Slide List Week 8/30/10
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. The Steerage, Alfred Stieglitz, 1907
2. Lucky Strike, Stuart Davis, 1921
3. Der Krieg, Otto Dix, 1929-32
4. The Treachery of Images, Rene Magritte,1928-29
5. Suprematist Composition: Airplane Flying, Kazimir Malevich, 1915
6. Schroder House, Gerrit Thomas Rietveld, 1924
7. Tubular Chair, Marcel Breuer, 1925
8. Villa Savoye, Le Corbusier, 1929
9. Chrysler Building, William Van Alen, 1928-30
10. Kaufmann House (Fallingwater), Frank Lloyd Wright, 1936-39
Friday, August 27, 2010
Monday, August 23, 2010
APAH Quiz Week 1
Slide List Week 8/27/10
APArt History
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. Woman with the Hat, Henri Matisse, 1905
2. Street, Dresden, Ernst Ludwig Kirchner, 1908
3. Improvisation 28, Vassily Kandinsky, 1912
4. Les Demoiselles d’Avignon, Pablo Picasso,1907
5. The Portuguese, George Braque, 1911
6. Bather, Jacques Lipchitz, 1917 7.
7. The City, Fernand Leger, 1919
8. Unique Forms of Continuity in Space, Umberto Boccioni, 1913
9. Fountain, Marcel Duchamp, 1950
10. Cut with the Kitchen Knife Dada through the Last Weimar Beer Belly Cultural Epoch of Germany, Hannah Hoch, 1920
Period created:
1._______________________________________
2._______________________________________
3._______________________________________
4._______________________________________
5._______________________________________
6._______________________________________
7._______________________________________
8._______________________________________
9._______________________________________
10._______________________________________
APArt History
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. Woman with the Hat, Henri Matisse, 1905
2. Street, Dresden, Ernst Ludwig Kirchner, 1908
3. Improvisation 28, Vassily Kandinsky, 1912
4. Les Demoiselles d’Avignon, Pablo Picasso,1907
5. The Portuguese, George Braque, 1911
6. Bather, Jacques Lipchitz, 1917 7.
7. The City, Fernand Leger, 1919
8. Unique Forms of Continuity in Space, Umberto Boccioni, 1913
9. Fountain, Marcel Duchamp, 1950
10. Cut with the Kitchen Knife Dada through the Last Weimar Beer Belly Cultural Epoch of Germany, Hannah Hoch, 1920
Period created:
1._______________________________________
2._______________________________________
3._______________________________________
4._______________________________________
5._______________________________________
6._______________________________________
7._______________________________________
8._______________________________________
9._______________________________________
10._______________________________________
Friday, August 20, 2010
Art 1 Advanced 2010 - 2011
Art 1 Advanced 2010 - 2011
Objective:
Students will work collaboratively both in and out of class. They will be required to read and write about art, sketch, examine the meanings, aesthetics and intent of art and learn how to critique their own and other’s work. This study will include world art as well as local through various units and activities such as museum visits, research, demonstrations, group work and media shows. Art from various cultural and geographical viewpoints will be discussed and observed in many of the assignments.
Assignment Areas:
· Drawing – How to “see” and how to draw. Beginning with a series of one or two day assignments designed to develop drawing skills students will start the process of learning to draw. Techniques will include analog drawing, illustrating feelings, ideas and thoughts rather than things), upside-down drawing, positive/negative space, contour drawing, shading, enlarging using grids and perspective. Study of the Elements of Art is the basis of this unit.
· Pen and Ink – Various inking techniques will be studied such as hatch, crosshatch, stipple, sketching and cartooning. Students will ink from photographs and still life studies. The final illustration will be the student’s choice with a “Texas” theme rendered in ink.
· Color Theory – Basic color theory, including color relationships, value, color mixing and matching and various painting techniques such as Impressionistic pointillism will be taught. Media technology and color experiments will be integrated into the unit.
· Painting – This is the culminating assignment in which students choose a masterpiece and using their learned skills, copy the artist’s style, color match and problem-solve the techniques used. Students learn under-painting and graduated color.
· Design and Composition – This is an introduction to the Principles of Design. Students are given several short assignments dealing with classic design concepts. Use of a viewfinder, cropping, division of space and placement of elements are the main concepts. Projects include designing from life, collaging and working with foreground/background and positive/negative space.
· Linoleum – Students will design block illustrations with awareness to strong foreground/background. Images will be carved into linoleum blocks and various printing techniques used to create a final piece. Problem solving through mixed media is encouraged.
· Portrait Drawing – A study of human anatomy, in particular the human face, will be the focus of this unit. Proportion, shading and use of various materials including pencil, charcoal and pastels will be taught. The final project is a pastel self-portrait.
· Ceramic Sculpture – An introduction to clay with hand-building techniques will be studied. Coil, slab and pinch techniques will be studied. Technology works together with research of ancient artifacts for the creation of a final ceramic piece. A creative artifact report is required with the final project.
· Art History – Artist of the Week: Every week throughout the year a famous artist or movement will be studied, beginning with the Prehistoric time period and culminating in Modern Art, present day. Students learn to understand art through the history of artists and the society they lived in. Emphasis is on critiquing art through a historian’s eyes. Quarterly exams will be given.
· Journals – Individual journals will be kept with daily facts posted. Student response and insight to artistic problems is discussed for a more in-depth look at art.
Grades:
Grades will be based on the following:
Quality, quantity and creativity of projects as well as process and progress: 60%
Art history notes and daily journal and sketchbooks: 15%
Quizzes, tests and final exams: 25%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Many of the projects are given “process” credit – awarded points based on correct technique and progress, giving students a chance to learn use of the materials before creating a final, graded project.
