Lesson Plan for The Georgia Aquarium
Title of Lesson: Color Under the Sea
Grade Level: 3rd Grade
Concepts: Color, Shapes, Form etc.
Objectives: The student will pick an animal or plant that they saw in the Aquarium and they will create a report about it as well as creating the illustrations.
GPS: S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat.
Art QCC: Creates artworks using direct observation, lines, shapes and space, spatial concepts, balance and contrast.
Motivation: The class will prepare for the Aquarium a week ahead of time by doing a unit on the ocean.
Vocabulary: Ocean, Sea Creatures, Color, Line, Shape etc.
Instructional Strategies: I will have the students choose an animal or plant that they saw in the aquarium as we were visiting and they will do a little bit of research on the object that they chose. They can make it into a book or a 3-D project of some kind but they must provide at least 3 illustrations that they created on their own.
Modifications: Some students may have trouble remembering what they saw so they will be able to find pictures of their animal or plant to look at as they create their pictures.
Assessment: There assessment will be there reports. They need at least 3 illustrations they created themselves.
Materials/Supplies: paper, crayons, markers, paint, brushes, cups, pencils, other materials that the children may want to use such as glitter or glue.
Resources: Google Images or the Georgia Aquarium Website as well as books.
Closing Statement: There are so many different kinds of animals and plant life that live in the ocean and they all have colors of their own. Some of the habitats in the ocean are made up of colors and shapes completely different from the ones we are surrounded by everyday. I want to see how creative you can be when creating these habitats on paper!
Sunday, November 25, 2007
Printmaking Chapter 9
Chapter 9: Printmaking
Our distant ancestors colored the palms of their hands with pigments to press on walls. The art of printmaking as we know it today required the invention of paper. Because of the low cost of prints, people can afford and enjoy original art.
Intaglio Process: Etching, engraving, dry point etc. Cutting or scratching into a surface (usually metal) with tools or acid. The cut areas receive and hold the ink for printing.
Stencil Process: Silk screen, photographic silk screen, paper stencil etc. Stencils used in a school situation consist of cutting out or removing shapes from paper or cardboard and filling in the blank spaces with paint or ink.
Four Traditional Processes:
Relief Process: woodcut, linoleum cut, stamps, rubbings etc. Design area stands out.
Surface Process: Lithography. They image is drawn directly on the stone (or metal) surface with a greasy crayon or ink. After treatment of the stone with turpentine and water, ink is applied and it adheres to the greasy drawing.
Intaglio Process: Etching, engraving, dry point etc. Cutting or scratching into a surface (usually metal) with tools or acid. The cut areas receive and hold the ink for printing.
Stencil Process: silk screen, photographic silk screen, paper stencil etc. Stencils used in a school situation consist of cutting out or removing shapes from paper or cardboard and filling in the blank spaces with paint or ink.
“Rubbings are not only a way of sensitizing children to the realm of texture but also a means of attuning them to the “skin” of the environment”
~Use lightweight paper.
Rubbings: One way to begin printmaking at any level is by transferring a ready-made surface, known as rubbing.
Ex. Gravestones, unusual surfaces, a coin, manhole covers etc.
~Use a flat crayon to rub.
Monoprints:
Supplies Required-
Sheet of glass
Linoleum or Masonite work too.
Can use- brushes, fingers, card board etc.
Water-soluble ink and paint in a wide range of colors Newsprint or other absorbent kinds of paper
Monoprint begins with application of paint or ink to a flat surface. When the image is complete, cover it with a sheet of paper and apply pressure slowly and evenly with palm of your hand. Viscosity of the paint and pressure applied to the paper are some factors that influence the final result.
Potato and Stick Printing:
“All children can produce potato prints, and nearly every child can print with sticks.” Select pieces with a hard consistency. Pieces should be cut flat on the side. Press the flat side in tempera paint or colored ink and press on newsprint. Students can cut into the piece of the potato. Students can use all sorts of objects that they find. Ex. Sponges, wood, etc.
