Period 2 - 2023-ART & MUSIC HISTORY Assignments

The following attachment below is our class activity for this week. You are to create a Romanesque/Gothic inspired Pop-Up Cathedral. You have one of two choices in order to complete your Pop-Up. The choices are to either make up your own with drawing out the dimensions shown below, or to print out the St. Paul .pdf. After that, you will then color (decorate) and cut out your cathedral. This activity can be completed using regular copy paper but produces better results if you use heavier paper like cardstock paper. For the .pdf, please watch the video attached below for step-by-step instructions. This was started in class and is to be completed by this Thursday and is worth 10 points.

Please complete the following worksheets on Chapter 15: GOTHIC ART - Lesson 2 - Sculpture & Illustrated Books (pages: 69-71) with utilizing our class book, Art In Focus. Class discussions consisted in learning about Gothic sculptures and how they complemented the architectural setting of the cathedrals in which they were placed. Since soaring cathedrals looked as if they were stretching upward to the heavens above, discussions in class were of how the sculptures created then were very elongated. You can clearly see how identifiable the figures are as they project outwards into space. As a class, we went over viewing different Gothic sculptures and talked about how artists of that time created more realistic figures in their appearance. For example, illustrating them as real people in their daily lives and how lifelike the sculptures were and expressive where you could see emotions. We looked at the Veneration for the Virgin Mary as an example in how the sculptures of her at that time are of a gentle nature and much more human-like. Then, we moved onto discussing the sculptures on cathedral tops that were decorated with gargoyles (grotesque flying monsters). How these actually functioned as rainspout's and were made to look like they were evil spirits fleeing a building that they were placed on. Also, there was a demand at that time for illustrated religious books and they grew during this Gothic period. These books drew from the influence of stained-glass art. Illustrations showed figures with dark outlines enclosed in architectural frameworks. For example, the reference of the famous Book of Hours by the Limbourg Brothers illustrates scenes from each of the twelve months in rich detail. Altogether, students are to complete in-class Guided Reading Worksheets and take a Quiz to access learning. Altogether, this assignment is worth 25 points and is due by this Thursday (since there is no school Friday).

Please fill in the following Guided Reading Worksheets (pages: 60-62 ) for Chapter 15: Lesson 1 - GOTHIC ART with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge from in class discussions regarding Gothic Art. Class discussions consisted in learning about the thirteenth and fourteenth centuries where trade, the growth of cities, and the increasing power of kings brought an end to the feudal system. The term Gothic was used for the art style of this period that replaced classical Greek and Roman forms. French architects used pointed arches, piers, and flying buttresses to erect slender, soaring cathedrals. The arches directed pressure downward to the slender supporting piers were the great architectural features at that time. Later came supports, or braces known as “flying buttresses” that reached over the side aisles of churches and counteracted the thrust of the piers. Since walls could be made much thinner, these were filled with colorful stained-glass windows depicting Christian themes. Sunlight was able to stream through these windows, illuminating the churches and the relief sculptures inside. Bishops in cities vied to build the most magnificent cathedrals. The Gothic style was also adopted for monasteries and secular buildings as well. Altogether, students are to complete in-class their Guided Reading Worksheets, and then take a Quiz to better assess their learning. This assignment is worth 25 points and due by midnight this Sunday.

Students will be able to create a stained-glass Gothic inspired window utilizing a clear plastic sheet, sharpies, and acrylic paint. Students begin by making a template of a window using a black sharpie to trace over their template. Then, color in with acrylic paint. Once paint is dry students are to cut out and hang in our class window. This project is worth 10 points. Students receive Weekly Participation Points while working on this activity during class, as well as, receiving project points.

During class today students will take a QUIZ on Chapter 15: Lesson 1 - GOTHIC ART (on paper). This quiz qualifies for a total of 10 points and is due Friday.

Please fill in the following Guided Reading Worksheets (pages: 42 - 44) for Chapter 14: Lesson 2 - Romanesque Art with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge learned from in class discussions regarding Early Medieval Art. Class discussions consist of learning about how the Western Roman Empire crumbled, and the new artistic style known as the Romanesque Period developed. Constant disputes over land under the feudal system caused nobles to build fortified castles. When in the 13th century trade and industry grew, cities were built with stone barricades around them to protect. At the center of each town was a richly decorated stone church. Churches were also built at pilgrimage destinations, where people would journey to visit the sacred remains of a saint. Architects continued to build using a NAVE and a TRANSEPT, often adding side aisles and an AMBULATORY, an aisle curving around behind the main altar. Romanesque churches appeared larger and solid from the outside and had small windows making the interiors dark and solemn. Altogether, students are to complete the in-class Guided Reading Worksheets, take a short T/F QUIZ, then complete a TEST in Google Forms to assess their knowledge. This assignment is worth 25 points and is due this Friday.

Inspired by the Early Medieval & Romanesque Periods, you will create your own Illuminated Letter. The following steps are for you to follow:

Step 1- Study fonts used for illuminated letter designs from the laptop cart. Common fonts are Roman and Uncial. Some examples are attached below
Step 2 - With a pencil, draw a line that is 1" from the edge of the paper. Draw a second line that is 2" from the edge, creating a 1" wide frame.
Step 3 - Select and draw a letter. It can overlap the frame a little bit if you want. Tip: Letter stencils can be made by printing large fonts from a computer. You can use the light box in the classroom, or a window to trace.
Step 4 - Decide what theme you want to use and design the border. Images can flow from outside and inside the border.
Step 5 - Continue designing inside the box and the background.
Step 6 - Trace over designs with an ultra-fine black Sharpie. Erase pencil lines.
Step 7 - Add "illumination" by painting areas and design elements with gold or silver paint.
Step 8 - Color remaining areas with colored pencils.
Optional - Experiment with other letters and creative elements. Use design element to create the letter to tell a story.
This project is due this Friday and is worth 10 points.

During class today students will take a QUIZ on Chapter 14: Lesson 2 - ROMANESQUE ART (on paper). This quiz qualifies for a total of 10 points and is due by this Friday.

During class students take a QUIZ on Chapter 14: Lesson 1 - EARLY MEDIEVAL (on paper). This quiz qualifies for a total of 10 points and is due this Friday.

