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Ms. LeBleu, Department Coordinator



 

5th Six Weeks   

 March 3 - April 17, 2014

Students will be working on their self portraits.

PREPARE TO BE AMAZED!

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5th 6 Weeks

 

March 3 – April 17, 2014

 

 

earn 6 points** HOMEWORK **earn 6 points

 

VALUE DRAWINGS – 2 points each   -   All drawings due no later than April 10

 

When practicing value drawing the contour and values are traced. This is called Value Mapping. The mastery is in the lightness and darkness of the shading values.

 

I have photos for you to value draw for homework OR you can bring a Xerox copy of a photo you would like to draw for me to review. You must have my approval first! It takes several days to complete a good value drawing so plan ahead.

 

 

Always

Practice Practice Practice Blended Shading & Value Drawing

EVERY DAY

for 15 MINUTES!

 

Replenish any used up or lost art supplies. Be sure you have supplies at home as well.

List of Supplies You May Need ......or want

Spiral Sketchbook - 70lb paper weight  /  Ticonderoga pencils

Blending Stump / Hand Eraser / Kneaded Eraser

2 hole pencil sharpener / Color Pencils / Uniball Vision Elite black pen

 

 

 

 

YOU HAVE REACHED THE END OF THE 5th 6 WEEKS HOMEWORK SECTION 

[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[[

 

 *DONATIONS*not required* DONATIONS*not required* DONATIONS*not required*

old bike wheels                  (not new ones)

 

More recycled art!

Any & all size bike wheels needed!

We will even take the whole unused, broken, flat tired bike & take it apart ourselves if that is easier for you.

Thank you for the bike wheels donated!

 

                              

 

                                              

How to Get Credit for a Family Field Trip to the Museum

Step 2    Write an ART REVIEW                                                          In paragraph format.                                                                      

1. Begin your review with WHERE you went.        

2. Tell WHEN you went & WHO went with you.

3.WHAT you liked & WHY you liked it.                                                   (how did it make you feel or think about)                                          4.WHAT you did not like & WHY you did not like it.                               (how did it make you feel or thinkabout)                                       5.Must have a parent signature. No sig., no credit.

6. Turn it in on or before the due date.

 

Step 1

While at the Museum…..

     Take notes of things you see that you like & don’t like. Write down what it is about the work that you do or don’t like and how it makes you feel or what it makes you think of. Use lots of descriptive words.

 

 

 

 

 

 

 

 

 

 

 

 

   LUNA ARTISTS ROCK!!!

Be An Artist!

In The Classroom

     Having and taking care of your own art kit strengthens your ownership

skills, organizational skills, and builds self confidence. This is an important part of being an Artist.      

       You will be responsible for your art supply kit in the Art room. You will also learn to work with & be responsible for many other Art supplies & equipment in the Art room as well as be respectful of the artists around you. These are important skills in becoming a successful artist.                              

  •  At Home

    *Get a Spiral Sketchbook for yourself at Home (for all you serious artists);  

     Gather a collection of art supplies that are just for you. This is Ownership.

        Decide on a safe place to keep your sketchbook & always keep it there when you are not using it.  

        While you are at it-create your own art space! This is Organization.       

      Feel good about having your own sketchbook and keeping it safe. Sketch, write yourself notes, copy down quotes you like. Tape stuff in it. Draw every day for 15 minutes!  This is Self Confidence. 

 

    

   Everyone is an artist in their own way.  

 

     In class I will teach you specific skills and methods and introduce you to as

much of the world of art as we have time for., Everything is not learned in

the classroom though! To become an artist you must be an artist–observe the worldake notes, play.

. Take your sketchbook with you when you go places. It’s great for sticking

things in until you can get home and tape them in or draw what you found! Write down your thoughts,

make a quick sketch of what you see. You never know when you are going to get a great idea!   

 

 Luna Middle School Art Department

GRADING POLICY   

  • 50% - quizzes & final project reviews       

  •                         Large projects that take several weeks to complete will be graded on a Rubrics (student performance & project assessment sheet) that every student will receive at the beginning of the project.

  •               40% - daily work             

  • Daily work grades are based on project participation & completion.

     

                               10%-Homework 

  •                    Homework assignments & due dates are handed out at the beginning of every 6 weeks.

