So proud of my High School students for their dedication and commitment to finish our first high quality yearbook! Our 2018-2019 yearbook will be 140 pages and includes all students (Prek-3 to 12th grade) and staff.
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Objectives:
Toward the end of the lesson students are able to recall the Islamic art and design’s geometric patterns, arabesque, floral design, and calligraphy Class procedure: What is Islamic art? www.bbc.co.uk/religion/religions/islam/art/art_1.shtml http://en.wikipedia.org/wiki/Islamic_art Phase 1 (Geometric and Celtic Patterns): Students watch all 9 links below and sketch the one they like in their sketchbook. 1. http://www.youtube.com/watch?v=-uiGlGzYfl0&list=FLkQCMKpSQg1azSbgWjM9eRQ&index=15 2. http://www.youtube.com/watch?v=DAyr80XWL08 3. http://www.youtube.com/watch?v=u6JYxj_ezLI 4. https://www.youtube.com/watch?v=Ih3KaZIJSnE 5. https://www.youtube.com/watch?v=ncWb1qRihEI 6. https://www.youtube.com/watch?v=h3KdR8n10gg 7. http://www.youtube.com/watch?v=4NeanRsHtu8 8. https://www.youtube.com/watch?v=V02nwUfqgf8 9. https://www.youtube.com/watch?v=CqnH1y1HpF8 Phase 2: For the second phase of the Islamic Art project, Students sketch five different calligraphies (different ways of writing the verse in Arabic) of the verse of Quran they want to do for this project. For inspiration, go to library on Edmodo, open the Islamic Art folder and start sketching your calligraphy ideas! Students will have separate grade for each phase of this project. Then they will start their final project, combining the design and the calligraphy in a creative and unique style. Students decide what medium to color with. If they choose paint, the teacher will provide a canvas for them. Materials: #2 pencil ■ paper ■ Acrylic paint ■ Paintbrush ■ Canvas ■ Color Pencil ■ Markers Vocabulary: Islamic Art: This art encompasses the visual arts produced from the 7th century onwards by people who lived within the territory that was inhabited by or ruled by culturally Islamic populations. Islamic art seeks to portray the meaning and essence of things, rather than just their physical form. Islamic Geometric Patterns: Foliage and linear geometric patterns that are combined in a single design. They adopt designs that seem clearly derived from vegetal arabesque ones. They have highly complex patterns and to Muslims, these forms constitute an infinite pattern that extends beyond the visible material world. Arabesque: is a type of flowing linear decoration based on plant forms, representing the rhythms of nature. Because of the non-figurative nature of Islamic art arabesque decoration is there often a very important element in the most significant works, and plays a large part in the decoration of architecture. Islamic Calligraphy: It is also known as Arabic Calligraphy, is the artistic practice of handwriting, calligraphy, and by extension of bookmaking, in the lands sharing a common Islamic cultural heritage. Calligraphy is especially revered among Islamic arts since it was the primary means for the preservation of the Quran. Suspicious of figurative art as idolatrous led to calligraphy and abstract depictions becoming a major form of artistic expression in Islamic cultures, especially in religious contexts. Arabic, Persian, and Ottoman Turkish calligraphy is associated with abstract arabesque motifs on the walls and ceilings of mosques as well as on the page. Assessment/ Evaluation: Understanding the Islamic art and calligraphy: 25% Understanding the color theory and coloring quality using acrylic paint, color pencil or markers 25% Neatness, creativity and work effort: 25% Participating in critiques and following rules 25% Vocabulary: Line: A line is a basic element of art, referring to a continuous mark, made on a surface, by a moving point. Shape: shape is an enclosed space, the boundaries of which are defined by other elements of art Space: An element of art, space refers to distances or areas around, between or within components of a piece. Space can be positive (white or light) or negative (black or dark), open or closed, shallow or deep and two-dimensional or three-dimensional. Sometimes space isn't actually within a piece, but the illusion of it is. Pattern: Pattern is one of the principles of art, which is the repetition of one or more elements of art, like line, shape or color. Zentangle: way of creating images through repetitive patterns and shapes to create positive and negative space. Zentangle® is a meditative process of creating art, wherein simple shapes and lines combine to make a complicated and interesting final piece of artwork. The focus of Zentangle is on the process of creation, rather than the end result. The beauty of Zentangle is that there is no right way or wrong way. If you can draw a line and a circle (perfectly or not), you can Zentangle. Zentangle is an art concept that is engaging, approachable, and fun enough for someone who has never picked up any art tools or created a piece of art, yet is still meditative, productive, and creative enough for an advanced artist to enjoy. Islamic Integration: We will be talking about Imam Hussain (a.s.) and the event that took place in Karbala on the day of Ashura and the importance of commemoration of this event and making artwork for Imam Hussain (a.s.) to spread the message of Imam Husssain (a.s.) Imam Hussain: Hussain was born in 620 AD to a family famed for their values of equality, love and peace. Raised by his grandfather Muhammad (the last prophet of Islam) Hussain was a figure known for his integrity, generosity of spirit and blindness to colour, social class and personal beliefs. www.whoishussain.org After looking at Edvard Munch's famous painting, The Scream, students created their own artwork featuring images of things that make them want to scream.
