Monday, November 22, 2021
AUSTRALIAN ABORIGINALS
Australian Aboriginals
Learning Targets
I can...
- Create an original Australian Aboriginal using drawing techniques learned in class
- Use line types (horizontal, vertical, diagonal), shape variation (geometric, organic), and value (tints, shades) inspired by Australian Artist (1926-1998) Rover Thomas
- Use painting techniques (pigment, pointillism, layering) and design principles (gradation, proportion, composition) based on Indigenous Art
- Define Dot Painting (produced by repeated imprints of paint covered brushes, dotting sticks, or instruments onto a surface)
Lesson One
Day One, Art Start
1. Dumbun Owls (1987) Rover Thomas
2. Read Roads Cross: The Paintings of Rover Thomas by National Gallery of Australia
3. Discussion Questions "Who are Australian Aborigines? What styles of storytelling do Australian Aborigines practice? What is the Rainbow Serpent? Do Indigenous people own their own land? Have Indigenous people always owned their own land? Have Indigenous children always been brought up by their families? What kinds of food are available to Indigenous people? What is life-like for Indigenous people today? What is a Monotreme animal? Which two animals are Monotremes? What is a Marsupial mammal? Which three animals are Marsupials? What is a Placental mammal? Which of the following is a Placental mammal? Which Australian bird has a bird head and kills snakes? Which Australian bird is the second largest bird in the world?"
Lesson Activities
1. Choose 8 X 12 Drawing Paper
2. Add line types (contour, outline, perspective) to positive space (animal) of animal drawings
3. Outline line types (contour, outline, perspective) with neutral colors (black, brown, grey) for the Australian Aboriginals
Day Two, Art Start
1. Retrieve Australian Aboriginals for Assigned Table
2. Marlu- Kangaroo Dreaming (1995) Rover Thomas
3. Discussion Questions "What two species of Crocodile live in Australia? Which of the two crocodile species is bigger? How many species of snakes are there in Australia? Which Australian snake is considered the most poisonous? Which is the largest Shark in Australian Waters? Does the artist paint in long brushstrokes? Are the lines curved, straight, thick, or thin? Does the artist use a variety of shapes? What types of shapes do you see? What are the colors that the artist uses? What do you think the black cone is? What do you think the red and yellow shapes around the cone are? What are similarities in the story behind this painting and the ones you have heard before?"
Lesson Activities
1. Use warm colors (red orange yellow) to fill in the positive space (animal) of the animal paintings
2. Use cool colors (green blue purple) to fill in the negative space (background) of the animal paintings
3. Use embellishments (plastic eyes, bubble wrap, brown paper) to fill in the positive space (animal) of the Australian Aboriginals
Day Three, Art Start
1. Retrieve Australian Aboriginals for Assigned Table
2. Set Up Studio Area (tempera paint, popsicle sticks, paint brushes)
Lesson Activities
1. Add highlights (reflective light, light source) to fill in the positive space (animal) of the animal drawings
2. Add shadow (cast shadow, reflective shadow) to fill in the negative space (background) of the animal drawings
3. Add details (whiskers, spots, eyelashes) to the positive space (animal) of the Australian Aboriginals
Artist Examples
Student Examples
Wednesday, August 11, 2021
ABSTRACT MOOSE
Abstract Moose
Learning Targets
I can...
- Create an original Abstract Moose using drawing techniques learned in class
- Use shape variation (geometric organic), line types (horizontal vertical diagonal) and space (positive negative) inspired by Australian Artist (1992-Present) Dawn Gerety
- Use repetitive patterns (dots, swirls, stripes) and design principles (contrast, gradation, movement) based on Contemporary Art
- Define Pattern (a repeated decorative design)
Lesson One
Day One, Art Start
1. River Moose (2021) Dawn Gerety
2. Read Morris the Moose by B. Wiseman
3. Discussion Questions "What do you know about moose? What do you think when you hear about moose? What is the reason that Morris gives for the cow being a moose? What reasoning did Morris use to conclude that the cow is a moose? What is wrong with Morris's reasoning? Do you agree with Morris, that he knows that the cow is a moose? Is there more knowledge than having reasons for a brief? When was there time you had a reason for knowing something? As a result of what you have now said, do you think that everything you know you know for a reason? How does the cow do this? How does Morris respond? Has anything like this ever happened to you?"
Lesson Activities
1. Use three geometric shape (rectangle, oval, circle) to create a three-dimensional silhouette of a abstract moose for the winter landscapes
2. Add details (eyes, horns, ears) to the three dimensional silhouette of the abstract moose for the winter landscapes
3. Outline positive space (moose) with neutral colors (black brown grey) for the Abstract Moose
Day Two, Art Start
1. Retrieve Abstract Moose for Assigned Table
2. Aurora Bou (2021) Dawn Gerety
3. Discussion Questions "Why do you think people keep saying they know something even though they do not? Does yelling make Morris right? Why does he yell? What do you think he should have done to convince the deer that he was wrong and that Morris was not a deer? Why does seeing their own reflections convince the animals that they were wrong? What does the saying "seeing is believing" mean? Do you agree with it? Why is Morris not convinced when the other animals tell him that he is wrong? Can you think of other situations in which people have persisted in their mistakes despite having evidence that they were wrong? Can you think of situations in which new evidence has made people change what they think?"
Lesson Activities
1. Add finished details (eyes nose ears) to the positive space (moose) of the winter landscapes
2. Finish outlining positive space (moose) with neutral colors (brown black grey) for the winter landscapes
3. Add embellishments (salt, glitter, metallic) for the negative space (background) of the Abstract Moose
Day Three, Art Start
1. Retrieve Abstract Moose for Assigned Table
2. Set Up Studio Area (water bucket, paintbrush, watercolor)
Lesson Activities
1. Finish adding embellishments (salt, glitter, metallic) for the negative space (background) of the Abstract Moose
2. Add neutral colors (brown black grey) to the three dimensional silhouette (moose) of the Abstract Moose
3. Add value (highlights, shadows) to the positive space (animal) of the Abstract Moose
Artist Examples
Student Examples
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