Color & Emotion: Analogous color scheme painting

For this art piece, students were challenged to combine the use of color and imagery to express an emotion.  Students learned about the analogous color scheme, which is three colors in a row on the color wheel.  They discovered that when taking three colors in a row from the color wheel, they are often grouped together in ways that could show an emotion; for example blue, blue-violet, and violet would communicate sadness or red, re-orange, and orange would communicate anger.  Students then decided how to draw imagery to showed that emotion; either through illustration or through shape and design.  Once the imagery was drawn out, painting began.  Below is an example of a "happy" emotional painting using the analogous color scheme yellow-orange, yellow, and yellow-green.

The final stage was to retrace all the outlines and add a few details to the illustration.

Symmetrical Radial Color Wheel

For this assignment, 6th grade art students were challenged to first create a symmetrical radial design, then fill it in with the colors from the color wheel.

We began by learning how to make the design symmetrical.  This was accomplished by a series of folding, drawing lines with a black crayon, and then refolding and rubbing the lines from one area to another.  This process allows for the lines to be transferred exactly from one quadrant to another, and when repeated, keeps the design symmetrical.  It is also radial, because the design is based on a circle (though there are no actual circles in the design) and moves your eye in a circular eye path.

Then students studied the color wheel; reviewing primary and secondary color and adding knowledge of the tertiary/intermediate colors.  Over time students collaborated and learned the different mixtures to make all their own secondary colors (violet, green, orange) and their own tertiary/intermediate colors (yellow-orange, yellow-green, blue-green, blue-violet, red-violet, and 

red-orange) from the three primary colors yellow, red, and blue.

Students had the freedom to use the color wherever they wished in their design as long as they had all 12 colors from the color wheel someplace symmetrically in the design.  Students had a lot of fun creating these colorful and interesting paintings!

One Point Perspective 2016

For this project students learned how to create the optical illusion of space/depth with the drawing technique of one point perspective.  As students learned one point perspective, they experienced many options for their 3-D shapes such as basic shapes, block letters, repeating shapes, and overlapping shapes.  When designing and placing shapes, students were challenged to consider their composition and "balance" their shapes around the page; making the whole page interesting and important, not just part of the page. 

 

 Once the 3D shapes were balanced, students then developed a background.  Their background could have been anything from a realistic outdoor scene, to a decorative pattern.

 

 Before coloring, students learned about color schemes.  A color scheme is a way of organizing color.  In the art world there are many color schemes that have specific names.  Students learned about several color schemes: warm & cool colors, neutral colors, complementary colors, primary colors, and secondary colors.  Students also had the option to use one color scheme on their 3-D shapes, and a different color scheme in their background.  Lastly, students could also use a "non-art" color scheme, something they could describe as easily recognizable from the world around them; like the colors for a well known sports team.  Above, I have my example of MSU on the 3-D shapes and U of M in the background.

Above is an example of a warm/cool color scheme.

 

Above is an example of a neutral color scheme.

This is an example of the complementary color scheme.

Welcome to 6th grade art!

6^th Grade Art

Dear Students and Parents,

This year in 6^th grade, every student takes art class.  I am very excited and honored to have the opportunity to lead students though the 6^th grade art curriculum.  I have a few things I would like to share with you about what our year in art will look like.

1.      Goals: (A few of my goals for the year).

a.      Create a fun and positive learning environment for each student.

b.      Challenge each student to think, problem-solve, be creative, and grow.

c.       Share my love and passion for art (hopefully it becomes contagious).

d.      Enhance each student’s artistic vocabulary/understanding of the art elements and principles.

e.      Clearly communicate often through family access and share pictures/give lesson summaries on the 6^th grade art blog = http://vandenbergartclasses.blogspot.com

2.      Expectations for behavior: (A few things I appreciate from students in the art room).

a.      Come to art class prepared with a pencil each session.

b.      Come with a positive attitude and willingness to work.  Keep comments positive!

c.       Come ready to give your best and use work time to its fullest!  Stay on task! Don’t give up!

d.      Respect each other and the classroom/materials.  BE A GOOD LISTENER!

e.      Do you own work, never draw on someone else’s art work.

3.      Pacing:

a.      Each class comes to art once a week, which is 35 times this year at best.  Once you factor in snow days, days off, assemblies, band/choir concerts etc… we will have less than that.

b.      Please be patient.  Many of our projects take four or more sessions to complete, so as we only meet once a week, that translates to a month or longer for most of our projects.

c.       There may be long stretches of time where student artwork will be at school.  All artwork will be sent home by the end of the year.

d.      Overall, we move slowly but produce high quality work!

