (B) compare and contrast the use of art elements and principles, using vocabulary accurately. (7.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on direct observations, personal experience, and imagination; (B) incorporate design into artworks for use in everyday life; and (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways. (7.3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) analyze ways that international, historical, and political issues influence artworks;

(1) Four basic strands–perception, creative expression/performance, historical and cultural heritage, and critical evaluation–provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. (7.2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create artworks based on direct observations, personal experience, and imagination; (B) incorporate design into artworks for use in everyday life; and (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways.

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2 thoughts on “Students

  1. Pingback: Back from the dead and Playing with Abstract Faces | Windy Kai: Hummingbird Studios

  2. Pingback: Parent Letter | Windy Kai: Hummingbird Studios

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