Meet the Artist - Brian Jungen

 

Brian Jungen (Born 1970, Dunne-Za First Nations/Swiss-Canadian) uses mass-produced objects/material to create sculptures that are simultaneously fake and authentic, playful and political, common and extraordinary.

http://www.nmai.si.edu/exhibitions/jungen/

 

 

 

Here are some example of this work:

 

 

"Carapace"

Made from Garbage/Recycle Bins

 

 

"Prototype for a New Understanding"

Air Jordan Sneakers

 

 

"Shape Shifter"

Plastic Lawn Chairs


Here is a link to an article where Brian Jungen provides some commentary about his work:

http://www.smithsonianmag.com/arts-culture/one-mans-trash-is-brian-jungens-treasure-40608181/?no-ist

 

Henry Moore Plaster Carving

 

For the next assignment you will be given a cube of plaster to create a carving. Be sure to sketch out your ideas for your plaster carving BEFORE you begin (concept design in your sketchbooks)... The elements and principles of design we will focus on the most are shape, form, space and balance. This will be a subtractive carving so it is very important to have an idea in place before you begin. In this project, the negative space is just as important as the positive space.

 

When you are designing your piece, consider he following:

- A semi-abstract design with a hint of figure or object.

-The view of the design from all sides.

-Use of negative space to carry your eye through and/or around the design.

 

 

Below are some images created by the sculptor Henry Moore. His work shows an incredible example of semi-abstract shapes with an excellent use of form and space.

 

 

 

Henry Spencer Moore was an English sculptor and artist. He was best known for his semi-abstract monumental bronze sculptures which are located around the world as public works of art.

 

 

 

 

 

 

 

 

 

 

 

 

 Here are some examples of completed plaster carvings:

 

 

Relief Sculpture Plaster Casting

 

 

 

Over the weekend, start to collect some inexpensive everyday objects (toothpicks, cereal, paper clips, sea shells, etc.) that you would like to use to create your relief sculpture design. If you would like to build up your design with clay to create specific images, collect reference images that you can use.  Have an idea in place for when you return to class on Monday. In class, we will then create a texture design in clay using your found objects and/or clay to build up your design. Once the clay design has been created we will be casting it in plaster so that your finished piece with be a plaster relief.

 The main elements/principles of design we will focus on for this assignment is: Texture, Space, Balance & Unity
 

Artist Sites to visit:

http://salvagedesign.tumblr.com/
Well balanced and unified images using every day objects.

http://www.tactilestudio.co.uk/ 
Texture relief examples cast in plaster - good use of space in placement of objects.


What IS a relief sculpture?

Relief is a sculptural technique. The term relief is from the Latin verb relevo, to raise. To create a sculpture in relief is to give the impression that the sculpted material has been raised above the background plane. Relief sculptures can be found all over the world throughout history. A common example of relief sculpture in the Egyptian tombs and artifacts:






Other common examples are beautiful works are art:

 

 

Welcome to Sculpture!

                                                   Welcome to Sculpture!

Mrs. Monks

mmonks@branfordschools.org

 

Mission Statement

The mission of Branford High School is to prepare students to be independent and collaborative learners who are responsible, informed, and contributing members of society. In partnership with the community, we strive to provide a learning environment that supports all students in embracing diversity, acting with integrity, and achieving their personal and academic potential.

 

Course Essential Questions:

1.      What is art and why does it matter?

2.      How does an artist use perceptual skills to be creative?

3.      How do I evaluate my art work (find, see, and select problems), explore the options for solutions or changes, and then use a creative approach to solve them?

4.      How do imagination, persistence and determination affect my artwork?

5.      What role does art and visual literacy play in my life?

Course Essential Objectives:

Course questions we will brainstorm, embrace, and discuss:

·         Why are some things considered art and others not?  

·         Utilitarian vs. Aesthetics – What is the difference? How have things changed over time?

