We, at ISG Jubail believe that the Arts transcends age, ethnicity and geography. Knowledge of the Arts liberates and shapes our capacity for expression; it enriches our lives and creates cultural bonds. The Arts teach us how to handle ambiguity and lends an understanding that in life there is not always one answer. The Arts are a bridge we cross to deeper understanding of attributes that are intrinsic to humans, such as imagination and the instinct to create. We believe that the need for expression through the Arts is basic to all people and common to all cultures and times. Therefore, understanding and capacity in the Arts is essential to being an educated person.
Here at ISG Jubail, we believe Middle School Art is an extension of Elementary Art in that students are continuing to expand their conceptual understanding of art and its impact on society and culture. By making art, students strengthen their ability to manipulate the Elements of Art and Principles of Design to create images that reflect meaningful making. Middle School students are beginning to grasp that within complex forms of problem solving, purposes are seldom constant, but change with circumstance and opportunity, that small differences can have profound effects, and that the arts traffic in subtleties. Visual art teaches that problems can have more than one solution, and that communication is not limited to just words.
SOURCE: The Arts and the Creation of the Mind
Grade 6-8 Action Figure Sculptures
These action figures began a month ago with students making gesture drawings from models, drawing quickly and loosely to capture the action in a few minutes time. Next students drew some action figures to plan their idea for the sculpture. To begin, a wire armature was made, then thickness added using foil crushed over the wire. Clay was added over the foil and shaped to create skin, feet, hands and a face. More details were added using plaster cloth which worked well for clothing, hair, and for repairing cracks that might have developed. Finally, the figure came to life with cloth, paint, beads, feather, wire, and whatever the imagination might dreamed up.
Color Blending: Demonstratesy an understanding of how to blend pastels to get the desired colors. Technique: Ability to show viewer the texture and surface details (feathers, leaves, scales, branches). Overall Craftsmanship: No noticeable fingerprints. Details are sharp, in focus, especially in and around the eye, and generally in the closest objects. Original paper color is not exposed - pastels cover the entire paper. Composition: A strong design is achieved with overlap, creating foreground, middleground and background. The design has interesting negative and positive shapes with interest in the focal point first, then elsewhere. Colors are repeated but varied for harmony.
Grade six artists drew then painted a creature, then added its natural habitat. This project required drawing and color mixing skills, as well as composing a strong design with interesting negative and positive shapes. India ink was painted over the tempera paints, let to dry, then washed off. This process creates a unique, “vintage” look.
Creating a range of values with pencil or colored pencil means an artist can create the illusion of 3-D form. Students worked from a still life that was illuminated with a lamp. Students had to study the light and shadow on the cups and try to match the values to make the cups look round. Students used squares and rectangles to contrast the 3-D and 2-D areas, making their artwork unique.
After our study of contour drawing, which focused on keeping the hand and eye synchronized when drawing realistically, students stretched their skills as they attempted a likeness of themselves. The goal of this project was to make a contour drawing of themselves with good proportions and to use hatching and crosshatching to add tone.
In this “Skills Test” students had two class periods to demonstrate their ability to compose and shade a still life from observation. After drawing the objects, the goal was to render a section of the still life with a range of values to create the illusion of 3-D form. This was a baseline assessment of their skills at shading. In semester two, a similar skills test will be given, allowing students to compare and look for growth.
After practicing some watercolor techniques, students made two paintings. The flower painting required students to mix the primary colors to make muted and dulled colors, like those in the flower. The goal was to match the colors they saw in the flower. The second painting was nonobjective. Students mixed their own custom colors using only the primaries and then layered shapes and patterns to complete an interesting design.
After studying the correct proportions of a human face, students chose a staff member to paint. After studying Pop Art and focusing on the British artist, Opie, students could adopt his style. Viewers of the art could guess which staff member was painted, and then could open a paper to reveal the answer.
Students had to make a work of art that related to their own experiences here in Saudi Arabia or the greater region. Students were encouraged to work from direct observation or personal photos. A written Personal Statement accompanied the art, describing how the topic is shown visually and why it was important. Students were able to make meaningful personal connections to their art and life in Saudi Arabia. Viewers found their art to be very interesting.
Making a relief print involves many steps. Once you have carved your design into a piece of linoleum or rubber, you can then make multiple copies. Students explored combinations of colored inks, colored paper, collaged surfaces and hand painted prints. The best prints were arranged on a presentation board.
Students arranged the glassware before them on the table, and then drew with a continuous line in pen. Using only the primary colors, they had to mix and paint their own custom colors. The flower painting was to be realistic. So students mixed the primary colors to make muted and dulled colors; the goal was to match the colors they saw in the flower.
The Visual Arts at ISG Jubail is taught in year long courses, which include Studio Art 1 and Studio Art 2 and AP Art. This galleries are examples of art from grades 9 - 12, including but not limited to drawing, painting, printmaking, and 2D Design.
Students in Grades 9 & 10 have worked with different themes and styles: watercolor, still life, life in Jubail. Watercolor: The challenge was to paint a landscape or object from nature using watercolors. Wet into wet and glazing were the main techniques, and students tried to create special effects using salt. Having natural objects as the subject meant one had to mix the primary colors to create muted and dulled colors, like those in our environment. Still Life: What Does the Wooden Figure Do When we are Gone? Students had to stage a photoshoot in the classroom where the mannequin was interacting with its environment. Unusual viewpoints were emphasized, such as shooting up from down low, or from overhead. Drawing by using varied line weights created a sense of depth. Click on the links below to explore some of grade 9-10 students' artwork.