Styrofoam, Linoleum and Woodcut Printing:
“After children make such prints, they understand the process on which more difficult techniques are built.” The students should make sure that the parts they want inked are raised. The chief problems in teaching linoleum printing concern safety precautions, the development of skill in cutting and treatment of subject matter (v-shaped tools). Demonstrations of the technique should be kept to a minimum so kids can develop their own methods.
Stenciling: Stenciling allows children to print repeated units of design with considerable control. The activity demands a fairly high degree of skill and ability to plan. Paint only appears where a hole has been cut. The paint should be thick enough not to run, yet not so thick as to form an unpleasantly heavy coating on the painted surface. Students should apply the paint with a dabbing motion. All tools and supplies should be clean and conveniently located.
The Reduction Process: Also known as the “subtractive” process. Once a print is made the students remove or reduce a section of the plate, then they add a second color and print over the first one. The original print plate is destroyed in the process, but another print form has been created.
Chapter 9 Quiz: Printmaking (The Answers are in Red)
1. The art of printmaking as we know it today required the invention of __Paper__.
2. Which of the following is NOT considered a relief process?
a. Wood cutting
b. Stamps
c. Etching
d. Rubbings
3. True or False: It is better to use a round crayon for making rubbings.
4. All children can produce what kind of printmaking?
a. Monoprints
b. Stencils
c. Reduction Prints
d. Potato Prints
5. When stenciling the students should apply the paint in a ________ motion.
a. Circular
b. Dabbing
c. Stroking
d. Splattering
Friday, November 23, 2007
20 Great Lesson Ideas
- The students can create necklaces and make paper beads with it.
- The students can create a self portrait out of a mixed medium.
- Mixed media landscapes are great for kids.
- When the kids are learning about the color families they can create a picture using their favorite group.
- The students can create their own painting technique using anything they can come up with.
- The students can create a Diorama on a specific issue or cause, maybe even a memory.
- The students can create a weather mobile.
- When learning about symmetry in math the students can draw have of a butterfly and have a partner match it by drawing the second half.
- The students can create clay models out of Sculpy which the teacher can bake when they are finished.
- The class can create there very own ABC book. Each student could have their own page and they can pick the topic as well.
- By using recycled materials the students can create city structures or castles.
- Art games are a great way to get the class interacting with all different forms of art.
- They can create a story board for a specific topic or story to share with the class.
- Groups of students can write, illustrate and create a narrative story in power point.
- The students can also get in groups to reenact their story or create a new story with puppets.
- Students love to work with Paper Mache. They can come up with a theme and create parts of their display with paper mache.
- Students can create any drawing or art project that displays one thing they have learned on a field trip.
- Students can do a creative report on one artist they have enjoyed learning about.
- The students can learn how to use crayon and watercolors to create pictures and secret messages.
- Give students red, blue, yellow, black and white paint. Teach by showing the children how by mixing certain colors together you get different colors.
10 Creative Field Trips
1. Imagine It! The Children’s Museum of Atlanta
Contact Info: http://www.imagineit-cma.org/museum_information.html
Admission: During the Fall $6.50 per student (tax-exempt rate) chaperones free
Chaperone Ratio: 1 adult per 5 students
Lunch Facility: Bring lunch & eat at Centennial Olympic Park
Rationale: Exhibits periodically change. Some examples are food, art, science and weather. Ages 8 and under.
2. CNN Center
Contact Info: http://www.cnn.com/tour/atlanta/
Admission: $8/per student for groups of 20 or more
Chaperone Ratio: not listed
Lunch Facility: Food Court
Rationale: The students could see how the news station is run first hand and learn a little bit about the technology that goes into it.
3. The Legacy Theatre
Contact Info: http://www.thelegacytheatre.org/
Admission: $7.00 per person for educational groups
Chaperone Ratio: not listed
Lunch Facility: There are several places to eat around the Theatre.
Rationale: Plays are a very good way for students to see creative arts first hand.
4. Atlanta Zoo
Contact information- 800 Cherokee Avenue, Atlanta, GA 30315, 404.624.5600, info@zooatlanta.org.
