TEACHING // HIGH SCHOOL

 

COLLAGE LANDSCAPE

Student work samples from:  Modoc High School, Alturas, CA. Course: Art 1.

After completing a unit on one-point and atmospheric perspective, students (grades 9-12) created collage landscapes with a special focus on creating the illusion of space and depth.


"MASTER-STYLE" TEMPERA PAINTING

Student work samples from:  St. John the Baptist Diocesan High School, West Islip, NY. Course: Studio in Art.

Students (grades 10-12) created an original painting emulating the style of a Master artist.  Objectives for the unit included being able to: identify and describe paintings by their “chosen” artist; understand and explain the painting techniques employed by that artist; define the word “style” and explain which elements constitute their own; apply that style to an original image of their choice; use tempera paints for a variety of effects:  diffused with water, thick heavy brushstrokes, etc.

Hover over each image to see which master artist's style the student emulated.


1-PT PERSPECTIVE EXTERIOR

Student work samples from: Modoc High School, Alturas, CA; St. John the Baptist Diocesan High School, West Islip, NY. Course: Art 1 (CA); Studio in Art (NY).

Students (grades 9-12) used one-point perspective to draw an original cityscape or landscape. Part of the assignment included doing visual research and incorporating at least three “real” objects, based on photos.


COLOR THEORY COMPOSITION

Student work samples from: Modoc High School, Alturas, CA; St. John the Baptist Diocesan High School, West Islip, NY. Course: Art 1 (CA); Studio in Art (NY).

Students (grades 9-12) created a series of 12-point designs and combined them into one balanced composition.  Special focus was given to using a ruler and compass, understanding and describing the basics of color theory, using the elements of line and shape to balance a composition and mixing primary colors into the color wheel, mixing tints and shades, as well as creating different tones of brown by combining complementary colors.


OBJECT REPETITION DRAWING

Student work samples from: St. John the Baptist Diocesan High School, West Islip, NY. Course:  Studio in Art.

Students (grades 10-12) created a series of 12-point designs and combined them into one balanced composition.  Special focus was given to using a ruler and compass, understanding and describing the basics of color theory, using the elements of line and shape to balance a composition and mixing primary colors into the color wheel, mixing tints and shades, as well as creating different tones of brown by combining complementary colors.


POINTILLISM GRAFITTI

Student work samples from: St. John the Baptist Diocesan High School, West Islip, NY. Course:  Studio in Art.

Students (grades 10-12) created an original image combining new style with old technique – graffiti-style letters & pointillism techniques. Unit objectives included being able to: identify and describe the pointillist technique employed by Neo-Impressionist artists; understand and explain intermediate color theory; define the difference between graffiti art and vandalism; use pointillism to create the fades and dimensional effects typical of graffiti art.


ONE-POINT PERSPECTIVE INTERIOR  

Student work samples from: Modoc High School, Alturas, CA. Course: Art 1.

Students (grades 9-12) used one-point perspective to draw an original interior. Part of the assignment included doing visual research and incorporating at least three “real” objects, based on photos.


HAND HOLDING AN OBJECT

Student work samples from: Modoc High School, Alturas, CA. Course: Art 1.

 As the culmination of the drawing unit, students (grades 9-12) drew their hands holding any object of their choice, in full value.


UNTITLED FILM STILLS

Student work samples from:  Academy for Careers in Television & Film, Long Island City, NY. Course: Production Design Crew.

11th grade students create an original narrative photographs based on Cindy Sherman's photographic series, "Untitled Film Stills." (Their photos referenced teenage character stereotypes.) Objectives for the unit included being able to: define the terms "self-portrait" and "stereotype," identify and describe photographs by Cindy Sherman, plan and execute an independent photoshoot involving props, wardrobe, and hair & make-up.


FILM SET: STACY'S BEDROOM

Student work from:  Academy for Careers in Television & Film, Long Island City, NY.  Course: Production Design Crew.

For the Spring Comedy Unit, 11th grade students reinterpreted scenes from the 80's classic "Fast Times at Ridgemont High." PD Crew students designed and executed "the look" of the film.  Students spackled, painted, and dressed sets.  They chose props and designed custom graphics.  They designed and coordinated wardrobe, make-up and hair looks.

Hover over each image to learn more.


FILM SET: DAMONE'S BEDROOM

Student work from:  Academy for Careers in Television & Film, Long Island City, NY.  Course: Production Design Crew.

For the Spring Comedy Unit, 11th grade students reinterpreted scenes from the 80's classic "Fast Times at Ridgemont High." PD Crew students designed and executed "the look" of the film.  Students spackled, painted, and dressed sets.  They chose props and designed custom graphics.  They designed and coordinated wardrobe, make-up and hair looks.

Hover over each image to learn more.


FILM SET: STACY'S HALLWAY

Student work from:  Academy for Careers in Television & Film, Long Island City, NY.  Course: Production Design Crew.

For the Spring Comedy Unit, 11th grade students reinterpreted scenes from the 80's classic "Fast Times at Ridgemont High." PD Crew students designed and executed "the look" of the film.  Students spackled, painted, and dressed sets.  They chose props and designed custom graphics.  They designed and coordinated wardrobe, make-up and hair looks.

Hover over each image to learn more.


MY {CHARACTER'S} PURSE

Student work samples from:  Academy for Careers in Television & Film, Long Island City, NY. Course: Production Design Crew.

The perfect props can "make" a character.  Remember Dorothy's ruby slippers? The sled in Citizen Kane? How about the Burn Book in Mean Girls? Part of a prop master's job is to find the perfect "thing" for a scene. And we all carry baggage, right? If the Prop Master is doing his/her job well, the objects a character holds (in a film or TV show) give the audience clues - clues about the character and clues about the story. Based on the book My Granny's Purse, by P.H. Hanson, 11th grade students each created  "pocketbooks," each about a different character, and the things they carry.

Hover over each image to see the name of the character who's the subject of the book.


SOFT SCULPTURES / FELT PLUSHIES

Student work samples from: Academy for Careers in Television & Film, Long Island City, NY. Course: Sewing & Crafts.

12th grade students created their own original sewing patterns and then use them to create unique hand-sewn sculptures, a.k.a. "felt plushies."  Objectives for the unit included executing straight stitch, back stitch, and blanket stitch techniques, creating tight, smooth seams, and storing works-in-progress.