final exam
Final exam for visual art is two part. The first part was a written test on color theory given to all students on May 9th and May 16th (Coach-class make-ups given May 11th and May 18th). This written portion of the exam is worth 50% of your final grade.
The second portion of the final exam will be administered on June 16-20, according to City Schools policy. Early exams will not be given without express permission from RFL administration.
Final exams will consist of a portfolio review, learner-reflection, and artist statement.
The second portion of the final exam will be administered on June 16-20, according to City Schools policy. Early exams will not be given without express permission from RFL administration.
Final exams will consist of a portfolio review, learner-reflection, and artist statement.
Social justice & design
Social Justice design will be our final full unit of the school year. Can you believe it! This unit will take the entire last month to complete. Let's be on our game, RFL!
The first big goal for this unit is to learn about three contemporary artists and the social justice issues they address in their work: Latoya Ruby Frazier, Hank Willis Thomas, and Bansky. We will do a formal art criticism of these artists in class during the week of 5/23. 100 pts. (Students needing to make up graded work for this week must research and write a description, analysis, interpretation and judgement about these three artists' work).
Next we will design a button based on a social justice issue we care about. Students will first mind-map a social justice issue that is deeply meaningful to them. Then we will all design 6 buttons based on our design. After a peer critique, students will do a full-color final draft of their design and use a button press to create a button to keep. 150 pts. (make-up work for this will be 6 designs representing a social justice issue that the student cares about).
During the final two weeks of school we will do another whole-class critique and will adapt our button design for a t-shirt, which we will transfer to freezer paper, hand cut, iron-on and print to a t-shirt. 200pts. (Students missing any of this work will need to complete steps at home, using your own supplies/research, or during coach class).
The first big goal for this unit is to learn about three contemporary artists and the social justice issues they address in their work: Latoya Ruby Frazier, Hank Willis Thomas, and Bansky. We will do a formal art criticism of these artists in class during the week of 5/23. 100 pts. (Students needing to make up graded work for this week must research and write a description, analysis, interpretation and judgement about these three artists' work).
Next we will design a button based on a social justice issue we care about. Students will first mind-map a social justice issue that is deeply meaningful to them. Then we will all design 6 buttons based on our design. After a peer critique, students will do a full-color final draft of their design and use a button press to create a button to keep. 150 pts. (make-up work for this will be 6 designs representing a social justice issue that the student cares about).
During the final two weeks of school we will do another whole-class critique and will adapt our button design for a t-shirt, which we will transfer to freezer paper, hand cut, iron-on and print to a t-shirt. 200pts. (Students missing any of this work will need to complete steps at home, using your own supplies/research, or during coach class).
ORigami
During PARCC and HSA, RFL visual artists explored testing and the life of Sadako and her 1,000 cranes as we asked ourselves, "What impact does art have on society?". Students folded progressively challenging origami until they were able to fold the crane using scantron paper inscribed with the students feelings about the future of testing in our schools.
Students who missed this assignment can independently research origami and fold progressively challenging folds starting at beginner and ending with the crane. 10 models (folds) earns a student full credit (with an excused absence).
Students who missed this assignment can independently research origami and fold progressively challenging folds starting at beginner and ending with the crane. 10 models (folds) earns a student full credit (with an excused absence).
Color Harmony shoe design
For our final project in our survey of color theory we learned about monochromatic, analogous, and complementary colors and designed a shoe based on a color harmony.
adinkra Extra credit
Students who missed the adinkra mini-unit can get alternative credit for this assignment by reading the following article: http://www.stlawu.edu/gallery/education/f/09textiles/adinkra_symbols.pdf
And and answer the questions found in the document below:
And and answer the questions found in the document below:
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Adinkra inspired colllograph
Orizomegami
Primary Color optical art collage
Spring Break Packet
We begin the 4th quarter with a very short introduction to color theory for our spring break packet. Students will create a color wheel using found objects and upload them to our Instagram (ms.simsvisualart) or email them to Ms. Sims: [email protected].
See some samples below for inspiration...
See some samples below for inspiration...
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