Chaperone ratio- five students per chaperone.
Lunch facility- McDonalds at the zoo. Cost- $ 12.99 per student.
Rationale for going- Children will get to see different animals and the habitats they live in.
5. High Museum
Cost- $10 per student, Contact information- 1280 Peachtree Street NE, Atlanta, Georgia 30309, e-mail- highmuseum@woodruffcenter.org, phone number-404-733-4468.
Lunch facility- Students will eat sack lunches at Centennial Park.
Chaperone Ratio- five students per chaperone.
Rationale for going- Students will be able to see art work first-hand.
6. World of Coca-cola
Cost- $8 per person, Contact information- (404) 676-0676, schools@worldofcoca-cola.com, Chaperone ratio- one chaperone per five students.
Lunch Facility- Students will eat outside the World of Coke and eat sack lunches.
Rationale for going- Students will learn about the history of Coke as well as the history of Atlanta and Georgia.
7. Fernbank
Cost- $ 9 per person.
Contact information- 156 Heaton Park Drive, NEAtlanta, Georgia 30307 phone number- 678.874.7102.
Rationale for going- Students will learn about dinosaurs, wildlife, shells, and they will get the chance to interact with science first-hand. Right now there is a "color of frogs" display and the students could learn about the many colors found in nature.
Chaperone ratio- 1 adult per 5 students.
Lunch Facility- eat in school bus or go to a near by park.
8. Georgia Aquarium
Contact Info: (404) 581-4000; 225 Baker St. Atlanta, GA 30313
Admission cost per student: $16.00 per student
Chaperone ratio: 1 per every 6 students
Lunch facility: There is room inside.
Rationale: The aquarium will give them first hand experience with aquatic life.
9. Atlanta Botanical Gardens
Contact Info: 404.876.5859 ext. 2556; 1345 Piedmont Avenue NEAtlanta, GA 30309
Admission cost per student: $4.00-$6.00
Chaperone ratio: 1 per every 6 students
Lunch facility: We will be returning to school before lunch
Rationale for taking students there: This trip includes age-appropriate activities which lead students to discover that a botanical garden is home to many kinds of plants ranging from trees and vines to plants that live in the desert and rainforests.
10. Stone Mountain
The student activities range from an 1870s barn with four floors of 21st century fun to an outdoor playground filled with kids adventures.
Contact Info: (770) 498-5690; U.S. Highway 78 East, Exit 8Stone Mountain, GA 30087
Admission cost per student: $12.00-$15.00 depending on what you want to be able to do
Chaperone ratio: no set ratio
Lunch facility: Plenty of indoor and outdoor seating
Rationale: The student activities will teach them all about the history of our country. They will also be able to see the beautiful view from the top of the stone.
Contact Info: http://www.imagineit-cma.org/museum_information.html
Admission: During the Fall $6.50 per student (tax-exempt rate) chaperones free
Chaperone Ratio: 1 adult per 5 students
Lunch Facility: Bring lunch & eat at Centennial Olympic Park
Rationale: Exhibits periodically change. Some examples are food, art, science and weather. Ages 8 and under.
2. CNN Center
Contact Info: http://www.cnn.com/tour/atlanta/
Admission: $8/per student for groups of 20 or more
Chaperone Ratio: not listed
Lunch Facility: Food Court
Rationale: The students could see how the news station is run first hand and learn a little bit about the technology that goes into it.
3. The Legacy Theatre
Contact Info: http://www.thelegacytheatre.org/
Admission: $7.00 per person for educational groups
Chaperone Ratio: not listed
Lunch Facility: There are several places to eat around the Theatre.
Rationale: Plays are a very good way for students to see creative arts first hand.
4. Atlanta Zoo
Contact information- 800 Cherokee Avenue, Atlanta, GA 30315, 404.624.5600, info@zooatlanta.org.
Chaperone ratio- five students per chaperone.
Lunch facility- McDonalds at the zoo. Cost- $ 12.99 per student.
Rationale for going- Children will get to see different animals and the habitats they live in.