Homework:
While homework is rarely assigned, many students may need to work on projects at home to keep up with the pace of the class. Students who are more meticulous often need added time at home as well. Time spent may be 0 – 3 hours per week.
Speakers/Artists/Shows:
Local artists will speak and work in the classroom with students depending on grant monies and volunteers. Artwork is displayed in every available venue: the school library, district office and an end of the year show through AISD. Students are required to keep a portfolio of their completed work.
Classroom Expectations:
Respect, respect, respect. Respect is the key concept in the art department. Respect for the students themselves, for the instructor and for the materials and equipment. In-class behavior should be in accordance with the school policy and art department rules are posted in all classes. Tardies and unexcused absences CAN affect grades.
Fees & Materials:
All art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year. The art fee for 2010 – 2011 is $20.00 made payable to the Bowie Art Department, due September 4th.
Along with the art fee students are required to have a three-ring binder with lined paper with three dividers for daily journal entries and art history. This binder will be left in the art room at all times.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook homework will be assigned every week.
Sketchbook Assignments:
Students will be given 30 “assignments” on a sticker sheet that may be done in any order. Each sticker used must be attached to the back of the sketchbook page(s) used.
Date your entries.
Subject matter is your choice based on each assignment selected.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic games and other distractions are to be turned off and put
away unless you are given specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food or drinks are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Objective:
Students will work collaboratively both in and out of class. They will be required to read and write about art, sketch, examine the meanings, aesthetics and intent of art and learn how to critique their own and other’s work. This study will include world art as well as local through various units and activities such as museum visits, research, demonstrations, group work and media shows. Art from various cultural and geographical viewpoints will be discussed and observed in many of the assignments.
Assignment Areas:
· Drawing – How to “see” and how to draw. Beginning with a series of one or two day assignments designed to develop drawing skills students will start the process of learning to draw. Techniques will include analog drawing, illustrating feelings, ideas and thoughts rather than things), upside-down drawing, positive/negative space, contour drawing, shading, enlarging using grids and perspective. Study of the Elements of Art is the basis of this unit.
· Pen and Ink – Various inking techniques will be studied such as hatch, crosshatch, stipple, sketching and cartooning. Students will ink from photographs and still life studies. The final illustration will be the student’s choice with a “Texas” theme rendered in ink.
· Color Theory – Basic color theory, including color relationships, value, color mixing and matching and various painting techniques such as Impressionistic pointillism will be taught. Media technology and color experiments will be integrated into the unit.
· Painting – This is the culminating assignment in which students choose a masterpiece and using their learned skills, copy the artist’s style, color match and problem-solve the techniques used. Students learn under-painting and graduated color.
· Design and Composition – This is an introduction to the Principles of Design. Students are given several short assignments dealing with classic design concepts. Use of a viewfinder, cropping, division of space and placement of elements are the main concepts. Projects include designing from life, collaging and working with foreground/background and positive/negative space.
· Linoleum – Students will design block illustrations with awareness to strong foreground/background. Images will be carved into linoleum blocks and various printing techniques used to create a final piece. Problem solving through mixed media is encouraged.
· Portrait Drawing – A study of human anatomy, in particular the human face, will be the focus of this unit. Proportion, shading and use of various materials including pencil, charcoal and pastels will be taught. The final project is a pastel self-portrait.
· Ceramic Sculpture – An introduction to clay with hand-building techniques will be studied. Coil, slab and pinch techniques will be studied. Technology works together with research of ancient artifacts for the creation of a final ceramic piece. A creative artifact report is required with the final project.
· Art History – Artist of the Week: Every week throughout the year a famous artist or movement will be studied, beginning with the Prehistoric time period and culminating in Modern Art, present day. Students learn to understand art through the history of artists and the society they lived in. Emphasis is on critiquing art through a historian’s eyes. Quarterly exams will be given.
· Journals – Individual journals will be kept with daily facts posted. Student response and insight to artistic problems is discussed for a more in-depth look at art.
Grades:
Grades will be based on the following:
Quality, quantity and creativity of projects as well as process and progress: 60%
Art history notes and daily journal and sketchbooks: 15%
Quizzes, tests and final exams: 25%
Extra Credit is not offered. Students may redo work, dependent on circumstances (work was completed in a timely manner and effort put in) for a better grade on anything other than tests and quizzes.
Late work:
Excused absence – 2 days for completion, no point loss
Unexcused absence – 1 day for completion with point reduction equal to 20% of grade
Many of the projects are given “process” credit – awarded points based on correct technique and progress, giving students a chance to learn use of the materials before creating a final, graded project.
Homework:
While homework is rarely assigned, many students may need to work on projects at home to keep up with the pace of the class. Students who are more meticulous often need added time at home as well. Time spent may be 0 – 3 hours per week.
Speakers/Artists/Shows:
Local artists will speak and work in the classroom with students depending on grant monies and volunteers. Artwork is displayed in every available venue: the school library, district office and an end of the year show through AISD. Students are required to keep a portfolio of their completed work.
Classroom Expectations:
Respect, respect, respect. Respect is the key concept in the art department. Respect for the students themselves, for the instructor and for the materials and equipment. In-class behavior should be in accordance with the school policy and art department rules are posted in all classes. Tardies and unexcused absences CAN affect grades.
Fees & Materials:
All art students are responsible for the care and acquisition of their own materials. The art fee requested is a donation that makes the buying of professional materials possible. If you choose to not make the donation, you will be responsible for supplying your own materials throughout the year. The art fee for 2010 – 2011 is $20.00 made payable to the Bowie Art Department, due September 4th.
