Alexander Calder Sculptures

  • Students in Ceramics and Sculpture class learned about 3-dimensional design by studying the work of Alexander Calder.  Each student was given a piece of architectural Taskboard to make these non-objective sculptures.  Taskboard can be sanded like wood, cut like paper, or soaked in water to mold into organic curves.

Andy Warhol Silk Screen Prints

  • Printmaking students were asked to choose one word and one image to describe themselves in these Silk Screen Prints.  After designing the image they built the screens, used photo emulsion and a light box to expose it, and spent days printing on various surfaces including T-shirts.  Andy Warhol’s Pop Art was the artist and art style studied during this unit.  

Chuck Close Self-Portraits

  • The Art I class learned about color theory by painting portraits in the style of Chuck Close.  Each painting started with a photo that was taken in class and manipulated in Photoshop.  Colors were mixed to represent 4 value changes within the grid drawn on top of the portrait.  

Card Challenge

  • Pick a card.  Rip it up.  Draw everything you see.  Can you do as well as these students?

    Drawing n Painting students were challenged in the first month of class to draw as realistically as possible without alteration.  We learned that realism isn’t the oldest way of making art but it can be the trickiest.  Click on each image to see it close up.

David Hockney Photo Collage

  • The Printmaking class finishes the year with a photography lesson inspired by David Hockney and Cubism.  Cubism is an art movement where artists present a portrait or still-life broken up into multiple viewpoints.  These photo collages were assembled using 24 photos of one subject.

Design: 1Hour Collage

  • Students in Studio Art class were asked to use multiple found images to create a collage using the Element of Line to unify the design.  

Design: Work from a 1 inch Square

  • Art I students could use their imagination to complete an original design but all artwork had to originate from a 1″ square cut out of a magazine.  Try to find the magazine cut-out in these color pencil drawings.

Dinnerware

  • Art II classes worked with clay to make ceramic dinner sets.  Each student was required to make a plate, cup, and bowl with a cohesive design.  Slab techniques were learned with a field trip to the local pottery studio at Kaleidoscope Gallery.  

Drawing: Realism

  • Studio 3 classes are challenged to draw as realistically as possible to make these still-life drawings.  They study the work of Georgia O’Keeffe to learn how to see like an artist.  Students also study composition standards like the s-curve and the rule of thirds.

Drawing: Still-life

  • Art I students start the year with a lesson in still-life drawing.  We practice observational skills and shading techniques before starting this graphite assignment.  Artists like Vincent Van Gogh and Frida Kahlo are discussed to learn how drawing can be a starting point for painting.

Drawing: White on Black

  • Studio 5 students showed off their skills by drawing backwards!  Each student was given a piece of black scratchboard and asked to make a series of white marks to create the illusion of light and dark values.  Students worked from a picture they photographed of a meaningful subject matter.  We looked at George Seurat’s Pointillism paintings to understand how small marks make a big impact.

Egyptian Cartouche Reliefs

  • The Art II class studied ancient Egyptian architecture to understand how to make these Relief Sculptures.  Each students drew a design like a cartouche (name plate) using hieroglyphs representing their names.  We carved the design into wall board to simulate the techniques of carving into stone.  

Famous Forgeries

  • This assignment is a very old way of learning how to paint.  Students simply copied a master painter!  Since we didn’t have access to a museum every day, students researched a Modern Artist and made a colored copy of one of their famous paintings.  Students used it as a reference to match color, technique, and style.  In the end these forgeries might just pass as the real deal.

Found Object Sculpture

  • Students in Ceramics n Sculpture class finish the year by making Found Object Sculptures.  This lesson teaches students to look at the things around them like an artist would.  Instead of seeing pop cans and old radios, we see cylinders and cubes ready to be made into sculpture.  

Graffiti Art

  • Public Art is an important part of the visual arts.  In Art I, students learn about the artist Keith Haring and draw graffiti tags.  As part of the assignment, they learn how to do basic typography and 2-D design.  We also discuss appropriate and inappropriate ways to make art for the masses.

Hokusai Block Prints

  • Japanese printmaker Katsushika Hokusai made thousands of prints in his lifetime and changed the way people made art all over the world.  Printmaking students cut a linoleum block to make these prints inspired by nature.  We studied how Hokusai used color and printed several copies of our templates on paper, old paintings, and magazine collages.

Kandinsky Watercolor Paintings

  • “The impact of the acute angle of a triangle on a circle produces an effect no less powerful than the finger of God touching the finger of Adam”.

    That’s what abstract painter Wassily Kandinsky said about realistic art.  Studio 3 students studied his work and painted these watercolor paintings.  They were asked to paint a non-objective picture based on a favorite song.  

Megadoodles

  • This is the last assignment required for Studio Art.   Students are given a band new TUL ink pen and a 18×24 in. piece of paper.  They are asked to draw anything they like.  However, they MUST draw until the pen runs out of ink!  It’s amazing what they can invent when the pen is almost out.  

