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Art Enrichment through Choice-Based Learning

A TAB Curriculum for a Middle School Visual Art Enrichment Course

Learning Module

Introduction

Teaching for Artist Behavior, or T.A.B., is an approach to art education that allows students to think and make visual decisions as if they were professional artists. Choice-based T.A.B. learning consists of four main components: personal context, pedagogical context, classroom context, and assessment.

This course is designed for 7th and 8th grade art enrichment students that have a serious interest in the field of visual arts. In this self-paced, 18 week semester-long, visual art enrichment course, students will experiement with a variety of 2-D and 3-D mediums while completing approximately one module of work per week. Each medium and project module asks students to read, watch, experiment, create, and reflect in order to demonstrate an understanding of the covered material. Beginning modules allow students to learn about different 2-D and 3-D art techniquues, while later modules allow students to apply and assess the information they learned, culminating the semester with a peer art portfolio critique. Students have the flexibility to choose the order in which they want to complete each medium module. After experiementing with a variety of materials and techniques in the course, students will demonstrate their application of what they learned in each module by proposing and creating a minimum of 2 original works of art using a variety of both 2-D and 3-D mediums. 

Students should plan to spend approximately 3 to 5 hours per week completing each module. Project modules require approximately 5 to 10 hours per week to complete.

The learning objects for this T.A.B. visual art enrichment course are as follows:

  • Students will learn how to participate in a T.A.B. art classroom
  • Students will experiment with different 2-D & 3-D mediums
  • Students will learn about the possible application techniques for different 2-D & 3-D mediums
  • Students will create a minimun of 2 project proposals
  • Students will create a minimum of 2 original works of art
  • Students will particiapte in the process of an art critique
  • Students will reflect on their own work and the work of their peers
  • Students will learn how to talk about art in a collaborative classroom environment

This course fulfills the following National Visual Arts Standards:

Creating

  • Anchor Standard #1: Generate and conceptualize artistic ideas and work.
  • Anchor Standard #2: Organzie and develop artistic ideas and work.
  • Anchor Standard #3: Refine and complete artistic work.

Performing/Presenting/Producing

  • Anchor Standard #4: Select, analyze, and interpret artistic work for presentation.
  • Anchor Standard #5: Develop and refine artistic techniques and work for presentation.
  • Anchor Standard #6: Convey meaning through the presentation of artistic work.

Responding

  • Anchor Standard #7: Perceive and analyze artstic work
  • Anchor Standard #8: Interpret intent and meaning in artistic work.
  • Anchor Standard #9: Apply Criteria to evaluate artstic work.

Connecting

  • Anchor Standard #10: Synthesize and relate knowledge and personal experiences to make art.
  • Anchor Standard #11: Relate artistic ideas and works with societal, cultural, and historicalcontext to deepen understanding.

This course fulfills the following Illinois State Standards for Visual Art

  • VA:Cr1.1.7 a. Apply methods to overcome creative blocks.
  • VA:Cr1.1.8 a. Document early stages of the creative process visually or verbally in traditional or new media.
  • VA: Cr1.2.7 a.  Develop criteria to guide making a work of art or design to meet an identified goal.
  • VA:Cr1.2.8 a.  Collaboratively shape an artistic investigation of an aspect of present-day life using a contemporary practice of art and design.
  • VA:Cr2.1.7 a. Demonstrate persistence in developing skills with various materials, methods, and approaches in creating works of art or design.
  • VA:Cr2.1.8 a. Demonstrate willingness to experiment, innovate, and take risks to pursue ideas, forms, and meanings that emerge in the process of art making or designing.
  • VA:Cr2.2.7 a. Demonstrate awareness of ethical responsibility to oneself and others when posting and sharing images and other materials through the Internet, social media, and other communication formats.
  • VA:Cr2.2.8 a. Demonstrate awareness of practices, issues, and ethics of appropriation, fair use, copyright, open source, and creative commons as they apply to creating works of art and design.
  • VA:Cr2.3.7 a.  Apply visual organizational strategies to design and produce a work of art, design, or media that clearly communicates information or ideas.
  • VA:Cr2.3.8 a.  Select, organize, and design images and words to make visually clear and compelling presentations.
  • VA:Cr3.1.7 a.  Reflect on and explain important information about personal artwork in an artist statement or another format.
  • VA:Cr3.1.8 a. Apply relevant criteria to examine, reflect on, and plan revisions for a work of art or design in progress.
  • VA:Pr4.1.7 a. Analyze how past, present, and emerging technologies have impacted the preservation and presentation of artwork.
  • VA:Pr4.1.8 a. Develop and apply criteria for evaluating a collection of artwork for presentation.
  • VA:Pr4.2.7 a. Based on criteria, analyze and evaluate methods for preparing and presenting art.
  • VA:Pr4.2.8 a.  Collaboratively prepare and present selected theme-based artwork for display and formulate exhibition narratives for the viewer.
  • VA:Pr6.1.7 a. Compare and contrast viewing and experiencing collections and exhibitions in different venues
  • VA:Pr6.1.8 a. Analyze why and how an exhibition or collection may influence ideas, beliefs, and experiences.
  • VA:Re7.1.7 a. Explain how the method of display, the location, and the experience of an artwork influence how it is perceived and valued.
  • VA:Re7.1.8 a. Explain how a person’s aesthetic choices are influenced by culture and environment and impact the visual image that one conveys to others.
  • VA:Re7.2.7 a.  Analyze multiple ways that images influence specific audiences.
  • VA:Re7.2.8 a. Compare and contrast contexts and media in which viewers encounter images that influence ideas, emotions, and actions.
  • VA:Re8.1.7 a.  Interpret art and generate meanings through describing and analyzing feelings, subject matter, formal characteristics, artmaking approaches, and contextual information and identify key concepts.
  • VA:Re8.1.8 a. Collaboratively develop meaningful interpretations, supported by evidence, of artworks through describing and analyzing feelings, subject matter, formal characteristics, artmaking approaches, contextual information, and key concepts.
  • VA:Re9.2.7 a. Compare and explain the difference between an evaluation of an artwork based on personal criteria and an evaluation of an artwork based on a set of established criteria.
  • VA:Re9.2.8 a. Create a convincing and logical argument to support an evaluation of art.
  • VA:Cn10.1.7 a. Individually or collaboratively create visual documentation of places and times in which people gather to make and experience art or design in the community.
  • VA:Cn10.1.8 a. Make art collaboratively to reflect on and reinforce positive aspects of group identity.
  • VA:Cn11.1.7 a. Analyze how response to art is influenced by understanding the time and place in which it was created, the available resources, and cultural uses.
  • VA:Cn11.1.8 a. Distinguish different ways art is used to represent, establish, reinforce, and reflect group identity.

