Ms. Laguna’s Email: Lauren.Laguna@jppss.k12.la.us
***Scroll down for AP Art History***
ART 1 & Talented Art
Project 1 applies to 6th-highschool students, because all groups are learning about the study of basic human facial proportions.
NOTICE: If for whatever reason you missed the lecture on facial proportions or the supplementary lecture on art history/culture, please come visit me during lunch to catch up!
(I have lunch duty on Tuesdays, 1st half of middle school lunch period and won’t be available at this time.)
Project 1: The study of basic human facial proportions.
Papers you should have:
- Facial Proportion Lecture/instruction handout
- Example of Generic Facial Proportions in grid
- One large practice grid
- Two small practice grids
Practice Outside of Class:
(There is a purple folder outside the classroom door, which holds extras of all worksheets you should have by now. These are for anyone who wants more practice with the grid or to replace missing worksheets.)
If you feel comfortable moving on from the worksheets, then practice drawing your own grid or by seeing what happens if you draw without any grid at all.
We are also moving on to observing individual facial features, starting with the nose. So, outside of class you should look at the noses of yourself/family/friends/photos and draw.
Project 2 applies to 6th-highschool students.
NOTICE: If for whatever reason you missed the presentation of the 10 images used for this project or the supplementary lecture on art history/culture, please come visit me during lunch to catch up!
(I have lunch duty on Tuesdays, 1st half of middle school lunch period and won’t be available at this time.)
Project 2: Creative Thinking, Story in Art
Students were given 30 seconds to study each image individually out of a group of 10. In each 30 second time slot students wrote down as many descriptive words as possible for each image.
- Do not take the images literally as you work. Use your imagination.
- You may reorder the images/descriptions you have written in any way you choose.
- Write a story in which all images/descriptions have been used at least once.
- The story must be one page long at minimum and can be longer if the student wishes.
- Using your story, imagination, and memory begin 10 small, UN-detailed sketches. These sketches should represent different exciting parts of your story.
- NOTE: The one-page story part of this project has been turned in and graded~ All classes should be moving on to finishing their 10 sketches by the end of this week Friday, September the 22nd, unless told otherwise by Ms. Laguna.
This project is all about imagination, memory, and practicing the ability to make one whole out of unrelated pieces.
Think of it as being given a blank puzzle to put together, but you have to paint the picture and discover how the pieces fit together on your own.
Story Must Contain: One page of writing. It can be typed or hand written. (Must be written neatly on lined paper if it is hand written) A clear beginning, middle, and end. One main character. One villain. (Characters can be human, animal, talking animals, mythical creatures, robots, etc.) Obvious use of images studied in class.
Story Must NOT Contain: Less than one page of writing. No use of images. No clear story/characters. A focus on morbidity/death/gore. (As with all student work, this project must be appropriate in all ways. If you are in doubt about something, you probably should not include it.)
There are no short cuts to this project. You must write a story where the character you create has a problem to solve/fix, meets obstacles/problems caused by a villain along the way, then finds a solution and makes it safely to the end. If you are struggling, read a few fairy tales for an example. If you don’t want your story to be a fairy tale you are welcome to write a story based on real life, but it must meet all of the teacher’s expectations for this project.
Creating Story/Art that Audiences will Appreciate
- Know your audience (Example: The audience going to see Nightmare Before Christmas is very different from the audience going to see Whinnie the Pooh’s Adventure. They have certain expectations. In a piece of Art why it is being made and who will be viewing it should be considered in its creation. For example: A piece of art illustrating the traditional story of Little Red Riding Hood would not include a robotic wolf, but an illustration for a Science Fiction retelling of Little Red Ridding Hood may actually need a robotic wolf to achieve what it is supposed to.)
- Have a message (Example: The live action Cinderella would be a very different movie without the repeated message “Have courage and be kind”) In a piece of Art a message can be created through symbolism. For example, Imagine this image: A little old man walking down the street with a cane casts a shadow up on the side of the building he is passing. However, the shadow he is casting is not that of a little old man, but a tall muscular form holding a sword instead of a cane. The shadow the man casts is a symbol that would tell the viewer there was much more to the man than meets the eye, like an exciting past full of adventure. The artist may also choose to place a smaller hints in the image, like a veteran’s medal of honor pinned to his shirt. Now that the man’s character is established, let’s say the message of the piece of Art is that the man never lost his dignity and pride as he grew older. That can be shown through body language and other visual cues. A proud person who feels dignified might wear nice clothes and walk with their head held high, while someone who felt the opposite may dress shabbily and walk with poor posture.
