Oct. 30 Class

Today we looked at some examples of prints that students made in previous years and the etched plates that produced them.  At this point you should all start planning your compositions by producing at least 4 thumbnail sketches.

Oct. 29 Class

Today we discussed a bit more about Greek art to give you some inspiration for your Neoclassical hero images.  Keep in mind images of Greek pottery, sculpture and architecture.

You can also draw on Greek myths and legends such as the Greek gods and Olympians as inspirations of ways to depict your hero.  Here are some steps that I will be looking for in your process:


Sketchbook Work:

• Self portraits (3)
• Source images of Hero
• Source images of Greek/Roman Art
• Other support images if necessary

At least 4 thumbnail sketches of composition (Formative).

Final plan completed in full size to be transferred to etching (Summative).

Oct. 26 Class

Today we talked more about the Neoclassical period.  To fully understand it we have to know a bit about the Rococo period that came before it.  The Rococo was characterized by highly ornate and decorative art.  Rococo paintings depicted love, romance and party scenes.  Here are a few examples of the Rococo style.

This style was popular among the French nobility.  However, during the French Revolution, the nobility was overthrown and a new form of art emerged in revolt of the Rococo style.  This was the Neoclassical style led by David.  His goal was to depict heroic scenes that would inspire the revolution.  These images included the Death of Marat and the Oath of the Horatii that we discussed previously.

The Neoclassical style favoured order, calm and rationality.  They preferred the use of bold lines instead of colour.  Their subject matter consisted of stories from the ancient Greeks and Romans.  They considered the Rococo party scenes to be frivolous.

Homework:

• Complete the worksheet.
• Find source images for the hero of your choice.
• Find source images of Greek and Roman art.

Oct. 25 Class

Today we continued working on your self portraits as practice for the upcoming hero project.  You should draw yourself in a full face view, 3/4 view and a profile of a friend of yours.

Please also read P. 464 - 470, the section on Neoclassicism.

Oct. 24 Class

Today we continued our discussion of heroism by sharing who each of us chose as our heroes.  We found that the situation is not always clear cut.  For example, David painted heroic images of Napoleon, 

But some of you thought that Napolean was a tyrant who was responsible for many deaths and did not deserve to be seen as a hero.  What did David do to make these portraits seem more heroic?

We also discussed one contemporary example of a controversial hero: Lance Armstrong.  He won the Tour de France 7 times, which is one of the toughest cycling races in the world.  He also beat cancer and used his fame to raise millions of dollars for cancer research.  However, it recently came to light that he used steroids and essentially cheated to win all those titles.  He was stripped of those titles and banned from professional cycling.  Do you think he should still be seen as a hero?  Do you find his deeds heroic?

We also took some time to discuss more of the work of David.  We talked about Neoclassicism, a movement that was inspired by the art of the ancient Greeks and Romans.  This intrest in the ancients was brought about by the discovery of Pompeii and Herculaneum, Roman cities that were buried under a volcano's eruption.  Here are some examples of Neoclassical art, all by David.

In your hero portraits we will use such image of inspiration and try to incorporate Neoclassical ideas into our work.

We then began drawing some self portraits in our sketchbooks as practice.

Oct. 23 Class

Today we began our new unit by discussing what makes a hero?  What are the characteristics of a person that makes them a hero?

Here are some images of people who might be held up as heroes throughout history:

Jesus Christ was the main hero in much of religious art, including this piece by Michelangelo called the Pieta. 

During the French Revolution, political figures were held up as heroes such as Jean-Paul Marat.  This piece was painted by Jacques-Louis David to commemorate him. 

This is a depiction of a Chinese general named Guan Yu who was known for his loyalty and trustworthiness.   He fought in many wars and eventually died at the hand of his enemies.

In modern times we have many great political leaders who are seen as heroes.  Aung San Suu Kyi won an election in Burma, but the military refused to hand over power and held her under house arrest for over 15 years.  She continues to fight for freedom and democracy in her country today.

We discussed the idea in groups and here are some of your responses:

• A hero is someone who does something honourable.
• Someone who is selfless.
• Someone who does something admirable.
• Someone who is courageous.
• Someone who sacrifices themselves.

Some of you mentioned that heroes don't have to be famous and can make a difference to people's everyday lives on a smaller scale.  Some of you mentioned your mothers were your heroes.

We then went to the library to find images of heroes that we can use as sources to inform our work in the coming weeks.

Oct. 18 Class

Today was the absolute last day for working on the Pop-up paintings!  We will be doing the critique tomorrow so be prepared.  Don't forget your written statement to be handed in with your work.

Here is a copy of the rubric and marking scheme for artists statement.

• Rubric for Pop-up painting 
• Artist Statement for Pop-up painting

Oct. 15 Class

Today we discussed a bit about Dutch art in the 17th century.

Handout: Dutch Artists

We discussed genre paintings and artists such as Frans Hals, Judith Leyster, Rembrandt van Rijn, and Jan Vermeer.  Please refer to your text books and readings to complete the handout.  You will be well prepared for the quiz on Wednesday if you review this handout the two previous ones as well.

A reminder that the art room will be open after school today, tomorrow and Wednesday to allow you plenty of time to complete your pop-up paintings.  Critique this Friday!

Oct. 12 Class

Today we continued working on the pop-up paintings.

I announced a few important dates for next week.

Wednesday, Oct. 17

• Quiz on Art History
• Baroque in Italy - P. 418 - 428
• Dutch Artists - P. 429 - 436

Friday, Oct. 19

• Critique of Pop-up paintings.