1. Learn about the artist Edvard Munch and his famous painting "The Scream". What do you feel the painting brings out emotionally - sadness? joy? loneliness? anger? What causes one to well up into a scream, of fear or another emotion? What makes you to scream? 2. Create a drawing of the screaming man and draw items that make you want to scream. This lesson introduces the pointillism style, optical mixing and the artist George Seurat.
Pointillism is an original form of art created by George Seurat. Pointillism is a bunch of tiny dots formed together to make a picture. Why we use pointillism instead of using a paintbrush and just painting is because pointillism is brighter and the other kinds of paintings can be dull. When two colors are next to each other, your eye mixes them and that is called optical mixing. Using optical mixing instead of physically mixing can make a brighter picture. Imam Hussain: Hussain was born in 620 AD to a family famed for their values of equality, love and peace. Raised by his grandfather Muhammad (the last prophet of Islam) Hussain was a figure known for his integrity, generosity of spirit and blindness to colour, social class and personal beliefs. www.whoishussain.org
Silhouette: an art form originated in 18th century Europe, cutting flat profile portraits of sitters from paper, and named for an unpopular French royalist, Etienne de Silhouette. M. Auguste Edouart was one of the best-known silhouette cutters from the time when the practice was most popular, the early 1800s. He cut more than 100,000 silhouettes of famous people, but lost most of them in a shipwreck in 1859. Explore the Art Elements: LINE (Line variety is very important in this project) and SPACE (positive and negative). Creating original Zentangle Design with the Principle of PATTERN. The design should be related to the month of Muharram and Imam Hussain.
www.whoishussain.org To show the relationship of different cultural aspects in art and why many artist use and understand these relationships to in everyday artwork. To demonstrate that the study of math is also a study of art and understanding mathematics has a direct correlation of art, design and graphics. Create a non-objective design or showing personal symbols. Show awareness and understanding of cultural patterns and symbols.
Students Understand math concepts as they relate to art. They Create a radial design inspired from nature looking closely at insect, plants and/flowers or designs inspired from culture or religion. They Show awareness of color planning in selection of colors. use of symmetry, balance and designed shapes in continual patterns. To explore traditional Islamic arts and fine crafts and to then create drawings/paintings utilizing Turkish inspired decorative patterns, symbols, and designs. This is a study of Turkish rugs, or carpets known as “Kilims”. Carpets have been a part of life in Turkey since around 7000b.c., when rug weaving first began with the nomads in eastern Turkey as a way to cover the ground in their tent as they moved around. “Rugs have been used the home as floor coverings, blankets, tablecloths and decorations. Students choose to draw Geometrical and Stylized motifs, or Naturalistic and Floral motifs. They can color with color pencil or markers. Using Sharpie marker to trace the pencil lines is optional. Kilim: Turkish flat woven carpet. “Kilim geometry consists of the expressive balance between color and form and evokes perfection and immortality” |