Module 1: What is T.A.B.?

 

For the Student

What is T.A.B.?

T.A.B., also known as Teaching for Artistic Behavior, is an approach to art learning that allows you to experiment with a variety of mediums, or art materials, and techniques in order to make artistic decisions as if you were a professional artist or designer.

In this module, you will explore different mediums in order to learn about the different medium stations located around the classroom for your use throughout the semester. Be sure to complete this art interest inventory survey in order to share what mediums you enjoy and want mediums you want to learn more about throught the semester! 

 

Watch: This video resource introduces a variety of mediums that are at your experiement stations.

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This video resource demonstrates how to use different art mediums to to shade and add value to your artwork.

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Read: The following articles will help you to learn more about different media technqiues and terms used in visual art:

https://krsimanis.edublogs.org/files/2015/09/visartvocab-1vnu8bw.pdf

https://www.art-is-fun.com/art-medium/

The following article will help you to learn mroe about how to photgraph your own artwork:

https://www.theartofed.com/2017/12/12/photographing-artwork-elementary-students/

Experiment: Choose at least FOUR of the following MEDIUMS from the provided stations: graphite, color pencil, charcoal, pastel, marker, pen, or watercolors. Experiment with your chosen mediums on provided paper and use those mediums to complete a minimum of 10 of the sketchbook prompts listed here. Be sure to put your completed sketchbook prompts in your class portfolio by the end of the week.

Create: Choose TWO of the mediums that you experimented with and create a series of two drawings or paintings about subject matter of your choice on provided supports. At least ONE object in your work should be drawn or painted from direct observation. You may use the still-life prop box in the classroom to find objects to draw or paint and incoporate those objects into your work. Be sure to put your completed work in your class portfolio by the end of the week.

Reflect: Think about the following questions and post your responses as class update #1:

  • Describe: How would you describe your work to a peer who could not see it?
  • Relate: What interests you the most about the work you created?
  • Analyze: What do you think is the most important part of your work?
  • Interpret: What title would you give your work and why?
  • Evaluate: What do you think you should remember the most about your work that you created?
 
 
 
 

For the Teacher

Module 1 Learning Target: Students are introduced to and can identify, experiment, and create with the following media stations: graphite, color pencil, charcoal, pastel, marker, pen, or watercolors.

Students will: 

  • watch the video resources provided to learn about different media stations
  • read the articles provided to learn about different media techniques and terms used in the visual arts
  • experiment with the provided media stations and complete the sketchbook prompt assignment
  • create a project of their choice with chosen media they chose to experiment with in class
  • reflect on the critique questions

Teacher will:

  • review video resources about T.A.B. implementation in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • give students portfolios to store their classroom experiments and works
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Additional Teacher Resources:

T.A.B. is an approach to art education that allows students to experiment with a variety of materials and techniques in order to make artistic decisions as if they were professional artists or designers. The following video resources provide practical application strategies for T.A.B. room set-up, demonstrate how to integrate material stations into the classroom, explain pedagogical rational for T.A.B. implementation, give examples of assessment strategies, and give suggestions for how T.A.B. can assist teachers in meeting special needs accommodations in the classroom.

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Module 2: Graphite

 

For the Student

What is GRAPHITE?

Graphite is a dry, two-dimensional drawing medium made from carbon that artists often use to create sketches and illustrate drawings. Graphite can also be used to create shadows and value scales in order to create depth in drawings.

In this module, you will explore different charcoal techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource discusses what tools to use to work with graphite.

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This video resource explains how to use blending stumps to shade with graphite.

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This video resource explores different graphite techniques.

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This video resource demonstrates how to create different textures in your drawings!

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Read: The following articles explain different graphite techniqiues and this will help you to learn more about how to work with the medium: 

http://rapidfireart.com/wp-content/uploads/2017/03/RapidFireArt-Tutorials-How-to-Shade-Pencil-Shading-Techniques.pdf

www.lusd.org/cms/lib6/CA01001399/Centricity/Domain/711/Shading.pdf

Experiment: Use the provided supports and practice working with different graphite tools and techniques discussed in the resource reading and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect:Think about the following questions and post your responses as class update #2:

Describe: How would you describe the use of space in your work?
Relate: What objects do you recognize in your work?
Analyze: Is anything emphasized in your work?
Interpret: What is the concept, or idea, behind your work and how did you convey that in your work?
Evaluate: What do you think viewers would say about your work?

For the Teacher

Module 2 Learning Target: Students are introduced to different graphite techniques and can identify, experiment, and create with the following graphite tools: blending stump, gum eraser, kneaded eraser, pencil eraser, Bristol board, 3B, 4B, 5B, 6B, 7B, 8B, and 9B pencils.