Mosaic Serving Trays

  • This assignment is an example of the collaborative projects students make in Mosaics Class. Mr. Gabrielson and Mrs. Weber teach how to make 4 projects relating to woodworking and craft. These serving trays are finished in the art room with traditional geometric tiles that could either be a geometric pattern or a recognizable geometric image.

Murals

  • Students in Art I and II are often given a chance to make a permanent mark on the school.  We have painted the cafeteria, principal’s office, many classrooms, and Prairie Woods Elementary.  This year we are planning to paint the newly renovated weight room and high school entryway.  Look for our students as the year progresses.

    If you would like a mural we are always looking for walls.  Contact Mrs. Weber at weberk@nls.k12.mn.us.  Let us know what you’d like and we can make it happen!

Painting

  • Studio 4 and Studio 6 students learn how to paint in this month long assignment.  We start by learning how to mix paint, use proper technique, and stretch our supports.  After photographing any subject they like, they begin painting with as much accuracy as possible.  Studio 4 students paint with the blending technique.  Studio 6 students use a palette knife.

Picasso Digital Media Animals

  • Pablo Picasso was one of the most inventive artists in art history.  One major change happened when he tore up a piece of wallpaper and added it to his painting.  Today we call it Collage.  In these mixed-media collage animals, Art II students were required to incorporate their own computer generated graphics with watercolor paper and found paper.  

Rauschenberg Selfie Collage

  • Studio Art 4 and 6 worked to make these Selfies.  They studied the work of Robert Rauschenberg and learned that we can make art from things we have around us.  After taking photos with our phones, we used found objects and lots of art supplies to finish the portraits.  Studio 6 students had the extra challenge of using 3-dimensional objects in their portraits.

Silk Screen Monoprints

  • When we get our first snow fall of the year, Printmaking students stop what they’re doing and make these monoprints.  We usually have just finished making our silk screens at that time.  So before the screens are covered in emulsion, we print snowflakes using a paper snowflake cut-out as a stencil.   The hardest part is learning how to make the paper snowflake.  Most of them have never made one before!

Stained Glass Windows

  • Mosaic Art students make these stained glass windows by building a frame with Mr. Gabrielson and cutting glass with Mrs. Weber.  We teach the students basic woodworking skills and glass work.  Glass designs are started with a drawing and assembled with pieces of glass cut from large sheets.  Grout is used in place of traditional soldering. 

Tables with Ceramic Tiles

  • Mosaic Art students made these tables from raw materials of lumber and clay.  They learn how to build the tables with Mr. Gabrielson 1st semester and finish the tops in art class 2nd semester.  Students learn basic woodworking methods and clay techniques.  They must also practice good craftsmanship and fit the hand-built tiles into the design they draw within the table top measurements.

Yi Xing Teapots

  • Ceramicist Craig Edwards was invited to the art room to teach us how to make slab-constructed teapots in the Ceramics n Sculpture class.  He was able to tell us about his experiences in Korea and the art of Tea.  Students made these teapots in the classroom with finishing work done in Mr. Edwards’ pottery studio.  To see more of Craig Edwards work go to www.woodfiredpottery.blogspot.com or visit Kaleidoscope Gallery on Main Street, New London.

Weber’s Classroom

  • 1 My objective is to offer kids a chance to learn about the Visual Arts with well-rounded lessons incorporating art history, design, and art-making methods in every assignment.  We offer classes in Printmaking, Painting, Drawing, Sculpture, Ceramics, and Craft with projects ranging from glass work to silk screen printing to basket weaving. It is my goal to get kids to think of the Visual Arts as an expansive subject to study. 

    2 I would also like to think that kids who take my art class learn skills like creative thinking, problem solving and collaborative work ethics.   The classroom is set up like an artist studio where students are allowed to share ideas and help each other.  In the room we have a mini pottery studio (including wheels), individual studio spaces for senior art students, and large work tables for big projects.  Students also have access to Ipads and a computer station.  A smartboard is located in the front of the class for lectures.  Kids are expected to try their best and work hard.  But I hopefully give them an environment conducive to trying new things and making mistakes. 

    3 Lastly, this community of artists has been a great resource for the Art Department.  Thanks to grants from SMAHC and the Education Foundation, we have had a resident artist in the classroom every year for the past 4 years.  As a board member of the New London Arts and Culture Alliance, I hope to collaborate in future projects to bring local artists and the students of NL-S together.

Weber’s Portfolio

  • These paintings are part of a series of landscapes that reflect my experiences in the rural communities of Minnesota and the Dakotas.  The prairie paintings have a personal meaning to me because they are a reflection of my heritage.  They are titled after my grandparents and relatives who have (or had) a connection to the land represented.   If you would like to see more artwork you may find it at www.mnartists.org/Kari_C_L_Weber‎ 

Senior Art Show 2017