 

Course Description
What you will be learning in this course:

·         To apply a variety of media in developing three-dimensional forms

·         Different ways to construct a work of art using a variety of materials

·         To express your ideas

·         To develop an art portfolio

·         To be an art critic, and use aesthetic terms when evaluating your artwork and artwork created by others

·         Familiarize yourself with historical pieces of sculpture

·         To be responsible when using art materials

 

Grading (for each quarter):

• Project work / Portfolio (65%): You will be responsible for producing works of art that will demonstrate your understanding of a variety of techniques.  Self-expression, craftsmanship, and creativity will be developed and assessed. Your portfolio will also include digital images of your work.
• Homework/Sketchbook/Journal (20%): Everyone is expected to have a sketchbook for brainstorming ideas, writing reflections, homework and notes. Sketchbooks MUST be with you daily.
• Effort and Participation (15%): Everyone is expected to follow school/classroom rules, clean up after themselves and actively participate during class and during class discussions.
  
  

Any late assignment will lose ONE (1) GRADE per day. I WILL NOT remind you.

Materials/Supplies (You will need to bring in):

• Sketchbook/Journal
• Your imagination
• Pen/pencil (everyday)
• A cooperative spirit and positive attitude to learn
• Sculpture can be messy, plan your clothing accordingly
• For long hair – tie it back or wear a hat
• Miscellaneous findings for different projects (found objects, fabric, yarn, odds and ends, etc.)

Sketchbook/Journal:

Sketchbooks are due EVERY OTHER FRIDAY and UPON COMPLETION OF EACH PROJECT. (See attached Sketchbook Handout for more information)

Classroom Atmosphere – Expectations of Behavior:

• All students are expected to follow BHS attendance and behavior policies. In the event you have a legitimate absence from class, YOU need to see me and make arrangements for makeup.
• The art studio is always busy with movement and. I expect you to participate in the busy EVERYDAY
• Wear safety glasses when appropriate
• You are expected to respect others work, be responsible and independent
• When the art studio is CLEAN then CLASS IS OVER
• Cell phones: See last page...
• Bottom Line: you are in this class to use your imagination and through clay bring to life your ideas, thoughts, feeling, creations, and beliefs.

Cell Phones and other Technology in the Classroom:

·         Upon entry and departure of class please ensure cell phones/etc. are turned off and stored in your backpack.

·         On days when we are using cell phones/etc. for learning please ensure they are set to silent.

·         Only use phones/etc. for learning purposes related to class work.

·         If you notice someone in the class using their cell phone/etc. inappropriately, remind them to use proper cell phone/etc. etiquette.

·         If at any time your teacher feels you are not using your cell phone/etc. for class work you will be asked to place your phone on the teacher’s desk with a post-it indicating your name and class.

o   After the first infraction you can collect your phone/etc. at the end of class.

o   After the second infraction you can collect your phone/etc. at the end of the day.

o   After the third infraction your parent or guardian will be asked to retrieve your phone/etc.. If you use the phone/etc. inappropriately again during the month your parent or guardian will be required to retrieve your phone/etc..

Sculpture Projects for the Semester:

• Clay Sculpture
• Plaster Casting - Found Object Relief
• Plaster Carving
• Clay Head Bust Sculpture - Anatomy of the Face
• Stone Carving
• Installation Art - Group/Class project
• Final Project

 

Class Website:
 www.monksart.blogspot.com

Welcome to Crafts!

Welcome to Crafts!

Mrs. Monks
mmonks@branfordschools.org

Mission Statement

The mission of Branford High School is to prepare students to be independent and collaborative learners who are responsible, informed, and contributing members of society. In partnership with the community, we strive to provide a learning environment that supports all students in embracing diversity, acting with integrity, and achieving their personal and academic potential.

 

Course Essential Questions:

1.      What is art and why does it matter?

2.      How does an artist use perceptual skills to be creative?

3.      How do I evaluate my art work (find, see, and select problems), explore the options for solutions or changes, and then use a creative approach to solve them?