Students will:​

  • watch the video resources provided to learn about graphite
  • read the articles provided to learn about different graphite techniques and terms used in the visual arts
  • experiment with the provided graphite
  • create a project of their choice using graphite
  • reflect on the critique questions

Teacher will:

  • review video resources 
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 3: Colored Pencils

 

For the Student

What are COLORED PENCILS?

Colored pencils are dry, two-dimensional drawing mediums that contain wax or oil based pigments of various colors. Like graphite pencils, colored pencils can also be used to blend, shade, and add depth to drawings.

In this module, you will explore different colored pencil techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video dicusses what materials to use when working with colored pencils.

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This video resource demonstrates how to blend using colored pencils.

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Read: The following articles explains different color pencil techniques and this will help you to learn more about how to work with the medium:

https://mymodernmet.com/colored-pencil-techniques/

https://www.theartofed.com/2017/04/05/7-cool-colored-pencil-techniques-teach-students/

Experiment: Use the provided supports and practice working with different color pencil tools and techniques discussed in the resource readings and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #3:

Describe: What three words would you use to describe your work?
Relate: What does your work remind you of in real life?
Analyze: What can you tell me about the colors used in your work?
Interpret: What sounds, if any, would this painting make and why?
Evaluate: How might you improve your work?

For the Teacher

Module 3 Learning Target: Students are introduced to different colored pencil techniques and can identify, experiment, and create with the following color pencil tools: blending stump, gum eraser,  Bristol board, and Prisma colored pencils.

Students will:​

  • watch the video resources provided to learn about colored pencil 
  • read the articles provided to learn about different colored pencil techniques and terms used in the visual arts
  • experiment with the provided colored pencils
  • create a project of their choice with chosen media they chose to experiment with in class
  • reflect on the critique questions

Teacher will:

  • review video resources about colored pencil tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 4: Marker, Pen, & Ink

 

For the Student

What are MARKER, PEN, and INK?

Marker, pen, and ink are two-dimensional drawing mediums that are made from a variety of wet pigments and particles. Different types of markers, pens, and inks can be used to blend, shade, outline, and emphasize different components in a drawing, painting, or three-dimensional object.

In this module, you will explore different marker, pen, and ink techniques, tools, and processes in order to learn more about these mediums and to have the opportunity to incorporate them into your project choices throughout the semester.

Watch: This video resouce demonstrates different tools and technqiues used with markers.

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This video resource demonstrates different tools and techniques used with pen & ink.

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Read: The following article explains different marker, pen, & ink techniques and this will help you to learn more about how to work with the medium:

https://www.creativebloq.com/features/10-pen-and-ink-drawing-techniques-and-tips

Experiment: Use the provided supports and practice working with different marker, pen, and ink tools and techniques discussed in the resource reading and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #4:

Describe: How would you describe the textures in your work?
Relate: What images do you recognize in your work?
Analyze: What can you tell me about the mediums used in your work?
Interpret: What do you think it would feel like to live in your work and why?
Evaluate: What grade would you give your work and why?

For the Teacher

Module 4 Learning Target: Students are introduced to different marker, pen, & ink techniques and can identify, experiment, and create with the following marker, pen, & ink tools: sharpies, Prisma markers, paint markers, India ink, and calligraphy pens. 

Students will:​

  • watch the video resources provided to learn about marker, pen, & ink
  • read the articles provided to learn about different marker, pen, & ink techniques and terms used in the visual arts
  • experiment with the provided markers, pens, & inks
  • create a project of their choice with maker, pen, or ink
  • reflect on the critique questions

Teacher will:

  • review video resources about marker, pen, and ink tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 5: Charcoal

 

For the Student

What is CHARCOAL?

Charcoal is a dry, two-dimensional drawing medium that comes in different forms, including compressed, vine, pencil, and powder charcoal. Charcoal is often blended in order to emphasize the lights and shadows in drawings.

In this module, you will explore different charcoal techniques, tools, and processes in order to learn more about this medium and tohave the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource discusses which tools to use when working with charcoal.

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This video resource demonstrates different charcoal techniques.

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This video resource illustrates the differences between shading with graphite and shading with charcoal.

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Read: The following article explains different charcoal techniques and this will help you to learn more about how to work with the medium:

https://thevirtualinstructor.com/charcoal.html

Experiment: Use the provided supports and practice working with different charcoal tools and techniques discussed in the resource videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect:Think about the following questions and post your responses as class update #5:

Describe: How would you describe your work to a peer who could not see it?
Relate: What objects are easy to recognize in your work?
Analyze: What is emphasized in your work?
Interpret: What title would you give your work & why?
Evaluate: What was the most difficult part about working with this medium in your work?

For the Teacher

Module 5 Learning Target: Students are introduced to different charcoal techniques and can identify, experiment, and create with the following charcoal tools: blending stump, kneaded eraser, vine charcoal, pencil charcoal, powder charcoal, compressed charcoal, and conte crayons.

Students will:​

  • watch the video resources provided to learn about charcoal
  • read the articles provided to learn about different charcoal techniques and terms used in the visual arts
  • experiment with the provided charcoal
  • create a project of their choice with charcoal
  • reflect on the critique questions

Teacher will:

  • review video resources about charcoal tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 6: Pastels

 

For the Student

What are PASTELS?

Pastels are dry, two-dimensional drawing mediums that come in two main varieties: oil and chalk. Both chalk and oil pastels acan be used to blend different colors on a variety of surfaces.

In this module, you will explore different pastel techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource demonstrates different oil pastel tools and techniques.

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This video resource demonstrates different chalk pastel tools and technqiues.

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Read: The following article explains different pastel techniques and this will help you to learn more about how to work with the medium:

https://www.theartofed.com/2015/05/20/7-distinct-techniques-to-transform-your-oil-pastel-projects/

Experiment: Use the provided supports and practice working with different chalk and oil pasteltools and techniques discussed in the resource reading and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #6:

Describe: What colors did you use in your work?
Relate: Are any objects difficult to see? If so, which objects?
Analyze: What color is used the most in your work?
Interpret: What title would you give your work and why?
Evaluate: How might you improve your work?