- Have Balance (Example: Don’t exhaust your audience with too much of one thing. Pixar’s Inside Out would not be the same movie if it was completely focused on Riley’s outer world falling apart and had nothing to do with the humor/exciting mood of the inner world.) In a piece of Art that is supposed to have an underlying “creepy” mood it perhaps would be more effective to show some lighthearted elements side by side with the darker ones or vice versa. Imagine this image: The sun is out in a neighborhood where everyone is smiling as they go about their daily business. A young man helps an old lady cross the street safely. People look on in admiration of his action. Now imagine this image: The neighborhood is grey in coloring. The people aren’t smiling as they go about their business. No one interacts with anyone else. Everyone is laser focused on their own needs, phones, destination. The sky is cloudy, but a lone sunbeam breaks through to light upon the shoulders of a brightly dressed young man taking the time to help an old lady cross the street safely. This act is ignored by those around them. The old woman and the young man seem to be in a bubble of compassion and happiness. Now ask this question: Which of the two images described has the deeper message and more visual interest?
- Assume your audience’s intellect (Example: Don’t give away so much information in the beginning that when the final battle or big revelation of your story occurs the audience either no longer cares or feels like they were “talked down to”. Meaning: they figured out the ending ten minutes into the story, they feel cheated out of any excitement they could have had, and they feel like the storyteller didn’t think they were smart enough to put the pieces together on their own.) In a piece of Art a good practice would be to show the audience a moment just before the action, right in the middle of the action, and right after the action. Also, leaving out some visual details, like not drawing every strand of hair on a character’s head, will have a similar effect. Both require that the viewer uses their imagination to fill in the blanks.
Fairy tales from around the world:
Hero’s Journey: Star Wars
Project 3 applies to 6th-highschool students.
NOTICE: If for whatever reason you missed some instruction or you need extra help, please visit me during lunch to catch up!
(I have lunch duty on Tuesday 2nd half of High School lunch and Friday 1st half of High School lunch ~I won’t be available at these times.)
- Pick 5 flowers (you can pick more if you want)
- Study the flower’s shape. (Sketch each 3 times)
- 3 Composition Sketches (what is your idea?)
- Practice with chalk/water on sketch paper (In Class)
- IMPORTANT: Each of these steps will be graded separately and influence your final grade. (Check back to the wiki for further instruction as the project progresses)
Make sure your idea is creative. Try to think outside the box and have a message. Your bouquet can be about you, someone else, or have some other meaning. EXAMPLE: two bouquet’s in one image. One bouquet means love and the other means the rejection of love.
AP Art History
(AP Art History will not start until next semester, but I am leaving the information from last year up, in case anyone chooses to benefit from it.)
(The link below will lead to AP Art History 250 Required Images Quizlet: This site has flashcards with images, Spelling Practice, Written flashcards that really test your knowledge, Tests, Matching games, and an “asteroids” game: A GREAT TOOL)
(The link below leads to the AP Art History Development Committee: knowing about these educators, who wrote the exam, may lead to knowing what sections of history might be focused on.)
(The link below leads to an excerpt from the book “AP Art History Exam Secrets Study Guide” it shows a brief overview of ANCIENT Through ROMAN ART and is worth a look if you need more study on the earlier subject matter.)
AP Art History:
END OVERVIEW OF REQUIRED COURSE CONTENT!!!
What happens now:
From now leading up to the exam class time will be spent on practice exam questions, including, both 15 min and 30 min written response sections and multiple choice.
Now that all required course content has been reviewed in class, students will be responsible for being able to fully identify each art work (Title, origin, date, creator’s name, form, function, content, context)
I suggest you spend time reviewing your notes/flashcards every day to remain familiar with the course content. Prioritize: Works/artist’s that begin a new art movement, that change in meaning over time, that other artist’s have taken inspiration from, that show cultural integration, have deep historical value, or that have obvious comparisons to each other. (One way to study would be to group works of art into these categories in chronological order and spend the most time with them~leaving the less critical works lower in your deck of flashcards/notes)
NOTE: All written responses that are turned in for a grade will be graded using the College Board rubric to give an accurate representation of what needs to be worked on to improve exam taking skills.