  •                                    DO YOUR HOMEWORK!  IT HAS A POSITIVE EFFECT ON YOUR 6 WEEKS GRADE!  

     

  •            ART ROCKS!     aRTISTA
  •                                                  Ms LeBleu        

  • This is Luna's tenth year to be open & I have been here since then! It was great fun to be part of the staff that opened Luna as a new school and it is very rewarding to continue to be a part of the Luna community. I consider myself very lucky to work with the high level of professional teachers and administrators we have here.

  • I also think we have the best parents! Luna is blessed to be surrounded by hard working parents who support education and always guide and encourage their children to succeed & do their best in life. I love getting together with my students and their parents for Family Field trips!

  • We have a large population of military service personel & my heart swells with pride every time I see a uniform on campus. For all of you who serve~ Thank You, Thank you every day for all you do.

  • Luna Mission

  • IMPROVING THE QUALITY OF LIFE THROUGH EDUCATION

  • Belief

  • WHATEVER IT TAKES

  • Motto

  • LONGHORN PRIDE NEVER DIES   

  •  

        Questions!   Here are the Questions.     Questions!

      Questions!   Here are the Questions.     Questions!

     1. What packet did you take home & what page has to be filled out and returned?

    3. When is the Art homework sheet for each 6 weeks passed out to students to take home?

    4. If you lose your homework assignment sheet (OH NO!) what can you do to still be informed?

    5. What classroom rule goes with my belief that you should be able to create & work on your art without others bugging you?

    6. What is something you can do at home to "BE AN ARTIST"?

    7. What do you have to do to get credit for a family field trip?

     

     

     

     

     

  •  The Texas Essential Knowledge and Skills ( TEKS ) for Art

     

     

    The Art TEKS are standards that identify what all students in Texas schools should know and be able to do in art. As in all curricular areas, the TEKS identify content and skills to be learned by Texas students . However, the TEKS do not constitute curricula nor do they prescribe methodologies or strategies for their implementation. Rather, Texas art educators develop the local curricula and instructional strategies that will enable their students to demonstrate the Art TEKS.

    How are the Art TEKS organized?

    The TEKS organize art education into the following four strands of learning. Within each grade and course level, the strands function interdependently, minimizing the need for allotting equal time to each strand. The strands make up the components of all art instruction and are most effectively taught when they are woven together in lessons and activities. The four strands are:

    • Perception, the development and organization of ideas from the environment through increased visual awareness and sensitivity to surroundings, memory, and imagination
    • Creative expression/performance, the expression of thoughts and ideas through original artworks, using a variety of media in processes and projects that  challenge the imagination, foster reflective thinking, and develop disciplined effort and problem-solving skills
    • Historical and cultural heritage, the analysis of art history and styles as records of human achievement that foster respect for the traditions and contributions of various contemporary and past cultures 
    • Response/evaluation, the analysis of personal artworks and the artworks of others that contributes to the development of lifelong skills of making informed judgments and evaluations in art and other areas of daily life.

    .

    The design of the Art TEKS scaffolds knowledge and skills, creating both horizontal and vertical alignment of learning. The breadth and depth of knowledge and skills can be evaluated on the basis of the following:

    • The scope of knowledge and skills
    • The depth of understanding in students’ response and evaluation
    • The sophistication of ways a student understands, acquires, applies, and demonstrates art knowledge and skills.

     The standards focus on students, their capabilities at different ages and course levels, and how to help them achieve higher levels of skill and knowledge in art. Student understanding of art expands, grows more complex, specific, and inclusive of abstract ideas as students progress through each course level.

    TEKS for Art, Grade 6

     (a) General requirements.

    When Grade 6 is part of a departmentalized middle school, students may select the following art course: Art 6.

    (b) Introduction.

     (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.                                                                                                                

    (b) Knowledge and skills.

    (6.1) Perception.

    The student develops and organizes ideas from the environment.

    The student is expected to:

    (A) illustrate themes from direct observation, personal experience, and traditional events; and

    (B) analyze and form generalizations about the interdependence of the art elements such as color, texture, form, line, space, and value and principles such as emphasis, pattern, rhythm, balance, proportion, and unity, using art vocabulary appropriately.