For the Teacher

Module 6 Learning Target: Students are introduced to different pastel techniques and can identify, experiment, and create with the following pastel tools: blending stump, oil pastel, chalk pastel, and blending brushes.

Students will:​

  • watch the video resources provided to learn about oil and chalk pastels
  • read the articles provided to learn about different pastel techniques and terms used in the visual arts
  • experiment with the provided pastels
  • create a project of their choice with pastel
  • reflect on the critique questions

Teacher will:

  • review video resources about oil and chalk pastel tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 7: Watercolors

 

For the Student

What are WATERCOLORS?

Watercolors are wet, two-dimensional painting mediums that come in three main forms: liquid, cake, and pencil. All three forms of watercolors can be used to mix and blend different color pigments on a variety of surfaces.

In this module, you will explore different watercolor techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource demonstrates different liquid watercolor techniques. 

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This video demonstrates different tray watercolor techniques.

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This video demonstrates different watercolor pencil techniques.

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Read: The following articles explain different watercolor techniques and this will help you to learn more about how to work with the medium:

https://www.jerrysartarama.com/blog/5-pro-tips-for-the-beginning-watercolor-painter/

https://thevirtualinstructor.com/watercolor-painting-tips.html

Experiment: Use this watercolor technqiue sheet to practice using different types of watercolors.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #7:

Describe: How would you describe your work to a peer who could not see it?
Relate: What interests you the most about the work you created?
Analyze: What objects seem closer or further away from the viewer?
Interpret: Why did you create the images that you did in your work?
Evaluate: What do you think you should remember the most about your work that you created?

For the Teacher

Module 7 Learning Target: Students are introduced to different watercolor techniques and can identify, experiment, and create with the following watercolor tools: watercolor brushes, liquid watercolor, tray water color, and watercolor pencils.

Students will:​

  • watch the video resources provided to learn about watercolors
  • read the articles provided to learn about different watercolor techniques and terms used in the visual arts
  • experiment with the provided watercolors
  • create a project of their choice with watercolors
  • reflect on the critique questions

Teacher will:

  • review video resources about watercolor tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 8: Acrylics

 

For the Student

What are ACRYLICS?

Acrylics are wet, two-dimensional paint mediums that can be used to blend and mix different pigments on a variety of surfaces. Like watercolors, acrylics are water-soluble, but unlike watercolors, acrylics are opaque and water-resistent when they dry.

In this module, you will explore different acrylic techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource discusses basic acrylic painting materials.

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This video resource demonstrates different tools and techniqes with acrylic paint.

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This video resource demonstrates the differences between watercolor and acrylic paints.

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Read: The following articles explain different acrylic paint techniques and this will help you to learn more about how to work with the medium:

https://www.thoughtco.com/acrylic-painting-tips-for-beginners-2578746

https://www.thoughtco.com/acrylic-paint-problems-2577373

Experiment: Use the provided supports to practice working with different acrylic paint tools and techniques discussed in the resource readings and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #8:

Describe: How 3 words would you use to describe your work?
Relate: What does your work remind you of?
Analyze: What can you tell me about the textures in your work?
Interpret: What title would you give your work and why?
Evaluate: What do you think you should remember the most about your work that you created?

For the Teacher

Module 8 Learning Target: Students are introduced to different acrylic paint techniques and can identify, experiment, and create with the following acrylic tools: canvas, acrylic paint, acrylic paint brushes, palette, & palette knife.

Students will:​

  • watch the video resources provided to learn about acrylic paint
  • read the articles provided to learn about different acrylic paint techniques and terms used in the visual arts
  • experiment with the provided acrylic paint
  • create a project of their choice with acrylic paint
  • reflect on the critique questions

Teacher will:

  • review video resources about acrylic paint tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student udates each week
  • grade student portfolio progress at the end of each week

Module 9: Printmaking

 

For the Student

What is PRINTMAKING?

Printmaking is a two-dimensional process of art making that uses a variety of methods to create prints, including: relief, intaglio, lithography, and screen printing.

In this module, you will explore different printmaking techniques, tools, and processes in order to learn more about printmaking mediums and to have the opportunity to incorporate them into your project choices throughout the semester.

Watch: This video resource discusses different types of fine art printmaking.

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This video resource discusses different printmaking supplies.

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This video resource demonstrates different printmaking techniques.

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Read: The following article explains different printmaking techniques and this will help you to learn more about how to work with differnt types of prints:

https://www.accessart.org.uk/wp-content/uploads/2017/03/printmaking.pdf

https://www.artsy.net/article/editorial-nine-types-of-printmaking-you-need-to

Experiment: Practice working with these different printmaking tools and techniques discussed in the readings and resource videos. Use this guide to practice creating your own collagraph print.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #9:

Describe: What shapes do you see in your work?
Relate: How might your work feel?
Analyze: What do you think is the most important part of your work?
Interpret: What is the concept, or idea, behind your work?
Evaluate: How might your improve your work?

For the Teacher

Module 9 Learning Target: Students are introduced to different printmaking techniques and can identify, experiment, and create with the following printmaking tools: brayer, tray, ink, linoleum block printing, and blades.

Students will:​

  • watch the video resources provided to learn about different types of printmaking
  • read the articles provided to learn about different printmaking techniques and terms used in the visual arts
  • experiment with the provided printmaking materials
  • create a project of their choice with printmaking
  • reflect on the critique questions

Teacher will:

  • review video resources about printmaking tools and techniques in the classroom
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Additional Teacher Resources:

https://thislittleclassofmine.weebly.com/home/tips-for-middle-school-print-making

https://www.theartofed.com/2013/11/11/5-secrets-for-managing-the-mess-of-printmaking/

Module 10: Mixed Media

 

For the Student

What is MIXED MEDIA?

