LMK MEET THE TEACHER/ PARENT NIGHT

WELCOME PARENTS TO LMK'S OPEN HOUSE 
I would like to thank all the parents who came out in support of their child's education tonight, especially the parents who visited Mr. Amico's art classes.  At LMK we believe in a process based art program, with an emphasis on Higher-Level-Thinking-Skills. These skills become life-goals that transfer into any and every aspect of your child's life. How was your experience in Mr.Amico's class during Open House, what are your thoughts about the art program?

Observational Drawing: Contour Line Design

RALPH M's POST: 7th Grade/ Period 8 / 1st Quarter

Label 1 of the 3 pictures using your knowledge of the Content Specific Vocabulary for Observational Drawing. Contour Line, Cross-Contour Line, Proportion, Composition, & Still-Life.

Explain briefly how each vocabulary term is being used in 1 of the 3 artworks below.

 

Untitled from the Portfolio of Andy Mouse. Keith Haring. 1986.

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 The Mona Lisa. Leonardo da Vinci. 1503-6. 

Donna Surprenant. Fruit Bowl with Cherries. 2009

EQ: What are the REASONS why we DRAW what we SEE ?

click to enlarge

 Grade 7 per. 8

Observational drawing:

Contour 'personal' Line Design

Pre-assessment:

Memory vs. Observational drawing

This lesson is to pre-asses student's background knowledge of observational drawing.What do they KNOW and UNDERSTAND from prior experience. 

Today we explored the 'answers' to the Essential Question: "What are the reasons why we draw what we see?  We accomplished this by creating a 'Raw Ability' drawing of an Elmer's glue bottle (see picture inserts). This drawing consisted of folding a piece of drawing paper in half, labeling one side 'MEMORY' and the other 'OBSERVATION'. Secondly, each student was asked to visualize what an Elmer's glue bottle looked like, and then draw it. Lastly, they folded their memory drawing over to the observation side, and was asked to draw a 'real' Elmer's glue bottle, that was placed in front of them. For the big reveal each student opened their drawing paper, so that both drawings could create a side by side comparison clearly distinguishing the differences and similarities between observational and memory drawing. Students reflected on the essential question, paired up with a partner, and shared what they thought the reasons were why we draw what we see?



Application of Knowledge: The early beginings of 1pt Perspective

Know, Understand, & be able to Do !!!!

Grade 8, per. 2
EQ: How do you create Depth on a flat surface ?

First Day of School ..... What I 'NOTICED' about the 6th Grade.

Please write your first name & last intial /  period & grade for each comment.
Wow !!! Today has finally come, vacation is over, and school is in full swing. Today we welcomed our new 6th grade students, as they hustled-and-bustled through the halls of LMK. I noticed that their faces were filled with worry, fear, & of course excitement, as the search was on to get to their new classes. I saw that most 6th graders were quiet, concentrated, and quick-footed, while juggling their schedules with their books, in hopes that the next classroom they passed would be theirs. As I directed traffic, they went in all directions, some traveled close, while others weren't so lucky, but I assured them not to worry, as for today was their first day of school.

Now it's your turn ! 
What did you Notice today?
Why did you Notice that? 
What else did you See?