Showing posts with label painting. Show all posts
Showing posts with label painting. Show all posts

Saturday, April 11, 2020

Painted Rocks


Painted rocks is an easy and fun project that can be done with any age group- and just vary the expectations as the artists get more experienced.

Start by collecting rocks and cleaning them. Next, get the art supplies you will need:


Acrylic paint, brushes, water cups, reusable sheet.


Choose an idea for the project to develop expectations/criteria. We started with a simple idea: colours - and since we've been learning about Egypt lately-  ancient Egypt! We chose red and blue as our main colours and added gold for the Eye of Horus rock.



- Patrick

Tuesday, March 24, 2020

Ancient Egypt Projects - part 3



For the third edition of our social-distancing-based Ancient Egypt Projects, we decided to try to make a little sculpture of a falcon. Ours is inspired by some Ancient Egyptian artefacts, gold and turquoise falcon sculptures.

We started with pipe cleaners, masking tape and card stock base.


Then, we made a rough form of a falcon.


Next, we taped it in place and started to add masking tape to make it look more and more like a falcon. This type of sculpture involves adding on material to a frame. 



Keep adding tape until you are satisfied with how it looks. 


Now it is ready for paper mache. Just tear up some scrap paper, get some glue and water, and apply layers of the torn up paper dipped in the glue mixture with a paint brush. Cover the entire sculpture. 


Now it is ready to paint!


Here is our finished falcon. And we had so much fun, we made another one to try out different colours:




- Patrick

Saturday, July 16, 2016

2016 Summer Institute for Art Educators - Day 4

For the final day of the 2016 Summer Institute for Art Educators (organized by the AGO and the CSEA), we got the chance to speak with the new Director and CEO of the AGO: Stephan Jost. He was funny and approachable and spoke of some fascinating new possibilities for the gallery. I love the overall philosophy he uses to approach such a complex and demanding job, he said: "if it's not about great art, education or access, I'm not interested."

We then heard from Jane Lott, the Coordinator of Family Programs at the AGO and explored the Hands On Centre, a play-based learning room for little ones. In discussing where and how she gets her material for such diverse programming, she explained that sometimes she has to get creative - an example, that I like and will be using, is to use LED lights in a simple plastic container to make a lightbox for under $20:


Our group of educators then heard from Melissa Smith, the lively Program Coordinator of the Gallery Guides, about the exhibit that opened on Canada Day: The Idea of North: The Paintings of Lawren Harris and then went up to explore the show.


This painting, In The Ward, 1920, is one of my favourites from the show. I was surprised by the amount of painting Lawren Harris did of the Ward in Toronto. This run down area used to be where city hall and the Eaton Centre stand today, and was a place for immigrants- mostly Eastern European, Chinese, Black and Irish. His paintings provide a primary source for a missing part of our history. He has a beautiful way of using bright colour and thick paint application to create these images, and for me it was a fascinating departure from the landscapes that I'm used to. Definitely a great show that I would like to visit again!

In the afternoon we went to the Gardiner Museum and had a brief tour of the ceramics followed by a thoroughly enjoyable clay studio session. After seeing and discussing art all week it felt great to sit down and make something!



Ewer with tulips and scholar, Ming Dynasty, Chongzhen period, c.1635-40




The Summer Institute was a fun and rewarding week of art and education in Toronto. I will miss spending time with such like-minded and friendly people, and I look forward to exploring more of the art and museums in our city.

For more, check out the twitter updates about the week's adventures here, #AGOCSEA and have a look at the A.G.O. Schools and Teachers Facebook page here.

- Patrick

Thursday, October 1, 2015

Art History through Thor

THOR: A History of Media and Art from an ancient story to a contemporary film

We start with a story.

Thor comes from Norse mythology. Norse mythology represents the spiritual beliefs of the ancient Germanic and Viking peoples. These stories are made of important metaphors, lessons, and beliefs that were put into poetry, so they could be memorized and passed on.

For hundreds of years it was passed down orally, spoken from one generation to the next. Verbal storytelling was the dominant media of the time.

A brief overview of the story:

Thor is the God of thunder, lightning, storms, strength, healing, oak trees and the protector of humanity. He is the son of Odin, who is the God of Gods. Thor’s trickster brother, Loki, is evil and conflicted. They live in Asgard, one of the nine worlds that are connected by the World Tree.

These characters and this story still has an effect on all of us, it’s where we get the names for Wednesday and Thursday.

Before writing on paper became a dominant form of media, the Germanic and Norse people would carve on stones to tell their story.



Thor’s hammer was worn as a pendant for luck and to symbolize their beliefs. These were made of metal during the 9th and 10th centuries.




Then in the 11th century the stories were written down in a book, and illustrated. The book is called the Poetic Edda. Here is a version that was done in 1908:


When printing was developed, in the 15th century, writing and images became available across greater distances. Drawing and painting on paper and canvas became more popular.

This image was first published in 1555.


This painting, done in oil on canvas was made in 1872. Many other paintings, sculptures, poems and stories have been created about this story since.



In the late 1800’s and early 1900’s, black and white illustration became one of the dominant forms of media, to accompany writing. Here is an illustration of Thor from 1902.


In 1962, Stan Lee created the character of Thor for Marvel comics, drawn by Jack Kirby, written by Larry Lieber. Comics have been a popular form of story-telling from the time these were made up to today.