Along with the art fee students are required to have a three-ring binder with lined paper with three dividers for daily journal entries and art history. This binder will be left in the art room at all times.
Sketchbooks:
Sketchbooks are required and are a major portion of student grades. This is an advanced class and there is a higher expectation of the quality and creativity of work. Students must acquire, create or purchase a sketchbook as a record of REGULAR creative thinking outside the classroom. Sketchbook homework will be assigned every week.
Sketchbook Assignments:
Students will be given 30 “assignments” on a sticker sheet that may be done in any order. Each sticker used must be attached to the back of the sketchbook page(s) used.
Date your entries.
Subject matter is your choice based on each assignment selected.
Quality work is expected. The amount of effort you display is very obvious.
Sketchbook work is to be done outside of class.
Bowie High School is committed to maintaining an atmosphere in which students develop the desire to learn by working in partnership with parents, staff and community.
In order to meet this commitment, every student must be respectful of other students, of the staff and, therefore, of himself. The following rules are intended to help us all be respectful:
1. Use appropriate language. Swearing is not acceptable.
2. Be courteous to everyone. Bullying, harassing and hurtful remarks are not acceptable.
3. Be attentive to the teacher and other students. Cell phones, head sets, electronic games and other distractions are to be turned off and put
away unless you are given specific permission to use them.
4. Be on time and come with your materials. Tardiness and absence can effect your grade. Be here and be ready to learn.
5. Dress appropriately for school. If your attire is inappropriate (i.e., distracting to the learning process) you will be asked to change it.
6. Eating and drinking in class is a distraction for you and for other students. No food or drinks are permitted in the classroom.
____________________________________
Student Signature Date
____________________________________
Parent/Guardian Signature Date
Sunday, August 15, 2010
A.P. Studio Art Contract 2010-11
ADVANCED PLACEMENT STUDIO ART CONTRACT 2010 – 2011
PURPOSE:
The purpose of Advanced Placement is to prepare students for college. It also gives students the opportunity to place out of select college courses. The class is taught at an accelerated pace with higher-level thinking skills, outside projects and readings. Because of the nature of the course it is important that the instructor, the student and parents agree to commit the time and energy needed to complete the course successfully. There is a set criteria that must be met for this course in order for the student to receive Honors Credit (grade based on a 5.0 scale). Students not meeting the criteria will be graded on a 4.0 scale.
The Summer Assignment is to be completed and turned in on THE FIRST DAY OF CLASS - NO EXCEPTIONS. Remaining in the AP Studio Art class is dependent upon the student's commitment and completion of the summer work.
RESPONSIBILITIES:
Students are aware of the criteria for A.P. Studio Art and agree to accept the responsibility for the preparation needed to complete the course. They will participate in class, understand there will be work outside of class necessary to meet deadlines and are aware that if their behavior or work ethic falls below the standards required for this course that they will be moved to a non-AP level course. Every student in AP Studio Art is required to complete an Advanced Placement Portfolio by April 2010 in order to receive Advanced Placement credit. No exceptions.
Parents are aware of the criteria for A.P. Studio Art and understand the commitment needed for their student to be successful. Parents are aware there is a materials fee of $100.00 payable to Bowie High School AP Studio Art at the beginning of the year. Portfolios will be submitted May 6, 2011. Portfolio registration fees will be collected Spring 2011 (date to be determined).
AP STUDIO GRADNG:
The requirements for this course are that each student completes a minimum of 24 pieces. Students must be prepared to be well into the concentration section of the portfolio (i.e. have approximately 6 pieces completed) by the December break. Students will be graded on the quality and quantity of pieces they have each grading period. For works to qualify as completed they must be of photographic quality per portfolio requirements.
The grading scale correlates to the rubric of the Advanced Placement Studio Art standards:
5 = 95-100 4 = 88-94 3 = 80-87 2 = 70-79 1 = 0-69
ADVANCED PLACEMENT STUDIO ART CONTRACT:
I have read the purpose, responsibilities, fee and grading requirements of the Bowie High School Advanced Placement Studio Art Contract. I understand and agree to all the terms and conditions of this contract:
Student: _____________________________________________
Parent: _____________________________________________
Date: _____________________________________________
Art Material fee is due on or before September 4, 2011
Portfolio Application fees to Bowie High School (TBD Spring 2011)
PURPOSE:
The purpose of Advanced Placement is to prepare students for college. It also gives students the opportunity to place out of select college courses. The class is taught at an accelerated pace with higher-level thinking skills, outside projects and readings. Because of the nature of the course it is important that the instructor, the student and parents agree to commit the time and energy needed to complete the course successfully. There is a set criteria that must be met for this course in order for the student to receive Honors Credit (grade based on a 5.0 scale). Students not meeting the criteria will be graded on a 4.0 scale.
The Summer Assignment is to be completed and turned in on THE FIRST DAY OF CLASS - NO EXCEPTIONS. Remaining in the AP Studio Art class is dependent upon the student's commitment and completion of the summer work.
RESPONSIBILITIES:
Students are aware of the criteria for A.P. Studio Art and agree to accept the responsibility for the preparation needed to complete the course. They will participate in class, understand there will be work outside of class necessary to meet deadlines and are aware that if their behavior or work ethic falls below the standards required for this course that they will be moved to a non-AP level course. Every student in AP Studio Art is required to complete an Advanced Placement Portfolio by April 2010 in order to receive Advanced Placement credit. No exceptions.
Parents are aware of the criteria for A.P. Studio Art and understand the commitment needed for their student to be successful. Parents are aware there is a materials fee of $100.00 payable to Bowie High School AP Studio Art at the beginning of the year. Portfolios will be submitted May 6, 2011. Portfolio registration fees will be collected Spring 2011 (date to be determined).
