Friday, September 15, 2017

Create > Animated Objects

Create > Animated Objects

Goal:  Imbue inanimate objects with human characteristics.

animate, empathize, anthropomorphics  

Studio Activity:  
Find an interesting discarded object from the garage, attic, flea market or Aunt Gert’s.  Look for things like old radios, cloth irons, toys or appliances.  Transform the inanimate object into something with human forms and characteristics.  Add human features like eyes, a nose, mouth, ears, hair and so on using other found materials or papier-mache or tape, rope, feathers etc.   

Artist Profile:

Be inspired by Marisol Escobar >
Marisol was a Venezuelan-American artist who fused Pop Art imagery and folk art in assemblages and sculptures.  She used discarded furniture like dressers and doors into human form sculptures.

Be inspired by Milan based artist Andrea Petrachi >
Andrea turns old school gadgets into retro-futuristic figures and bizarre insects.  He uses discarded objects such as old cameras, calculators, pliers, computer parts and parts of old toys and dolls.   

Visual Examples:

Check out the recycled robots >

And let’s not forget that Putting Googly Eyes on objects never gets old >

Friday, September 8, 2017

AP Studio Start Here & Summer Work

Start Here*
Preparing to succeed
(*INCLUDES > AP Summer Syllabus REQUIRED > for incoming AP students)
Mr. Kuepper Contact Information:

Complete > everything highlighted in yellow.
  • It is required in the AP Syllabus >  that two (2) summer works and a typed Concentration Series Statement of Intent be complete prior to the start of the course.

Complete > everything highlighted in blue.

The Big Idea:
AP Studio Art is a college level course requiring a college level time commitment.

  • Understand and apply > media, techniques, and processes with skill
  • Use design > principles and functions
  • Choose and evaluate > subject matter, symbols and ideas
  • Reflect upon and assess > the characteristics and merits of both mine and other’s work
  • Make connections > between my art and other aspects of life

Goal: Earn three (3) college credits by scoring a 3, 4, 5 or 6 on my portfolio.
Instructional Strategy
  • Setting Objectives
Learning Activity
Understand > Goal: Earn three (3) college credits by scoring a 3, 4, 5 or 6 on my portfolio.
To achieve this goal, you must compile a portfolio of 24 works of art by the end of April.  This means you must start over the summer and complete multiple sketchbook entries, two (2) works of art, and a typed statement of intent for your concentration series.  
*The summer work is absolutely required and due the first Friday of class in fall.

You are challenged to emphasize research, experimentation, discovery, inventive thinking and art making, critical analysis and problem-solving in your work.  
The portfolio of 24 works has three sections:  Concentration, Breadth and Quality.  
  • Concentration Section > A Sustained Investigation Series describing an in-depth exploration of a particular 2D design concern. (12 works)
  • Breadth Section > A range of approaches or a variety of works demonstrating understanding of 2D design issues. (12 works)
  • Quality Section > 5 selected works demonstrating understanding of 2D design in concept, composition, and execution. (5 works from Concentration and Breadth sections)

Access Prior Knowledge:
Instructional Strategy
  • Prepare for future experiences
Learning Activity
Set Up > Google+ Profile > Google+ (use your Westosha Gmail)
Follow > Westosha Art on G+ > Westosha Art >
Join > Westosha AP Community > Westosha AP Community >
Install > Google Photos app >
Install > Google Keep app for iOS >  for Android >  
Install > Google Keep Chrome web clipper extension >
Buy > Artist’s Sketch book >
Document > Make sure to have digital images of all your past artworks

Instructional Strategy
  • Focus on relevance
Learning Activity
Watch > Videos
View > New AP Studio Art Portfolio Examples >