Mixed media describes a type of art that requires two or more art mediums to create it. These mediums can be two-dimensional or three-dimensional.

In this module, you will explore different mixed media techniques, tools, and processes in order to learn more about how to incorporate multiple mediums into your project choices throughout the semester.

Watch: These video resources discusse different tips for working with mixed media.

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This video resource demonstrates how to use both watercolors a colored pencils in your illustrations.

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Read: The following article explains different mixed media techniques and this will help you to learn more about how to work with the medium:

https://www.artistsnetwork.com/mixed-media-painting-techniques/

The following article contains different collage artists to explore:

https://www.theartofed.com/packs/collage-techniques-every-level/?open_download=1

Experiment: Practice working with different mixed-media tools and techniques discussed in the resource readings and videos. Use this guide to create your own mixed media painting or this guide to create your own mixed media coins.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #10:

Describe: What mediums did you use to create your work?
Relate: What shapes do you recognize in your work?
Analyze: What do you think is the most important part of your work?
Interpret: What might other viewers think about your work?
Evaluate: What did you learn about the mediums you chose to use in your work?

For the Teacher

Module 16 Learning Target: Students are introduced to different mixed media techniques and can identify, experiment, and create with the following mixed media: graphite, colored pencils, marker, pen, ink, charcoal, pastel, watercolor, acrylic paint, & printmaking.

Students will:​

  • watch the video resources provided to learn about mixed-media
  • read the articles provided to learn about mixed-media
  • experiment with the provided mixed-media
  • create a project of their choice with chosen mixed-media they choose to experiment with in class
  • reflect on the critique questions

Teacher will:

  • review video resources 
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 11: 2-D W.O.W. Project

 

For the Student

What is a 2-D W.O.W. PROJECT?

A W.O.W. project stands for a wonderful, original work of art! A 2-D W.O.W. project involves the use of two-dimensional art materials.

In this module, you will explore how artists use trading cards to practice working with mediums, create a 2-D project proposal with your chosen 2-D mediums, and create your own W.O.W. project! 

Watch: This video resources explains what Artist Trading Cards are and how artists use them to practice working with different mediums.

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This video resources gives tips for how to choose the correct paper, or support, for your project.

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Read: The following lesson plan explains how artists use and create trading cards to experiment with different mediums.

https://theartofed.com/content/uploads/2015/07/Artist-Trading-Cards.pdf

The following link provides examples of artist trading cards.

file:///Users/kellyfamilymac/Downloads/FC_Artist_Trading_Cards.pdf

The following article lists 7 steps to creating original artwork.

https://design.tutsplus.com/articles/7-steps-to-developing-originality-in-your-design-and-illustration-work--psd-288

Experiment: Use the provided supports to create THREE artist trading cards that use a minimum of FIVE different mediums.

Create: Complete the W.O.W. project proposal form to plan out your W.O.W. project. Use any of the 2-D medium stations in class to create your W.O.W. project: graphite, color pencil, marker, pen, ink, charcoal, pastel, watercolor, acrylic paint, printmaking, and mixed media. Use the provided support that is best for your chosen medium. Be sure to document your daily progress with pictures and put your completed work in your class portfolio by the end of the week. Use this rubric to assess your completed project!

Reflect: Think about the following questions and post your responses as class update #11:

Describe: What words would you use to describe your 2-D W.O.W. project?
Relate: What interests you the most about the work you created?
Analyze: What do you think is the most important part of your work?
Interpret: Why did you choose to create your project? How does your chosen medium relate to your project concept?
Evaluate: What do you think you should remember the most about your work that you created?

For the Teacher

Module 10 Learning Target: Students will use the 2-D tools, techniques, and processes that they learned to create an original work of art.

Students will:​

  • watch the video resources provided to learn about Artist Trading Cards
  • read the articles provided to learn about different media techniques and terms used in the visual arts
  • experiment with 2-D media to create artist trading cards
  • propose a 2-D W.O.W. project
  • create a 2-D W.O.W. project
  • reflect on the critique questions

Teacher will:

  • review video resources 
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week
  • Use the provided rubric criteria to grade the 2-D W.O.W. project

Additional Teacher Resources:

https://www.theartofed.com/content/uploads/2015/07/Nic-Hahns-ATC-Handout-copy.pdf

https://www.theartofed.com/lesson-plans/free-lesson-plan-download-artist-trading-cards/

https://www.theartofed.com/2017/04/25/get-quality-work-choice-classroom/

file:///Users/kellyfamilymac/Downloads/FC_Artist_Trading_Cards.pdf

http://tabithaannthelostsock.blogspot.com/2013/02/visual-perspective-atc-art-trading-cards.html

Module 12: Fiber Arts

 

For the Student

What are FIBER ARTS?

Fiber Arts refers to a three-dimensional type of art that consists of several different mediums, including fabric, yarn, string, clothes, and objects found in nature. 

In this module, you will explore different fiber arts techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester. 

Watch: This video resource discusses different tools and technaiues used by fiber artists. 

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This video resource relates texture to fiber art.

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This video resoure demonstrates weaving for beginners.

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Read: The following article explains different fiber arts techniques and this will help you to learn more about how to work with the medium:

https://www.theartofed.com/2018/02/26/fiber-arts-made-easy-guide-teaching-fibers-artroom/

https://www.theartofed.com/2016/09/02/54449/

Experiment: Practice the paper weaving techniques discussed in the resource readings and videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #12:

Describe: How would you describe the way your project feels?
Relate: What interests you the most about the work you created?
Analyze: What is emphasized in your work?                                                                            Interpret: What is the concept, or idea, behind your work?
Evaluate: What was the most challenging part to create in your work and why?