Please fill in the following Guided Reading Worksheets (pages: 31-36) for Chapter 14: Lesson 1 - Early Medieval Art with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their learned knowledge from in class discussions regarding Early Medieval Art. Class discussions consisted in learning how after the Western Roman Empire crumbled, Western Europe struggled through a period of change. This period was from about A.D. 500 to 1500 and is known as the Middle Ages, or the Medieval period. This was a time when elaborate bookmaking, architecture, and sculpture occurred. It is called the Age of Faith, since people were fixed on preparation for life after death, and the Church was all-powerful. The Middle Ages can be divided into three periods, the Early Medieval, the Romanesque, and Gothic. The Carolingian dynasty emerged during the Early Medieval period, after a time of conflict. In the year 800 King Charlemagne was crowned by the pope and became the first Holy Roman Emperor. He established law and order and encouraged the arts. After his death in 814, western Europe reverted to disorder. A system known as feudalism arose, in which weak noblemen gave their lands and freedom to more powerful lords in return for protection. Most people, however, were serfs, poor peasants obligated to work the lands of the noblemen. In architecture, church builders continued to use the design of the BASILICA but they added TRANSEPTS, side aisles that cut across the nave, giving each church the form of a cross. Many people devoted their lives to religion, living in remote communities known as monasteries. These monasteries had open courts known as CLOISTERS that provided monks a place for contemplation and prayer. Monks worked at copying books by hand and creating brilliant ILLUMINATIONS, or MANUSCRIPT PAINTINGS, in the books. These illustrations, as well as carvings and reliefs, were meant to teach and inspire the people in their faith. Altogether, students viewed videos, completed in-class Guided Reading Worksheets, and then went over a short Fill-In-The-Blank quiz to assess their knowledge. Lastly, students completed an in class activity in the second half of class by creating their own personal Coat of Arms as a symbol of who they are. They also wrote their family name in CALLIGRAPHY and then posted a picture of their shield in Padlet. this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

This assignment is a class group collaboration to create a running presentation for the opening of our Fine Arts Night, Thursday - April 20th! If you are interested in performing during Fine Arts Night, you may click the first link below to sign-up. For the second link you need to make sure to complete at least one Google Slide (or more). 

Requirements include: 
Creating a new slide, or copying one as an example and editing it,
Pasting a picture (or as many as you like) of your favorite artwork this year in class,
Include the title of your work,
Type in your name.   
*NOTE: PLEASE DO NOT EDIT OTHER STUDENT'S WORK!!!! 

This assignment is due by Thursday, April 20th and is worth an easy 25 points!

Please fill in the following Guided Reading Worksheets (pages: 18,19) for Chapter 13: Lesson 2 - Islamic Art with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate knowledge learned from in class discussions regarding Islamic Art. Class discussions consisted in learning how the early center of the Islam religion started In seventh century A.D. emerging from the Middle East. At that time, Muslim builders built places of worship known as MOSQUES. The massive ninth-century mosque in Samarra, Iraq had a MINARET, or tower, from which people were called to group worship. Students learn how Islam started out in the Fertile Crescent and became based on the teachings of the prophet Muhammad who stated that there is only one god, Allah. Today more than 925 million Muslims recognize Muhammad as the Messenger of God. The messages that Muhammad had received were recorded in the Koran (the holy scripture of Islam). In A.D. 711 Muslim armies controlled Spain, establishing their court in Cordoba. The mosque there, known as the MEZQUITA, had an orange grove where worshipers could bathe before prayer. The art in Islamic mosques do not portray humans or animals, but consists of ornate calligraphy and geometric patterns. One Muslim ruler in Spain built a magnificent ALCAZAR, or fortified palace, near Cordoba. Later rulers built the Alhambra palace-fortress in Granada. Walls and columns with delicate stucco decorations surround this palace’s Court of the Lions. Muslim rule came to an end in Spain in 1492 when King Boabdil surrendered Granada. Richly illustrated books were created throughout the Islamic empire. Book illustrators could depict images that would not have appeared in mosques, such as scenes of banquets and popular stories. The figures in these illustrations appeared flat, with the emphasis on rich patterns and intense colors. Altogether, students view videos, complete in-class Guided Reading Worksheets, and then go over a matching lesson Quiz to assess knowledge. Lastly, students complete an in class activity utilizing the website (https://eschersket.ch/) to create their own Tessellation. This assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

Students complete the TEST for Chapter 13: Early Christian, Byzantine & Islamic Art in a Google Doc during class. This test is due by end of class Wednesday and is worth 20 points.

During class today students will take a QUIZ on Chapter 13: Lesson 2 - ISLAMIC ART (on paper). This quiz qualifies for a total of 10 points and is due by the end of class.

Please fill in the following Guided Reading Worksheets (pages: 8-10) for Chapter 13: Lesson 1 - Early Christian & Byzantine Art with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge from class discussions regarding Early Christian & Byzantine Art. Class discussions consist of learning about the rising power of Christianity within the visual arts at that time. How Christianity had been illegal in the Roman Empire (A.D. 313), so art was created in underground catacombs and passageways. Unlike Romans, Christians believed Christ to be their savior. Early Christian art was meant to illustrate Christ’s glory and tell the story of his life. That art had hidden meanings, such as animals served as symbols for Christian ideas. The emperor Constantine, finally granted Christians the right to practice their faith so then churches were built in the West using the form of the basilica as their template. Churches were decorated with beautiful mosaics. The city of Constantinople was a great cultural center where brilliant art was created in the name of Christianity. Huge domed churches such as the Hagia Sophia were built using a central plan. Dazzling mosaics decorated these churches and told familiar stories from the Bible. Later, emperor Justinian extended his control into the West in A.D. 540, and built the great church of San Vitale in Ravenna. Mosaics in the church’s apse at the end of the nave show Justinian and his wife, Theodora, with the church authorities. Altogether, students view videos, complete in-class Guided Reading Worksheets, and then go over a short Fill-In-The-Blank QUIZ to assess knowledge. Lastly, students complete an in class activity in the second half of block period where they utilized the website https://www.learningplayground.co.uk/mosaic/ to create their own mosaic and post it in the class Padlet. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

During class today students will take a QUIZ on Chapter 13: Lesson 1 - EARLY CHRISTIAN & BYZANTINE ART (on paper) that qualifies for a total of 10 points and is due by the end of class this Friday.

For this project you will be creating a metal mask inspired by African Art using the technique of repousse to create interesting patterns and textures on the surface of metal. Repousse is a way to create a dynamic low relief sculpture. You will be creating a mask that represents very ancient African traditions. First, we will look at the purpose and function of masks in African culture. Then, we will examine different masks from all the many African cultures. It is easy to enjoy and appreciate the bold designs and powerful visual impact of artwork. Picasso and other Cubists were very influenced by the simple, abstract features and strong patterns they saw in African masks. In addition to appreciating their artistic value, it is also important to understand the significance of African masks in African culture and customs. In Africa, masks are functional (a form of use) and art that is full of symbolism. Masks are part of their  religious, social, and funerary ceremonies, and often represent the spirits of their ancestors. When brought to life through movement and music, dancers are transformed by the power of the spirits held in the masks they wear. The spirit takes over and becomes part of the ritual. 

There are a few important things you will need to know about the design of African masks. The shape, features and patterns of a mask all help depict its spirit or personality. African craftspeople employ a variety of design tactics when creating a mask. A good place to start is with the overall shape. The shape of a mask can be oval, heart shaped, animal, human, circular, rectangular, or any combination of these. African masks almost always exhibit symmetrical balance. Features of African masks are very simple and stylized. Features help describe the spirit of the mask by showing the audience if the mask represents courage, beauty, humor, mischief, honesty, etc. Emphasizing features through exaggeration will also help you portray the spirit of your mask. Think about enlarging the lips, eyes, or nose for added effect. The last things you need to consider when designing a mask are the patterns you will add to create visual impact.  When using repousse to add the patterns to your metal mask, you will also create texture. 

