Tag: art project

Teachers Pay Teachers: Principles of Design Worksheet Pack

So far this summer I have enjoyed a break from my normal teaching schedule, a trip to South Africa, Hilton Head Island, Smith Lake, and I’ve been getting extra snuggles from my little man Cooper. In addition to traveling and snuggling, I have also been working hard to get new items posted on Teachers Pay Teachers. Last year my August and September earnings from the website funded a trip to Europe for my husband and I. This year, and for the foreseeable future, I hope to save my earnings for a home renovation. It’s a big goal I have set for myself, but I am confident with a lot of hard work I can get there.

My last post, over two months ago {whoops} focused on one of my newest Teacher Pay Teacher products, a revamp of my hand drawn elements of art worksheets. Today, I finally got my final worksheet of my principles of design pack added to the website. Check it out here.

This pack includes eight worksheets. Each worksheet focuses on a different principle of design. I created worksheets for balance, emphasis, movement, proportion, repetition and pattern, rhythm, unity, and variety. On the front of each handout there is information on different ways you can incorporate that principle into your artwork.The back of each worksheet has an activity for the students to complete to test their understanding of the information on the front. I use these in my Introduction to Art classes, which are added to their art notebooks and checked for daily grades at the end of the semester. Now that I have two versions of the elements and principles worksheets, I plan to use one set in my Intro class and one set used as a reminder for an upper level course.

These sheets were created for grades 4th-12th grade. Some have more complex ideas, and may not be suitable for younger than 4th. I would encourage use of these in levels as high as AP art, when the elements and principles are one of the bases for grading the portfolios.

I loved making each of these. Each were inspired by a piece of my life or a simple occurrence at the time I was designing them. My emphasis worksheet is an obvious reflection of my love for chickens. My repetition and pattern worksheet was created on a very rainy day while I was vacationing at Smith Lake in Alabama, which inspired the cloud and water design.

If you haven’t checked out products on Teachers Pay Teachers yet, I strongly encourage it. There are some amazing, creative teachers out there and you are helping to support another person directly involved in education. It has also helped me become a better teacher because I find myself cleaning up my lesson plans and PowerPoints to make them better sellers, and better teaching tools in my classroom.

Thanks for taking the time to check out my blog! I recently did a major design overhaul, I hope you enjoy the cleaner look. Help me spread the word about my Teachers Pay Teachers products, and in turn help me expand my house to fit my expanding family, by sharing this post with others. Thanks for stopping by!


 

Fused Glass Paint: Birch Tree Dinner Plates

Birch Tree Plates

For the last two years I have been experimenting with fused glass with my high school students, and for personal use. I immediately fell in love with the puzzle like method to piecing together my designs. My high schoolers always claim this assignment as one of their favorites. The forgiving nature of glass creates a very predictable outcome (to read more about my fused glass lesson check it out here).

After I got a handle on fused glass basics, I decided to branch out and see what else glass making had to offer. In my pursuit of fusing knowledge, I discovered glass paint. It opened a whole new world of adding design to my pieces, and I have loved every minute of experimenting with it.

Birch Tree Plate Small

Glass paint enables you to easily add organic shapes and designs to your pieces. I now use glass paint to scribbles bird nests, write words, and add the thin lines to my birch tree plates.

To create my birch tree plates I begin with white glass, black and white or blue glass, and a sheet of clear glass. I cut the clear glass to a 10″ circle, then cut strips of white and black glass. I lay them on top of the clear, then cut the edges to curve along the edge of the circular, clear sheet. I alternate the white, for the birch trees, and the other color, for the background. A couple drops of Elmer’s glue helps keep the glass in place as I work.

Birch Tree Plate Back Small

 

Once the clear sheet is filled with the stripes, I flip it over, leaving the clear on top of the striped pattern. I use black glass paint to paint thin lines on the white glass stripes, to add detail to the trees. Every now and then I scribble a tree knot before moving onto the next set of thin lines.

Birch Tree Plate Large

After the details are added I place the glass piece in the kiln, stripes on the bottom, clear sheet in the middle, and glass paint details on top. I fire the kiln up once, to fuse the glass to one layer, then set it in a mold and fire the glass a second time. The glass melts just enough to take the shape of the plate mold.

To read more about the necessary supplies to start glass fusing and get my firing schedules go here. Check out these plates in my Etsy shop here.

