I am an architect!
Day 5
This week we continued our journey as architects with this prompt:
Our dream homes have returned from the kiln (the machine that takes all the water out and makes them permanent) and now we will add them to our environments! Some of our pieces came apart while they were drying and so we are going to have to work together to reassemble them. We have hot glue guns and gloves which you have to wear when using the glue guns and Andie and I are here to help you make repairs. When you are done making repairs to your dream homes we are going to paint them so lets explore colors a little more!
Our dream homes have returned from the kiln (the machine that takes all the water out and makes them permanent) and now we will add them to our environments! Some of our pieces came apart while they were drying and so we are going to have to work together to reassemble them. We have hot glue guns and gloves which you have to wear when using the glue guns and Andie and I are here to help you make repairs. When you are done making repairs to your dream homes we are going to paint them so lets explore colors a little more!
Essential UnderstaningsThe artistic process requires planning and revision in order to create the art you desire.
Form and shape are used to visually represent ideas. Key ConceptsArtistic Process
Artistic Intent Form Three-dimensional Refinement Art FocusExploring how to translate two-dimensional designs to three-dimensional models.
Exploring how artists use colors to express their ideas. |
Learning ConceptsStudents will use tools and materials to create a 3D diorama that utilizes shape, form and detail.
Students will use paint to identify primary, secondary and analogous colors and utilize these color schemes in their 3D diorama. SkillsExpressing their ideas
Executing their designs Translating 2D to 3D Refinement Literary FocusLearning how to verbally articulate their decision making.
Vocabulary: demo, diorama, form, primary, secondary and analogous colors |
Documentation and Reflection
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This class we really focused on color. We started off by doing a quick overview of the colors. We used a worksheet that asked them to fill in the blanks of a color wheel, identify what primary colors and secondary colors are, and finally what analogous colors are (see video to the left for student explanation of worksheet. Once they were done, we let them grab their finished pottery piece (given that their worksheet was completely filled out and correct). Then they got to work and began to paint their homes in coordination with their environments.
Despite a few mishaps of some pieces falling apart, their spirits were high and just excited to put everything together and to get everything painted. Their decision making and reasoning behind why they did what they did was astounding! One student went above what we discussed in the color wheel and created brown and let us all know that the primary colors all mixed together makes brown. |
Another student took his time in getting his place all set up. It's still a work in progress but here is an example to the right of one student who went above and beyond to portray an entire narrative for his home. This shows how he knows how to think deeply into his artwork and in the decision process that goes along with it. He applied not only names and locations of things, but has created a lengthy narrative to go along with each of those things. His subject, "Bob," has the same made up name as he has given himself, putting himself into the new world that he has created as well. There is a location for everything including on the inside which is not visible but he can go in depth as to what goes on inside of there and leaving openings and holes for all that he described.
Something that I have found interesting about this student in particular along with other students is that the more he adds to his story, the more he adds in the physical space given. This gives us as teachers insight into how to get the students to really think about their work and to move past the superficial ideas of the work and moving into what it would actually be like to live inside this new world. |
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More documentation from the day
This is another student who has an imaginative narrative to follow his work. This student is friends with the other student in the previous video who explained their work. The two of them seemed to feed off of each other's creativity and energy in creating their work.
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This is the student mentioned prior who created brown explaining how she did it. This was important to the learning because we talked about mixing colors but left our colors like black, white, brown, grey, pink, etc. since we have black and white already from the bottles and the others are of a new vocabulary we haven't gone over quite yet. I can only assume that she had prior knowledge of how to mix brown, or the previous class helped her to know this information when we spent 10 minutes mixing as many colors as we could based on the primary colors.
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