STEPS INCLUDE:  Creating a 3-Dimensional art form out of a flat sheet of metal.
Fold copy paper hotdog style to create a symmetrical design,

Create a sketch (ONLY ON ONE HALF SIDE OF YOUR PAPER) of your idea by starting with the shape of your mask (round, oval, square, etc.),
Add your stylized features of eyes, nose, lips,
Add your details with various patterns,
Trace over with charcoal pencil,
Fold paper over and smooth the paper down in order to transfer one side to another,
Trace over metal foil by placing the template over the metal,
Use stylus tools to “draw” designs and patterns onto metal allowing to emboss, or indent the metal,
After first using repousse to indent and emboss a metal surface, you may want to turn over your metal to counter repousse by using the technique of flipping the metal over and working on defining the texture further.
This project is worth 10 points and is due by this Friday.

Students complete the TEST for Chapter 12: African Art in a Google Doc during class. This test is due by Friday and is worth 20 points.

Please fill in the following Guided Reading Worksheets (pages: 68-69) for Chapter 12: Lesson 2 - African Sculpture ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. This assignment discussed in class, is for you to illustrate your knowledge learned regarding ancient African sculpture. Students learn about African artists and how they contributed to world art with their sculptures and masks made of wood. How modern artists in Europe used African sculptures as a source of inspiration. For example, famous artists: Matisse and Picasso. Students learned about how most of the sculptures that African artist created were survived today from the nineteenth and twentieth centuries. That masks from then appeared in a great variety since there were so many different ethnic groups that created different styles that influenced one another. Most were carved as wooden figures that were usually shown in a frontal poses, to have large heads, to show little movement and exaggerated proportions of each figure reflected each's cultural preferences. Figures were meant to contain the spirits of ancestors, cultural heroes, or used in rituals to deal with social problems. Therefore, African masks also took different forms and serve various functions. Today African art is understood on its own terms, taking its place among the art traditions of the world. Altogether, students viewed videos, completed in-class Guided Reading Worksheets, and then went over a short multiple choice quiz to assess knowledge. Lastly, students completed an in class activity by making their own African mask by embossing metal. Total points for this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

During class today students will take a QUIZ on Chapter 12: Lesson 2 - AFRICAN SCULPTURE (on paper). This quiz qualifies for a total of 10 points and is due this Thursday.

During class today students will take a QUIZ on Chapter 12: Lesson 1 - ARTS OF AFRICAN KINGDOMS (on paper). This quiz qualifies for a total of 10 points and is due by this Friday.

Please fill in the following Guided Reading Worksheets (pages: 59-90) for Chapter 12: Lesson 1 - Arts of Africa ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge from in class discussions regarding ancient African civilizations and how Africa covers an enormous area that is filled with over 2,000 different cultures that have developed to include an impressive array of many different art forms. African art emphasizes the importance of daily life events and their human relationship with nature. Starting with the court of Ife in southern Nigeria that flourished over a 1,000 years ago as the center of the Yoruba people. Artists created realistic portraits of the Yoruba kings and queens in terracotta and bronze. Other artworks created for the supernatural world tend to be more abstract. Today Yoruba artists create abstract masquerades, full costumes including masks. These are meant to be worn during public dances that portray the cycle of life and death. The empire of Mali was founded in the thirteenth century in the Inland Niger Delta. Terra-cotta sculptures of soldiers show that the ruler Sundiata had a great army. An adobe mosque, or Muslim place of worship, with rows of tall columns was built in the ancient city of Jenne. The kingdom of Benin in southern Nigeria reached its peak in the sixteenth century. Like other African artists, Benin artists were expert metalworkers. They made high-relief bronze sculptures to cover the walls and pillars of the royal palace. These reliefs showed status according to size, where the king, or oba, is the largest figure. In the Asante kingdom of Ghana, gold jewelry was created for the rulers to show their divine authority. Weavers also created kente cloth, a brilliantly colored and patterned fabric that became the royal cloth. Ethiopia, is known to be the oldest Christian nation in the world that produced intricate crosses in a variety of materials. Altogether, students viewed videos, completed in-class Guided Reading Worksheets, and then went over a short Quiz to assess their knowledge. Lastly, students completed the in class activity utilizing a group Google Slides where they placed the time period, a picture, and what type of medium was used for each African art piece. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

Weaving is a centuries-old practice of interlacing yarn or thread together to make woven pieces of fabric. The Native Americans are well known for their intricate and beautifully woven blankets to baskets. Students try their hand in weaving as a way to understand how Native Americans created textiles for wall hangings, tapestries, rugs, baskets, and even within the designs of their jewelry. As a fun and easy class activity, students design their own weaving design and post a picture in Padlet of their work. First, students click the digital weaving link below to create a design to post a screenshot of their work. Next, students learn about the symbolism within Totem Poles by making their own totem poles by clicking the other link below. Students associate meanings using Native American animal as symbols by finding their own "spirit animal." Students research online the various symbolism within the various Native American tribes to create their own totem pole digitally. While students look deeper into the symbolism and meanings of each spirit animal, students then design their own totem pole by clicking the link below. Then, in the www.Padlet.com link below, students will post their totem pole with at least five different symbols in order to describe their meanings. If time allows, the class will construct a class totem pole that is larger then life as a way to symbolize our class family utilizing cardboard, tape, glue, and sharpies. Altogether, these projects worth 10 points and are due by this Friday.

The civilizations of the Maya, Aztec, and Inca that once flourished in Central and South America shared common elements. People practiced farming, developed social structures, raised armies, and worshipped many gods. The three civilizations were as diverse as the terrains in which they lived. For this assignment you will first color in the map attached below while locating at least 5 features for these ancient civilizations. Then, fill-in the Comparison Chart to find similarities and differences that they have. While, lastly you can input your information in the Google Slide attached below to illustrate your learning of these ancient civilizations. Overall, this class activity is worth 10 points and is due by this Friday.

Please fill in the following Guided Reading Worksheets (pages: 44-46) for Chapter 11: Lesson 2 - Art in Mexico, Central & South America ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge learned from in class discussions regarding ancient civilizations stemming from Mexico, Central & South America. Students learn how pre-Columbian civilizations were founded throughout North and South America before the arrival of Christopher Columbus in 1492. Where the first civilizations all created works of art that have allowed us to learn about their cultures. In Mexico, the first great civilization was the Olmec, which began as early as 1200 B.C. The Olmecs carved gigantic heads in volcanic rock as well as striking jade masks. Later, the elegant Mayan culture developed mathematics and a precise calendar. Since the Mayan's believed that the first people were brought to life with the blood of the gods, they performed sacrifices to repay their debt to their creators. Their cities were built around vast central plazas and richly painted reliefs that covered monuments. Mayan civilization had declined by the arrival of Hernando Cortés in 1519. Cortés encounter the Aztec culture which had been ruling Mexico for 200 years. The Aztec capital city of Tenochtitlan was pristine and organized, with aqueducts and raised highways. Even more than the Mayas, the warlike Aztecs made human sacrifices to their gods. Aztec sculpture and picture writing depicted their rituals around these sacrifices. Students learn about how the largest civilization in Peru are the Incas. How between the thirteenth and fifteenth centuries, the Incas constructed a vast empire more than 3,000 miles long. They built an extensive network of roads and bridges. The capital at Cuzco and other Incan sites such as Machu Picchu were constructed with solid structures of massive stones, many of which remain today. Altogether, students view videos, complete in-class Guided Reading Worksheets, and take a short Quiz to assess knowledge. This assignment is worth 25 points and is due by this Friday.