5. High Museum
Cost- $10 per student, Contact information- 1280 Peachtree Street NE, Atlanta, Georgia 30309, e-mail- highmuseum@woodruffcenter.org, phone number-404-733-4468.
Lunch facility- Students will eat sack lunches at Centennial Park.
Chaperone Ratio- five students per chaperone.
Rationale for going- Students will be able to see art work first-hand.
6. World of Coca-cola
Cost- $8 per person, Contact information- (404) 676-0676, schools@worldofcoca-cola.com, Chaperone ratio- one chaperone per five students.
Lunch Facility- Students will eat outside the World of Coke and eat sack lunches.
Rationale for going- Students will learn about the history of Coke as well as the history of Atlanta and Georgia.
7. Fernbank
Cost- $ 9 per person.
Contact information- 156 Heaton Park Drive, NEAtlanta, Georgia 30307 phone number- 678.874.7102.
Rationale for going- Students will learn about dinosaurs, wildlife, shells, and they will get the chance to interact with science first-hand. Right now there is a "color of frogs" display and the students could learn about the many colors found in nature.
Chaperone ratio- 1 adult per 5 students.
Lunch Facility- eat in school bus or go to a near by park.
8. Georgia Aquarium
Contact Info: (404) 581-4000; 225 Baker St. Atlanta, GA 30313
Admission cost per student: $16.00 per student
Chaperone ratio: 1 per every 6 students
Lunch facility: There is room inside.
Rationale: The aquarium will give them first hand experience with aquatic life.
9. Atlanta Botanical Gardens
Contact Info: 404.876.5859 ext. 2556; 1345 Piedmont Avenue NEAtlanta, GA 30309
Admission cost per student: $4.00-$6.00
Chaperone ratio: 1 per every 6 students
Lunch facility: We will be returning to school before lunch
Rationale for taking students there: This trip includes age-appropriate activities which lead students to discover that a botanical garden is home to many kinds of plants ranging from trees and vines to plants that live in the desert and rainforests.
10. Stone Mountain
The student activities range from an 1870s barn with four floors of 21st century fun to an outdoor playground filled with kids adventures.
Contact Info: (770) 498-5690; U.S. Highway 78 East, Exit 8Stone Mountain, GA 30087
Admission cost per student: $12.00-$15.00 depending on what you want to be able to do
Chaperone ratio: no set ratio
Lunch facility: Plenty of indoor and outdoor seating
Rationale: The student activities will teach them all about the history of our country. They will also be able to see the beautiful view from the top of the stone.
Sunday, November 18, 2007
Dr. Zeimke and the Flame Ruby!
Slide #1 Picture
Slide #3 Picture
Slide #4 Picture
Slide #6 Picture
Slide #7 Picture
Slide #8 PictureTHE STORY!
Slide 1:
For years the ancient Flame Ruby was the target for every detective because of it’s beauty and fame. One day the famous Detective Ziemke discovered it’s supposed whereabouts. He could crack any case faster than you could say “cheerful curmudgeon” so he went for it!
For years the ancient Flame Ruby was the target for every detective because of it’s beauty and fame. One day the famous Detective Ziemke discovered it’s supposed whereabouts. He could crack any case faster than you could say “cheerful curmudgeon” so he went for it!
Slide 2:
He knew that he had to search for it in secret because people were always following his every move. He is world famous after all.
He knew that he had to search for it in secret because people were always following his every move. He is world famous after all.
Slide 3:
He arrived on the island where the ruby was said to reside and immediately began searching through the vast jungle until he came upon it’s resting place within the giant volcano at the center of the island.
He arrived on the island where the ruby was said to reside and immediately began searching through the vast jungle until he came upon it’s resting place within the giant volcano at the center of the island.
Slide 4:
As he neared the volcano, suddenly the guardian of the ruby known as the lava serpent sprung out and now Detective Ziemke had a new obstacle to overcome.
As he neared the volcano, suddenly the guardian of the ruby known as the lava serpent sprung out and now Detective Ziemke had a new obstacle to overcome.
