Finger Painting
Experiment
Special thanks:
Phyllis Burstein
APSI Consultant
Herb Weaver
APSI Consultant
Jeff Seaberg
APInstructor
Hong Kong International School
Snack vs Chef:TV show where chefs are challenged to develop new snacks.This contestant creates a sticky snack inspired by Cheetos residue and childhood memories.
Lesson: Choose something about to incorporate into your current and/or artwork.It could be residue fingers.You might experiment because it leaves residue on your
You could choose the marketing as promoting unhealthy snacking art about media images and packaging.
Phyllis Burstein
Lincoln Park High pburstein.ap.art@gmail.com
Challenge about Cheetos current investigation residue on your experiment with charcoal your fingers. marketing of Cheetos snacking and make packaging.
Chicago pburstein.ap.art@gmail.com
Bethany College
Herb Weaver
1. Students choose a word describing the next step in their portfolio.
2. White/black paint, gloves, paper Make finger painting inspired by word.
3. Inspired by finger paintings,, Make process slide for the next artwork Burstein
High School, Chicago pburstein.ap.art@gmail.com
Word: Consciousness
Idea: an animal’s perception of its own mortality.
Course Overview Slideshow: Course Overview + Template
This is my go-to slideshow that I refer back to throughout the year. Covers everything development.
All resources for my summer learning assignments: Mindmap, Research, Sketchbook usually meet with future AP students in April / May to go through the course
Mindmaps
Research Assignment (Art 21)
5 Experimental Self-Portraits - “The Sky’s the Limit”Assignment
Debi Milligan - Cambridge Rindge and Latin, Massachusetts
First Stage - Sticky Note Critique
● Introduction to the idea that we will be giving each other feedback
● Non - confrontational
● Easing them into the “revision”
Second Stage - Positive Only Critique
● First live discussion critique
● Image of work is posted on Padlet
● Only discussed what was successful
● Can give teacher feedback privately
Final Stage - Normal Critique
● Live discussion critique
● Image of work is posted on Padlet
● Students weigh in on what they believe the art is about & what really stands out to them
● Artist discusses intention and process
● Students then give feedback/ideas to help artist better achieve their message
● Artist writes down the ideas/feedback
Norcross High School, GA
courtney.escorza@gcpsk12.org
Courtney Escorza
I print this handout (laminate to use for multiple years) and bring them out for live critiques.
Students experiment with new materials set up throughout the room:
*NevrDull on magazine images
*Molding Paste to build texture
*Glass Beads for magnification
*Oil Pastel/Watercolor resist
*MaskingTape “stencils”
*Stitching as “drawing”
*Gel Medium transfers
*PackingTape transfers
*Linocut
*Shaving Cream/Food Coloring
*Etc… Etc… Etc…
(these all go in a homemade book)
***all Kelly Las
Using a fairy tale as a jumping off point, create a new work of art focusing on the dark aspects of the story
Rebecca Sirevaag
North Pole High School
North Pole,Alaska
rebecca.sirevaag@k12northstar.org
This is a google Slide I created that helps students stay organized throughout the year with their SI
Two full page spread for each of the following.
● One artist inspiration
○ Artist's full name
○ minimum of 3 interesting facts (citation written in book)
○ high-quality color (or black and white if they worked that way) printout of at least one of his/her's artwork (citation written in book)
○ attempt at their style or subject of study
● One Concept Exploration / Media study of a medium you have never used or a comfortable media that you challenged the normal way it is used (Brain Breaks can be used as a starting point but further exploration must take place to count for Media Study portion of the Visual Journal assignment.)
○ Title of media you studied or concept you explored
○ provided examples of your creations
○ document what you learned
○ document challenges you overcame
○ document how you may use it in your art
● One based on one of the following prompts (these prompts change for each graded assignments)
○ rough
○ invigorating
○ fixate
■ title of prompt chosen
■ explanation of the prompt and the created art
■ suggested: mind-mapping or stream of writing to explore the prompt before creating the piece
Directions:Take a process image to show evidence of practice.
Expectations:
Turn in an Instagram-worthy process image of you practicing with your chosen Put as much information in the photo as possible.
Objective::
● Students will learn how Sketchbook Explorations can further experimentation ideas.
● Students will learn tips and tricks for building and creating a dynamic
Directions:
1. Choose a sketchbook page that you drew thumbnails in, preferably your
2. Use the ideas and practices stated in the attached lesson to further develop spread. (I show the kids good sketchbook examples)
3. Take a photo of your spread on a white or black background and turn it in
experimentation and spark new dynamic sketchbook spread.
SI idea. develop your sketchbook in for a grade.
CHOOSE A SUBJECT for 3 Haikus, write them in a 5,7,5 syllable structure.
SHOW YOUR WORK - Brainstorm, mind map, gather descriptive information, note insights, list descriptive adjectives, list emotions, note the mental imagery evoked, note surprise relationships, and endings or twists included about your subject:
· list the topic of each Haiku.
· share why you chose this topic.
· describe the twist within this topic.
· write in the present tense.
· include sensory details about your subject.
· include concrete details.
· try to include a surprise ending.
· include a title for each Haiku.
· create Haikus that are self-reflective.
Seasons
Amidstthestillpond Lotusblossomswithpurestgrace Cleansingmurkydepths
Carousel
Horses standing still As the moon begins to rise, They run for the hills
Create “an artwork”. This artwork is to be based on, or informed by, one of the Haikus you created for this assignment (include the Haiku)
Michael Knight - Brentwood School, LACA90049
mknight@bwscampus.com
APSA Struggle
Line, shape, value, ink. Composition can unite.