Students complete the TEST for Chapter 11: The Native Arts of the Americas in a Google Form during class. This test is due by this Friday and is worth 20 points.

During class today students take a QUIZ on Chapter 11: Lesson 2 - ART OF ANCIENT AMERICA (Mexico, Central & South America) (on paper). This quiz qualifies for a total of 10 points and is due this Thursday.

During class today students will take a QUIZ on Chapter 11: Lesson 1 - NATIVE AMERICAN ART (on paper). This quiz qualifies for a total of 10 points and is due by Friday.

Please fill in the following Guided Reading Worksheets (pages: 35-36) for Chapter 11: Lesson 1 - Native American Art ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate learned knowledge from class discussions regarding how the Native American civilization came about. How the first people to arrive in North America came from Asia across an ancient land bridge in the Bering Strait. That they eventually spread out to cover all of North and South America. While each tribe developed a different way of life, they all created beautiful art. Works created by INUIT artists from the Arctic region showed the importance of how they were attached to their animals that they hunted from their original carved soapstone sculptures. Inuit artists also made masks for their SHAMANS (their leaders that they believed had healing powers). The people of the Northwest Coast in North America enjoyed plentiful food supplies and timber resources. Which, in turn gave way for them to develop elaborate rituals demonstrating rank and status. One group, the KWAKIUTL, made masks to be worn during dramatic rituals. After the ritual, members of a tribe often celebrated with a potlatch, an elaborate ceremonial feast. People of the Northwest also created totem poles, tall posts carved and painted with a series of animal symbols. These symbols identified a particular family or clan. Other cultural groups that lived in the Southwest Region, now live in the southwest United States and northern Mexico. The PUEBLO people built dwellings made of adobe, or sun-dried clay, and made beautiful painted pottery. The Navajo weaved bold, richly colored blankets. Native Americans also lived in the Great Plains and in the Woodlands Region to the east of the Mississippi River. Since people in the Great Plains lived as hunters, they painted animal skins that could be easily transported. In the Woodlands Region prehistoric peoples built great mounds around which their villages were clustered. One of the groups, the ADENA, may have built mounds to honor its dead. Another group, the IROQUOIS, were expert wood carvers and created wooden masks for healers to wear, giving them the power to treat illnesses. Altogether, students view videos, completed in-class Guided Reading Worksheets, wove a design with yarn, drew their spirit animal, and took a short T/F Quiz to assessment knowledge. This assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

Create a simple sculpture from a bar of soap inspired by the INUIT tribe and their soapstone sculptures. Their sculptures were often created from the animals they hunted and inspired by nature. 

Carving Process - 
Draw your design ON both sides of THE SOAP,
Use a knife to cut the corners off,
Carefully Scrape away at the edges and twist into the surface to make holes,
Use a the end of a paper clip to make smooth edges while turning your soap over to do both sides (you can also open up the paper clip to create fine details),

You will need a dull pencil, paper, scissors, a bar of soap, a paper clip, a plastic butter knife, a paper clip, and a paintbrush. This project is worth 10 points and is due by Friday.

Students complete the TEST for Chapter 10: The Art  of India, China & Japan in a Google Doc during class. This test is due by midnight this Sunday and is worth 25 points.

Please fill in the following Guided Reading Worksheets (pages: 22-23) for Chapter 10: Lesson 3 - The Art of Japan ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge learned from class discussions regarding how Japan was influenced by China and Korea for its early art. How eventually Japan developed its own unique art traditions. During the Kofun period in Japan (A.D. 300–800), simple vessels and figures were made of red clay. Buddhism arrived from Korea in A.D. 552. That, later in the century Buddhist temples were built throughout the country. These were made of wood, fitted together with beautifully crafted joints. The temple complexes include PAGODA, which are towers that are several stories high with roofs slightly curved upward at the edges. How these temples also housed many artistic treasures. That during the Heian period (784), artists developed Yamato-e, or painting in the Japanese manner for decorative wall paintings. The Heian Period (ended in 1185) was a period of military rule known as the Kamakura which led to a bold, vigorous art style. How new Buddhist sects were also formed, such as the Zen sect and as a result, artists created peaceful landscape paintings on folding screens. After the Kamakura period, three dictators known as SHOGUNS created huge protective palaces. How in 1615, Edo rule was established, beginning one of the richest eras in Japanese art. A new middle class demanded artworks that showed the daily life of the people. This led to the Ukiyo-e style, which means pictures of the passing world. Artists developed WOODBLOCK PRINTING to create many images at once. Early prints were created in black ink on white paper and then hand-colored. In the eighteenth century, a process for creating multicolored prints was developed. Japanese woodblock prints show bold figures drawn from Kabuki theater, graceful females, and powerful but delicate nature scenes. Altogether, students viewed multiple videos, completed in-class Guided Reading Worksheets, took a short quiz as an assessment of knowledge learned, and tried their hand in origami & suminagashi (paper marbling) as a class activity. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

Students learn about the ancient Japanese art of paper-folding called ORIGAMI. Its name derives from the Japanese words ori (“folding”) and kami (“paper”). Traditional origami consists of folding a single sheet of square paper (often with a colored side) into a sculpture without cutting, gluing, taping, or even marking. Paper was introduced to Japan in the 6th century. During this time, the practice of paper-folding emerged as a ceremonial Shinto ritual. It was not until Japan's Edo Period (1603 – 1868) that origami would also be viewed as a leisurely activity and art form. Akira Yoshizawa was the father of modern origami. He inspired a national and international interest in the art of origami. Yoshizawa developed the current standard for diagraming origami instructions and designed countless patterns. Students try their hand in practicing this great art by picking either to create an origami animal or other item/object. There choices include a crane, fish, rabbit, dove, frog, fox, or other objects like a paper cup, box, or heart.

In the second half of class, students learn about another Japanese art called Kirigami. Kirigami is a variation of origami. In kirigami, the paper is cut as well as being folded. The difference between the two is that origami solely involves folding and nothing else – no cutting, gluing or marking. Kirigami on the other hand, involves folding and cutting, glue is allowed too. Like origami, kirigami has strong roots in Japanese culture. As a way for students to learn about Kirigami, students try their hand in creating a star. This project is worth 25 points and is due this Friday by midnight.