Slide 5:
Detective Ziemke immediately blacked out!
Detective Ziemke immediately blacked out!
Slide 6:
He awoke hours later in a daze not knowing what had happened but as he reached into his coat pocket he discovered…
He awoke hours later in a daze not knowing what had happened but as he reached into his coat pocket he discovered…
Slide 7:
The Flame Ruby!!
He didn’t know how it happened and frankly he didn’t care. All he knew was he now had the famous ruby and a monstrous craving for an ice cream sandwich.
The Flame Ruby!!
He didn’t know how it happened and frankly he didn’t care. All he knew was he now had the famous ruby and a monstrous craving for an ice cream sandwich.
Slide 8:
The End!
The End!
Saturday, November 17, 2007
5 Artists To Teach In My Classroom:
1. Jacob Lawrence: He was an American artist that painted historical events mostly revolving around African American history. I would use him in my classroom to teach about the different historical events that he painted about.
2. Pablo Picasso: Picasso was a modern Spanish painter who used a variety of styles that changed over the course of his life. Most children have probably heard of Pablo Picasso but I would use him to teach them to always try new things because anything can be art.
3. Van Gogh: He was a sad and poor artist most of his life but after his death his paintings have become some of the most famous in the world so I would use Van Gogh in my classroom to show students that although they may not feel like artists they could be world famous someday if the keep creating.
4. Leonardo DaVinci: DaVinci was an Italian artist from the Renaissance period and he was also an inventor. Most of the students will be familiar with some of his work, such as the Mona Lisa but they might not know that he was the artist behind the art so I will teach about DaVinci to show the kids how multi talented one person can be. I remember my sixth grade teacher telling us about how DaVinci would dig up dead bodies to study anatomy and I always think of that when I think of DaVinci.
5. Claude Monet: Claude Monet is considered to be the founder of the Impressionist movement in France. In this movement, impressionist tried to capture a scene at a particular moment on their canvasses. I would use Monet's art to show the students how a certain technique can define a group of art work and how movement can be captured in art.
2. Pablo Picasso: Picasso was a modern Spanish painter who used a variety of styles that changed over the course of his life. Most children have probably heard of Pablo Picasso but I would use him to teach them to always try new things because anything can be art.
3. Van Gogh: He was a sad and poor artist most of his life but after his death his paintings have become some of the most famous in the world so I would use Van Gogh in my classroom to show students that although they may not feel like artists they could be world famous someday if the keep creating.
4. Leonardo DaVinci: DaVinci was an Italian artist from the Renaissance period and he was also an inventor. Most of the students will be familiar with some of his work, such as the Mona Lisa but they might not know that he was the artist behind the art so I will teach about DaVinci to show the kids how multi talented one person can be. I remember my sixth grade teacher telling us about how DaVinci would dig up dead bodies to study anatomy and I always think of that when I think of DaVinci.
5. Claude Monet: Claude Monet is considered to be the founder of the Impressionist movement in France. In this movement, impressionist tried to capture a scene at a particular moment on their canvasses. I would use Monet's art to show the students how a certain technique can define a group of art work and how movement can be captured in art.