AP STUDIO GRADNG:
The requirements for this course are that each student completes a minimum of 24 pieces. Students must be prepared to be well into the concentration section of the portfolio (i.e. have approximately 6 pieces completed) by the December break. Students will be graded on the quality and quantity of pieces they have each grading period. For works to qualify as completed they must be of photographic quality per portfolio requirements.
The grading scale correlates to the rubric of the Advanced Placement Studio Art standards:
5 = 95-100 4 = 88-94 3 = 80-87 2 = 70-79 1 = 0-69
ADVANCED PLACEMENT STUDIO ART CONTRACT:
I have read the purpose, responsibilities, fee and grading requirements of the Bowie High School Advanced Placement Studio Art Contract. I understand and agree to all the terms and conditions of this contract:
Student: _____________________________________________
Parent: _____________________________________________
Date: _____________________________________________
Art Material fee is due on or before September 4, 2011
Portfolio Application fees to Bowie High School (TBD Spring 2011)
Sunday, August 01, 2010
APAH August 2010 Calendar
8/23
Summer Work Due
Overview PP…
Week 1 handouts
Slide List 1 & Blog
8/24
What is Art?
How this class works – Formats
PPT continued…
8/25
What is Context?
PPT continued…
8/26
Prehistoric
8/27
Quiz 1 – Early 20th Century
Homework 2-Mesopotamia
8/30
Sumerian
How to Analyze Sculpture
Slide List 2 & Blog
8/31
Sumerian
Function & Context
Summer Work Due
Overview PP…
Week 1 handouts
Slide List 1 & Blog
8/24
What is Art?
How this class works – Formats
PPT continued…
8/25
What is Context?
PPT continued…
8/26
Prehistoric
8/27
Quiz 1 – Early 20th Century
Homework 2-Mesopotamia
8/30
Sumerian
How to Analyze Sculpture
Slide List 2 & Blog
8/31
Sumerian
Function & Context
Monday, January 25, 2010
APAH Unit Test 4 - Migratory to Gothic Study Guide
What you need to know:
• Medieval and Migratory –The “Saint Matthew(s)” including the Book of Durrow, Lindesfarne gospels, Ebbo Gospels, and Coronation Gospels, Charlemagne and his importance and influence, differences between the early Medieval and Migratory art periods and their context (Anglo-Saxon, Hiberno-Saxon, Viking, Carolingian and Ottonian, how Christ was viewed (Pantokrator) and how that view changes, Sutton Hoo and its importance
• Romanesque – what does “Romanesque” mean?, parts of a Romanesque portal, eight characteristics of a Romanesque pilgrimage church, dates of the Romanesque period, context for Romanesque and the churches, Abbot Suger and his importance, Y1K and its significance, monasteries and why they were important, Crusades and their significance, significance of stone carving as a hallmark, how the human body was “represented” (canon?)
• Gothic - seven characteristics of Gothic cathedrals, stylistic changes in Gothic architecture and their names (Flamboyant, Rayonnant, Perpendicular, etc.), movement toward greater realism (the N word!), how the human body was portrayed (its reemergence), Giorgio Vasari, significance of Paris, lux nova, Jean Pucelle, “Notre Dame” (the Virgin) and Her significance
• Vocabulary – cloisonné, zoomorphic, manuscript illumination, interlacing, scriptoria, vellum, carpet page, reliquary, nave, transept, crossing, radiating chapels, ambulatory, choir, triforium, tribune, westwork, cloister, tympanum, trumeau, archivolts, jambs, voussiors, groin vaults, barrel vault, mandorla, buttress, compound pier, column statues, rose window, lancet window, pointed arch, rib groin vault, stained glass, flying buttress, tracery, verticality, fan vaulting
Images to know:
• Migratory and Medieval –Sutton Hoo Ship, Lindisfarne Gospels, Book of Kells, Ebbo Gospel, the Saint Matthew images (all), Equestrian statue of Charlemagne (Charles the Bald?), royal chapel at Aachen, St, Michael at Hildensheim, Bernwald’s column, Bronze doors of St, Michael’s, Gero crucifix
• Romanesque – Saint-Sernin, Toulouse, France; Bayeux Tapestry, Morgan Madonna, reliquaries (various), Modena Cathedral reliefs (Wiligelmo creation of Adam and Eve), The Pilgrimage Church at Vezelay, Pisa Complex, Durham Cathedral, England
• Gothic – Rottgen Pieta, Death of the Virgin at Strasbourg Cathedral, Virgian of Jeanne d’Evreux, Chartres (west, north and south portals and their differences) Visitation, jamb statues, Reim Cathedral, The Virgin of Paris, Ekkehard and Uta-Naumburg figures, St. Denis, Notre Dame, Paris, Laon Cathedral, Amiens Cathedral, Reims Cathedral, Sainte-Chapelle, Salisbury Cathedral, Milan Cathedral, Cologne Cathedral, Bamberg Rider, the Royal Portal at Chartres, Throne of Wisdom, Porch of the Confessors
• Medieval and Migratory –The “Saint Matthew(s)” including the Book of Durrow, Lindesfarne gospels, Ebbo Gospels, and Coronation Gospels, Charlemagne and his importance and influence, differences between the early Medieval and Migratory art periods and their context (Anglo-Saxon, Hiberno-Saxon, Viking, Carolingian and Ottonian, how Christ was viewed (Pantokrator) and how that view changes, Sutton Hoo and its importance
• Romanesque – what does “Romanesque” mean?, parts of a Romanesque portal, eight characteristics of a Romanesque pilgrimage church, dates of the Romanesque period, context for Romanesque and the churches, Abbot Suger and his importance, Y1K and its significance, monasteries and why they were important, Crusades and their significance, significance of stone carving as a hallmark, how the human body was “represented” (canon?)