During class today students will take a QUIZ on Chapter 10: Lesson 3 - THE ART OF JAPAN (on paper). This quiz qualifies for a total of 10 quiz points and is due by midnight this Friday.

During class today students will take a QUIZ on Chapter 10: Lesson 2 - THE ART OF CHINA (on paper). This quiz qualifies for a total of 10 quiz points and is due by midnight this Friday.

For this project you are to learn about a form of traditional Indian needlework, called CHIKANKARI. First, you will create your own design (a MOTIF), while incorporating design aspects from the attachment below. Study the shapes and then create your own graceful flower and leaf styles. Combine your designs to create an intricately detailed motif. Then, make sure to take a picture of your work and post here in Google Classroom to receive your points. This project is worth 25 points and is due by Friday.

Please fill in the following Guided Reading Worksheets (pages: 15-16, and 20) for Chapter 10: Lesson 2 - The Art of China ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge from class discussions regarding China’s long history of different dynasties and each of their contributions to art. As early as the First (Shang) Dynasty, which began in 1766 B.C., Chinese artisans became skilled at casting bronze. During the Han Dynasty Buddhism arrived in China, elevating the status of the artist and encouraging new types of art. Artists made sculptures of bodhisattvas, people who had postponed death or returned to the world to comfort the living. Artists made nature and landscape paintings on scrolls, long rolls of parchment or silk. Altogether, students view videos, complete in-class Guided Reading Worksheets and take a short Quiz as an assessment of their knowledge. This assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

As students learn about the rise and fall of the many Chinese dynasties they dive deeper into what various artists grew from each unique problems and special contributions to art that came about. As a class activity, students look at the beautiful Chinese calligraphy and how Chinese artists greater appreciation for nature in the ninth century brought about a new beginning of Landscape paintings. Students have the choice to either paint a landscape painting with Sumi brushes or try out calligraphy with the Sumi ink.

During class today students take a QUIZ on Chapter 10: Lesson 1 - THE ART OF INDIA (on paper). This quiz qualifies for a total of 10 quiz points and is due by this Friday.

Please fill in the following Guided Reading Worksheets (pages: 8+9) for Chapter 10: Lesson 1 - Art of India ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate learned knowledge from class discussions regarding the first known civilization in ancient India. How the Harappan's flourished in the Indus River Valley by erecting multi-storied buildings and developing a written language. They created clay works and small sculptures for worship. But, then vanished from existence by 1500 B.C.. How invaders from the Northwest, known as the Aryans, most likely destroyed them and controlled India for thousands of years to what is known as the Grange civilization. Students view videos, complete in-class Guided Reading Worksheets, take a short T/F quiz as an assessment of knowledge. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

You will complete your TEST for Chapter 9: Roman Art on paper in class. This test is due today and is worth 20 points.

As a way for you to learn about Roman buildings and monuments, you are to search our class text and internet to choose one building or monument of Roman times. First off, you are to complete this class activity by filling in information from the choice of your own well known Roman building or monument that you are interested in. Fill out the information in your packet first. Then, work in a class Google Slides to attach a picture of your choice while adding descriptive information about your building or monument. You need to type the name, date in which the famous building or monument was constructed, and what the purpose of the  Roman's creating it was. Copy and paste a image of it in the box. This assignment is due by this Friday and is worth 10 points.

Please fill in the following Guided Reading Worksheets (pages: 42-43, and short quiz on page 49) for Chapter 9: Lesson 2 - Roman Buildings & Monuments ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their understanding of Roman buildings and monuments by delving deeper into researching with comparing and contrasting. Students pick out three buildings and monuments that they like and work in a Google Slide by attaching each one while typing their name, the date in which it was constructed, and what the purpose was that the Romans created it for. Altogether, students will view videos on the history of Roman buildings and monuments, as well as, complete filling in Guided Reading worksheets. Then, students are to take a short quiz during class to check for understanding. After that, the class as a whole checks out a virtual street viewing of the Colosseum through Google Arts & Culture website. While as a final activity, to end class we will go over some Roman "fun facts" utilizing a Jeopardy game link (www.JeopardyLabs.com) of Roman daily life to illustrate different information regarding Roman culture, life and art. Altogether, this assignment is worth 25 points (which include your class activity in Google Slides). Student input and participation during class is calculated in as Weekly Participation Points.

For this project, you are to construct an inspired Roman mosaic. Mosaics were used as a durable and lavish way to spruce up a room and support foot traffic at the same time. Your design should be created from the Roman inspirations of geometrical blocks called tesserae. By utilizing small tiles, you are to create a design on grid paper first, then place your tiles together over your grid by gluing down onto your paper. You are to create the shapes of figures, motifs or patterns that are Roman inspired. As a way to replicate the marble and glass look of the Roman mosaics (tesserae), you will be using regular tile with no glaze and glass tiles. This project is worth 10 points and is due by this Friday.

During class today students will take a QUIZ on Chapter 9: Lesson 2 - ROMAN BUILDINGS & MONUMENTS (on paper). This quiz qualifies for a total of 10 quiz points and is due by the end of class today.

Please fill in the following Guided Reading Worksheets (pages: 35-37, + 41) for Chapter 9: Lesson 1 - Roman Art ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate learned knowledge from class discussions regarding how the Etruscans, in ancient Italy, conquered the hill top of Rome. How Romans admired the Greeks and tried to emulate Greek art. That Romans made huge advances within engineering and architecture with their construction of architecture and their brilliant designs of aqueducts. Students view short videos, complete in-class Guided Reading Worksheets, and then take a short T/F quiz at the end of the week as an assessment of learning. As an in-class activity for this chapter, students look at different Roman musical instruments and then picked one to evaluate, describe, and define in Google Slides. If there was any class time left over then students would construct their own Roman Tesserae (dice) using the attachments below. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

During class today students will take a QUIZ on Chapter 9: Lesson 1 - ROMAN ART (on paper). This quiz qualifies for a total of 10 quiz points and is due by this Friday.

Please fill in the following Guided Reading Worksheets (pages: 21-23), for Chapter 8: Lesson 2 - The Evolution of Greek Sculpture ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their understanding of Greek art by delving deeper into comparing and contrasting differences within Greek sculpture from the 3 different time periods. Students view videos on the history of Greek sculpture (Khan Academy) and view relief carvings, then complete filling in Guided Reading worksheets. Students also take a short quiz altogether in class to check for understanding (posted under QUIZZES). As a final activity, students complete in-class their own Greek Lyre and decorate with their learned knowledge and understanding of Grecian designs. Students create this by hand with following directions on the .pdf attached in a separate project assignment. Students use cardboard, paper, pencils, tape and rubber bands to construct their own lyre. Altogether, this assignment is worth 25 points and is due by this Sunday at midnight. Students input and participation during class is also calculated in as weekly participation points.

Click on the link below to complete your TEST for Chapter 8: Greek Art.