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Mixed Media Artwork: “Caged” and “Trapped” Re-Re-Interpreted

A couple of months ago I posted about a student’s reinterpretation of my pieces, “Caged” and “Trapped“. I was incredibly flattered as an artist and high school art teacher that she chose me to study for her high school art project. I answered a few questions about myself and my artwork, and asked only that she send me an update with pictures when her piece was complete. As soon as her e-mail came through I couldn’t help bragging on her (and myself) by sharing it on my blog (check it out here).

Shortly after I was contacted by Amy I received an e-mail from another student, Alice, regarding her high school art project:Mixed-Media-Caged-and-Trapped-1024x485

“Hello, my name is Alice. At the moment I’m doing my GCSE art, and my chosen topic is caged. So that is how I found ur very unique and quirky art, “Caged” and “Trapped”. Which I can honestly say I love, with the tones of blues used. At the moment we are branching out our ideas by looking at other artists, so I chose u as an artist. However, while looking at ur website, I found no information about u, would it be okay if u could please allow me to have some information about ur education, and why u really become inspired by art and interested in many different types of craft art. Thank you very much for reading.”

I couldn’t believe it, once again I was being interviewed, studied, and presented by a student. I excitedly answered her questions about my background, making me realize I really need to include an artist bio/statement on my blog, and once again I asked if she could send me images of her final project. As spring semester came and went, followed quickly by summer, Alice’s project was pushed to the back corners of my brain, until last week when I received an e-mail with photo attachments:

“Hello, you probably don’t remember me but I e-mailed you late January time explaining that I had took GCSE art and my chosen topic was caged. I Caged Interpratedpromised myself then and there, that I would e-mail you once I had got my results for my GCSE art. This was because you were such a key influence in how I explored the topic and how I made it my own. I become quite obsessed with blues and mixed media, and am still obsessed with it now, after your piece “Caged” and “Trapped” (which I love so much). So I would like to say thank you, for being such an inspiration for me. And also, I managed to get an A* in my art, which I’m rather chuffed with (A* is the top grade). I have also attached some photos, I’m afraid I never photographed my final exam piece, of trapped, but have added some of my own pieces that I did and my final exam piece which is the artwork with a hand holding a vulnerable child. But to end this e-mail, I’d like to say again, just thank you very much.”

About Me Assignment

I absolutely love seeing how my work can influence someone else, it’s incredibly flattering for someone to use the words “inspirational” and influential” about me. Moments like this make me feel like a true artist, rather than a weekend creator and afternoon blogger.

Alice and her Work

In addition to boosting my ego I also love seeing what assignments students are doing in other art classes, especially in other countries. I enjoyed seeing her sketchbook about my artwork as well as other assignments she completed in and out of class. Based on her sketchbook assignments, I am very impressed with the amount of planning and prep that goes into each project. Alice is obviously a talented young artist and I hope she keep sup the good work! She just might have inspired me to have my students research and contact their favorite artists to see if they can also make someone’s day.

Artwork by Alice

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Art Lesson: Collaborative Relief

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At my previous school I always taught a lesson on the grid method by creating a collaborative grid with my students. Each student would get a section of the original image, and they had to enlarge and re-draw it. In order to accurately re-draw the image they had to pay attention to where lines and shapes intersected the outside edge of the image, which in turn taught them the basic concept of the grid method (read more about this here).

In the process of changing schools I also changed my teaching title, which meant a lot of new lesson planning was ahead of me. I was now exclusively a sculpture teacher, teaching 3D I and 3D II classes. Although I had taught sculpture in the past, and spent a lot of time in ceramics class in high school and college, I felt a lot of pressure to re-create assignments, and think outside of the box. After all I was moving to a private school with an established and impressive art department, I felt I had big shoes to fill in my new work environment.

Although it has been stressful at times trying to produce examples and create new projects, I have loved every minute of it. It truly is amazing how different a class can be when you actually have the budget to support it. I now had the ability to teach interesting, complex, and creative projects, without the fear of running out of supplies with no money left in my budget.

As excited as I was to have a new challenge in my life, I did miss some of my old projects, including my Intro to Art collaborative grid assignment. One day while reminiscing on the past, as I often do, it dawned on me that I could do a collaborative grid project in sculpture, by focusing on relief carving. I had my doubts that everything would come together during the project, but once all of the pieces were in place, I couldn’t believe how amazing it looked. I am so proud of my students and I hope another sculpture teacher can find an interesting way to implement this into their class.

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THE ASSIGNMENT: Collaborative Relief

OBJECTIVE: For students to learn the history and techniques of relief carving, and apply those techniques in a collaborative relief carving project.