For the Teacher

Module 13 Learning Target: Students are introduced to different fiber art techniques and can identify, experiment, and create with the following fiber art tools: loom, fabric, felt, & thread.

Students will:​

  • watch the video resources provided to learn about fiber arts
  • read the articles provided to learn about fiber arts
  • experiment with the provided fiber art materials
  • create a project of their choice with chosen fiber arts they choose to experiment with in class
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 13: Clay

 

For the Student

What is CLAY?

Clay is a three-dimensional medium that is created from decomposing rock particles. Clay can be used to construct a variety of forms, both functional and decorative, including bowls, beads, tiles, bricks, and figures. Clay comes in a variety of forms, including: modeling, air-dry, earthenware, and terracotta. Hardened, kiln-fired clay objects are also referred to as ceramics.

In this module, you will explore different clay techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video resource discusses basic clay tools.

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This video resource discusses different types of clay and clay construction methods.

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This video resource demonstrates how to use modeling clay.

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Read: The following articles explains different clay techniques and this will help you to learn more about how to work with the medium:

http://www.lakesidepottery.com/HTML%20Text/Methods%20of%20Handbuilding.htm

https://www.artistsandillustrators.co.uk/how-to/sculpture/252/beginners-guide-to-sculpting-in-clay

Experiment: Use modeling clay, a matt, and hand tools, to use these anchor charts to practice the pinch, slab, and coil methods.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #13:

Describe: How would you describe your work to a peer who could not see it?
Relate: What is the function of your work be? How might you use it?
Analyze: What is the story behind your work?
Interpret: If you could fit inside your work, what textures might you feel?
Evaluate: What do you like best about your work and why?

For the Teacher

Module 11 Learning Target: Students are introduced to different clay techniques and can identify, experiment, and create with the following clay tools: rib, wire cutters, carving tools, modeling clay, kiln, fire, air-dry clay, earthenware, and terracotta.

Students will:​

  • watch the video resources provided to learn about clay
  • read the articles provided to learn about clay
  • experiment with the provided modeling clay
  • create a project of their choice with clay
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 14: Wire

 

For the Student

What is WIRE?

Wire is a three-dimensional art medium that can bend to create a variety of objects, including: figures, jewerly, and structural forms. Different gauges, or thicknesses, of wire are used for different functions. Low gauge, or thick, wire is best to use to create figures and structural forms, while high guage, or thin, wire is best to use to create jewelry pieces.

In this module, you will explore different wire techniques, tools, and processes in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video demonstrates wire jewely basics.

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This video discusses wire sculpture basics.

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Read: The following article explains different wire tools and this will help you to learn more about how to work with the medium:

https://jewelrytutorialhq.com/essential-wire-wrapping-tools-beginners/

The following handout provided a list of jewelry artists to explore in order to see examples of how they use wire in their work.

https://www.theartofed.com/packs/jewelry-making/?open_download=1

Experiment: Practice working with different wire tools and techniques discussed in the resource videos.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #14:

Describe: How would you describe your work to a peer who could not see it?
Relate: What does your work remind you of in real life?
Analyze: What question would you ask your work if it could talk?
Interpret: What title would you give your work and why?
Evaluate: What was the most challenging part of creating your work?

For the Teacher

Module 14 Learning Target: Students are introduced to different wire techniques and can identify, experiment, and create with the following wire tools: spool, wire cutters, kneedle nose pliers, flat nose players, and gage.

Students will:​

  • watch the video resources provided to learn about wire
  • read the articles provided to learn about wire
  • experiment with the provided wire
  • create a project of their choice with wire
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 15: Sculpture

 

For the Student

What is SCULPTURE? 

Sculpture defines a three-dimensional type of art that consists of several different mediums, including: clay, wire, paper mache, and recycled objects. There are four main types of sculpture that we will explore, including: carving, casting, modeling, and assembling. 

In this module, you will explore different sculpture techniques, tools, and processes in order to learn more about this type of art and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video discusses and defines sculpture.

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This video resource explores ways to use recycled materials to create sculptures.

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Read: The following article explains different sculpture techniques and this will help you to learn more about how to work with the medium:

http://www.getty.edu/education/teachers/classroom_resources/curricula/sculpture/background2.html

https://thevirtualinstructor.com/blog/sculpting-materials-for-beginners

The following article explains assemblage sculpture and gives ideas for how to create your own assemblage sculpture out of recycled materials:

https://www.teachkidsart.net/recycled-assemblage-sculptures-inspired-by-louise-nevelson/

Experiment: Use this guide to create your own dot-to-dot mini assemblage sculpture with provided materials.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #15:

Describe: What do you see in your work?
Relate: What interests you the most about the work you created?
Analyze: What mediums and technqiues did you choose to work with and why?
Interpret: What title would you give your work and why?
Evaluate: What aspect of your work do you like best and why?

For the Teacher

Module 15 Learning Target: Students are introduced to different sculpture techniques and can identify, experiment, and create with the following sculpture tools: found object, recycled materials sculpture, casting, typography, & plaster.

Students will:​

  • watch the video resources provided to learn about different types of sculpture
  • read the articles provided to learn about different types of sculpture
  • experiment with the provided sculpture materials
  • create a project of their choice with sculpture materials
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Module 16: Glass

 

For the Student

What is GLASS? 

Glass is a three-dimensional art medium that is made from different colored, solid, and transparent particles. Glass can be used to create a variety objects with both functional and decorative purposes.

In this module, we will explore different techniques, tools, and processes associated with glass fusing and mosiac tiles in order to learn more about this medium and to have the opportunity to incorporate it into your project choices throughout the semester.

