Christopher Webb, 3-D Art Teacher
El Capitan High School 619-938-9204
10410 Ashwood Street
Lakeside, CA 91940
Perhaps you’ve heard…Our 3-D art studio is being remodeled and we have temporarily relocated to the old science labs. Our class meets in room 926. We do not have access to kilns, so we will not be firing any clay the first semester.
New this year is an El Capitan 3D website where information about the class projects and related activities will be posted. Check it out! http://elcap3dart.blogspot.com/
3-D Design is a two-semester course in Fine Arts based on the District Curriculum Concepts and The California Visual Arts Standards, which include the development of:
1. Aesthetic perception skills
2. Creative expression in a variety of media
3. Knowledge of our art heritage, both historical and cultural
4. Aesthetic discrimination, analysis, interpretation and judgement
5. Connections to the other curriculum, life experiences and career paths
Students will create art using the basic elements of design as they relate to the three-dimensional form and space. Media may include clay, wood, fiber, metal, glass, paper and other materials.
1. The class will begin when the bell rings. Students are expected to be in their assigned seats and ready to work. El Capitan guidelines will be followed as described in the student behavior code in regard to truancies and tardies.
2. Student and Teacher will respect the rights and properties of others, especially the right to learn and instruct.
3. Cell phones, iPods and other personal electronic devices may not be used in the classroom at any time.
4. NO GUM OR FOOD is allowed in the classroom for health reason.
5. Art students will do all their own work.
6. All students share the responsibility for daily cleanup of the art room
7. The willful damage or theft of another student’s work will result in an immediate referral.
8. EXTRA CREDIT is possible only if all required assignments are complete.
9. NO LATE WORK or retakes of tests will be accepted or allowed the last two weeks of the semester.
1. First classroom disruption = verbal warning
2. Second classroom disruption = call home to parents and record incident on a referral form
3. Third classroom disruption = Referral to Assistant Principal and assigned ISA
4. Fourth classroom disruption = Student removed from class
ß All materials for assigned work will be furnished without charge. Since these materials are provided to complete the class, they are the property of the Grossmont Union District. This means that the student’s art may be saved by the teacher for examples or for the district art show in the spring.
ß Each student will have a personal drawer for storing their work..
This class is a studio/lab experience. Participation and effort will effect grades. Students should expect an oral critique and a final art project. We will also be creating a digital portfolio.
“A” STUDENT – has excellent attendance – always follows directions – hands in all assignments on time – always participates in classroom critiques –knows the basic vocabulary of the Elements and Principles of Design, demonstrating an understanding of these theories and concepts in their art – artwork shows originality – excellent craftsmanship – consistently helps with cleanup – does exemplary work
“B” STUDENT – has good attendance – follows directions – hands in all assignments - participates in classroom critiques – knows the basic vocabulary of the Elements and Principles of Design – artwork shows originality – craftsmanship is good - helps with cleanup
“C” STUDENT – has good attendance –follows directions – hands in 90% of the assignments – occasionally participates in classroom critiques – makes good use of time – knows the basic vocabulary of the Elements and Principles of Design – artwork meets the minimum requirements – helps with cleanup
“F” STUDENT – has more than 10 absences (not made up or excused) –doesn’t follow directions– hands in incomplete assignments – doesn’t participate in classroom critiques – has no understanding of the basic vocabulary of the Elements and Principles of Design - copies or steals other students work –disrupts the learning environment – rarely helps with cleanup
You will be notified by two progress reports prior to the semester grades as the level of performance by your child. If you have any questions or concerns, please feel free to call me before 9AM or after 2:20 PM at 619 938-9204
Or by email firstname.lastname@example.org
Please sign and have your child return this letter tomorrow.
I have read and understand the Goals and Expectations Guide for the 3_D art class.
Print _______________________________ Signature__________________________
Student name Student signature
Print _______________________________ Signature__________________________
Parent name Parent signature
Day Phone __________________________ Evening Phone_______________________
If you would like a phone call whenever your child is not meeting your grade expectation, please circle the grade you expect contact.