• Gothic - seven characteristics of Gothic cathedrals, stylistic changes in Gothic architecture and their names (Flamboyant, Rayonnant, Perpendicular, etc.), movement toward greater realism (the N word!), how the human body was portrayed (its reemergence), Giorgio Vasari, significance of Paris, lux nova, Jean Pucelle, “Notre Dame” (the Virgin) and Her significance
• Vocabulary – cloisonné, zoomorphic, manuscript illumination, interlacing, scriptoria, vellum, carpet page, reliquary, nave, transept, crossing, radiating chapels, ambulatory, choir, triforium, tribune, westwork, cloister, tympanum, trumeau, archivolts, jambs, voussiors, groin vaults, barrel vault, mandorla, buttress, compound pier, column statues, rose window, lancet window, pointed arch, rib groin vault, stained glass, flying buttress, tracery, verticality, fan vaulting
Images to know:
• Migratory and Medieval –Sutton Hoo Ship, Lindisfarne Gospels, Book of Kells, Ebbo Gospel, the Saint Matthew images (all), Equestrian statue of Charlemagne (Charles the Bald?), royal chapel at Aachen, St, Michael at Hildensheim, Bernwald’s column, Bronze doors of St, Michael’s, Gero crucifix
• Romanesque – Saint-Sernin, Toulouse, France; Bayeux Tapestry, Morgan Madonna, reliquaries (various), Modena Cathedral reliefs (Wiligelmo creation of Adam and Eve), The Pilgrimage Church at Vezelay, Pisa Complex, Durham Cathedral, England
• Gothic – Rottgen Pieta, Death of the Virgin at Strasbourg Cathedral, Virgian of Jeanne d’Evreux, Chartres (west, north and south portals and their differences) Visitation, jamb statues, Reim Cathedral, The Virgin of Paris, Ekkehard and Uta-Naumburg figures, St. Denis, Notre Dame, Paris, Laon Cathedral, Amiens Cathedral, Reims Cathedral, Sainte-Chapelle, Salisbury Cathedral, Milan Cathedral, Cologne Cathedral, Bamberg Rider, the Royal Portal at Chartres, Throne of Wisdom, Porch of the Confessors
Tuesday, December 08, 2009
Art 1 Final Study Guide
You should know the following terms and their definitions for the Art 1 Final:
Color Terms:
1. Tint
2. Shade
3. Value
4. Hue
5. Cool colors
6. Warm colors
7. Analogous colors
8. Color wheel (colors in correct order)
9. Monochromatic color scheme
10. Complimentary colors
11. Primary colors
12. Secondary colors
13. Under painting
Drawing and design terms:
1. Contour line drawing – 4 types of contours
2. Negative space
3. Texture
4. Enlarging with a grid
5. Highlights
6. Shading – 4 types of shading
Principles of Design:
1. Harmony
2. Proportion
3. Asymmetrical balance
4. Symmetrical balance
5. Cropping
6. Deconstruct
7. Emphasis
8. Rhythm
9. Variety
Elements of Art:
1. Line
2. Color
3. Shape
4. Value
5. Texture
6. Form
7. Space
Color Terms:
1. Tint
2. Shade
3. Value
4. Hue
5. Cool colors
6. Warm colors
7. Analogous colors
8. Color wheel (colors in correct order)
9. Monochromatic color scheme
10. Complimentary colors
11. Primary colors
12. Secondary colors
13. Under painting
Drawing and design terms:
1. Contour line drawing – 4 types of contours
2. Negative space
3. Texture
4. Enlarging with a grid
5. Highlights
6. Shading – 4 types of shading
Principles of Design:
1. Harmony
2. Proportion
3. Asymmetrical balance
4. Symmetrical balance
5. Cropping
6. Deconstruct
7. Emphasis
8. Rhythm
9. Variety
Elements of Art:
1. Line
2. Color
3. Shape
4. Value
5. Texture
6. Form
7. Space
Sunday, November 15, 2009
APAH Slide List Quiz 11/20/09
You are responsible to know the information on the images below, including the time period they were created in. Quizzes will be graded on complete accuracy of information.
1. The Good Shepherd, Catacomb of Sts. Peter & Marcellinus, Rome, 4th century
2. Christ seated, Civita Latina, Italy, 350-375 CE
3. Old Saint Peter’s, Rome, Italy 320
4. Santa Costanza, Rome, Italy, 337-351
5. Vault mosaic in ambulatory, Santa Costanza, Rome, Italy, 337-351
6. The Parting of Lot and Abraham, mosaic, Santa Maria Maggiore, Rome, Italy,
432-440
7. Mausoleum of Galla Placidia, Ravenna, Italy, 425
8. Christ as the Good Shepherd, mosaic, Galla Placidia, Ravenna, Italy, 425
9. Interior of Saint’Apollinare Nuovo, Ravenna, Italy, 504
10. Suicide of Judas/Crucifixion of Christ, ivory box, 420
1. The Good Shepherd, Catacomb of Sts. Peter & Marcellinus, Rome, 4th century
2. Christ seated, Civita Latina, Italy, 350-375 CE
3. Old Saint Peter’s, Rome, Italy 320
4. Santa Costanza, Rome, Italy, 337-351
5. Vault mosaic in ambulatory, Santa Costanza, Rome, Italy, 337-351
6. The Parting of Lot and Abraham, mosaic, Santa Maria Maggiore, Rome, Italy,
432-440
7. Mausoleum of Galla Placidia, Ravenna, Italy, 425
8. Christ as the Good Shepherd, mosaic, Galla Placidia, Ravenna, Italy, 425
9. Interior of Saint’Apollinare Nuovo, Ravenna, Italy, 504
10. Suicide of Judas/Crucifixion of Christ, ivory box, 420
Monday, October 19, 2009
Saturday, October 17, 2009
AP Studio Sketchbook 2009-10
These are to be used as prompts and “jumping off” places for your sketchbooks. I expect each sketchbook to show evidence of critical and intelligent thinking (as opposed to the “Oh c---! I forgot I have a sketchbook due today!”). I would like to have you include deconstruction/transfers/techniques of interest…
Here’s the new list:
Ballpoint pen
Contradiction
Jim Dine tools
Dirty Water drawing with Sharpie (weighted line)
5 drawings on top of each other
Exaggeration
Mechanics of an Object
Less than an Inch
Art History Revealed
I hate these things!
