I will learn new ways only by doing them. However, because I have had so much presented with no opportunity to use much of it, I don't see that I am remembering more than a name except for this blog which I expect to find very useful.
I too must be very careful about the use of laptops around the art equipment. A lot of damage can be done to them with paint, glue, and water. We usually store our book bags on the floor. All these factors must be taken into consideration. Thank you, Paul, for your patience.
Friday, June 11, 2010
Friday, May 21, 2010
1:1 tech Week 9 Google Earth
Here is the graffiti of local Belgrade artists.
I would like to take the students to the country and city of the artists we study. We could also follow the artists on their travels.
I have used Google Earth before. But this time as I located my home in Connecticut, I was surprised at the lack of accuracy in street locations.
Wednesday, May 5, 2010
tech 1:1 week 8 Washington Basilica ceiling
A trip to the Catholic Basilica in Washington DC.
One section of the ceiling of the Basilica Picasa techniques used are saturation, sharpening, color temperature adjustment, highlights, and manual cropping.
One section of the ceiling of the Basilica Picasa techniques used are saturation, sharpening, color temperature adjustment, highlights, and manual cropping.
tech 1:1 WEEK 8 How 8th graders see themselves!
Picasa collage of selected photos from Picasa Library with sharpening, background, rotation of photos.
Version 1 is in Sepia and Version 2 in the original complementary colors.
Sunday, May 2, 2010
tech 1:1 week 7
Letter to the Editor
Students mass sharing? They are doing that already. ISB's role? At this moment ISB is doing the most important of preparatory steps -- it is training its staff to be proficient with MANY aspects of computer use in education. To put a teacher, headful of knowledge and methodology full of experience, before a class of laptops would be a recipe for failure unless the teacher is experienced enough with computer possibilities.
Another important step in preparing students is to refine their research skills in:
~evaluating the reliability of sources
~evaluating the validity of sources
~evaluating the completeness of sources
~citing sources when quoting material
~researching multiple sources
~proofreading source material since the level of language usage varies greatly
in accuracy
~eliminating plagiarism
~reading large amounts of background material so that this onslaught of mass knowledge can be put in perspective
These skills may have been presented in high schools in the past; they now need to be started in lower schools ... a formidable task is before us!
P.S. Mr Editor: I love this YouTube video. Please help Mr. Leadbeater with his grammar:
birds nest is possessive
everyone is a singular indefinite pronoun taking a singular antecedent.
Students mass sharing? They are doing that already. ISB's role? At this moment ISB is doing the most important of preparatory steps -- it is training its staff to be proficient with MANY aspects of computer use in education. To put a teacher, headful of knowledge and methodology full of experience, before a class of laptops would be a recipe for failure unless the teacher is experienced enough with computer possibilities.
Another important step in preparing students is to refine their research skills in:
~evaluating the reliability of sources
~evaluating the validity of sources
~evaluating the completeness of sources
~citing sources when quoting material
~researching multiple sources
~proofreading source material since the level of language usage varies greatly
in accuracy
~eliminating plagiarism
~reading large amounts of background material so that this onslaught of mass knowledge can be put in perspective
These skills may have been presented in high schools in the past; they now need to be started in lower schools ... a formidable task is before us!
P.S. Mr Editor: I love this YouTube video. Please help Mr. Leadbeater with his grammar:
birds nest is possessive
everyone is a singular indefinite pronoun taking a singular antecedent.
Wednesday, April 28, 2010
Alexander Calder biographical sketch
Alexander Calder, internationally famous by his mid-30s, is renowned for developing a new idiom in modern art-the mobile.
His works in this mode, from miniature to monumental, are called mobiles (suspended moving sculptures), standing mobiles (anchored moving sculptures) and stabiles (stationary constructions). Calder's abstract works are characteristically direct, spare, buoyant, colorful and finely crafted. He made ingenious, frequently witty, use of natural and man-made materials, including wire, sheetmetal, wood and bronze.
Calder was born in 1898 in Philadelphia, the son of Alexander Stirling Calder and grandson of Alexander Milne Calder, both well-known sculptors. After obtaining his mechanical engineering degree from the Stevens Institute of Technology, Calder worked at various jobs before enrolling at the Art Students League in New York City in 1923. During his student years, he did line drawings for the National Police Gazette.
In 1925, Calder published his first book, Animal Sketches, illustrated in brush and ink. He produced oil paintings of city scenes, in a loose and easy style. Early in 1926, he began to carve primitivist figures in tropical woods, which remained an important medium in his work until 1930.
In June 1936, Calder moved to Paris. He took some classes at the Academie de la Grande Chaumiere and made his first wire sculptures. Calder created a miniature circus in his studio; the animals, clowns and tumblers were made of wire and animated by hand. Many leading artists of the period attended, and helped with, the performances.
