Final 7th Grade Project

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Creative Control Art Work

Activity Period

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Black Student Union Art Project

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Throughout the year the students in the 6th grade keep a sketchbook. In the first two trimesters these were once per week projects designed to help them build up their bank of ideas and regular practice. Here in the third trimester they were given a much more involved version of this menu that contained 10 items, and allowed leeway to make these into deeper projects as they were interested. Below you will find projects categorized by their individual description from the lists.

Please click on the image to view it larger and to read the students’ accompanying artist statements.

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“Face – find an image of an interesting looking face to print off the internet.  It should be a real face and not a cartoon.  Print it and attach it to one side of two side-by-side blank pages.  Do a drawing of it on the other side.”

Cy

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Random words 2 – “storm cube” (students were allowed to respond to this phrase in any way they like)

Ty

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“Choose several words. They could be a sentence or just a series of random words. Fill an entire page of your sketchbook with bubble letter versions of those words. The letters should touch each other and be a variety of sizes. They can run in different directions, twist around the page, or be laid out however you like as long as the letters touch each other and take up a lot of space on the page. Then choose one of these two options: 1) fill the letters in with a solid fill (like black, pencil, or a color) and fill the leftover negative space with pattern (either one or multiple), OR 2) fill the background with a solid fill and the letters with pattern”

Hanako

Hutch

Nina

Joseph

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“You are hired by NASA to act as their art consultant. They inform you that they are about to undertake the most amazing mission somewhere completely unexpected. Before they inform the public they want to have all the public relations material complete. They have most of it done, but no one can seem to get the mission patch right. They want you to look at the patches for the Apollo moon missions, and then use them as an inspiration to design two options for them to choose from. They should be different shapes and include different elements. (YOU can choose where the mission is to! And if you want to include names of the astronauts, not required, but you can make those up as well.)”

Palma

Edward

Malachi

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“Draw 10 noses from observation of photographs from 10 different people. You should do your best to replicate the differences of each individual nose. You should be able to identify the person in the photograph (i.e. famous people or personal photographs, but not random images). Put the name of the person who the nose belongs to under each drawing. Remember the rules and techniques of observational drawing.”

Clyde

Elodie

Stella

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“You are going to start your own business. Choose what kind of business you’ll run (anything you want) and decide on a name. Design three versions of your logo that include your company name in some way and are different from one another. They should be in color. Start by drawing 3 boxes that are 3.5×2 inches each in pencil. Each logo should be approximately the size of one box.”

Theo

Sarah

Rehan

Arlo

Casey

Carmen

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“Choose someone who has had an impact on you. It could be a person you know personally or not. Create a composition of items that represent or are important to that person. Do your best to put time and detail into each object as well as create an interesting composition. Make your composition fill every bit of the page by having the objects overlap and be different sizes. Color can be used at your discretion to either represent the objects or improve the composition.”

Henry

Nazir

Shea

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“Put on some music. Draw freely nonrepresentational doodles until that piece of music is over. Match the pace of drawing and your type of line with the type of music. When the song is over put on a completely different pace of song. Repeat matching the pace of drawing and type of line with the music. Do this until the page is completely filled. You can use whatever colors you like or you can draw in a single tool. If you choose colors, work with a variety. If you work with a single tool use a variety of pressures.”

Ty

Cy

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“Tinker Hatfield is a shoe designer responsible for some of the most famous Nike shoe designs ever. He’s the man responsible for most of the Air Jordan designs. He’s also responsible for designing the futuristic self-lacing shoes from the movie Back To The Future 2. Let’s take inspiration from him. Design a completely new pair of shoes. Use a pair or pairs of real shoes to do initial drawings from observation to create the model on which your design will build. You may make them for any purpose you like (walking, casual, sports, fashion, etc…). Include some unexpected feature, anything you want. Do drawings of your design from multiple angles showing off your patterns, colors, and special feature somehow. Think between 3-5 angles of the shoe.”

Theo

Nazir

Nina

Dorsey

Students in the sixth grade spent time in the 2nd trimester studying various art forms from the Middle Ages.  One of these was that of illuminated letters.  These illustrations centered on the first letter of a page of often religious text.  The term “illuminated” technically refers to pages that use gold or silver leaf, although it has come to mean any page that is intricately illustrated.   

Sixth graders first learned about examples of “composite beasts,” or mythical creatures made up of multiple animals, like griffins, basilisks and the manticore.  Using two or three real animals they designed and drew their own original creation inspired by these examples.

Students next participated in critiquing and researching images and real examples of Medieval examples of illumination before designing their own using the aspects they discerned from the classic examples.  They also learned several painting techniques meant to help them bring out their ability to show detail.  They used one of their initials, and incorporated their original composite beast.

Please click on the image to view it larger and to read the students’ accompanying artist statements.

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CeCe

Anais

Lucy

Sebastian

Libi

Bayo

Giselle

Sarah

Max

Edward

Tomas

Near the end of the guild project, 6th graders created fabric collages, made from felt and white glue, that held imagery from their personal experience. They were asked to base their design around their specific guild, but to include details that made it specific to their specializations and particular research. These students chose to make these pieces part of their art show submissions. Additionally this gallery contains a piece related to guild artwork from the Artisan’s guild.

Please click on the image to view it larger and to read the students’ accompanying artist statements.

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Artisan’s guild piece: Saffron

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Fabric collage: Atticus

Fabric collage: Anais

Fabric collage: Bo

Fabric collage: Romy

Fabric collage: Macy

The sixth graders studied the concept of sculpture in-the-round this year, and used the cardboard sculptures of the artist Warren King as an example and an inspirational starting point. After watching and practicing techniques for manipulating cardboard like corrugation bending, tabbing, slotting, scoring, layering and more, they were given the challenge of building a cardboard sculpture that utilized two or more of these techniques and that demonstrated in-the-round. They were to represent an animal or an object.

Please click on the image to view it larger and to read the students’ accompanying artist statements.

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Olivia

CeCe

Clyde

Bo

Hutch

Romy

Libi

Bayo

Hudson

Macy

Dorsey

Sonia

Max

Casey

Carmen

Malachi

 Personal Projects

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Forced perspective is a technique that allows an artist to create illusions of size within the frame of a camera lens. Fifth graders came to this project off the back of having worked with single point perspective drawing techniques. They were able to use that understanding of how objects look smaller when they are further in the distance to play with their shots. They made size comparisons between objects and people.

Please click on the image to view it larger and to read the students’ accompanying artist statements.

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Gaby

June

Dillon

Marlee

Francisco

Sawyer

Aedan

Esther

Graydon

Emilia

Grace

Lily

Sydney

Nico

Erick

Penelope

Zara

Paloma

Julian

Ivy