20 Educational Art Websites:
1. Crayola www.crayola.com
2. Learning to draw 3-D www.draw3d.com
3. A Lifetime of Color www.alifetimeofcolor.com
4. Zoopz www.zoopz.com
5. Art Videos on Youtube www.youtube.com
6. Google Images www.google.com
7. Mr. Picasso Head www.mrpicassohead.com
8. Wacky Kids – Denver Art Museum www.wackykids.org
9. Art Education and ArtEdventures www.sanford-artedventures.com
10. Art Detective – The Case of Grandpa’s Painting www.eduweb.com/pintura
11. You Draw www.youdraw.com
12. Arts Workshop www.childrensmuseum.org/artsworkshop/index.html
13. National Gallery of Art www.nga.gov/kids/kids.htm
14. Kinder Art www.kinderart.com
15. Irvine Museum www.irvinemuseum.org
16. Art Pad http://artpad.art.com/artpad/painter/
17. Bright Ring www.brightring.com
18. Art Teacher Connection www.artteacherconnection.com
19. Kids Art www.kidsart.com
20. Artcyclopedia www.artcyclopedia.com/education.html
2. Learning to draw 3-D www.draw3d.com
3. A Lifetime of Color www.alifetimeofcolor.com
4. Zoopz www.zoopz.com
5. Art Videos on Youtube www.youtube.com
6. Google Images www.google.com
7. Mr. Picasso Head www.mrpicassohead.com
8. Wacky Kids – Denver Art Museum www.wackykids.org
9. Art Education and ArtEdventures www.sanford-artedventures.com
10. Art Detective – The Case of Grandpa’s Painting www.eduweb.com/pintura
11. You Draw www.youdraw.com
12. Arts Workshop www.childrensmuseum.org/artsworkshop/index.html
13. National Gallery of Art www.nga.gov/kids/kids.htm
14. Kinder Art www.kinderart.com
15. Irvine Museum www.irvinemuseum.org
16. Art Pad http://artpad.art.com/artpad/painter/
17. Bright Ring www.brightring.com
18. Art Teacher Connection www.artteacherconnection.com
19. Kids Art www.kidsart.com
20. Artcyclopedia www.artcyclopedia.com/education.html
10 Best Places to Buy Art Supplies:
1. Rex Art Supplies www.rexart.com
2. The School Box www.schoolbox.com
3. Teaching Stuff www.teachingstuff.com
4. Hobby Lobby www.hobbylobby.com
5. Discount School Supply www.discountschoolsupply.com
6. The Crayola Store www.crayolastore.com/index.asp
7. Becker’s School Supplies www.shopbecker.com
8. The ABC School Supply www.abcschoolsupply.com
9. Top Art Supplies www.topartsupplies.com
10. Mister Art Materials www.misterart.com
2. The School Box www.schoolbox.com
3. Teaching Stuff www.teachingstuff.com
4. Hobby Lobby www.hobbylobby.com
5. Discount School Supply www.discountschoolsupply.com
6. The Crayola Store www.crayolastore.com/index.asp
7. Becker’s School Supplies www.shopbecker.com
8. The ABC School Supply www.abcschoolsupply.com
9. Top Art Supplies www.topartsupplies.com
10. Mister Art Materials www.misterart.com
Thursday, September 27, 2007
The High Museum of Art
The High Museum of ArtMy Favorite Work of Art: This is a really hard decision for me because I liked so many different things from so many different galleries but I really liked “Saint Matthew and The Angel” by Rembrandt Harmensz, Von Rijn (1661) in The Louvre Display. I just love the story behind it or the story it is portraying. The picture depicts Saint Matthew writing the book of Matthew in The Bible with an angel over his shoulder whispering to him, telling him what to write etc. I really enjoy art work that makes me think about the people in the picture and this one makes me feel like I’m looking in on an actually event in the past.
A work of art that I liked but wouldn’t take home: There were also several things that I really liked that I wouldn’t necessarily take home. Like the Peaches and Pears display on the Lobby balcony. I wouldn’t have anywhere to put them but I really liked it. It also made me think of my mom because she is a chef. Most of all I think I really liked The Veiled Rebekah by Giovanni Maria Benzoni (1864) in the American Gallery. I’ve been to The High Museum twice now and it is one of the highlights every time. I am just amazed at how the artist could carve something so realistic out of stone. My mom got scolded for breathing to close to it on this trip that’s how close we like to get to it.
A work of art that taught me something that I didn’t know: In the Louvre gallery there was a painting by Louis-Michel Van Loo called Double Portrait of the Marquis and Marquise (1769) the picture shows a man and a woman who are husband and wife. The woman is sitting at her vanity and the husband is standing up and fixing what looks like his cufflinks or something. The description of the art work said that because the woman is facing her husband to speak instead of facing the vanity while she talks to him shows a lot of intimacy between them and I thought that was very interesting. It is something that I never would have thought of or even picked up on before.
