Thursday May 21st- Brush

Brush is present.

 Brush is minimal.

Good example but the font is too plain and missing a brush.

Remember a BRUSH needs to be used in your work for the Book and Back Cover:

For CREDIT you will need a completed Book Cover (8 x 10) executed in Illustrator that has the following:

1. The Environment- A foreground, middle ground and background. Must include a brush, gradients and patterns. In this case a pattern does not need to be in the swatches- it could be a repeated line or leaf.

2. Character(s)- A main character and supporting character(s) that exhibits these qualities: gradients, textures and no/or minimal black outlines. If your book is identifying things or objects like trees let me know as you will need a minimum of 8 inanimate objects (trees) for the book so your cover might be a Forest.

3. Typography- A title that uses a unique font and that has 2 of the following: drop shadow, gradient or pattern in it. (Type- create outlines.) And includes and author in a unique font.

4. Design: The Book Cover is a continuation with the Back Cover or has a seamless transition between the two.

5. Aesthetics: The Bool Cover Design has to have integrity. It needs to show all the skills above in a way that identifies your style.

Publish your Book Cover to your Weebly page titled Children's Book.

Project 12- Children's Book Back Cover

OPTIONAL: A sketch of your Back Cover. Email it to me. if you would like help.

A Back Cover are more simple then Book Covers.

For CREDIT you will need a completed Back Cover (8 x 10) executed in Illustrator that has the following:

1. The Environment- A foreground, middle ground and background. Must include a brush, gradients OR patterns. In this case a pattern does not need to be in the swatches- it could be a repeated line or leaf. If your book is identifying things or objects like trees let me know as you will need a minimum of 8 inanimate objects (trees) for the book so your Front and Back Cover might be a Forest.

2. Character(s)- A main character and supporting character(s) that exhibits these qualities: gradients, textures and no/or minimal black outlines. 

3. Typography- The text included on the back cover is the purpose of the book. Synopsis if you will. The moral of the story. The why we should read it in text. You must have varied size of text- ONCE UPON a time in a land far away.

4. Design: The Back Cover is a continuation with the Book Cover or has a seamless transition between the two. 

5. Aesthetics: The Bool Cover Design has to have integrity. It needs to show all the skills above in a way that identifies your style.

Publish your Back Cover to your Weebly page titled Children's Book.

Tuesday May 19th

CHECK POWERSCHOOL AND GOGGLE CLASSROOM

Please make sure you are aware of any notes that I have placed in PowerSchool and Google Classroom in regards to collecting your work.

COMMENTS- If there is a comment in the box where you turned something in, then you must complete the work as described and email me when you have corrected the work as described in the comment. giltnerm@aaps.k12.mi.us

MISSING- If you have received a mark of missing, you are missing the Assignment/ Project and you need to make sure if you did it to PUBLISH your Weebly. If you are still working on it, continue your work and send me and email when completed. giltnerm@aaps.k12.mi.us

COLLECTED- If you have received a mark of collected, you have completed the Assignment/ Project. Nice job!

All collected and missing Assignments/ Projects will be update by the end of today, Tuesday, May 19th.

Thursday May14th

Thank you for the emails about updated work. As I finish up Project 11 and 12 instructions, I will get to them. As always, I grade work on Sunday after 10am. 

Please update your Weebly! Instructions posted at http://skylinehsgraphicdesign2.blogspot.com/2020/05/tuesday-may-12th-creating-weebly-tabs.html

Please make sure that your cards are all complete, you have used a brush and created a pattern.

Hint for Check for Understanding:

What is the brush name you download for Illustrator? Is your Weebly updated?

Tuesday May 12th- Creating Weebly Tabs for Multiple Classes

Instructions for today are important in maintaining your Weebly. By request from parents and students, instructions on how to organize your Weebly when you have multiple classes is below. Please watch the short video. Insert an image in the new pages as well.

Thursday May 7th

For Project 7 Humane Society Advocating for Animals Posters you will:

Sketch out 2 Posters. You will need to 2 of the 3 different themes:

     1. Companion Animal (family pets and service animals)

     2. Farm Animals

     3. Co-existing with Wild Animals

Post (by Wednesday to GCR for feedback) on your new Weebly Page- Humane Society

For Project 8 Humane Society Advocating for Animals Poster you will:

Create in Illustrator 8 x 10 inches, 2 FINAL POSTERS based off your sketches

ADD text to identify what category they are in both a creative font and in a nicer way (example- Companion Animal- Found their Forever Home/ Found their Forever Friend/ Helping those in need)

You will NOT receive CREDIT if:

You traced or copied an image by not changing it 80% (Plagiarism)

You did not do 2 sketches

You did not turn in 2 finish images created in Illustrator with text

Tuesday May 5th Sketch Ideas

Please look at the winning Sketches from an Oregon Humane Society for INSPIRATION. Found at https://www.oregonhumane.org/2019bekindtoanimalscontest/

Thursday April 30th- Metacognition

Please make sure that you use the icons in your design indicated in the post from Tuesday- http://skylinehsgraphicdesign2.blogspot.com/2020/04/tuesday-april-28th.html Send me an image today if you want me to give you feedback before you turn it in.

Watch to video below for inspitation.



Today Topic is Critique and Feedback-

As we move forward with our designs, I want to thank you for the amazing jobs you are doing. I love hearing that you are sharing your work with others in your household and that you are listen to the opinions of others. Just like you would with a CLIENT.  Nice job!

As you know we are not in class, so my ability to give you feedback is limited as well as the Pandemic has effected us all in different ways. I am trying to be very mindful of this. But since I respect all of your collective intelligences, I think we should push forward.

So lets dive in.

Metacognition – For example, involving extensive giving and receiving of feedback, and recruiting learners as self- and peer-assessors.

This places learners in the position of having to think metacognitively about the nature of the task and the cognitive processes of the discipline. It is vital that learners move from empirical and experiential understanding to pattern recognition and theory making – in this respect, metacognition is key.

To help explain why I have chosen to approach Art Critique through this lens, I need to remind you that pattern making and recognition of patterns (in testing, the way a teacher teaches, in designs and social situations (pandemics)) in my opinion is one of the best assets creative people have. That is you.

You will look at your WING DESIGN and critique it using the Feldman’s Art Criticism Theory, This is for you won benefit. I do not need this in writing. After you have done this, I want you to go back to your work and rework it if needed.

a)     Description Description is the first step in the process of critiquing art (Feldman, 1994). During the description process critics make observations about what they see. These observations must be objective with no inferences or expressions of personal opinion, listing only what is seen without using value words such as ‘beautiful’ or ‘ugly’. What is the written description on the label or in the program about the work? What is the title and who is (are) the artist(s)? When and where was the work created? Describe the elements of the work (i.e., line movement, light, space). Describe the technical qualities of the work (i.e., tools, materials, instruments). Describe the subject matter. What is it all about? Are there recognizable images? (Jones, 2008)

b)      Analysis Analysis is the second step in art critiquing process (Feldman, 1994). At this point the critics express their thoughts about the message of the artwork. Analysis relies heavily on the critic’s knowledge of the elements of art and principles of design to articulate in knowledgeable style the information seen in a work of art. To describe how the work is organized as a complete composition the critic should ask the following questions: How is the work constructed or planned (i.e., acts, movements, lines)? Identify some of the similarities throughout the work (i.e., repetition of lines, two songs in each act). Identify some of the points of emphasis in the work (i.e., specific scene, figure, movement). If the work has subjects or characters, what are the relationships between or among them?” (Jones, 2008)

c)      Interpretation Interpretation is the third step of the critiquing process (Feldman, 1994). The critics express their opinion about what they think the artist is trying to say by describing what it means to them, how it makes them feel or what expressive qualities the piece has. The critic should ask the following questions: What expressive language would you use to describe the qualities (i.e., tragic, ugly, funny)? Does the work remind you of other things you have experienced (i.e., analogy or metaphor)? How does the work relate to other ideas or events in the world and/or in your other studies? (Jones, 2008)

d)     Judgment Judgment or theory is the final step in the art critique process (Feldman, 1994). During the judgment the critics state their own opinion about the work of art. The artwork assessed whether the piece is a success or failure by asking the following questions: What qualities of the work make you feel it is a success or failure? What criteria can you list to help others judge this work? How original is the work? Why do you feel this work is original or not original? (Jones, 2008)