Student Work: in the classroom (K-5), the museum, and college
 |  Illustrating perspective (horizon lines, background, midground, foreground) |  2nd grade project teaching background/foreground.
(Markers, tempera paint) |
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 Kindergarten project illustrating processes, like stamping and collage. |  Students made a "no glue" Batik using flour and water. They learned about the ancient Indonesian practice of Batik and created their own. |  Clay exploration using pinch pots and attaching handles. |
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 Students learned about spatial awareness and how we view objects that are closest to us as larger and objects farther away from us as smaller. |  Students used complimentary color schemes to create their own unique snowman with watercolor pencils and markers. |  |
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 Students used a resist technique in Kindergarten. They used oil pastels to draw a snowflake. They put tissue paper squares and water on top to create a tie-dye effect. |  3rd Grade Students created a color wheel umbrella by mixing their own colors (ROY B BIV). The created any type of body and shoes for, as well as decorative elements. |  Students learned how to create value by adding a TINT and a SHADE to paint a spooky sky. They added a wicked tree, black cat, and yellow eyes to top off the creepiness. |
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 Kindergarten learned how to make every color with only the primary colors. They turned their color wheels into hot air balloons, complete with a basket, clouds, and a person. |  Students created a tie-dye like patter using coffee filters and permanent markers. They were challenged to create anything out of their "dots" |  |
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 |  |  Learning mono-printing with produce prints. Using fruits, vegetables, paint, rollers and brayers to create colorful monoprints. |
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 Students learned about the design element texture by creating thumbnails of implied texture. The thumbnails were used to create a collaged final piece. |  Young visitors learned basics of relief printing by carving into styrofoam and wooden dowels. Older visitors used linoleum blocks and carving tools. |  During a monthly outreach program with the Easter Seals, we created a sensory and experimental art projects using sharpie's, tiles, and rubbing alcohol. |
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 During a visit from Lighthouse, which is an organization that helps seeing impaired teens through adults, I created a sensory reproduction of one of the collections at the Ringling. There were even smells! |  |  Visitors learned the art of abstraction using limited materials: sharpie, alcohol in pipettes and a ceramic tile. We made these magnetic. |
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 The intersection of science and visual art. We made Cabbage Ph Indicators using boiled cabbage!
Cabbage dye = violet Cabbage dye + vinegar =
pink
Cabbage dye + baking soda=makes green |  Stand and Reach.
This was one of six drawing circuits to understand the principles of LINE. |  Always learning how to see in new ways! |
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 Letting go of control - students learn observation and visual language of drawing at they use a dowel rod to draw from observation (plants). |  Using symbolism in the paintings, we created a scavenger hunt to discover the obvious and the not-so-obvious |  Playing with natural dyes by making plant prints at the Ringling. Museum visitors created prints using plants, a mallet and paper/fabric. |
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 Value Lesson - using the reference of plant material, create a full value scale from dark to light. |  Students are encouraged to expand their visual and conceptual vocabulary by choosing to sketch several works in the gallery : 1. a work that makes sense to them, 2. a work they don't understand
The exercise is timed and afterward we discuss how sketching the work vs. taking a picture of it helped them to understand it better. |  At The Ringling visitors looked at Scholar Stones in Asian Art and then made rainbow paper and rainbow rocks.
Printed by floating nail varnish on water and pulling a print off the surface |
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 After a reading a book about color, young visitors created marbelized paper using watercolor paint and shaving cream. |  Visitors created "stained glass" inspired by the Ca D' Zan using aluminum foil, pencils, sharpies and shoe polish. |  During a visiting exhibition at the Ringling, young visitors viewed a work by Damien Hirst, in which we talked about symmetry/asymmetry and then colored our own mandalas. |
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 During a trip to see a visiting exhibition at the Ringling we viewed video art by Bill Viola and Annelies Strba. Afterward we learned how to make our own projector. |  Assignment: Students created a contour line drawing using objects to create a self-portrait still life.
Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line. |  During a Saturday programming event at the Ringling, we created paper pulp, and made our own paper. |
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 During a Kids Quest at the Ringling we looked at Bill Viola's video "Isolde's Ascention" and then filmed our own video in reverse, just like Viola did. |  Utilizing place to evoke a memory, while understanding perspective. |  Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern |
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 A Kids Quest in the musuem: Visitors observed and discussed a de Heem painting, then used real props to recreated the painting in 3D. |  |  Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line. This student utilizes a fan and india ink to create these loose marks. |
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 |  Assignment: Students created a contour line drawing using objects to create a self-portrait still life.
Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line. |  Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students will became familiar with color schemes. Some examples of color schemes are analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic. |
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 After learning about linear and atmospheric perspective, (sketchbook exercises for 1, 2 and 3pt perspective) students used observational drawing practices to create a one point perspective drawing on campus. Students were encouraged to focus on line, but some opted to add some value to their drawing.
We practiced sight reading, using a pencil as a measuring tool to ensure correct scale and proportions and framing a composition. |  Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions. |  Using positive and negative spaces and the Japanese principles of Notan, students hand-cut imagery using symmterical and asymmetrical compositions. |
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 Assignment: Students used their self-portraits to create focal point and emphasis. This student used repetition to create a pattern. |  Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic. |  Assignment: Students created a contour line drawing using objects to create a self-portrait still life.
Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line. |
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 Assignment: create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line. |  Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic. |  Assignment was to create a drawing machine that eliminates the use and control of your hand to effectively describe the element of design, line. |
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 Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line. |  Using non-representational imagery, students were challenge to use line to create characters that told a myth or fable. |  Students used basic shapes to exhibit psychic and implied lines. |
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 Using color, students created a narrative that describes a "small world" that they want to live in through paint. Students became familiar with color schemes, like analogous, monochromatic, complimentary, split complementary, warms/cool, and triadic. |  Assignment: Utilizing the planes, contours and geometric mapping of of your self-portrait using line. Students were encouraged to create focal points and emphasis to create a balanced composition. |  Assignment: Students created a contour line drawing using objects to create a self-portrait still life.
Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line. |
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 Describe your image. |  Assignment: Students created a contour line drawing using objects to create a self-portrait still life.
Students were challenged to vary line quality to express value shifts and spacial depth, as well as use an active composition through line. |
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