Watch: This video demonstrates how to work with glass.

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This video resource demonstrates how to create tile mosiacs. 

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Read: The following article explains different glass fusing techniques and this will help you to learn more about how to work with the medium:

https://www.instructables.com/id/Glass-Fusing/

https://renegadeartglass.net/about-us/techniques/fused-glass/

https://www.birchamgallery.co.uk/glossary/glass/

The following articles explain different tile mosaic techniques:

https://www.thecrafttrain.com/mosaic-art-for-beginners/

https://www.instructables.com/id/How-To-Make-a-Mosaic-For-Beginners/

Experiment: Review these glass key terms and practice working with glass fusing or mosaic techniques discussed in the reading and video resources.

Create: Choose ONE of the following projects to complete: Option 1, Option 2, or Option 3.

Reflect: Think about the following questions and post your responses as class update #16:

Describe: How would you describe the colors in your work?                                                                Relate: How does your work feel?
Analyze: What is emphasized in your work?
Interpret: If you were inside your work, how might you feel?
Evaluate: What did you learn about working with your medium and chosen techniques?

For the Teacher

Module 16 Learning Target: Students are introduced to different graphite techniques and can identify, experiment, and create with the following glass tools: pliers, cutters, grout, frit, stringers, and confetti.

Students will:​

  • watch the video resources provided to learn about glass fusing and mosaics
  • read the articles provided to learn about glass fusing and mosaics
  • experiment with the provided mixed-media
  • create a project of their choice with glass
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week

Additional Teacher Resource:

https://www.theartofed.com/2013/10/14/you-can-use-glass-in-your-ceramics-kiln-who-knew/

Module 17: 3-D W.O.W. Project

 

For the Student

What is a 3-D W.O.W. PROJECT?

A W.O.W. project stands for a wonderful, original work of art! A 3-D W.O.W. project involves the use of three-dimensional art materials.

In this module, you will explore how artists use trading cards to practice working with mediums, create a 3-D project proposal with your chosen 3-D mediums, and create your own W.O.W. project!

Watch: This video resource demonstrates typography sculpture.

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Read: The following article discusses the differences between original artwork and reproductions of exhisting artwork:

https://www.quora.com/What-is-the-difference-between-an-original-artwork-and-a-reproduction-of-it

The following article gives examples of creative solutions used to illustrate words:

https://99designs.com/blog/creative-inspiration/creative-typography-inspiration/

Experiment: Choose ONE adjective from this list and use at least ONE 3-D medium to illustrate your chosen word.

Create: Complete the W.O.W. project proposal form to plan out your W.O.W. project. Use any of the 3-D medium stations in class to create your W.O.W. project: fiber arts, clay, wire, sculpture, or glass. Use the provided support, if any, that is best for your chosen medium. Be sure to document your daily progress with pictures and put a picture of your completed work in your class portfolio by the end of the week. Use this rubric to assess your completed project!

Reflect: Think about the following questions and post your responses as class update #17:

Describe: What words would you use to describe your 3-D W.O.W. project?
Relate: What interests you the most about the work you created?
Analyze: What do you think is the most important part of your work?
Interpret: Why did you choose to create your project? How does your chosen medium relate to your project concept?
Evaluate: What do you think you should remember the most about your work that you created?

For the Teacher

Module 17 Learning Target: Students will use the 3-D tools, techniques, and processes that they learned to create an original work of art.

Students will:​

  • watch the video resources provided to learn about 3-D art
  • read the articles provided to learn about different media techniques and terms used in the visual arts
  • experiment with 3-D media to create artist trading cards
  • propose a 3-D W.O.W. project
  • create a 3-D W.O.W. project
  • reflect on the critique questions

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their experiments and artwork
  • respond to student updates each week
  • grade student portfolio progress at the end of each week
  •  Use the following 3-D W.O.W. project rubric to grade projects

Additional Teacher Resources:
http://www.artedguru.com/3d-projects.html

http://www.studiosproutsantacruz.com/Tags/recycled-materials

Module 18: Semester Assessment

 

For the Student

By participating in this T.A.B. visual art enrichment course this semester, you were able to increase your growth mindset!

Watch: The following video resource will explain the different between a fixed and growth mindset.

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The following video resource is an example of a class art critque.

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The following video resouce gives you tips and strategies that you can use to improve your art critique skills.

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Read: The following article will help you and your partner review the components of the art critique process.

https://www.wikihow.com/Critique-Your-Peers%27-Art-Work

Final Activity: Look through your class portfolio from the semester and choose FIVE of your best pieces to display for a partner art critique. Work with a chosen partner to participate in an art critique of the work that you both created throughout the semester. Refer to the article you read to help you and your partner display your work for you both to review.

Reflect: Use the art critique guidelines to participate in your partner art critique and complete the following peer portfolio review, self-evaluation, and teacher-evaluation forms. Be sure to place your completed forms in your class portfolio. 

For the Teacher

Module 18 Learning Target: Students can identify the four steps of an art critique, including: describe, relate, analyze, interpret,and evaluate, experiment, and demonstrate their ability to share and talk about their work from the semester.