A work of art that felt sad to me: One of the works of art that felt sad to me was Mrs. Stedman Buttrick by Cecilia Beaux (1909) ~It was in the Cecilia Beaux display. It is a painting of a woman in a red dress holding a young child and the description said that the woman had died giving birth to that child and that was the artists’ depiction of them meeting. It just made me think about the child who grew up without its mothers and how sad that is. I also started thinking about what the mother might feel if she ever saw this picture.
A work of art that identifies a historic moment in time: There were several pictures in the Louvre display and the American Gallery that depicted historical moments but one that sticks out in my mind is The Hunting Party by Nicolas Lancret (ca 1740) it was in The Louvre Display. The audio tour person was talking about how it was very common in that period of time for groups of people to take breaks from hunting to have a nice leisurely picnic or lunch together and the “tour guide” brought up the fact that the picture doesn’t display any of the violence of the sport and that just got me thinking about that particular time in history, their customs and what the people did in their spare time etc. It’s much different than what we do in our spare time today.
A work of art that reminded me of something or someone: There were surprisingly quite a few things that reminded me of different people I knew but one that was pretty shocking to me was Mrs. Richard Low Divine by Cecilia Beaux (1907) in the Cecilia Beaux Display. The woman in the picture looked just like my Grandma Reep, even the way she was sitting is the way my grandma sits. Just to make sure I wasn’t the only one who saw the resemblance I asked my dad (it would be his mother) and he said that he thought the same thing when he saw it.
A work of art that shocked me: I don’t know if there was anything that really shocked me other than the sheer size of The Avoider by Michael Bornemans (2006) in the contemporary gallery. I’m not exactly sure how tall it is but if I had to guess I would say it is about 10 feet tall or more. I just don’t know how someone could paint something so life like when it is that large. I would think that the proportions would start to get messed up if an artist was looking at the canvas from such an extreme angle. When we came around the corner we all noticed that one right away.
Compare Folk Art Gallery to rest of museum: The folk art gallery is different from the rest of the museum. It had a little bit of a party feel to it as compared to the other galleries. It felt more hands on even if it wasn’t. I guess after spending most of the day in a museum filled with artifacts from so long ago walking into the folk art gallery made the art feel more alive. Some of the art work was very interesting to me and others didn’t do much for me but I enjoyed seeing and feeling the contrast the second I walked into it.
The Contemporary Gallery: The second we walked into the contemporary gallery my brother said, “Now this is what I thought an art museum was like!” I liked it. I felt a little bit like a kid darting back and forth to look at things a second time. Everything was spread apart and much bigger than the Louvre gallery which we had just come from so I felt like I had room to breathe and move around. I found a lot of the art work in the contemporary gallery very interesting. I felt like I hadn’t seen any of it before where as with the older art we have seen similar things so many times in our life that we forget how shocking it might have been at one time.
Experience that was most meaningful to me: I think that the most meaningful part of the whole trip for me was getting to experience it with my family. We went to a great restaurant afterwards and just talked about everything we saw.
Extra Credit: This statue by Auguste Rodin is The Shade. The statue was a gift from the French government on October 5, 1968 to the Woodruff Arts Center in memory of the 122 Atlanta Art Association members who died in a plane crash.
Sunday, September 16, 2007
My Painting Technique
This is a picture of my dog that I did with tempera paints and an old gym shoe.
Hollywood Diorama
This is my diorama about how children are influenced by Hollywood. The back has several words that describe children and their world along with a cut out of a child’s eyes. The back is done in all green to symbolize a child’s growth. The front past the beaded curtain is of a red carpet with a couple Hollywood stars walking it.
Mixed Media Landscape
This is my mixed media landscape. I used tempera paint, oil pastels and markers.Paper Bead Necklace
This is my hand made necklace. I made a blue wire/beaded flower pendent, assorted beads and a couple hand made paper beads.
Mixed Media Self-Portrait and Poem
This is my mixed media self-portrait. I used magazine cut-outs, oil pastels, cloth material and markers.
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