4.      How do imagination, persistence and determination affect my artwork?

5.      What role does art and visual literacy play in my life?

Course Essential Objectives:

Course questions we will brainstorm, embrace, and discuss:

·         Why are some things considered art and others not?  

·         Utilitarian vs. Aesthetics – What is the difference? How have things changed over time?

 

Course Description
What you will be learning in this course:

·         To apply a variety of media in developing two-dimensional and three-dimensional forms

·         To express your ideas

·         To develop an art portfolio

·         To be an art critic, and use aesthetic terms when evaluating your artwork and artwork created by others

·         Familiarize yourself with historical pieces of art

·         To be responsible when using art materials

 

 

 

 

 

Grading (for each quarter):

 

• Project work / Portfolio (65%): You will be responsible for producing works of art that will demonstrate your understanding of a variety of techniques.  Self-expression, craftsmanship, and creativity will be developed and assessed. Your portfolio will also include digital images of your work.
• Homework/Sketchbook/Journal (20%): Everyone is expected to have a sketchbook for brainstorming ideas, writing reflections, homework and notes. Sketchbooks MUST be with you daily.
• Effort and Participation (15%): Everyone is expected to follow school/classroom rules, clean up after themselves and actively participate during class and during class discussions.
  
  

Any late assignment will lose ONE (1) GRADE per day. I WILL NOT remind you.

Materials/Supplies (You will need to bring in):

• Sketchbook/Journal
• Your imagination
• Pen/pencil (everyday)
• A cooperative spirit and positive attitude to learn
• Ceramics can be messy, plan your clothing accordingly
• For long hair – tie it back or wear a hat
• Miscellaneous findings for different projects (found objects, fabric, yarn, odds and ends, etc.)

 

Sketchbook/Journal:

Sketchbooks are due EVERY OTHER FRIDAY and UPON COMPLETION OF EACH PROJECT. (See attached Sketchbook Handout for more information)

Classroom Atmosphere – Expectations of Behavior:

• All students are expected to follow BHS attendance and behavior policies. In the event you have a legitimate absence from class, YOU need to see me and make arrangements for makeup.
• The art studio is always busy with movement and. I expect you to participate in the busy EVERYDAY
• Wear safety glasses when appropriate
• You are expected to respect others work, be responsible and independent
• When the art studio is CLEAN then CLASS IS OVER
• Cell phones: See last page...
• Bottom Line: you are in this class to use your imagination and through clay bring to life your ideas, thoughts, feeling, creations, and beliefs.

 

Cell Phones and other Technology in the Classroom:

·         Upon entry and departure of class please ensure cell phones/etc. are turned off and stored in your backpack.

·         On days when we are using cell phones/etc. for learning please ensure they are set to silent.

·         Only use phones/etc. for learning purposes related to class work.

·         If you notice someone in the class using their cell phone/etc. inappropriately, remind them to use proper cell phone/etc. etiquette.

·         If at any time your teacher feels you are not using your cell phone/etc. for class work you will be asked to place your phone on the teacher’s desk with a post-it indicating your name and class.

o   After the first infraction you can collect your phone/etc. at the end of class.

o   After the second infraction you can collect your phone/etc. at the end of the day.

o   After the third infraction your parent or guardian will be asked to retrieve your phone/etc.. If you use the phone/etc. inappropriately again during the month your parent or guardian will be required to retrieve your phone/etc..

Craft Projects for the Semester:

·         China/Japan - Origami

·         Mexico – Day of the Dead – Papier Mache Masks

·         USA (South West) – Navajo – Loom Weaving

·         USA (North East) – Wampanoag – Birch Bark Basket Making and Quillwork

·         Europe – Tempera Painting

·         Ireland – Celtic Knot Designs

·         China – Papermaking

·         Indonesia – Batik

·         Japan – Woodcut/Printmaking

·         Africa – Paper Bead making

 

Class Website:
www.monksart.blogspot.com