Instructional Strategy
  • Nonlinguistic representations
Learning Activity
Develop > Interest Inventory
  • In your sketchbook spontaneously fill a page with personal characteristics, such as ‘I am creative,’ ‘I love music,’ ‘I’m funny and love comedy,’ ‘I love swimming,’ ‘I enjoy traveling.’  Identify as many attributes as possible.  
  • Next, use 4 different colored markers and circle your entries into four categories:  1. Intellectual (green), 2. Personal/relationships (red), 3. Spiritual/emotional (blue), 4. Physical fitness/activity (orange).  
  • On a fresh page, write ‘Why Not?’ responses as an expansion of these attributes.  For example, ‘Why not travel to Africa?’  ‘Why not learn Italian?’  ‘Why not master Taekwondo?’  
  • Then, put this aside and come back to it the next day.  This lets your subconscious mind play with the possibilities suggested by your notes.  
  • Finally, choose one interest from each category and develop an implementation strategy.  Start this by turning one of your ‘why not’ statements into a positive action statement.  Be specific.  “I will paint people” is too vague.  Consider specific actions.  “I will paint the human form” is better.  “I will paint the human form engaged in the sport of taekwondo” is better still.  This defines specifics and provides tangible actions:  
Create > An Interest Inventory Mind Map
  • Compile > information from the Interest Inventory above and create a visual mind map
  • View > Creative Mind Maps for High School Art Students >
    • The article offers multiple examples and ways to start (numbered and highlighted).
  • View > Draw Your Future >
  • Document > take a picture of your Mind Map (edit and crop it so it looks good)
  • Post > the edited picture of your Mind Map to Westosha AP Community >

Instructional Strategy
  • Narrative organizers
Learning Activity
Create > AP Artist’s Narrative post with images and responses to the following:
  • Answer > in your sketchbook
    • Which artist would you want to work (draw, paint, sculpt, produce…) like?
    • a description of their ‘style’, how they achieved it and why you like it.
    • What type of career and lifestyle did the artist have?
    • What art style or genre were they categorized under?
    • Images examples of the artist’s work
  • Post  > your AP Artist’s Narrative to Westosha AP Community >

New Information
Instructional Strategy
  • Deepen Understanding
Learning Activity
Read > AP Studio Art Portfolio Requirements Brochure >
View > AP Studio Art Online
Explore > About AP Studio Art >  
View > New AP Studio Art Portfolio Examples >

Apply Knowledge and Skills:
Instructional Strategy
  • Prepare for future experiences
Learning Activity
Post > Concentration Series Statement of Intent
Curate > Art Image Resources  
  • Seek strange, funny, out of the ordinary images, sayings, captions and titles from magazines or online,  - anything that catches your attention and may be interesting in an art work.  
  • Tape or glue actual cut out images into your sketchbook or save in a ziplock bag.
  • Curate digital images online to one of the following:
Understand > Art thinking and habits
  • Design strong, dynamic compositions.  
  • Show an unusual point of view.
  • Show a close-up point of view.
  • Show a full range of values (light to dark)
  • Show depth (a sense of space)
  • Show full integration of foreground and background.
  • Fill the page and work to the edges.
  • Move the viewer’s eye through the artwork.
  • Layer your colors
  • Mix your colors

**REQUIRED > Choose any 2 of the following (1 - 10) and create art**

Instructional Strategy
  • Nonlinguistic representations
Learning Activity
Create > Two of the following AP Breadth Studio challenges
  • The studio challenges can be interpreted for 2-D, 3-D or Drawing and Painting
  • Instead of completing 2 of the following studio challenges, you may submit high quality artwork from a summer art class or workshop (proof of attendance required)
  • You must work 18”x 24” or smaller.  (quality paper, canvas, wood, mat board...)
  • You must plan your artwork in a personal sketchbook, journal, or altered book

Direct Observation Studio Challenges

  1. Create a self-portrait that is done by looking at your reflection in an unusual reflective surface – in other words, something other than a mirror. (Metal appliance -toaster, blender, hubcap, a broken or warped mirror.
  2. Create a dynamic composition of a still life arrangement that consists of 3 or more reflective (glass or metal) objects. Your goal is to convey a convincing representation.
  3. Create a dynamic close-up drawing of a still-life arrangement that consists of your family members’ shoes. Zoom in on interesting shapes, designs, textures, or colors.
  4. Create a close-up drawing of a bicycle from an unusual point of view. Do not draw the bicycle from the side!

