Art = Critical Mind

Applying one Layer at the time Color by color and layer by layer students craft their work. My student chooses a work from the Masters of the Impressionism and it will go this way: 1. The student prepares the canvas using Gesso to seal and prime the canvas before the oil is applied. The gesso should be tone down, this way the canvas doesn't lose its texture and the oil will run smooth. Also will protect the canvas from deterioration, the oil will ruin the canvas quite fast if has not been prime. 2. The student draws the artwork carefully, soft lines divide each color and each object, students are not allowed to use a grid, they only find the middle point by drawing an "X"  across the canvas than the drawing. It is very important to learn to look closer, to see the distance and locations correctly, to conquered and own the space and what lives in it.  3. Look closer to the color wheel, Student look with caution the colors making note of how ma

Digital Imagery With the help of Digital Cameras  and Photoshop Suit,  my students create great art pieces, demonstrating excellent use  of the program and using to the max the photos  taken with a very regular camera.  We are looking at:   Direccion   Depth   Repetition   Contrast   Form   Color   Use of the Space Students are to be aware and understand:   Pixels (pictures elements)   Color Gradation   RGB   Dimensions (expressed by pixels)   Resolution (PPI - Printing good) Students study and applied depth - perceiving these depths through shapes in order to keep viewers vision active. Seeing means grasping some outstanding features of objects, like; the color of the sky, the curve of the long tree, the rectangularity of the object to the right, and so on.  Depth comes from the correct use of the Principals of Art and Design. Through the manipulation of size, hue, focal points, gravity, hierarchy, and repetition. Now, the cle

The Triptych  Students need to work together towards one tell, one element of unity, and 3 in one composition. So the viewer looks from one panel to the next, in order to come to terms with how the art speaks to them and  how they can appreciate three different artworks in one composition. The colors of the three pieces of art keep the artwork interesting.  Students can alter the colors and transition within each of the pieces during  the making of the art This way students are to: U se an overhead projector, to outline the contour of their head/face (Siluet) over poster papers (420mm x  297mm.) S tudents write about their likes, challenges, happiness, or own events.   W hat makes one unique and amazing. L ooking closer at the story they choose meaningful colors    T o then use the elements as lines or shapes permitting the expression of feelings or meanings. S tudents make connections using color, lines, shapes, and repetition to help and  unif

I play it all in each class. I look at them close I see their eyes. I want to move their reason and heart. To bring the life in each of their works of art.

From Science Students are to learn About  microorganism   (from the Greek: μικρός, mikros, "small" and ὀργανισμός, organismós, "organism")  is a microscopic living organism, which may be single-celled or multicellular. We research in order to see the living form and its beauty. Look closer with an inquiry mind and alert brain. TO: Shapes Texture Colors Line Space Students sketch ideas  and present the final sketch, the story behind the microorganism, accompany by color patterns, to be approved or learn about changes that need to be done  during a class presentation. Students draw idea using 34' x 20' white paper and pencils Students  select  media from colored pencils, oil pastels, or watercolors Students understand the importance of presentation, by using space and form with balance, harmony, organization, and unity. Students' creativity should be d