Year 10 Blog posts done for Michael Mew

Recently, You were asked to post your work. I am really pleased with those who have as it shows a wonderful range of works:

Alayna .                               Chloe .                            Dylan .                      Jacob .               

Jaime .                                 Jordan .                           Molly .                      Natasha

Nini                                     Presayus                         Riccardo                    Sarah

Shikobi                               Stevie                              Xij



Commitment to your learning, Achievement in completing the piece, Resilience in being brave enough to post about your work and Respect in taking yourselves seriously as artists (self-respect).

Year 10 Blog posts for Michael Mew

We more or less finished up that piece of work for Michael Mew on Friday. i know a couple of you have a little bit to do to get things complete.

I asked for a summarising blog post. Most of you instinctively ran with this and completed it. Well done.

If you still have to publish or even start (which is fine btw), Make sure you consider our point or what we sometimes call a learning intention; Leading lines focal point, mixed media and unity.

Don't be scared to look at blog posts already made by your classmates and do be brave and get it done. I am not expecting a literary masterpiece, but also dont mind if I get one! What I do appreciate is, if you are brave enough to put yourself out there and post your work proudly.

Week 7 term one Level One

Level one: I know there is a great deal of action in one class, with works looking good from Satora, Olivia, Alyana and Lila. Well done ladies.

Your first series should be well underway, probably finished. We have folio card that you will use on Monday/Tuesday to start sticking work down (with blu tak only)

If you have started with photography - you will be getting me to print these off onto photo paper.

There will be no Art History on Monday, as you should be well enough finished to have me run through it for a formative assessment.

Using water colour paints.

Some of you are electing to use watercolours to introduce your first series of works.

In level one, this covers 1.2 - Use wet and dry media to record information. Watercolour is 'wet media'.

How you use watercolour is important - it is meant to be watery. thin even and easily pushed around the paper.

1 - Make sure you use watercolour paper to work on - it's thicker and more absorbent.
2 - Keep any pencil lines light so that they don't distract from your painting
3 - Be prepared to keep pushing the paints around on the paper and adding water frequently.

Year 10 what is our point here?

It's a magazine!

Remember when I asked if you all had read the course outline?

We worked ourselves into groups today and set things up so that you all had a role of kinds.

The magazine is eventually going to use your hand made artwork as graphics and backgrounds, in ways that I would like you to laterally think about how to tell the viewer the meaning, without the benefit of a language that the majority understand (shamefully!).

That means your magazine will be written in te Reo. Your visuals have to speak as loudly as your words.

This is terribly rough. You will create better than this. Each of those groups we developed from the class brainstorm, is responsible for a section each. it may only be 2 pages (a double-page spread) or it might be 4. There is a group for the cover. You will also be responsible for the back of the book.

https://maoridictionary.co.nz/ we only use this as a guide to start understanding how we could use the langauge for titles of sections. Modifiers are important. Ask those students in our class who take te reo as a subject for assistance or seek out help from our two lovely te reo specialists on staff.

 This stuff is better layout!

Year 10 composition - using resources

Using the 10 pages you have pulled out of our magazines, you should have a range of images that could be textural backgrounds or focal points (or a bit of both).

Yesterday we went through these and started cutting things out and refining them. All the way through this, as I did it, I was thinking about potential opportunities with the materials I had.

For instance:

  

This is the one picture. I just cut the guy out carefully from the background.

As I was doing that, I was thinking about how I could photocopy enlarge the background to use in a piece later on.

            From there, we arranged, recorded (a quick thumbnail sketch in your book) and re-arranged these elements to create compositions with a focal point on a mid-tone piece of paper.

As I did this, again, I was thinking about what my next steps would be. Where paint might go, what I might draw in rather than collage in, what textures might be useful.

Level two Art History

Art History is different to last year; you discussed the subject matter and what it might mean. that is actually pretty simple!

this year you are discussing the media - what it is made of.

How does the type of paint add to the meaning behind the work for instance? This kind of question means you have to already understand the meaning of the subject matter of the painting (or artwork).

Choose 3 artworks you feel like you can talk about. If it is outside of your comfort zone, then be prepared to put in some extra effort.



This is a starting point. We will try and extend based on what each of you are actually studying as we go.

