Sculpture- Plaster hand casting
We are casting plaster hands. We are using gloves, filled with PowaFix plaster.
The learners mixed their own plaster, poured it into plastic gloves, knocked out the air bubbles and then waited for the magic to happen. Next time we will be painting the cast hands. Fingers crossed it works (no pun intended). |
Colour Pencil Drawings
Another lesson in fundamentals. Colour pencil is one of the trickiest and time consuming mediums. The learners really love the outcome, but I do find that it is a challenge to "break" the idea of "colouring-in". I encourage learners to work on a smaller format, and really concentrate on creating layers of colour and detail.
Painting Landscapes in Acrylic
Field Trip to Nelson Mandela Universities Fine Art Department
Grade 10's working on their Jim Dine Works for Term 1
For this artwork, learners chose an object that had meaning for them. We prepared the paper with either watercolour paint or coffee stains. The the learners sketched out their objects and began shading. I am proud of the grade 10's for their perseverance in their first real art experience.
GRADE 10 Jim Dine Inspired Work
Preparation in the learners sketchbooks. First tonal drawings in pencil.
Mixed Media Artworks
Pencil Drawing Animals
Grade 11 Theory Poster FAUVISM
GRADE 11 Project Brief: PRINTMAKING
GRADE 10 Project Brief: MEALTIME
Grade 10 Theory Poster Prehistoric Art
project 1: consumption
TOPIC: consumption
ASSIGNMENT: choose 2 of the following artists to inspire a final artwork on the topic of consumption.
Jim Dine; William Kentridge; Georgina Luck; Henri Matisse
SKETCHBOOK:
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of consumption.
ASSIGNMENT: choose 2 of the following artists to inspire a final artwork on the topic of consumption.
Jim Dine; William Kentridge; Georgina Luck; Henri Matisse
SKETCHBOOK:
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of consumption.
project 2: portraiture (self/other)
TOPIC: self/other
ASSIGNMENT: choose 2.of the following artists to inspire the topic of self/other through pirtraiture
Kees van Dongen; Kathe Kollowitz;
SKETCHBOOK:
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of self and/or other.
ASSIGNMENT: choose 2.of the following artists to inspire the topic of self/other through pirtraiture
Kees van Dongen; Kathe Kollowitz;
SKETCHBOOK:
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of self and/or other.
project 3: export/ import
SKETCHBOOK:
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of export and/or import
1 page of artist research on each artist
2 pages of techniques and experiments in each of the artists given medium
3 pages of planning, brainstorming and composition
FINAL ARTWORK:
an A2 artwork inspired by BOTH the artists you have studied using your own conceptual idea on the notions of export and/or import
collaborative old master paintings
For this project pupils were each given part of an old master painting to recreate. Each piece was numbered so we could recreate the sequence. Each part of the painting was differentiated so that all the pieces were completed to a high standard.
The pupils used acrylic paints on card for this activity. The idea was to use layering of thin washes to add luminosity and tones to the painting. The most difficult part was to match the different colours and tones to create a harmonious whole.
I would definitely try this again, perhaps with some contemporary paintings next time.
The pupils used acrylic paints on card for this activity. The idea was to use layering of thin washes to add luminosity and tones to the painting. The most difficult part was to match the different colours and tones to create a harmonious whole.
I would definitely try this again, perhaps with some contemporary paintings next time.