Kirby’s Asgard


Kirby’s Thor

Before the film was made, many artists worked on transforming the story
into images that would work in a film.

One of these artists is storyboard artist Federico D’Alessandro (head storyboard artist, and animatic supervisor Marvel Studios for Thor, The Avengers, Iron Man 3 and others).


He started the process by creating storyboards based on the script.


Other artists would be working on character development and set design as well, such as Production Illustrator Craig Shoji. He helped develop the environments.




Another artist worked mostly on character design, Michael Kutsche.





After the filming is done, post-production will add special effects and animation.

After the film is complete, the marketing becomes the important media. A central part of the marketing campaign is the internet presence of the project. One of the most important parts of the internet presence is the film’s website: thor.marvel.com.

Monday, April 7, 2014

Mandala Mural Project



In a few weeks I will be co-ordinating a group mural project in the school with the grade 9 and 10s. The mural will cover a 10 ft X 10 ft wall in one of the common areas. The theme of the mural is "school spirit" and it will take the form of a mandala.

I like the mandala theme because it solves the overall design problem and leaves a lot of room for changes along the way and input from students and teachers. It also solves the problem of varying levels of skill among the students since they will be applying their contribution to the mural by using stencils that can be carefully drawn and cut before any painting happens.

The biggest concern for mural projects in general is how to avoid any free-hand painting on the wall to make sure there is no build-up of thick paint, no mistakes and no high-pressure situations.


The Basic Steps:

Step #1: BRAINSTORM images that represent school spirit to each student
Step #2: RESEARCH the chosen image
Step #3: SKETCH the image on bristol board
Step #4: CUT a stencil of the sketch (repeat as necessary)
Step #5: the teacher will work with the group to create a mandala pattern using the students' stencils
Step #6: PROJECT a geometric guide on the wall for each layer of the stencil using masking tape or a pencil as a guide (each student will paint their stencil on one layer of the mandala)
Step #7: One by one, the students tape their stencil and paint it over and over around their layer until the layer is full of their image
Step 8: use a paint marker to add detail
Step 9: remove any tape guides and enjoy!



Supplies:
Pencils, erasers, masking tape, bristol board (for stencils and tape guides on the wall)
House paint: 1 off-white for the background and 2 tones for the mural
Brushes/ paint tray
Drop sheet
Acrylic paint markers for details and writing on the wall





* As a side project, have someone film/photograph the mural as the students create it for a fun video of the process. See my tree mural project for an example.

** For some mandala inspiration see this great post on boooooom.

Monday, April 16, 2012

Symbolic Self-Portrait Activity & Colour Walk/ Scavenger Hunt

Here are a few studio activity ideas that I've heard of recently that I think are good enough to write down:

    Symbolic Self-Portrait:
Step 1: on a large paper (16 X 20 or more) trace the outline of your profile using a projector.

Step 2: write a list of personal interests and experiences (optional: consider the questions:
What is one of your favourite quotes? philosophy? prayer? Who are the most important people in your life? What represents home for you? Where do you want to go? What represents the future for you?)

Step 3: Draw/ write/ paint/ and collage items and scenes from your list inside the outline of your profile.


    Colour Walk/ Scavenger Hunt:
Simple but potentially beautiful and a good way to work on the element of design: colour.

Step 1: Walk from the class to the park and back in 30 minutes and collect a different item for each colour.

Step 2: All students glue their items on the same neutral toned bristol board in the same order. Hang the final piece in the studio for future reference.

Saturday, October 1, 2011

Two Stories of Algonquin Park

    I came across two inspiring articles this morning. Although both are about completely different people separated by almost a century, they share one common centre point: Algonquin Park.

    The first article is about a new film about the life (and not the death) of Canadian painter Tom Thomson that is opening this weekend at the Vancouver film festival.

    The second article, that features a beautiful short video, is about a Canadian Olympic Kayaker who trains in Algonquin Park, on the lakes that Tom Thomson painted. These articles make me want to get back up to the park to catch the autumn, and do some painting and kayaking.

Saturday, March 19, 2011

A.G.O. visit follow-up lesson and CPT studio project

Anticipatory Set: have students write a list of words, ideas, phrases that represent Canadian culture/identity to them personally, based on their experiences. 

Follow this with a powerpoint and class discussion, reviewing some of the Group of 7 work that was explored at the A.G.O. What would their list include? Review the creative process used by the Group of 7. Then introduce the studio project, which has three stages.

Stage one: for the rest of class today, students will look through magazines to find images of the items on their list (that represent Canadian identity). Students are encouraged to use the internet and print out search results. (15 Minutes) If they have time they will begin to create a collage that covers one piece of illustration board (16X20) using these collected images. To be completed during the following class.

Stage two: students will engage in the creative process used by the Group of 7, by outdoor sketching on a class trip to a nearby park. Sketches will be done in their sketchbooks and will focus on a landscape that must incorporate some wilderness. Students will take 3-5 digital photographs of what they sketched for reference, upload them to the class folder, and print them during the next class.

Stage three: students will explore composition in their sketchbooks based on their outdoor sketch and their digital photographs. After I approve their sketches and composition, students will begin an acrylic painting on top of their collage, based on their sketch, their digital photographs and their explorations. Students will paint over their collage but must leave some showing through. (For example, students may keep the collage as the sky, or as the background, or a texture). I will model each stage as we go.