During class today students will take a QUIZ on Chapter 8: Lesson 2 - THE EVOLUTION OF GREEK SCULPTURE (on paper). This quiz qualifies for a total of 10 quiz points and is due by midnight this Friday.

Please fill in the following Guided Reading Worksheets (pages:9-12) for Chapter 8: Lesson 1 - Greek Art ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. First you will learn in class information regarding the birthplace of Western Civilization in how the ancestors of ancient Greece began around 2000 B.C., how they had a profound effect on artists of today, and how they played a key role in the development of modern art today. In class we'll view a short video, then you'll go over vocabulary terms by completing a crossword puzzle, and then work on chapter worksheets so that they can take a short quiz by the end of the week as an assessment. During block this week, you will complete a final in-class activity of designing your own funeral vase inspired by ancient Greek artwork to then post on a your design on www.Padlet.com. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points.

During class today students will take a QUIZ on Chapter 8: Lesson 1 - THE BIRTHPLACE OF WESTERN CIVILIZATION (on paper). This quiz qualifies for a total of 10 quiz points and is due by the end of class this Friday.

Ancient Greek art was an important part of the lives of the people. Vase painting was important, and the pots would normally feature paintings of people, figures, or geometric designs. Vases were part of a way that the Ancient Greeks made money and artists would sell and trade vases to make a living. For the ancient Greeks, vases were mostly functional objects made to be used, not just admired. They used ceramic vessels in every aspect of their daily lives: for storage, carrying, mixing, serving, and drinking, and as cosmetic and perfume containers. The designs on the vases would often depict scenes from well known Greek stories about their gods and goddesses, heroes, battles and even athletes. Many also included animals like horses, sea creatures (like dolphins), or even mythological monsters. For this project you are to create your own Grecian painted vase. Use the designs below for guidance. This project is worth 25 points and is due this Friday.

This semester assessment is part multiple choice and part written in analyzing and critiquing 3 famous works of art. Directions are to complete the multiple choice section of the Scantron first and then for the second section you are to critique 3 different famous works of art. For this, you are to utilize Feldman’s Model of Art Criticism to help you pre-critique your choice of art. Then, you are to write short answers to complete the 4-Step Method to Analyzing your works of art. Therefore, you will be Describing, Analyzing, Interpreting, and Judging 3 different artworks. Once you have completed your midterm, you are to turn your paper in to the teacher. If you need to complete any unfinished work for our class, you may do so quietly (since others may be still taking their midterm).

During class today students are to take a QUIZ on Chapter 7: Lesson 2 - EGYPTIAN SCULPTURE & PAINTING (on paper). This quiz qualifies for a total of 10 quiz points and is due by midnight this Friday.

Click on the link below to complete your TEST for Chapter 7: ART OF ANCIENT EGYPT.

Please fill in the following Guided Reading Worksheets (pages:39 + 40) for Chapter 7: Lesson 2 - Egyptian Sculpture & Painting ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge learned from class regarding Egypt's art by delving in deeper utilizing the Google Arts & Culture website to research with. Students first view a short video (attached below) on sculpture and paintings of different Egyptian time periods, complete the in-class worksheets, take a short quiz altogether to check for understanding, and then complete a final in-class activity of creating their own published Egyptian gallery using Google Sites. Students look at the many different sculptures, temples, and pyramids developed within Egyptian periods from Old Kingdom, Middle, and New Kingdom and research the pharaohs that reigned them. Afterwards, each student will post a picture of one pyramid and one pharaoh of their choice in the class Google Slide attached below so that they can list some brief important information regarding them. Then, students create a Google Site of their own collection of Egyptian art. An example is attached below. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points and is due by Friday.

During class today students take a QUIZ on Chapter 7: Lesson 1 (on paper). It is worth 10 points and is due by the end of class.

Please fill in the following Guided Reading Worksheets (pages: 31 + 32) for Chapter 7: Lesson 1 - The Art of Ancient Egypt ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their knowledge from class regarding Egyptian civilization in how the ancestors of modern Egyptians settled in the fertile Nile River Valley around 5000 B.C., and what materials they created and used. Students view videos, complete in-class worksheets, take a short quiz for assessment, and then complete an in-class activity of creating their own name in hieroglyphics that they post on a class Padlet (www.Padlet.com). Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as weekly participation points.

The word HIEROGLYPHICS literally means "sacred carvings." Hieroglyphics are an original form of writing out of which all other forms have evolved. The Egyptians first used hieroglyphs exclusively for inscriptions carved or painted on temple walls. This form of pictorial writing was also used on tombs, sheets of papyrus, wooden boards covered with a stucco wash, potsherds (broken piece of ceramic material) and fragments of limestone. For this class activity that is completed during class, you are to complete it as homework if you have missed class. Otherwise, you are to create your own name in Egyptian writing = hieroglyphics by using the app link attached below. Then, you are to post a screenshot of your name in hieroglyphics on our class www.Padlet.com. This activity is worth 10 points and is due by midnight this Friday.

Click on the Google Form below to complete your test for Chapter 6: Art of Earliest Times.

This QUIZ on Chapter 6: Lesson 2 -  ART OF THE FERTILE CRESCENT (on paper) is an assessment on your learning and was distributed during class today. This quiz qualifies for a total of 10 quiz points and is due by this Friday.

Please fill in the following Guided Reading Worksheets (pages 17-18, and 22) for Chapter 6: Lesson 2 - Art of the Fertile Crescent ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. You are to illustrate your learned knowledge from class discussions regarding Chapter 6 - Lesson 2 from all of the information in the reading literature, from our class text and from the video viewed in class today regarding learning about the Fertile Crescent. You are to complete the worksheets during class together, as well as, participate during class in an Mapping Activity attached below. Altogether, this assignment is worth 25 points. Student participation during class time is also calculated in as weekly participation points.

The most important thing that the Sumerians civilization contributed to this world was WRITING. Sumerian writing was called CUNEIFORM. Cuneiform means "wedge." Sumerians pressed symbols with a reed into clay as a form of writing. This tool was called a STYLUS. Their main purpose was to keep track of business, trade, goods for record keeping, then later on as a form of writing. For this class activity project you will create your own cuneiform clay tablet with your own unique quote, or saying. 

The following steps include:
Rolling the clay into a ball,
Flatten ball and shape into a rectangle,
With the long edge of your (chopstick, wooden dowel, etc.) impress horizontal practice lines into your clay,
Cuneiform marks are referred to as "wedges". To create the wedge shape, you will press the top triangular corner of your tool into the clay at a low angle. Hold your wooden tool (chopstick or square dowel) like a pencil. There are three main types of cuneiform wedges: vertical, horizontal, and diagonal. Wedges have tails of different lengths. Practice making wedges by pressing a top corner of your tool at an angle into the clay. Create a short or long tail by lowering the body of the tool into the clay (lower less for short tails and more for long tails).

Practice vertical, horizontal, and diagonal wedges by moving your hand slightly to change the direction of the tool. Lower the body of the tool into the clay further to create a longer tail. When finished, lay to dry completely.