4.      Discipline:

a.      The art room should be a safe, quiet environment where students feel free to focus, be creative, and explore/experiment with the learning objectives.

b.      We will build a social contract early in the year which we will need to abide by. 

c.       I want the best for each student, I want each student to have fun and enjoy art time, but there are circumstances that require a discipline framework.

d.      I like to use the old baseball “Three Strikes & You’re Out” for regular minor offenses (talking too much, wasting work time, distractions, etc…)

                                                              i.      Strike 1 = “four questions” and a verbal reminder.

                                                            ii.      Strike 2 = “four questions”, verbal warning, and possible demerit or lunch detention.

                                                          iii.      Strike 3 = Behavior discussion, “four questions”, lunch or after school detention, parent phone call, possible trip to the office.

e.      Three demerits in a semester will equal a detention.

f.        Three times being tardy to class in a semester will equal a detention.

5.      Homework:  There is usually no homework unless a student is absent for an art class.

6.      Make-up Work: (If you are a slow artist or miss an art class, there are many ways to catch up).

a.      All assignments in each marking period must be completed before grades are due, that is usually one week before the end of the marking period.

                                                              i.      Connect time is a great way to get caught up if you are behind. 

Just get a pass from Mr. VandenBerg to come in during connect on:

1.      Wednesdays

2.      Fridays

7.      Grades: (I use the traditional 4.0 letter grade system).

a.      I grade based on two things: The artwork and participation/effort.

b.      Participation/Attitude/Effort: Each time a student is in class, they earn or lose up to five points.  At the end of each recording period, points are tallied and count as a participation/effort grade.

c.       Artwork: I grade the artwork based on several factors:

                                                              i.      The main learning objectives of the project (50%)

                                                             ii.      Craftsmanship, this is how neat and orderly the artwork is (25%)

                                                           iii.      Creativity and originality (25%)

8.      Project Unit Outlook: (A quick look at our units).

·                     Drawing: One point perspective drawing

·                     Painting: Radial design color wheel  

·                     Painting: Emotional analogous color scheme painting

·                     Pottery: Native American Indian inspired pinch pots

·                     Printmaking: Designing a cover for an autobiography

·                     Cubism: Art history and an abstract self-portrait

·                     Drawing: Realistic observational drawing

·                     Drawing: scratchboard

Thank you for taking the time to get to know the 6^th grade art program a little better.  I look forward to having a great year with the 6^th grade students.  If you have any questions please feel free to contact me at nvandenberg@rockfordschools.org or 616-863-6140 ex. 1234.

Sincerely,

                       

Mr. VandenBerg

6^th Grade Art Teacher

East Rockford Middle School

Featured Artists: Cubist self-portrait

Addison C.

 Alaina G.

 Alyssa M.

 Ben A.

 Ben L.

 Blake C.

 Christina G.

 Dana H.

Elizabeth M.

 Erika R.

 Gabriel S.

 Izzy M.

 Jace K.

Jacob B.

Josie G.

 Kendall H.

 Kendall S.

 Logan B.

Mackenzie D.

Mitchell P.

Cubist Self-Portraits

This year for a bit of Art History we studied Pablo Picasso and the art style he created, Cubism.  The main characteristics of Cubism are geometric lines and shapes with lots of overlapping.   There were two main phases of Cubism: Analytical and Synthetic. 

 We made these Cubist self-portraits mixed media to help the abstraction.  In each of these we used pencil, colored pencil, crayon, visual texture, markers, oil pastel, and collage.  There were several drawing techniques taught along the way such as a value fade with pencil, gradient color blend with colored pencil, texture rubbings with crayon, and gradient color blend with oil pastel.  I also gave students the option to use a color scheme to enhance their projects.

 In the earlier Analytical style of Cubism the person is broken up, analyzed, and reassembled abstractly; often past recognition.  This style has less color and more value.  The person and the background are treated the same, creating a very flat sense of space.

This is one of my Analytical Cubist examples with a traditional color scheme for this style; plus orange for fun!

In the later Synthetic style of Cubism the person is broken up and reassembled with simplified geometric shapes, generally in order of where they should be making the person easier to see.  This style is usually more colorful.  The background is usually treated differently than the person.

This is one of my Synthetic Cubist examples with an analogous color scheme of yellow, yellow-green, and green.

Featured Artists: Pinch Pots

 Aiden A

 Alex D.

 Alexis H.

 Amber C.

 Amiee Z.

 Bella A.

Brysonn A.

Emma J.

Gavi B.

Jacob C.

 James L.

 Jonathan B.

Kennedy O.

 Lauryn H.

 Logan G.

Rhiannon M.

 Riley P.

 Ryan W.

Sean D.