    (6.2) Creative expression/performance.

    The student expresses ideas through original artworks, using a variety of media with appropriate skill.

    The student is expected to:

    (A) express a variety of ideas based on personal experience and direct observations

    (B) describe in detail a variety of practical applications for design ideas; and

    (C) demonstrate technical skills effectively, using a variety of art media and materials to produce designs, drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art.

     

     

     

     

     

     

     

     

    (6.3) Historical/cultural heritage.

    The student demonstrates an understanding of art history and culture as records of human achievement.

    The student is expected to:

    (A) identify in artworks the influence of historical and political events;

    (B) compare specific artworks from a variety of cultures; and

    (C) compare career and avocational opportunities in art.

    (6.4) Response/evaluation.

    The student makes informed judgments about personal artworks and the artworks of others.

    The student is expected to:

    (A) conduct in-progress analyses and critiques of personal artworks; and

    (B) analyze original artworks, portfolios, and exhibitions of peers to form conclusions about formal properties and historical and cultural contexts.

     

    TEKS for Art, Grade 7  (a) General requirements.   Students may select the following art course: Art 7.

    (b) Introduction.  

    (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

    (c) Knowledge and skills.

    (7.1) Perception.

    The student develops and organizes ideas from the environment.

    The student is expected to:

    (A) illustrate ideas from direct observation, imagination, personal experience, and school and community events; and

    (B) compare and contrast the use of art elements and principles, using vocabulary accurately.

    (7.2) Creative expression/performance.

    The student expresses ideas through original artworks, using a variety of media with appropriate skill.

    The student is expected to:

    (A) create artworks based on direct observations, personal experience, and imagination;

    (B) incorporate design into artworks for use in everyday life; and

    (C) produce drawings, paintings, prints, sculptures, ceramics, fiberart, photographic imagery, and electronic media-generated art, using a variety of art materials and tools in traditional and experimental ways.

    (7.3) Historical/cultural heritage.

    The student demonstrates an understanding of art history and culture as records of human achievement.

    The student is expected to:

    (A) analyze ways that international, historical, and political issues influence artworks;

    (B) analyze selected artworks to determine cultural contexts; and

    (C) identify career and avocational choices in art.

    (7.4) Response/evaluation.

    The student makes informed judgments about personal artworks and the artworks of others.

    The student is expected to:

    (A) analyze and compare relationships, such as function and meaning, in personal artworks; and

    (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, and intent.

     TEKS for Art, Grade 8(a) General requirements.Students may select the following art course: Art 8.

    (b) Introduction. (1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

    (2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.                                                 (c) Knowledge and skills.

    (8.1) Perception.

    The student develops and organizes ideas from the environment.

    The student is expected to:

    (A) illustrate ideas from direct observation, imagination, and personal experience and from experiences at school and community events; and

    (B) define a variety of concepts directly related to the art elements and principles, using vocabulary accurately.

    (8.2) Creative expression/performance.

    The student expresses ideas through original artworks, using a variety of media with appropriate skill.

    The student is expected to:

    (A) create artworks integrating themes found through direct observation, personal experiences, and imagination;

    (B) apply design skills to communicate effectively ideas and thoughts in everyday life; and

    (C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally.

    (8.3) Historical/cultural heritage.

    The student demonstrates an understanding of art history and culture as records of human achievement.

    The student is expected to:

    (A) analyze ways in which electronic media/technologies have influenced art;

    (B) identify cultural ideas expressed in artworks relating to social, political, and environmental themes; and

    (C) survey career and avocational opportunities in art.

    (8.4) Response/evaluation.

    The student makes informed judgments about personal artworks and the artworks of others.

    The student is expected to:

    (A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques; and

    (B) analyze original artworks, portfolios, and exhibitions by peers and others to form conclusions about formal properties, historical and cultural contexts, intents, and meanings.

     

                                                        

                                                                         

                                                               



Teacher Contact Information

 

 

Paula.LeBleu@nisd.net  

 conference time : sixth period, M-F / ph# 397-5300x3130

  

                       

 

 

 

 

 



Documents

Title Filename Modified
value wheel master copy for class work.pdf 9/23/2008

WEB LINKS

Project Date
11/19/2013