This class activity is part of Chapter 6: Lesson 1 regarding Rituals: A Form of Expression (page 12). From earliest times, people have devised rituals as a form of celebration or to express fear, power, or mourning. Research, analyze, and interpret meanings and forms of these rituals in cultures throughout the world. Consider how rituals are as human as emotions. Every culture, every age has its rituals. Even prehistoric people seem to have used their cave paintings and fertility figures in rituals of hunting and for life. Some cultures focus rituals around death. For example, African ancestor statues are carved and then the bones of the dead are placed in the statues with prescribed rituals. Typically, rituals involve costume, dance, music, song, prayer, and sacrifice. In fact, early Mayan rituals involved human sacrifice. Rituals are also found in today’s society. During the Olympics, participants follow a ritual that originated from ancient Greece by carrying the fire and ceremoniously lighting the torch. What other rituals can you think of? In this class activity, look at how often rituals or ceremonies involve symbols. Consider the ritual aspects of sporting events, military displays, public gatherings, or home and school ceremonies. Select a ritual or ceremony and list three symbols that are associated with it. Write down on your worksheet. Paste a picture in Padlet by clicking the link below. This class activity is worth 10 points.

Please fill in the following Guided Reading Worksheets (pages 4, 9 - 15) for Chapter 6: Lesson 1 - Prehistoric Art in Western Europe attached here in G.C., ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate knowledge learned during class this week regarding Western Art, it's function and materials used throughout history by viewing videos, completing worksheets and by completing a class activity on www.Padlet.com. Altogether, this assignment is worth 25 points. Student input during class time is also calculated in as Weekly Participation Points. This assignment is due by this Friday.

During class today students are to take a QUIZ on Chapter 6: Lesson 1 - PREHISTORIC ART OF WESTERN EUROPE (on paper). This quiz qualifies for a total of 10 quiz points and is due by this Friday.

Click on the Google Form below to complete your test for Chapter 5: Art History.

During class today students are to take a QUIZ on Chapter 5: Lesson 2 - ART HISTORY (on paper). This quiz qualifies for a total of 10 quiz points and is due by this Friday.

Watch the video (attached below) during class to learn about different art movements throughout history and the events that shaped these movements. Then find examples of art from each historical period. Look through our class textbook, Art in Focus, to find examples of works of art that were created in the various periods. Using the Google Slides attached below, fill in the space provided for each different time period by briefly describing and identify one piece of artwork created during each time period. This is a class activity project for you to find examples of art from each historical period as a way to dig deeper into learning more about different time periods throughout Art History (utilizing Google Slides to create a class digital timeline).

Please fill in the following Guided Reading Worksheets (pages 135 - 138, 140 - 141) for Chapter 5 - Lesson 2 ...in combination with reading our class text, Art in Focus. Our class textbook can be found here in Google Classroom under Class Materials. Students are able to illustrate learned knowledge during class today regarding different art movements throughout history and the events that shaped these movements. As a class activity project students are to find examples of works from each historical period as a way to dig deeper into learning more about different time periods throughout Art History utilizing Google Slides to create a digital timeline. Altogether, this assignment is worth 25 points. Student input and participation during class time is calculated in as Weekly Participation Points.

During class today students are to take a QUIZ on Chapter 5: Lesson 1 - ART HISTORY (on paper). This quiz qualifies for a total of 10 points.

Please fill in the following Guided Reading Worksheets (pages 126 -127) for Chapter 5 - Lesson 1 ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their learned knowledge during class today regarding comparing and contrasting how Art Historians analyze and critique art. You are to use "The Art History Approach" while applying Art Criticism techniques utilizing Feldman's Method of 4 basic steps (1) Description, (2)Analysis, (3)Interpretation, and (4)Judgement. Altogether, this assignment is worth 25 points. Your input and participation during class time is calculated in as Weekly Participation Points.

This project is assigned to help you learn about the Art Historian approach. The attached Google Slides is for you and as a class to participate in a group activity where each of you will use the steps of an Art Historian: (1)Description, (2)Analysis, (3)Interpretation, and (4)Judgement to critique the famous artwork of a female artist, Berthe Morisot: Reading (La Lecture). Then, as a class we will discuss and go over each step. While lastly, you will complete  a critique of your own of a famous artwork in the Google Slide attached below as an assessment. This project assignment is worth 10 points and is due by midnight this Friday.

Students create a floral foam sculpture using subtractive art techniques in the spirit of Henry Moore:
1. Sculpture should be of an abstract design (non-objective art) that students have draw out on paper to then draw on the floral foam.
2. The form sculpture should have a hole or opening, as a way to create an "enclosed space", or positive and negative space.
3. Students' sculpture design should work from all angles (in the round).
4. Students decide on what kind of a base to place their sculpture on. Is the sculpture free standing (standing on it's own), or is it attached to some kind of base.
5. Students put a coat of glue on sculpture as a way to seal and primer before painting sculpture.
6. Students consider the surface finish of the sculpture by testing out colors and creating texture. A second coat of metallic paint will be dry brushed on sculpture to emphasis certain areas.

A Google search is attached below for examples. This project is worth 25 points.

Please fill in the following Guided Reading Worksheets for Chapter 4: Lesson 1 (pages 100-104, 107) Art Criticism and Lesson 2: Using Aesthetics & Art Criticism (pages 92-93, 108, 111, 113, and 118). ...in combination with reading our class text, Art in Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their learned knowledge during class today regarding Feldman's Method of Art Criticism by utilizing his 4 basic steps used to analyze art (DESCRIBE, ANALYZE, INTERPRET, & EVALUATE).  Students are to view a short video, complete the Guided Reading Worksheets along with a Google Slide in the Google Slides attached  below as a way to access student knowledge of art using Feldman's Method. An example is attached below for guidance. In Lesson 2, students identify and discuss three major aesthetic theories. New vocabulary terms as non-objective art will be discussed while students examine artwork by applying Art Criticism techniques. Altogether, this assignment is worth 25 points. Student input and participation during class time is calculated in as Weekly Participation Points.

Click on the Google Form below to complete your test for Chapter 4: Art Criticism & Aesthetics. This test is worth 25 points and is due by the end of class.

During class today students take a QUIZ on Chapter 4: Lesson 2 - ART AESTHETICS (on paper). This quiz qualifies for a total of 10 points and is due by the end of class today.

Non-objective art is defined as having no recognizable subject matter. The starting point takes nothing from visual reality. Instead of drawing people, trees, buildings or any other observable things, non-objective artists use the elements of art as their subject; lines, shapes, forms, values, colors and textures. For this chapter project, you are to create your own non-objective art on canvas. 

The following steps include:
Painting a color wheel to learn about mixing colors to then pick your color scheme of your composition.
Draw on a sheet of drawing paper your design. 
Select the tools you'll be using (stiff bristle brush, palette knife) and the media (acrylic paints).
Experiment with the media and try to duplicate the technique you have identified in the previous activity.
After you have completed your section, discuss the following with classmates:
Discuss the colors and techniques that you found and tried to duplicate.
Compare the resulting sections and discuss differences you found in artists’ styles.
Discuss the techniques you have explored in relation to the subjects of the original paintings. How does the style work to express the subject?