Drawing with Colored Paper
Lonely……..Object
Random Acts of Art
Mundane
Manmade vs. Nature
Masking Tape patterns and Colors
A word and Visual Description
Free Space
All that and the Kitchen Sink
Loquacious
Messiest vs. Cleanest
Dot Drawing (only a pencil eraser and ink)
Object I found at this location (collage design only)
Here’s the new list:
Ballpoint pen
Contradiction
Jim Dine tools
Dirty Water drawing with Sharpie (weighted line)
5 drawings on top of each other
Exaggeration
Mechanics of an Object
Less than an Inch
Art History Revealed
I hate these things!
Drawing with Colored Paper
Lonely……..Object
Random Acts of Art
Mundane
Manmade vs. Nature
Masking Tape patterns and Colors
A word and Visual Description
Free Space
All that and the Kitchen Sink
Loquacious
Messiest vs. Cleanest
Dot Drawing (only a pencil eraser and ink)
Object I found at this location (collage design only)
APAH Greek Architecture Quiz for Haleigh
1. The Hellenistic sculptural group Michelangelo revealed was beyond his ability: _____________________________
2. In relief sculpture, the term used when all heads are kept at the same level to preserve unity of design: _________________________
3. An architectural term for a round temple is: __________________
4. The names for the “end” spaces of a Greek temple: ________________and_________________________
5. The name of the patron in charge of the Parthenon’s architectural programs:________________
6. In a Greek temple, the architectural term used to describe the outward swelling of the column shafts as they rise and then taper: ______________________________________
7. Complete the following regarding the buildings on the Acropolis constructed during the Classical period:
Name of Building Date/Order Function
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. List the four sculpture programs of the Parthenon and their subject matter:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. The name of the most Hellenistic architectural and sculptural (combination) monument: ______________________________. Its patron: ______________________________________
10. Label the parts of this Greek temple:
a. _________________________
b. _________________________
c. _________________________
d. _________________________
e. ______________________________________
2. In relief sculpture, the term used when all heads are kept at the same level to preserve unity of design: _________________________
3. An architectural term for a round temple is: __________________
4. The names for the “end” spaces of a Greek temple: ________________and_________________________
5. The name of the patron in charge of the Parthenon’s architectural programs:________________
6. In a Greek temple, the architectural term used to describe the outward swelling of the column shafts as they rise and then taper: ______________________________________
7. Complete the following regarding the buildings on the Acropolis constructed during the Classical period:
Name of Building Date/Order Function
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. List the four sculpture programs of the Parthenon and their subject matter:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. The name of the most Hellenistic architectural and sculptural (combination) monument: ______________________________. Its patron: ______________________________________
10. Label the parts of this Greek temple:
a. _________________________
b. _________________________
c. _________________________
d. _________________________
e. ______________________________________
Monday, October 12, 2009
APAH Quiz 7
Art History Quiz – Greek Architecture
1. In a Greek temple, the architectural term used to describe the outward swelling of the column shafts as they rise and then taper: ______________________________________
2. The sculpted maidens that replace a column: _____________________________
3. In relief sculpture, the term used when all heads are kept at the same level to preserve unity of design: ____________________________________________________
4. An architectural term for a temple surrounded on all sides with columns: __________________
5. The names (both of them!) for the largest interior space of a Greek temple: ________________ or _________________________
6. The name of the sculptor in charge of the Parthenon’s sculpture programs: ________________
7. Complete the following regarding the buildings on the Acropolis constructed under the leadership of Pericles:
Name of Building Date/Order Function
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. List the four sculpture programs of the Parthenon and their subject matter:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. The name of the most Hellenistic architectural monument: ______________________________
Its patron: _______________________________________
10. Label the parts of a Greek temple: (image to be provided!)
a. _________________________
b. _________________________
c. _________________________
d. _________________________
e. _________________________
f. _________________________
g. _________________________
h. _________________________
i. _________________________
1. In a Greek temple, the architectural term used to describe the outward swelling of the column shafts as they rise and then taper: ______________________________________
2. The sculpted maidens that replace a column: _____________________________
3. In relief sculpture, the term used when all heads are kept at the same level to preserve unity of design: ____________________________________________________
4. An architectural term for a temple surrounded on all sides with columns: __________________
5. The names (both of them!) for the largest interior space of a Greek temple: ________________ or _________________________
6. The name of the sculptor in charge of the Parthenon’s sculpture programs: ________________
7. Complete the following regarding the buildings on the Acropolis constructed under the leadership of Pericles:
Name of Building Date/Order Function
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
8. List the four sculpture programs of the Parthenon and their subject matter:
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
9. The name of the most Hellenistic architectural monument: ______________________________
Its patron: _______________________________________
10. Label the parts of a Greek temple: (image to be provided!)
a. _________________________
b. _________________________
c. _________________________
d. _________________________
e. _________________________
f. _________________________
g. _________________________
h. _________________________
i. _________________________
Thursday, October 08, 2009
Thursday, September 10, 2009
(Psssst! Answers to the Friday Quiz below!)
