How Do I Love Thee: Patterning

Patterning in Color Theory

Color theory is derived from an organization of color on a wheel. Using the color wheel artists can find relationships of colors to use within an art piece. The wheel is set up to allow artists to easily understand color theory and how colors relate to one another. Within the color wheel patterns can be found.

Example:

Tertiary Colors are colors created by mixing a primary and secondary color, such as yellow and orange create the tertiary color yellow-orange. The tertiary colors are always located between the two colors in which create it. This is relevant for all secondary colors as well. Green always lies between yellow and blue on the color wheel.

Color Wheel Re-Designed

The Color Fish

Creating the color wheel in a linear system may allow the students to see the color mixing easier and the relationships of the colors next to each other. For early elementary purposes I created the linear system to represent a fish, you could also do this with a snake or any other animal with a long body. 

CEP 800: Technology Lesson Plan

Lacey Spieth

CEP 800

Fall 2012

Lesson: Digital Graffiti: Illustrating a Social Issue
Course: Digital Arts
Grade Level: 9-12
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Michigan Content Standards and Benchmarks:ART.II.VA.HS.6 Create media productions that demonstrate knowledge, contexts, values and aesthetics.

Content: The high school students will learn the definition and history of graffiti. Students will be able to answer the following questions:
“What is graffiti?”
“What is the definition of “modern” graffiti?”
“When did street art begin being appreciated as “art” and shown in   galleries?
Students will also use prior knowledge of the online program, Pixlr.com to create a digital grafitti wall to illustrate a social issue, such as poverty or gay rights. The students will be introduced to a new program, GraffitiCreator.net to produce graffiti styled text to incorporate in their Pixlr document.

Pedagogy: The learners will participate in cognitive constructivism using prior knowledge in design and using Pixlr to construct their learning in a visual product.
Reaching different learners:
-Auditory: Lecture/Step by Step Instructions (Print out provided as well)
-Visual: Video, PowerPoint, and Demonstration on Smartboard
-Kinetic: Students will apply the knowledge learned in a digital arts project

Content Pedagogy:
Using a mind capture will get the students attention and grab their interest in the topic before beginning the lecture.

Mind Capture: Learners will watch a video from Vimeo in which an artist who used graffiti and stop motion animation. http://vimeo.com/13085676# (Big Bang Big Boom By: Blu)

The lecture will consist of a PowerPoint that will allow for visual and auditory learners alike to understand the teaching on the history of graffiti. The presentation was taken from Slideshare.net and edited in PowerPoint. the presentation contains a timeline that shows the progression of graffiti as well as its meaning. Below is the link to the presentation on Slideshare before teacher editing. http://www.slideshare.net/ksumatarted/history-of-graffiti-11726335?ref=http://artfulartsyamy.blogspot.com/2012/03/lesson-plan-creating-digital-graffiti.html
The lesson will conclude with a step by step demonstration that will guide the students through producing their own graffiti styled digital art, which will illustrate a social issue. The students will have a visual, auditory and print copy of the directions in order to fully understand the steps needed to use the Pixlr and GraffitiCreator application.

Technology:
-Vimeo.com: http://vimeo.com/13085676#
Video used for mind capture to gain students’ interest.
-Slideshare.net: http://www.slideshare.net/ksumatarted/history-of-graffiti-11726335?ref=http://artfulartsyamy.blogspot.com/2012/03/lesson-plan-creating-digital-graffiti.html
Presentation used to teach the history of Graffiti.
-Pixlr: http://pixlr.com/
Online image editor in which students will create their digital piece.
-GrafffitCreator: http://www.graffiticreator.net/
Online application to create graffiti inspired text which will be placed into their pixlr document.
-SmartBoard: Interactive whiteboard to show the above programs and demonstration.

This lesson is highly dependent on technology to teach this lesson without technology would alter the lesson into a completely different lesson. The pixlr program is the most essential piece, although without the other components it would not be as successful of a lesson.

Technology & Pedagogy:
The technology chosen allows for students to build on prior learning and construct a visual representation of the information learned. The students will use the technology as a tool to produce an art piece with deeper learning of graffiti and social aspects in art.

Technology & Content:
The technology chosen to teach the information will assist in student understanding by keeping the students attention and adding visual aspects to the lecture piece.

Assessment:
Students will be assessed by observation, participation and production of a final product. Their participation and interaction in the lecture portion will allow the instructor to assess their understanding on the subject. The students final product will be assessed using a rubric with critical pieces:  Creativity: Did the students use creativity when creating the piece?
Digital Craftsmanship: Did the student use good editing skills when producing the pixlr documents with multiple layers?
Completion: Did the student fully complete the project, does it illustrate a social issue? Does it have a style of graffiti inspired art?

Digital Storytelling: Drawing with Line

CEP 818 How do I love thee: Perceiving

In this class, I have chosen the topic of Color Theory for my How do I love thee project. For the perceiving portion of the project I will be observing the color wheel. Typically, when studying the color wheel I would show the color wheel to the class and point out the primary, secondary and tertiary colors to the students, followed by guided practice in creating their own color wheel.

To present the color wheel in order for the students to perceive it in another way, I would introduce color mixing in a similar manner, but instead of having students color in a diagram they would use a tactile method in learning color theory by mixing colors with food coloring in frosting. Students will be able to make a real-life connection of how color mixing skills could be of use in the future.

 The cognitive tool of perceiving allows students and educators to learn and teach things in multiple ways and new ways that open a door for deeper understanding. Perception is a major part of being creative in art. In my original observation of the color wheel I was more concerned with the students remembering the vocabulary and completing a color wheel of their own rather than looking for understanding of whether the students could use this information. The color wheel the brain of color theory and color is a crucial part of art. It is very important for students to understand color mixing and relationships between those colors.

Once I used the cognitive tool of perceiving I was able to see that the goal of the lesson should be on deeper understanding. Does the student fully understand color mixing or do they just see colors on a circle? In creating a lesson in which students use frosting and food coloring to create and mix the secondary and tertiary colors, the students will immediately become more interested and in return we have an amazing mind capture! The students will be able to see the colors swirl together and become a new color together better than if we were to mix with paint. The frosting works as a medium to hold the colors as individuals until blended. Another option could be using homemade play dough and food coloring. The students would get the same effect as seen with the frosting. 

Audio Production

How Do I Love Thee: Véjà Du

Can you identify this object?

CEP 818: A short biography

Hello,
My name is Lacey Spieth and I am a K-12 art teacher at Camden-Frontier Schools, in Camden, MI. If you are also from Michigan and are looking at your hand to locate Camden, it is at the bottom center of your palm, just before Ohio and Indiana :)  I was recently married and I am in the process of changing everything to my new last name, Ringman! I received my bachelor of arts from Siena Heights Unviersity in Adrian, MI in 2007 and have taught at C-F ever since. I am very excited for this school year, I am teaching a digital arts class for the first time! I am looking forward to a great semester in CEP818 :)

(Here, my husband and I jump the broom!)