During class today students take a QUIZ on Chapter 4: Lesson 1 - ART CRITICISM (on paper). This quiz qualifies for a total of 10 quiz points and is due by the end of class today.

During class, students are to practice for their written Quiz with an interactive website named Quizizz for this Chapter 3: Lesson 3 & 4 to help them study before taking the Chapter 3 TEST. Students will then take their written Quiz for Lesson 3 & 4. Together, this qualifies for a total of 20 quiz points. If you have missed class today, you may click the link below to access Quizizz to study.

Please fill in the following Guided Reading Worksheets for Chapter 3: Lesson 3 - Sculpture (pages 79-80, 83) & Lesson 4 - Architecture (pages 85 & 86) ...in combination with reading our class text, Art In Focus. Our class textbook can be found under Class Materials. Students are able to illustrate their learned knowledge about sculpture and architecture by completing the worksheets attached below and by creating in class project (paper sculpture and building) to then submit pictures here in Google Classroom under this assignment. Together, this assignment is worth 25 points and student input during class time is calculated in as Weekly Participation Points.

Click on the link below to complete your test for Chapter 3: Creating Art: Media & Processes. It is worth 25 points.

Please fill in the following Guided Reading Worksheets (pages 63 & 65) for Chapter 3: Lesson 1 - Creating Art: Media & Processes ...in combination with reading Chapter 3 of your class text, Art in Focus. Your class text can be found under Class Materials. This chapter covers understanding media and processes that artists use in drawing and painting. You will be able to recognize two important ways artist create. In drawing, an artist portrays a subject through lines, shapes, values, and textures in one or more colors. The process involves moving a sharp object such as a pencil or crayon over a smooth surface to leave marks known as lines. The style of a drawing often reflects the artist’s purpose. There are two types of media for drawing: dry media, such as a pencil, which can be applied dry, and wet media, such as ink, which is applied wet. Many artists use drawings to develop ideas for more finished artworks. In painting, artists show us unique ways of representing ideas. Several types of paint can be used, though all are made up of pigment, binder, and solvent. Painters usually use brushes to apply paint. Understanding these media and processes and then experimenting with them will help you learn to express yourself in unique ways. 

For the second part of class, students will fill in the following Guided Reading Worksheets (pages 71-73) for Chapter 3: Lesson 2 - Printmaking, Photography, Video, and Digital Media. ...in combination with reading our class text, Art in Focus. Towards the end of class students will work on a printmaking project. All worksheets will be due this Friday. This assignment is worth 25 points and student input during class time is also calculated into Weekly Participation Points.

In order for you to learn about the printmaking process you will be working hands-on in creating your own Styrofoam design as practice to then later on create and carve your own rubber stamp.  

Printmaking Process - 
Create a plate with raised areas,
Ink the plate with a thin layer of printing ink,
Place the paper on the inked plate and burnish. (The raised parts of the plate catch the ink and then it gets transferred to the paper).
We will be using water based block printing ink, construction paper, a brayer, and Styrofoam (a Lino-cutter and rubber stamp later). All you need is hand pressure to transfer the ink to the paper. This project is worth 25 points and is due by midnight this Friday.

During class students are able to practice for the QUIZ today before taking it written using the Google Slides attached below. This quiz qualifies for a total of 20 points. If you have missed class today, you may click on the link below to access the quiz.

Non-Objective Art is art that is not representational, containing NO recognizable figures or objects. The elements of art (lines, shape color, etc.) are the main subject. Also known as called "abstract art.” In abstract art the artist takes recognizable objects or figures and changes them so they no longer look realistic. The artist may not leave out details, shift the point of view, exaggerate size, simplify or otherwise distort the image. Wassily Kandinsky is considered to be a founder of abstract art. His artwork is mostly non-objective paintings that focus on composition through lines and shapes (with none or little recognizable objects). 

Steps for this project include the following:
Draw at least 2 designs in your painting. Keep it non-objective. *Remember to place your focal point first (NOT in the middle of the paper!) & use emphasis techniques (size, placement, color contrast) to pull the viewer’s eye. You can use circle templates and rulers to create your composition. On a canvas, lightly draw you composition in pencil. Apply any colored pencil areas first. These are the areas that you can illustrate using hard edge in your design. You can use colored pencils for BLACK lines or shapes, solid Lines, borders around shapes, and patterns. You can use watercolors and watercolor pencils on all areas where there will be color washes, blending of colors, and gradation of colors. Also available are acrylic paints, and paint pens. After your composition is dry you can use sharpies and paint pens to emphasize your lines and shapes. This project is worth 25 points.

Please fill in the following Guided Reading Worksheets (pages 36-39) for Chapter 2: Lesson 1 - The Elements of Art and (pages 45-46. 48 & 49) for Chapter 2: Lesson 2 - The Principles of Design ...in combination with reading your class book, Art in Focus. Our class text can be found under Class Materials. Two worksheets are included for your class project assignment in creating lines while implementing music; just like the well known artist Kandinsky (i.e. synesthesia). An E&P Design Chart Matrix is included as well so that we can collaboratively work together in class using Google Slides. Altogether, this is worth 25 points and is due by this Friday.

Click on the link below to complete the test for Chapter 2: Creating A Visual Vocabulary. This test is worth 25 points.

The following Principles of Design Worksheet is attached below and is completed during class. This worksheet is to introduce The Principles of Design by reviewing vocabulary terms and then illustrating your understanding of each. There is an example attached below to illustrate. You may choose to draw your pictures, cut and paste, or fill it in digitally to illustrate your understanding of each principle.

The following Elements of Art Worksheet is attached below and is to be completed during our class. This worksheet is to introduce The Elements of Art by reviewing vocabulary terms and then illustrating your understanding of each. You may draw, or digitally input a picture for each term. This assignment is worth 10 points.

During class today students are to first use the Google Slides below as prep for the Quiz as a way to finish off completing Chapter 2: Developing a Visual Vocabulary. Then, students are to take their Quiz on paper and then go over the answers in class as a whole.

Review the Course Policy requirements attached below. Please return the signed syllabus (with one parent signature) in class to me, or via Google Classroom in order to receive 5 points. This will stay on file for the entire school year as documentation that you have read, acknowledge, and understand the requirements of this course, as well as, are willing to adhere to all course policies of Mary Star of the Sea High School.

Please fill in the following Guided Reading Worksheets (pages 9-13, 19 & 20) for Chapter 1: Lesson 1 & 2 - Art & You ...in combination with reading your class text, Art in Focus. The class textbook can be found under Class Materials here in Google Classroom. This assignment will be due by this Friday to receive 10 points.

Students take two Quizzes as practice for the chapter test on Friday These are paper quizzes that are completed in class. Answers are then gone over so that students can take note of the correct answers for Chapter 1: Art & You. It is worth 20 points (Lesson 1 = 10points & Lesson 2 = 10points).