SUPPLIES:

  • Lizella Clay
  • Rolling pin or slab roller
  • Ruler
  • Needle tool or knife
  • A variety of clay tools and textured items to carve and add texture
  • Low fire underglaze (I used blue, green, red, brown)
  • Low fire clear transparent glaze
  • Kiln
  • Wood panel
  • Black Paint
  • Heavy duty glue

STEPS:

1. I began this project by introducing my students to the artists, Brunelleschi and Ghiberti, and the famous Florence Baptistry doors competition. I had the students vote on which “Sacrafice of Isaac” relief they liked better, and we continued to discuss the doors as well as the Gates of Paradise doors.

2. After the history lesson I introduced the assignment. I explained that I would randomly hand out a 1″x1″ section of a larger image, and they would have to recreate it as a relief sculpture on a 6″x6″ clay slab. We discussed carving techniques and looked at the variety of tools they could use to create different textures.

3. After the assignment was explained they got to work. Before they started the project I had taken an image of our Fine Arts building, divided it into a grid, and put a number and letter on the back of each square (1A, 1B, 1C, etc.). I made sure to make a few copies, the students tend to misplace their squares and it helps to have extras on hand. As soon as the students got their slab square cut they had to flip it over and carve the letter and number into the back of it.

4. After the students completed their squares I fired them and had the students glaze them. I knew every line and shape would not line up in the image, so my goal was to create a sense of unity through the glaze. I instructed the students to loosely paint underglaze onto their tile (I set up a few colors of blue, green, brown, and red) allow it to dry, then wipe it off with a wet sponge. This technique caused the underglaze to stick in the textured areas, and wipe off of the smooth area, giving it a loosely painted quality. Once the colors were added they painted a layer of clear glaze on top, and once again wiped it off. I loved the shiny vs. matte look this created.

5. Once the pieces were fired a final time I glued them to a piece of wood I cut to size and painted black. My plan is to eventually add a black frame and display it in the Fine Arts Building.

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My students were as impressed as I was with the final product, and it was a huge hit at our annual art show. I love how each piece is important to the whole, and how it truly came together in the end.

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Thanks for visiting my blog, I hope you find useful information you can use in your classroom! Please comment if you have additional tips, ideas, or have done something similar in your class! Thanks for helping my spread the word about my blog by liking, tweeting, commenting, and subscribing! I couldn’t do it without you!


 

Art Lesson: Fused Glass

Art-Lesson-Class-Glass-Fusing

I recently did my first glass fusing art lesson with my high school 3D II students, and they loved it! Only halfway through the first day of fusing almost everyone of my students had proclaimed this as their favorite project. It’s easy, fun, and almost fool proof. Even my students who quickly rushed through, and didn’t really consider the design had a good turn out. I am now starting this with my 3D I student and can’t wait to see what they produce! First off I aplogize for the terrible photographs. They were already set up for our annual art show when I realized I hadn’t gotten pictures yet. They will be replaced with better ones once the show comes down! In this post you will find the necessary supplies, approximate cost, and how to to do this with your own students!

Art-Lesson-Geometric-Fused-Glass-Plate-and-Necklace

SUPPLIES:

  • A digital kiln: They do make glass kilns but I converted one of my ceramic kilns to glass only. It is a programable Skutt kiln. By entering “ramp and hold” information I am able to achieve the same results as I would in a glass kiln!
  • Glass glove: Not necessary but a number of my students left class with sliced fingers, and the majority of them were using the gloves by the end of the project
  • Grozer: Glass scorer for organic shapes
  • Glass pliers: For breaking
  • Glass breaker: I found a cheap pink one that works great!
  • Cutting system: I bought a kit that included a waffle grid, Flying Beetle cutter, and a Beetle bit cutter
  • Kiln wash or spray: I use the spray and it is more expensive but you don’t have to set the wash before you fire on it, it’s very easy!
  • Kiln wash sheets: I place these thin sheets on top of my ceramic kiln shelves, each one lasts a few firings, and they cost $5 per sheet, so this adds up.
  • Adhesive, heat gun, bail bonds: This is if you want to do jewelry pieces and pendants
  • Molds: I have a variety of plate and bowl molds, my most popular are my 7″ sqaure bowl and jumping bean mini bowl, I plan to purchase a few of these in the future.
  • 96 COE glass: You must purchase glass with the same COE, 96 is the easiest to work with
  • 96 COE frit: Ground up glass into a sand like substance
  • Noodles and stringers: Long, thin pieces of glass

APPROXIMATE COST: $600.00

HOW TO:

For the assignment I began with a powerpoint explaining the process, what glass fusing is, how it’s done, and what our assignment is. I left the requirements very loose, each student had to create one plate or bowl, using a clear sheet of glass as a base, and add color pieces on top to create their design. I am glad it was open ended because it gave them the chance to push themselves to come up with an interesting design. Once I completed the powerpoint I demonstrated how to use the tools and went over a few tips when working with glass:

  • Glass wants to be 1/4 of an inch thick. If you fire one sheet of glass, without adding to it, it will shrink in order to get to a 1/4″ thick. If you stack two layer of glass it will stay about the same thickness, if you stack more than two it will spread to 1/4″ thick. If you put two layers in one area, and leave another area just one layer, you may end up with an uneven edge because of the shrinking and spreading. 
  • You can’t stack more than three sheets of glass together, I recommended they stick with just two layers.
  • When you layer glass together you run the risk of trapping air pockets
  • If you fire the sheet of clear under the color cut pieces the cut pieces may end up with more rounded edges. If you fire the clear glaze on top it prevents the cut pieces from spreading as much, and you get much cleaner lines

Once they understood the assignment and process they began working on their sketches. They were required to create at least three, and they had to be full color. I wanted them to consider the color and placement of the pieces before they began cutting to reduce the amount of wasted glass. After I approved their design they got to work.

They began by measuring the mold they wanted to use, and drawing it on a sheet of clear using sharpie. This was done at their seat to reduce the amount of traffic at the cutting station. Once they were ready to cut, they moved to the cutting station, made their cuts, breaks, then took it back to their seat. Once their base was cut we used hand sanitizer to remove the sharpie lines. I believe any alcohol based cleaning product will work, I just happened to have hand sanitizer, and it reduced the amount of germs floating around in the room.

After their base was cut they began cutting the color pieces and creating their designs. After each piece was cut they used a couple dots of Elmer’s glue to stick the color piece to the clear glass base. You only want to use enough to keep the glass from sliding when you place it in the kiln. If you use too much it will char in the firing and leave a gray mark. Rather than measuring the space the color piece was meant to go, and then marking the piece based on the ruler, I had my student set the color sheets on their mold and mark where the edges needed to hit. This helped reduce the number of wrong cuts and mis-measuring.

Once their design was complete we placed them in the kiln and full fused them. You can only put one shelf layer of glass in at a time, you can’t stack shelves like you can with ceramics, so this process can take longer if you have to do multiple firings. After they were full fused we placed them in the molds and slumped them!
Art Lesson- Fused Glass Sushi Plates

I have a Skutt electric ceramic kiln, and in order to fire glass I use the “ramp/hold” option on my kiln. The following are firing schedules I currently use, and have had success with. To program them into my kiln I press “ramp/hold” enter the number of segments, hit enter, and enter the rest of the data (temperature rise per hour, goal temp, hold time, for each segment). I then hit “review”, it runs through my program, and at the end I hit the “on” button, it’s very easy!

Tack fuse (glass will have a raised texture)

5 segments (or ramps)

Ramp 1: 400/HR, 1100 degrees, HOLD 5 minutes

Ramp 2: 75/HR, 1250 degrees, HOLD 5 minutes

Ramp 3: 9999 (as fast as possible), 1380 degrees, HOLD 10 minutes

Ramp 4: 9999, 950 degrees, HOLD 10 monutes

Ramp 5: 100 HR, 800 degrees, 0 HOLD

 

Full fuse (glass will be smooth)

5 segments (or ramps)

Ramp 1: 400/HR, 1100 degrees, HOLD 5 minutes

Ramp 2: 75/HR, 1250 degrees, HOLD 5 minutes

Ramp 3: 9999 (as fast as possible), 1450 degrees, HOLD 10 minutes

Ramp 4: 9999, 950 degrees, HOLD 10 monutes

Ramp 5: 100 HR, 800 degrees, 0 HOLD

 

Slump (Glass is just warm enough to take the form of your mold)

6 segments (or ramps)

Ramp 1: 150/HR, 300 degrees, HOLD 15 minutes

Ramp 2: 300/HR, 1100 degrees, HOLD 20 minutes

Ramp 3: 150/HR, 1250 degrees, HOLD 25 minutes

Ramp 4: 400, 950 degrees, HOLD 60 monutes

Ramp 5: 150 HR, 800 degrees, HOLD 10 minutes

Ramp 6: 300/HR, 100 degrees, 0 HOLD

I hope you enjoyed today’s post, and I hope you can use these tips if you are looking to try glass fusing in your classroom. Feel free to comment or email me with questions, concerns, or thoughts in general. Thanks for stopping by!