Calder's first New York City exhibition was in 1928, and other exhibitions in Paris and Berlin gained him international recognition as a significant artist. A visit to Piet Mondrian's studio proved pivotal. Calder began to work in an abstract style, finishing his first nonobjective construction in 1931.
In early 1932, he exhibited his first moving sculpture in an exhibition organized by Marcel Duchamp, who coined the word "mobile." In May 1932, Calder's fame was consolidated by the first United States show of his mobiles. Some were motor-driven, His later wind-driven mobiles enabled the sculptural parts to move independently, as Calder said, "by nature and chance." Calder returned to the United States to live and work in Roxbury, Connecticut in June 1932.
From the 1940s on, Calder's works, many of them large-scale outdoor sculptures, have been placed in virtually every major city of the Western world. In the 1950s, he created two new series of mobiles: "Towers," which included wall-mounted wire constructions, and "Gongs," mobiles with sound.
Calder was prolific and worked throughout his career in many art forms. He produced drawings, oil paintings, watercolors, etchings, gouache and serigraphy. He also designed jewelry, tapestry, theatre settings and architectural interiors. Calder died in 1976. (source: art@rogallery.com )
His works in this mode, from miniature to monumental, are called mobiles (suspended moving sculptures), standing mobiles (anchored moving sculptures) and stabiles (stationary constructions). Calder's abstract works are characteristically direct, spare, buoyant, colorful and finely crafted. He made ingenious, frequently witty, use of natural and man-made materials, including wire, sheetmetal, wood and bronze.
Calder was born in 1898 in Philadelphia, the son of Alexander Stirling Calder and grandson of Alexander Milne Calder, both well-known sculptors. After obtaining his mechanical engineering degree from the Stevens Institute of Technology, Calder worked at various jobs before enrolling at the Art Students League in New York City in 1923. During his student years, he did line drawings for the National Police Gazette.
In 1925, Calder published his first book, Animal Sketches, illustrated in brush and ink. He produced oil paintings of city scenes, in a loose and easy style. Early in 1926, he began to carve primitivist figures in tropical woods, which remained an important medium in his work until 1930.
In June 1936, Calder moved to Paris. He took some classes at the Academie de la Grande Chaumiere and made his first wire sculptures. Calder created a miniature circus in his studio; the animals, clowns and tumblers were made of wire and animated by hand. Many leading artists of the period attended, and helped with, the performances.
Calder's first New York City exhibition was in 1928, and other exhibitions in Paris and Berlin gained him international recognition as a significant artist. A visit to Piet Mondrian's studio proved pivotal. Calder began to work in an abstract style, finishing his first nonobjective construction in 1931.
In early 1932, he exhibited his first moving sculpture in an exhibition organized by Marcel Duchamp, who coined the word "mobile." In May 1932, Calder's fame was consolidated by the first United States show of his mobiles. Some were motor-driven, His later wind-driven mobiles enabled the sculptural parts to move independently, as Calder said, "by nature and chance." Calder returned to the United States to live and work in Roxbury, Connecticut in June 1932.
From the 1940s on, Calder's works, many of them large-scale outdoor sculptures, have been placed in virtually every major city of the Western world. In the 1950s, he created two new series of mobiles: "Towers," which included wall-mounted wire constructions, and "Gongs," mobiles with sound.
Calder was prolific and worked throughout his career in many art forms. He produced drawings, oil paintings, watercolors, etchings, gouache and serigraphy. He also designed jewelry, tapestry, theatre settings and architectural interiors. Calder died in 1976. (source: art@rogallery.com )
Thursday, April 22, 2010
tech 1:1 week 6
Well, this won't be a very long blog positing because I have used very few online resources. I have checked with some sites that Jennie sent and have put ones I liked with my "Favorites".
Or I get to them by typing key words into Google search and then sifting through site after site. I learned in the meeting on Monday that people had ways of assuring that their site comes up first on the list. I have also learned, through experience, to look always at the provider of the site and not just at the opening blurb that is provided.
I often am looking for biographical material on artists or the principles and elements of design or Google images.
Now I am using Google shortcuts particularly "Directory" and beginning to sort things out with Delicious social bookmarking....developing a system of tagging is most important to me. I imagine that I will stay primarily academic in this system. As I get more efficient at using this bookmarking, I will be more comfortable venturing out to see what other art teachers do.
Or I get to them by typing key words into Google search and then sifting through site after site. I learned in the meeting on Monday that people had ways of assuring that their site comes up first on the list. I have also learned, through experience, to look always at the provider of the site and not just at the opening blurb that is provided.
I often am looking for biographical material on artists or the principles and elements of design or Google images.
Now I am using Google shortcuts particularly "Directory" and beginning to sort things out with Delicious social bookmarking....developing a system of tagging is most important to me. I imagine that I will stay primarily academic in this system. As I get more efficient at using this bookmarking, I will be more comfortable venturing out to see what other art teachers do.
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