Please complete the readings if you have not already done so and be prepared to take the pop-up paintings home or come in after school if you need the time to finish it.

Oct. 11 Class

Today we continued with the Pop-up paintings.  At this point everyone should have their paper stretched and cardboard backing ready.  There will be a few more class periods to continue painting and constructing your pieces.

I gave a worksheet that will help solidify your knowledge of the Baroque artists we have talked about so far.

Handout: Baroque in Italy worksheet

I also handed out your interm report cards and interview request slips.  Please consult with your parents and book an interview time with me if desired.

Homework: Read P. 429-436

Oct. 11 Class

I continued with discussing artists from the Baroque ear today.

Artemisia Gentileschi
In looking at her work you should seek out characteristics that make it Baroque in nature.  What influences do you think Caravaggio's work had on her?

Self Portrait. 

Judith Slaying Holofernes, Oil on canvas.

Judith and the Maidservant with the Head of Holofernes, Oil on canvas.

Peter Paul Rubens
Again, look for the influences that make his work Baroque.  Identify how he achieves movement, his lights and shadows and the drama of each scene.

The Raising of the Cross.  Oil on canvas.

Daniel in the Lions' Den.  Oil on linen.

Massacre of the Innocents.  Oil on panel.

This Massacre of the Innocents is now located at the Art Gallery of Ontario and we will go see it on Tuesday, November 6th!

I handed out the permission forms for the field trip today.  Please have them signed and returned to me as soon as possible.

Oct. 9 Class

Learning Goals: Understand the characteristics of the Baroque period.

Today we began with some notes on the Baroque period.  Here is a handout I gave you to take notes:

Handout: The Baroque in Italy

Then I talked about two artists whose work was very influential during this era.  First we looked at the sculptor Gian Lorenzo Bernini.  His sculptors made dramatic use of movement and space.  The space around his sculptors were just as important as the sculpture itself.

Baldacchino. Bronze.  This piece sits about the altar at St. Peter's Basilica in Rome.  It is said St. Peter is entombed below it.   Notice how the columns are spiral shaped rather than straight and how the structure emphasizes the space above and below it.

The Ecstacy of St. Theresa.  Marble.  The image in your text book is a close up of St. Theresa and the Angel in the middle, but I wanted to show you the space around the central piece as well.  There is a window above the piece that allows light to shine through illuminating the piece.

David. Marble.  Bernini depicts David readying his sling, just as he's about to throw it.  His eyes gaze into the distance at Goliath whom he is about to slay, adding tension to what would otherwise be empty space around him.  Notice the movement in the arms and legs and compare this Michelangeo's David below.

Michelangelo, David.  Marble.  This David is solid, still and contemplative. 

The next artist I discussed was Michelangelo Merisi da Caravaggio.  He was one of the Catholic Church's favourite painters of the Counter Reformation, but he lived a tumultuous life and was constantly in trouble with the law.  He was exiled from Rome after killing a man in a brawl and died under mysterious circumstances just before he was pardoned and about to return.  He was the most famous painter of his time and his work was characterized by the use of chiaroscuro, movement and high drama, all of which are characteristic of the Baroque period.

The Calling of St. Matthew.  Oil on canvas.

The Entombment of Christ.  Oil on canvas.

The Conversion of St. Paul.  Oil on canvas.

David with the Head of Goliath.  Oil on canvas.  Goliath's head is Caravaggio's self portrait!

For the rest of the period we continued with the planning and execution of the pop-up paintings.

Marks Available on TeachAssist

I will now be using teachassist to record your marks.  For your most up-to-date mark, please log in and have a look.

The site is: http://ta.yrdsb.ca/yrdsb/   (Link also in right column)

User name: Your student ID number.
Password: Your last name (Please change it once you log in)

Let me know if there are any discrepancies and if you have any questions about your mark.

Oct. 5 Class

Today was another work period to get started on your pop-up paintings.  About half the class has started stretching paper and the rest are still on the planning stages.  Remember to discuss your plan with me before you go ahead to stretching paper.

We will be pressing forward with our Art History in the meantime while you are working on that project.  For this weekend I would like you to read pages 418-428 in your textbook.  We will be talking about the Baroque era next.

I also announced a field trip is in the works!  More details to come next week.

Homework: Read P. 418-428.

Oct. 3 Class

Congratulations on completing the Unit Test!

We should all be on the stage of planning our pop-up paintings now.

Oct. 2 Class

Today I showed a demonstration of how to stretch water colour paper.  If you missed it you can see someone who uses a similar method here:

Video: How to Stretch Water Colour Paper

Remember, there will be a test tomorrow so your first priority is to study for it.

Secondly, you must finish the reinterpretation of the scream.

Thirdly, begin your planning and preliminary sketches for your pop-up water colour paintings.

Just a reminder that all handouts are available in the Handouts tab at the top of this page.

Oct. 1 Class

Today I introduced the summative project for this unit.  We will be producing pop-up watercolour paintings!

I began by showing your examples of projects done by previous students.  Then we went through the rubric for this assignment.

You can download the rubric here: Pop-Up Painting Rubric

In addition to creating the piece I would like you to write an artist statement for it.  Here's the outline for the statement: Pop-Up Painting Statement

As you can see on the rubric, marks are awarded for the creative process.  That means I would like to see your plans for the piece including preliminary sketches with choice of colour scheme.

• A reminder that the test will be on Wednesday.
• Please complete the scream painting as that will be due on Wednesday as well.