Linear Perspective Space Studio Challenges

  1. Create a drawing of an interior seen from another interior.  For example, draw the interior of a closet as seen from the interior of your room.  Another example would be drawing the interior of a room with an open door/window showing the interior of another room.  Be sure to use correct linear perspective techniques (vanishing point(s), lines of convergence and a horizon line)
  2. Create a drawing on location. Look for a building or ‘street scene’ that is part of your neighborhood’s identity. Travel to the nearest city and look for interesting architecture and large buildings.  Use correct linear perspective techniques.  
  3. Create an expressive landscape.  Locate a landscape near your home.  Use intense color to express a mood or feeling. Use correct atmospheric perspective techniques.
  4. Create a cafĂ© drawing (or any other local hangout).  Go to a place where you can sit and sketch for a long period of time. Use your sketches to fully develop a composition that captures the essence of this place (mood, setting, smell, etc.) by drawing the people, places and atmosphere you see.  Use correct linear perspective techniques.

Synectic Creativity Studio Challenges

  1. Simplification
    Concept:  A series of progressive simplifications can be combined in a single presentation.
    Catalysts:  Repeat, simplify, Subtract, metamorphose, combine, Change Scale.
    Studio:  Divide your page into four sections.  First, from observation, make an accurate rendering of an object.  Next, create a sequence of drawings which depicts the gradual breakdown of the object from a representational image to a basic geometric abstraction.  

  1. Variation
    Concept: The way a subject is styled and rendered can radically affect its appearance.
    Catalysts: Simplify, Transfer, Substitute
    Studio:  Divide your page into four sections.  Select an object as the subject for interpretive variation.  First, from observation, make an accurate pencil drawing of the object.  Next, draw three different variations of the subject, each time using a different style and rendering technique.  For example, create a cubist variation or an impressionistic one, use a cartoon style, or collage or use a different color scheme.  

  1. Zoom
    Concept:  A progressive sequence can depict magnification or reduction.
    Catalysts:  Repeat, Change Scale, Combine
    Studio:  Divide your page into four sections.  Select an object within a scene to serve as the focal point for this ‘zoom’ composition.  In one of the sections, develop an accurate rendering that shows the entire scene.  Next, fill the remaining sections with a series of drawings, that progressively ‘zooms’ into the focal point.  Actually move your body closer to the focal point so that your last drawing appears as a non-representational texture drawing.  

  1. Sequence
    Concept:  The multi-panel sequence can show progressions in a design or composition. Catalysts:  Repeat, Add, Metamorphose
    Studio:  Divide your page into four sections.  Accurately render from observation an object or scene in the first panel. Then, create a progression of the objects and shapes that begins in the first panel and visually presents a developmental sequence in the subsequent panels. Some possible ways of developing the sequence are:
  • Have the design become more complicated.
  • Have the design morph into an abstract representation
  • Have the design appear to rise from the bottom, top or side of the panel.
  • Have the design show duplicity or multiple views.
  • Have the design progress from black and white to color.
  • Have the design appear to zoom out of the panel.
  • Have the design appear to explode or contract.
  • Use any combination of the above sequences.

Generalize, Reflect & Publish:
Instructional Strategy
  • Evaluate the results
Learning Activity
Reflect > Should I go back and rework anything?
  • How did you combine art elements (line, color, shape, texture, value)  to develop art principles? (Unity/variety, balance, emphasis contrast, rhythm, proportion/scale, figure/ground relationship)
  • Where are the dominant shapes, forms, colors, and textures that carry expressive significance?
  • Why Is the work ordered and balanced or chaotic and disturbing?
  • What gives the work its uniqueness?
  • Is symbolism used in the work to convey meaning other than what one sees?
  • Does the work evoke any feelings?

Instructional Strategy
  • Providing Recognition
Learning Activity
Document >
  • Take digital photos of your artwork
  • Edit and crop the photo so it looks good and fills the frame
Publish >

Instructional Strategy
  • Providing Feedback
Learning Activity
Critique >
  • Give positive feedback > +1 every image that deserves it
  • Give peer feedback > Give 2 peer images a VTS critique >
Self-assess >

Required Work Checklist: