GBCPA

Teacher example

Students were tasked with compiling photographs of the year’s worth of projects from their art class into one Google Sites. My example sites hosts my own examples from classes, as well as student examples for each project and links to student websites.

Introductory project with my Drawing students to get them to think outside of the box immediately and not be concerned with their artwork having "to look like anything."

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

To jazz up color theory, students learned all about color schemes through the work of artist Boris Nzebo focusing on line and color mixing in acrylic paint.

Tasked with emulating an artist of choice, students completed independent studies to copy the artist's specific style in a unique work of their own.

Tasked with emulating an artist of choice, students completed independent studies to copy the artist's specific style in a unique work of their own.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Drawing students practiced their observation skills, focusing on line and various marks to show shifts in value, finishing their work with watercolor.

Drawing students practiced their observation skills, focusing on line and various marks to show shifts in value, finishing their work with watercolor.

Drawing students practiced their observation skills, focusing on line and various marks to show shifts in value, finishing their work with watercolor.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students honed their observational drawing skills, focusing on line and scale, emphasis and movement with a reduced color palette in colored pencil.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

Drawing students combined science and art through researching a chosen endangered species animal, then working with scratch art paper to create detailed photo-realistic etchings, focusing on line texture, and contrast.

7th grade students jumped into art by learning how to draw from a photograph, much like the artist Chuck Close. Students learned about value and observation, finishing their pieces by collaging a background that relates to their chosen celebrity.

7th grade students jumped into art by learning how to draw from a photograph, much like the artist Chuck Close. Students learned about value and observation, finishing their pieces by collaging a background that relates to their chosen celebrity.

7th grade students jumped into art by learning how to draw from a photograph, much like the artist Chuck Close. Students learned about value and observation, finishing their pieces by collaging a background that relates to their chosen celebrity.

7th grade students jumped into art by learning how to draw from a photograph, much like the artist Chuck Close. Students learned about value and observation, finishing their pieces by collaging a background that relates to their chosen celebrity.

7th grade students jumped into art by learning how to draw from a photograph, much like the artist Chuck Close. Students learned about value and observation, finishing their pieces by collaging a background that relates to their chosen celebrity.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Drawing students explored concepts through editorial cartoons. Topics were student driven, with ample discussions between peers to work through the process of conceptualizing ideas and finalizing their designs, where they specified their intended platform their cartoon should be shared on.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Art 1 students studied the art of Georgia O'Keeffe and Wayne Thiebaud to create cropped close-up compositions of a chosen fruit or vegetable using oil pastel. Students focused on line, emphasis, and implied texture.

Drawing & Painting - study in light and value using charcoal and conte on construction paper.

Drawing & Painting - students were tasked with appropriating an artist of their choosing.

Drawing & Painting - students worked from observation to draw items that represent them.

Pencil on paper.

Drawing & Painting - students worked from observation to draw items that represent them.

Pencil on paper.

Art 1 - students utilized the grid method to proportionally draw a loved one using pencil on paper.

Art 1 - students utilized the grid method to proportionally draw a loved one using pencil on paper.

Drawing & Painting - students worked from observation to draw items that represent them.

Pencil on paper.

Drawing & Painting - students worked from observation to draw items that represent them.

Pencil on paper.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Art 1 - students utilized the grid method to proportionally draw a loved one using pencil on paper.

Art 1 - students utilized the grid method to proportionally draw a loved one using pencil on paper.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Art 1 - students worked to collage an interior space of their choosing using magazines.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Drawing & Painting - students collaged magazine clippings to form a portrait.

Drawing & Painting - Students learned how to utilize colored pencils to achieve photo-realistic works of art, emulating the process and style of artist Kehinde Wiley. We then worked with acrylic paint to complete a patterned background as it relates to the person depicted.

Art 1 - students worked to collage an interior space of their choosing using magazines.

Art 1 - students worked to collage an interior space of their choosing using magazines.