Comments or concerns? ___________________________________________________
Saturday, May 1, 2010
I created this marble sculpture of a fish and I call it "Slow Dancer." It took more than 250 hours and weighs over 200 pounds. I thought you might like to see how it evolved over time. I hope you enjoy my video cast.
Sunday, April 25, 2010
Saturday, March 20, 2010
M.C. Escher is the artist most people think of when they visualize tessellations.
This image can be viewed at Google Images
Discuss possible applications where a tessellation might be an appropriate design element for a commercial product.
To learn more about tessellations and give you ideas of how they can be used, you might visit Mark Harden's ArtChive online.
Questions that you might ask could be...
Who invented tessellations?
Is a tessellation an invention of humans?
Is a tessellation art or just math?
New Assignment: April 2010
You are going to create clay tiles that will tessellate. The final product will be a mosaic tessellation of 6 tiles or more depending on size.
California Art Standards addressed in this lesson:
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design. (pattern, repetition, color)
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design. (create a tile mosaic tessellation)
4.5 Employ the conventions of art criticism in writing and speaking about works of art. (self-assessment and class critique)
- The first step is to create a tessellating tile shape. Go to Tessellations.org and follow the instructions for creating a shape using tracing paper. Remember that we will be creating this tile in clay, so simple shapes will be easier
- When you have created you tessellation shape, trace it at least 6 times on a larger piece of tracing paper to see if it fits together with no gaps in a regular pattern. A true tessellation covers a 2D plane with "no gaps and no overlaps".
- Working with clay:
- Roll out a slab of clay 1/2 inch thick
- Trace your tessellating shape on the clay 6 times (You can use your test sheet to trace all 6 at one time)
- Carefully transfer you design to each tile and let the clay rest overnight between 2 sheets of drywall (It is best not to pick up the clay at all while you are working on it. Keep it flat on the drywall and then the tiles will not warp)
- Day two..incise lines, and use shallow bas-relief techniques to define image while clay is still semi-plastic
- Day 3 - when clay has dried to leather hardness, carefully cut out each shape with a sharp knife
- Separate the tiles slightly by sliding them apart. Then gently smooth edges and remove crumbs. Alow tiles to dry slowly between two sheets of drywall for at least 5 days
- Bisque fire tiles to cone 03
- Use cold finishes to add color (watercolors, colored pencils and clear acrylic gloss)
- Glue tiles to backing board (mat board), sign board with permanent marker
- Take a digital photograph of your finished mosaic, insert this image into your self-assessment sheet. Place both your mosaic and assessment sheet in the rack for completed work.
Saturday, March 6, 2010
- The "4 Expressive Clay Masks" have been fired.
- "Bobble Head Figures" are due this week!* (Friday, March 6, 2010)
- March 6- 10...cold finishes applied to Clay Masks and Clay Boxes
Tessellating Tile Mosaics - April 2010
Papier-Maché Figures- late April
Lost Wax Jewelry - May
* You must know by now, that if your work is not turned in on time, it will not be fired in the kiln. The alternate assignment for those who have nothing to glaze is a written assignment.
To encourage your personal creativity you are being asked to pair unconventional images and ideas together, transforming ordinary images and ideas into extraordinary, exciting and unique artwork.
Can you imagine elephants as ballet dancers?
Heinrich Kley, The Dancers, pen and ink, published in The Drawings of Heinrich Kley, New York: Dover Publications, 1961.
Can you visualize a hippo as a ballerina?
Walt Disney paired hippos with ballerinas in Fantasia. Check out this URL to see them dance. http://www.youtube.com/watch?v=0o4UbHsXkck
Can you imagine frogs rollerblading
bugs as bionic machines
spoons as airplanes
pencils as artists
shoes as pets
cellphones as cars?
Create a list of paradoxical comparisons similar to the list above.
Post your list to inspire other student's imagination.
Visualize one of your paradoxes or one from another classmate's post and make a drawing, cartoon, collage or write a very descriptive paragraph.
Post your concept so others can share your vision.