Deconstructed Text

Students deconstructed text using scissors cut out three letter forms of varying sizes from white paper, and their counter forms from black paper.  They used as the basic elements to form black paper.  The letters were used as the basic elements to explore the dynamics of form and space.  The letters were not intended to have a specific meaning, but as familiar form. The letters should avoid becoming pure abstractions and maintain a basic sense of meaning as to whether they are upright, tilted or upside-down, which adds to the sense of dynamics within the composition.  This project is designed to help students look at design as only a design with no meaning.

 

Areas Being Graded	Available Points
Design Requirements:  Did the student create black and white design that show form, space, and balance?  Is the work approximately 50% white to 50% black?  Did the student choose 2 or 3 different letters and show them in upper case, lower case, black, and white? Did the student rotate some of the letters?  Did the student use the letters to make design, and not a specific meaning?	70
Originally and Creativity:  Did the student use an inventive, creative approach, designing novel artwork in an original way?	10
Effort:  Did the student use project time wisely, follow instructions, use the correct materials and procedure, help in clean up, and make an effort to understand the purpose and goals of the assignment?	10
Workmanship:  Did the student complete the project using clean and precise lines, neatly finished with excellent craftsmanship, proper mixing and or application techniques with each medium?	10

MC Escher Tessellation Spheres: In-Progress

More student work.

Finished Geometric Shape Still Life's

Some of the finish student work.

Tessellation Spheres: In-Progress

Building the Surface Design: It was a challenge to make the flat design fit the 3D sphere but they are coming out so nice.

Geometric Shape Practice

For this project students drew and shaded white geometric shapes. The shape were provided. The students worked together as a table to set up a still life using the shapes. All student were required to a part of all of the shapes. Students were encouraged to draw from direct observation and focus on contrast and form.

These were some of the practice drawing student did in their sketchbooks prior to the 14x16 final.

Clay Personal Zodiac Tessellated Spheres

Students will create a tessellated sphere using eight triangles.  Four of the triangle will be the student’s zodiac sign the other four triangles will be a design by the student of anything that represents themselves. Students will first mage the design using the special graph paper made by the teacher.  The student will then ink their design.  The teacher will then photo copy it twice.  The student will construct the negative space triangle using the two photo copies and the first created design. They will create a design in the negative space.  They will then create a template of triangles for their sphere.  After approved they will create their sphere and transfer design onto it. The design should be a low relief with excellent craftsmanship.   The student should create a base to use for work time and for the finished product.  Students will finish with under glazing and antiquing the fired artwork.

These are some of the first Drawings:

Sketch Book Cover

All students in all of my classes completed a self representative collage. They spent a week on them and included their name in a stylistic way. They presented and described they to the class in a critique. They also had the say who they used one on the Principles of Design in their artwork.