Recapping series and sequences.

Level one, this could be new to you, level's two and three I am hoping you have the gist of this.

Series of works exist within a body of work (folio).

they explain the points of the body of work.

You are not just making cool art pictures. You are trying to say something with them to a viewer. You are having a conversation via your artwork.

Your folio will start with an introduction, it will have several key points and a conclusion, just like an essay in English.

Your series of works will state, explain, and show your opinion, also just like in English with say a SEXY paragraph.
 

You should be able to see this clearly in any of the online exemplars on NZQA.

Year 10 Proportional drawing

Getting things into proportion is sometimes hard. If you start with drawing in one place without having mapped out where the bulk of what you are drawing is going to go, you often end up with things in the wrong place and of the wrong size.

We call that out of proportion. We want IN proportion.

A centre line helps. As does drawing the mass of the subject.

'Mass' means the space it takes up

'Subject' is what you are drawing.

Year 10 Weeks 1 - 3 term one 2019

We have been covering good drawing skills.

On the site there are a couple of helpful pieces in regards to tone and using a tool called a tortillion (I often smudge with my fingers instead).

Either way! It will work.

TONE: 
The point is, you need to make sure you are creating a depth of tone (black where it needs to be, white paper where it needs to be).

Things you can practice are:
1) creating a gradient on paper with your pencil.
2) looking at shadows and dring to draw them without letting them become forms - they have no form!
3) Shading based on the shape - if its round shade around it not through it
4) Implying the shape and not using a solid outline

What is your "why"?

This is a concept/ariā based art course. You develop a body of work based on a theory or idea.

You have been asked to go through the list of artists on Ako-Learn. Each level/field has a matrix of themes and Artists this year.

We want you to do two things here;
1) Go through and get comfortable with the artists and themes we have put together for you
2) Brainstorm what you love, what you hate and what inspires you in any aspect of your life.

From there you are developing your concept/ariā.

your ariā could be no more than three words. In fact, that's quite good if it is.

Your kaupapa/theme should roughly fit into the themes we have already established on the matrix for your level/field.

Once you have all of this down, I would expect you to create a blog post.


Please note, Level one, I am expecting you to complete a further document called themes, subject matter and ideas. I want to be able to see a copy of this in your drive.

Getting started with Art History

1.2 - describe is your keyword. Interpretation is required as you describe the artwork. Read the slide share carefully, and revise it.

In the exemplar on the site, you will notice the Robyn Kahukiwa exemplar is divided into green and purple highlights, to define the difference.

1) Set up the doc like it says on the instructions - google docs, in your art folder named 1.2 Art history with your name too, and shared with me on email too.

2) Select two artists from the matrix on Ako - Learn. make sure they are good ones! check with me if you need to. Find one image for each artist. copy and paste a good quality art image for each artist onto the doc.

3) Paraphrasing. Make sure you read these instructions on the slide share. if you are struggling with finding a relevant time to use, ASK me. I promise to be helpful.

4) Cite everything. what website did you get the information from? Copy and paste the URL onto the bottom of your doc.

We will work on this every Monday until we are done (week 8 ish I reckon).

Year 10 Art Period Four and Five

Kathe Kollwitz. Term Two go here to get to the slide show and other resources you need.

Period Four Class:We started on her last lesson, with a brilliant research page from you all. 
Period Five Class: We will be starting this and many of you will be up to this, but not all. So those of you who have created your black paper presentation, please move onto this task. 

Mark-Making and emotion are key elements to Kollwitz's work and that of any of the German Expressionists.

I am absent for the day on a course, so your work is going to be about drawing today and working nicely for the reliever.

Using the pinterest page and/or the slide show we worked through, I would like you to select an art image to work from and practice your drawing. Specifically, you need to notice the way black and white are used to make marks and imply tone (shades of grey) even though its not.

Things you need to do:

- Work to a picture frame - outline the space the image will occupy on your page, dont just start randomly with a point of your image you like
- Measure and care about your proportions - is the right amount of space being used for your subject, is there too much background... look as you draw and ask yourself if you are drawing accurately as you go.
- Draw what you see, not what you know. If you cant see it, don't put it in!

Period Five Class: I will be back tomorrow.