Remember, your own answers may be wonderful and another way of looking at art so don't go changing a good thing you have, my Junior Art historians!
1. silhouette
2. undulating
3. shaman
4. abstraction, schematic
5. mimetic
6. no written language, no context to base observations on
7. additive, subtractive
8. Leonard Woolley
9. post and lintel
10. temple, tomb, votive with interior, block statue, sarcaphogi, mastabe, urn (with organs)
11. physical, artist/patron, historical, concepts/ideas
apparently there is no 12!
13. What is determined by context. The intended purpose of a thing.
14. To show movement, conceptual rather than optical
15. Afterlife will be rewarded (votives and offerings), gods live in "heaven" (temples on top of mastabas)
1. silhouette
2. undulating
3. shaman
4. abstraction, schematic
5. mimetic
6. no written language, no context to base observations on
7. additive, subtractive
8. Leonard Woolley
9. post and lintel
10. temple, tomb, votive with interior, block statue, sarcaphogi, mastabe, urn (with organs)
11. physical, artist/patron, historical, concepts/ideas
apparently there is no 12!
13. What is determined by context. The intended purpose of a thing.
14. To show movement, conceptual rather than optical
15. Afterlife will be rewarded (votives and offerings), gods live in "heaven" (temples on top of mastabas)
Sunday, September 06, 2009
APAH Quiz Week 3
APAH Quiz 9-11-09
Kuntz
Vocabulary/Ideas and Concepts/Facts/Art and Architecture Terms
Clearly print or write your answers on the lines provided:
1. What is “The outline of a figure/form viewed as circumscribing a mass” called: ______________
2. The word often used to describe a surface that curves in and out: _________________________
3. A religious person thought to have special powers of healing or seeing the future: ____________
4. The simplest, most direct presentation of an image (often just using line): __________________ or _______________________.
5. The Greek word for the idea that earliest “art” was just copying nature: ____________________
6. Why is the function and context of Prehistoric art unknown?: ____________________________
7. The two basic methods of making sculpture are _________________or ____________________
8. Who discovered the Royal Cemetery of Ur? ___________________________________________
9. The method of construction used in Stonehenge ___________________and ________________
10. What is sacred space in ancient cultures? ____________________________________________________________________________________________________________________________________________________________
11. What are the 4 ways of thinking of context?
12. ________________ 2._________________ 3. _________________ 4.___________________
13. What is function? _______________________________________________________________
14. Why was twisted perspective (two points of view in the representation of a single figure) used? ____________________________________________________________________________________________________________________________________________________________
15. What was the Sumerian view of “afterlife” and name an example. Be specific. ______________________________________________________________________________
Kuntz
Vocabulary/Ideas and Concepts/Facts/Art and Architecture Terms
Clearly print or write your answers on the lines provided:
1. What is “The outline of a figure/form viewed as circumscribing a mass” called: ______________
2. The word often used to describe a surface that curves in and out: _________________________
3. A religious person thought to have special powers of healing or seeing the future: ____________
4. The simplest, most direct presentation of an image (often just using line): __________________ or _______________________.
5. The Greek word for the idea that earliest “art” was just copying nature: ____________________
6. Why is the function and context of Prehistoric art unknown?: ____________________________
7. The two basic methods of making sculpture are _________________or ____________________
8. Who discovered the Royal Cemetery of Ur? ___________________________________________
9. The method of construction used in Stonehenge ___________________and ________________
10. What is sacred space in ancient cultures? ____________________________________________________________________________________________________________________________________________________________
11. What are the 4 ways of thinking of context?
12. ________________ 2._________________ 3. _________________ 4.___________________
13. What is function? _______________________________________________________________
14. Why was twisted perspective (two points of view in the representation of a single figure) used? ____________________________________________________________________________________________________________________________________________________________
15. What was the Sumerian view of “afterlife” and name an example. Be specific. ______________________________________________________________________________
Saturday, August 01, 2009
APAH Calendar 2009-10
August 2009 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | |||||
2 | 3 | 4 | 5 | 6 | 7 | 8 |
