Tuesday, October 14, 2014
Students in grade two began the year with a painting project that focused on mixing light and dark tints and shades of color. After a discussion of how artists use and mix color for different uses, such as in Houses at Chatou by Maurice de Vlaminck, students were instructed to think of a colorful place to depict in a painting of their own.
Students were shown a demonstration on how to add white to lighten colors into tints and how to add black to darken colors into shades. They were also required to include both tints as well as shades in their painting, with the emphasis on tints so as to produce a more colorful result filled with light. Abstract designs were also permitted.
Thursday, October 09, 2014
Who Made It?
This painting was created by an Italian artist named, Leonardo da Vinci, in the years 1503-1506.
Where Is the REAL One?
The real painting can be seen at the Musee du Louvre (Louvre Museum) in Paris, France.
Why Is This Artwork Important?
Mona Lisa is, without a doubt, the most famous and recognizable painting in the world. It is currently displayed under the title, Portrait of Lisa Gherardini, wife of Francesco del Giacondo. Many feel this painting is very mysterious and scholars tried for many years to discover the identity of the woman in the painting. Lisa del Giacondo was the wife of a wealthy silk merchant and Leonardo was hired to paint this picture for their new home and to celebrate the birth of the del Giacondo's second son. However, Leonardo never really considered Mona Lisa to be finished and worked on it little by little over several years before finally selling it to the King of France in 1516.
However, this is what makes Mona Lisa so important. Mona Lisa set the standard for Renaissance painting because:
- of its use of proportion
- its triangular composition created the importance of geometry in painting
- it shows a natural, relaxed pose instead of the stiff profile portraits that were typically done
- it's excellent understanding of the human body, especially the hands
- it was the first easel painting meant to hang on a wall and used oil paint to its best potential
- instead of starting with drawing an outline, Leonardo used light and shadow (shading) to build up three-dimensional forms with layers of thin, translucent paint called, "glazes"
- its use of perspective and vanishing point
Wednesday, October 08, 2014
Please be sure to check back soon as new posts and projects will be posted here in the near future. Thanks for your ongoing support!
Wednesday, September 23, 2009
Mission of the Arlington Friends of the Visual Art
The Arlington Friends of the Visual Art supports the K-12 Visual Art Department in Arlington's nine public schools by advocating for art education, fundraising, providing
publicity and by helping with events such as student and staff art exhibits.
The Arlington Friends of the Visual Art promotes the belief that art education is essential to the full intellectual and emotional development of all children.
Arlington Friends of the Visual Art will:
Increase public awareness of the Art program
Support K-12 Art teachers
Raise funds for professional development for teachers, art events, field trips, scholarships and equipment
Funds raised by the Friends of the Visual Art will not supplant school budget funds and will provide special opportunities for visiting artists, professional development for teachers, arts events, special field trips, scholarships and equipment that would otherwise be impossible.
Sunday, February 17, 2008
My philosophy mirrors that of my training at the Rhode Island School of Design art education department and the National Association of Art Education, which is that in addition to providing the above-mentioned qualities, art education must be taught in a way that will address those issues AND provide a vehicle for students to learn about art, talk about art, make informed opinions and decisions about art as they get older and have the confidence in their own abilities to do so.
The mere presence of art class in schools will NOT increase test scores. Nor will it make your child more creative or better at solving complex problems. The content must be presented by a trained professional in a manner which is stimulating and challenging, which has a goal and meaningful purpose, and which will teach students skills they can and may apply later in various ways.
I want my students to understand that art is something they CAN do. I want them to have the confidence and motivation to view works of art and design and make informed decisions about it without intellectual intimidation or ignorance. I want my students to understand that art is not limited to a talented few, nor does it come easily to anyone, but rather it is part of the human experience, something to be learned, cultivated and practiced.
Recently, the National Association of Art Education (NAEA) published an advocacy pamphlet for parents to help communicate the goals and services of arts education in schools. One of their key statements was as follows:
Art Means Work.
Beyond the qualities of creativity, self-expression, and communication, art is a type of work. This is what art has been from the beginning. This is what art is from childhood to old age. Through art, our students learn the meaning of joy of work—work done to the best of one’s ability, for it’s own sake, for the satisfaction of a job well done. There is a desperate need in out society for a revival of the idea of good work: work for personal fulfillment; work for social recognition; work for economic development. Work is one of the noblest expressions of the human spirit, and art is the visible evidence of work carried to the highest possible level. Today we hear much about productivity and workmanship. Both of these ideals are strengthened each time we commit ourselves to the endeavor of art. We are dedicated to the idea that art is the best way for every young person to learn the value of work.
I completely agree with this statement, both as an artist and as an art educator. I try to help my students realize that creating artwork is a challenging process for artists, myself included. As students grow older, their confidence often begins to diminish and uninformed, negatively biased opinions about art and their own abilities, begin to take hold unless a system has been previously put in place that will help them rise above such misconceptions. Accompanying these feelings is also often a notion that art should be simple, easy, and solely recreational. This attitude only serves to eventually diminish the importance of art and art education in the adult minds of our society, who then try to deem it as irrelevant. One of my prime objectives, and one shared by millions of art educators nation-wide, is to eliminate this attitude towards the purpose and function of art education in our schools. To be sure, art education serves a unique role in school, but it must not be confused with recreation, therapy or “busywork”.