Students will:​

  • watch the video resources provided to learn about the growth mindset and review the art critique process
  • read the article provided to understand how to display their portfolio of work for an art critique
  • participate in a peer portfolio review
  • complete the peer portfolio review
  • complete the self-evaluation form
  • complete the teacher-evaluation form

Teacher will:

  • review video resources
  • answer student questons
  • facilitate the learning environment throughout the week
  • give student feedback on their work from the semester
  • respond to student updates each week
  • grade completed semester portfolios

Additional Teacher Resources:

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https://www.theartofed.com/2016/04/18/peer-feedback-helping-students-glow-grow/

https://www.goshen.edu/art/ed/critique1.html

https://www.wikihow.com/Critique-Your-Peers%27-Art-Work

http://www.artsandjustice.org/critique-strategies/

https://www.theartofed.com/content/uploads/2016/03/Ultimate-Assessment-Guide.pdf

Resources

http://teachingforartisticbehavior.org/

http://theartofed.org

https://www.dickblick.com/

https://www.incredibleart.org/links/toolbox/curriculum.html

https://www.incredibleart.org/files/crit.htm

https://www.theartofed.com/2016/04/18/peer-feedback-helping-students-glow-grow/

https://www.goshen.edu/art/ed/critique1.html

https://www.wikihow.com/Critique-Your-Peers%27-Art-Work

http://www.artsandjustice.org/critique-strategies/

https://www.theartofed.com/content/uploads/2015/07/Nic-Hahns-ATC-Handout-copy.pdf

https://www.theartofed.com/lesson-plans/free-lesson-plan-download-artist-trading-cards/

https://www.youtube.com/watch?v=bXYySei24Ls

http://www.craftwire.org/

https://rocktumbler.com/tips/tumbled-glass/

http://artspacegallery.org/outreach_images/middle_school_2017.jpg

https://bellaceramicastudio.com/shop/clay-hand-building-and-wheel-throwing/

https://www.deviantart.com/cicilicious/art/Art-Supplies-308038991

https://www.jacksonsart.com/blog/2017/04/28/printmaking-schmincke-print-medium-oil-paint/

https://www.thegreatcourses.com/media/catalog/product/cache/1/image/800x600/0f396e8a55728e79b48334e699243c07/4/0/4063---base_image.1502814207.jpg

http://www.dsource.in/course/acrylic-painting/tools-and-materials

https://jewelrytutorialhq.com/essential-wire-wrapping-tools-beginners/

https://pixabay.com/en/pastels-oil-pastels-colorful-212303/

https://www.artistsnetwork.com/wp-content/uploads/2013/01/charcoal-drawing-image-2.png

https://anitachowdry.wordpress.com/2012/04/13/shopping-for-a-basic-tool-kit-for-drawing/

https://diycandy.com/best-colored-pencils-coloring-books/

http://shop.crayola.com/color-and-draw/colored-pencils

https://www.arttutor.com/blog/201508/essential-materials-you-need-drawing-painting

https://cdn.dick-blick.com/lessonplans/spirit-trees/spirit-trees-spirit-trees.pdf

https://www.artistsandillustrators.co.uk/how-to/sculpture/252/beginners-guide-to-sculpting-in-clay

https://www.youtube.com/watch?v=6WeYurLhEZY

https://www.theartofed.com/2013/11/11/5-secrets-for-managing-the-mess-of-printmaking/

https://www.thoughtco.com/acrylic-painting-tips-for-beginners-2578746

https://www.youtube.com/watch?v=shb07jyr68I

https://www.youtube.com/watch?v=TopOL9LaUew

https://www.youtube.com/watch?v=bmvP3Tvg7fo

https://www.youtube.com/watch?v=cjfg7e0wA40

https://www.youtube.com/watch?v=JdldyXJxPWg

https://www.youtube.com/watch?v=ENzWqsG_CpE

https://www.youtube.com/watch?v=HPUZnyWYPbI

https://www.youtube.com/watch?v=oj2sEXs4XZY

https://www.youtube.com/watch?v=Vdhv-FKfaCU

https://design.tutsplus.com/articles/7-steps-to-developing-originality-in-your-design-and-illustration-work--psd-288

http://www.studiosproutsantacruz.com/Tags/recycled-materials

https://www.youtube.com/watch?v=GXeIf-fpawo

https://www.mobap.edu/wp-content/uploads/2013/01/list_of_adjectives.pdf​

https://www.artedguru.com/3d-projects.html

https://www.youtube.com/watch?v=vlV6iO1RzQ8

https://www.youtube.com/watch?v=S3DCx0TzNRw

https://www.birchamgallery.co.uk/glossary/glass/

https://www.youtube.com/watch?v=tzkd1_f0wUk

https://www.youtube.com/watch?v=LeYitWpA6ZU

https://www.youtube.com/watch?v=jm6wo-8rJD0

https://www.youtube.com/watch?v=WzCFqYQJnPg

https://www.instructables.com/id/Glass-Fusing/

https://renegadeartglass.net/about-us/techniques/fused-glass/

https://www.armstrongglass.com/glossary.php

https://www.instructables.com/id/How-To-Make-a-Mosaic-For-Beginners/

https://www.youtube.com/watch?v=rMdmerergXI

https://www.youtube.com/watch?v=K-KYHJriivw

https://www.youtube.com/watch?v=Cc53ns9yJfo

https://www.youtube.com/watch?v=ueokIdeoupk

https://www.youtube.com/watch?v=MFnBulUxrFc

https://www.youtube.com/watch?v=QZ43LDYjgxQ

https://www.youtube.com/watch?v=26y73FuFuJ8

https://www.youtube.com/watch?v=AFKnG-vENUw

https://www.youtube.com/watch?v=mCHd9ZxbtbE

https://www.theartofed.com/packs/jewelry-making/?open_download=1

https://www.theartofed.com/packs/jewelry-making/?open_download=1

chrome-extension://gbkeegbaiigmenfmjfclcdgdpimamgkj/views/app.html

https://www.thoughtco.com/acrylic-paint-problems-2577373

https://thevirtualinstructor.com/charcoal.html

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http://www.lakesidepottery.com/HTML%20Text/Methods%20of%20Handbuilding.htm

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https://static1.squarespace.com/static/53d5c9b8e4b000707bc9256a/t/54eab09be4b01dbc2515d66c/1424666779177/contour+drawing+assignment.pdf

https://thevirtualinstructor.com/blog/sculpting-materials-for-beginners

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