9 | 10 | 11 | 12 | 13 | 14 | 15 |
16 | 17 | 18 | 19 | 20 | 21 | 22 |
23 | 24 Summer Work Due Overview PP Week 1 handouts Slide List 1 | 25 What is Art? How this class works - Formats | 26 Prehistoric What is Context? | 27 Sumerian | 28 Quiz 1 – Prehistoric Homework 1 | 29 |
30 | 31 Sumerian How to Analyze Sculpture | Notes: Check out the APAH Site at www.kuntzarts.blogspot.com/ For extra credit and tidbits that will make you a trivia aficionado! | ||||
September 2009 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 Sumerian Function & Context | 2 Acadian Neo-Sumerian Babylonian Hittite | 3 Acadian Neo-Sumerian Babylonian Hittite | 4 Quiz 2 – Sumerian Hmk 2 | 5 | |
6 | 7 No School | 8 Old & New Kingdom Egyptian Conventions & Canons | 9 Old & New Kingdom Egyptian Conventions & Canons | 10 Old Kingdom Egyptian Architecture (terminology) | 11 Quiz 3 – Acadian, Neo-Sumerian Hmk 3 | 12 |
13 | 14 New Kingdom Egyptian Architecture (terminology) | 15 Egyptian Painting Amarna, What is this style? | 16 | 17 Review/Catch Up | 18 Unit Test #1 Prehistoric – Egyptian
Hmk 4 | 19 |
20 | 21 Proto-Greek Cycladic, Minoan, Mycenaean Context | 22 Abstraction What is Appropriation? Elements of Design | 23 Greek Context & Sculpture | 24 Greek Context & Sculpture | 25 Quiz 4 – Proto-Greek Hmk 5 | 26 |
27 | 28 Greek Sculpture | 29 Greek Architecture | 30 Greek Architecture | Notes: | ||
October 2009 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 Greek Architecture | 2 Quiz 5 – Greek Sculpture & Architecture Hmk 6 | 3 | |||
4 | 5 Greek Painting Black & Red Vase Painting | 6 Greek Painting | 7 Etruscan (Roman Context) | 8 Etruscan | 9 Quiz 6 – Greek Painting & Etruscan Hmk 7 | 10 |
11 | 12 Roman Republic Architecture & Temples Appropriation & Propaganda | 13 Roman Republic | 14 Roman Imperial Roman building technologies | 15 Roman Sculpture | 16 Quiz 7 – Roman Architecture & Sculpture Hmk 8 | 17 |
18 | 19 Staff Development
| 20 Roman Sculpture | 21 Roman Wall Painting – fresco, illusionism & creating space in painting | 22 Roman Painting | 23 Unit Test #2 – Proto-Greek to Roman Hmk 9 | 24 |
25 | 26 Early Christian Context Sculpture Painting | 27 Early Christian | 28 Early Christian | 29 | 30 Quiz 8 – Early Christian Hmk 10 | 31 |
November 2009 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
1 | 2 Byzantine Architecture & Mosaics | 2 Byzantine | 4 Migratory Art Viking Hiberno-Saxon | 5 Migratory Art Carolingian | 6 Quiz 9 – Byzantine & Migratory Hmk 11 | 7 |
8 | 9 Staff Development | 10 Carolingian & Ottonian | 11 Romanesque Context Architecture | 12 Romanesque Architecture | 13 Quiz 10 – Carolingian/ Ottonian/ Romanesque Hmk 12 | 14 |
15 | 16 | 17 | 18 | 19 | 20 | 21 |
22 | 23 | 24 | 25 Thanksgiving | 26 Thanksgiving | 27 Thanksgiving | 28 |
29 | 30 | Notes: | ||||
December 2009 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 | 3 | 4 | 5 | |
6 | 7 | 8 | 9 | 10 | 11 | 12 |
13 | 14 | 15 | 16 | 17 | 18 Plan & Prep No Students | 19 |
20 | 21 Christmas Break | 22 Christmas Break | 23 Christmas Break | 24 Christmas Break | 25 Christmas Break | 26 |
27 | 28 Christmas Break | 29 Christmas Break | 30 Christmas Break | 31 Christmas Break | Notes: | |
January 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 Christmas Break | 2 | ||||
3 | 4 Staff Development | 5 | 6 | 7 | 8 | 9 |
10 | 11 | 12 | 13 | 14 | 15 | 16 |
17 | 18 No School | 19 | 20 | 21 | 22 | 23 |
24 | 25 | 26 | 27 | 28 | 29 | 30 |
31 | Notes: | |||||
February 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 | 3 | 4 | 5 | 6 |
7 | 8 | 9 | 10 | 11 | 12 Staff Development | 13 |
14 | 15 Staff Development | 16 | 17 | 18 | 19 | 20 |
21 | 22 | 23 | 24 | 25 | 26 | 27 |
28 | Notes: | |||||
March 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 | 3 | 4 | 5 | 6 |
7 | 8 | 9 | 10 | 11 | 12 | 13 |
14 | 15 Spring Break Italy/Greece 2010! | 16 Spring Break Italy/Greece 2010! | 17 Spring Break Italy/Greece 2010! | 18 Spring Break Italy/Greece 2010! | 19 Spring Break Italy/Greece 2010! | 20 |
21 | 22 | 23 | 24 | 25 | 26 | 27 |
28 | 29 | 30 | 31 | Notes: | ||
April 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 No School | 3 | |||
4 | 5 | 6 | 7 | 8 | 9 | 10 |
11 | 12 | 13 | 14 | 15 | 16 | 17 |
18 | 19 | 20 | 21 | 22 | 23 | 24 |
25 | 26 | 27 | 28 | 29 | 30 | Notes: |
May 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | |||||
2 | 3 | 4 | 5 | 6 | 7 | 8 |
9 | 10 | 11 | 12 | 13 | 14 | 15 |
16 | 17 | 18 | 19 | 20 | 21 | 22 |
23 | 24 | 25 | 26 | 27 | 28 | 29 |
30 | 31 No School | Notes: | ||||
June 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 | 3 | 4 | 5 | |
6 | 7 | 8 | 9 | 10 | 11 | 12 |
13 | 14 | 15 | 16 | 17 | 18 | 19 |
20 | 21 | 22 | 23 | 24 | 25 | 26 |
27 | 28 | 29 | 30 | Notes: | ||
July 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
Notes: | 1 | 2 | 3 | |||
4 | 5 | 6 | 7 | 8 | 9 | 10 |
11 | 12 | 13 | 14 | 15 | 16 | 17 |
18 | 19 | 20 | 21 | 22 | 23 | 24 |
25 | 26 | 27 | 28 | 29 | 30 | 31 |
August 2010 | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
1 | 2 | 3 | 4 | 5 | 6 | 7 |
8 | 9 | 10 | 11 | 12 | 13 | 14 |
15 | 16 | 17 | 18 | 19 | 20 | 21 |
22 | 23 | 24 | 25 | 26 | 27 | 28 |
29 | 30 | 31 | Notes: | |||
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