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Jean-Marie Galing

Art Resource Teacher
Fairfax County Public Schools
Primary (5 to 8 years old), Elementary (9 to 12 years old), Middle School (13 to 15 years old), High School (16 to 18 years old)
Teacher/Educator, Curriculum Developer
Visual Arts, Arts :

Jean-Marie Galing's collections

 

Art for Social Issues

<p>These artworks take a stance on social issues such as poverty, hunger, homelessness, freedom of speech, and political oppression. How have the artists combined imagery and text to communicate their message? </p>
Jean-Marie Galing
9
 

Art & Culture Guessing Game

<p>1. Can you guess who made these? Look at each picture and decide which type of maker created it:      Painter, Sculptor, Potter, Printmaker, Weaver, Architect</p> <p>2. Can you guess what culture or time these things are from?  Write your guess, then click on the picture. Click the  <strong>i  </strong>symbol to learn the answer.</p> <p>3. Choose a picture and tell why  you think this object is special or useful.</p> <p>4.  How do you think it expresses something important to the people of that culture?</p>
Jean-Marie Galing
24
 

Outside Fun

<p>See: Where are these people? What are they doing?</p><p>Think: Have you ever done something like that outside? </p><p>Wonder: I wonder what it would be like to go there.  What would I see, smell, taste, touch, or hear?</p><p>Choose an image and imagine yourself being in that place. Then use that as inspiration for a drawing, painting, or collage. </p>
Jean-Marie Galing
10
 

Human Figure: Abstract vs. Realistic

<p>Look at the artworks and decide which are realistic and which are abstract. Play the sorting game and put the images in the right folder.</p> <p><br /></p>
Jean-Marie Galing
19
 

Abstraction Methods

<p>Artists can abstract people and objects in many ways. Which methods of abstraction can you identify in these artworks?</p> <ul><li>Simplify</li><li>Fragment (or explode; break into pieces)</li><li>Multiply </li><li>Rearrange (move the parts around)</li><li>Magnify (change the scale)</li><li>Distort (change the shape) </li><li>Morph (change into something else)</li><li>Arbitrary Colors</li></ul><p>Art making prompt: arrange some objects to draw. Then choose an abstraction method to create an artwork based on the objects you see.</p> <p></p>
Jean-Marie Galing
21
 

Body Language

<ul><li>How does a person's gaze, stance or the way they use their hands communicate a mood or feeling?</li><li>In artworks depicting two or more people, how are they interacting? What does that say about their relationship to each other?</li></ul><br /><p><br /></p>
Jean-Marie Galing
15
 

Human Figure

<p>This collection supports learning in the Grade 4 gesture drawing and wire sculpture lessons. Activities:</p> <ul><li>Realism vs. Abstraction: students sort sculptures of the human figure into two categories (realistic or abstract). Describe the ways that some artists abstract the human figure.</li><li>Compare contrast 2D/3D: identify the shapes an artist used to portray the human figure in a gesture drawing, then identify the equivalent forms used in a sculpture. Record findings in a T-chart.</li></ul><p><br /></p>
Jean-Marie Galing
20
 

Time

<p>The theme of TIME can be explored in art using key concepts throughout the semester or year. Explore various concepts related to the idea of TIME by playing the Connections Card Game. The mind maps made after playing the game can be used as a reference throughout the course. </p> <p>Teacher Preparation:</p> <ul><li>Download and print images on card stock (resource attached to this collection). Create multiple sets for small groups to play the game.</li><li>Print Key Concept Cards (resource attached to this collection)</li></ul><p>Student Activity:</p> <ul><li>Take turns choosing a card and connecting it to a key concept by placing it near an appropriate Concept Card. </li><li>Defend choice with evidence in the image.</li><li>After all cards have been played, students make inferences about how people experience, measure or represent time. </li><li><span></span> Small groups collaborate to draw a mind map to illustrate their ideas. </li><li>Present maps in a "Carousel Interview." One group member stays with the mind map to answer questions; other group members visit tables to explore mind maps and ask questions.</li><li>Return to original group. Encapsulate overarching ideas and record them on your group's mind map.</li></ul>
Jean-Marie Galing
27
 

Art & Culture Sort

<p>First, sort the images by type of art/artist. Teacher should make index card headings for the following categories: Painting/Painter, Textile/Weaver, Clothing/Fashion Designer, Architecture/Architect, Prints/Printmaker, Sculpture/Sculptor, Functional Ceramics/Potter or Ceramist. Sometimes an image may cross categories (painting of a house might be categorized in architecture or painting); either answer would be acceptable if the student can justify why.</p><p>Second, make an educated guess about culture represented in selected images. Students can "guess and check" with teacher. Online research option: students work in pairs to access this collection and click on the info button for an image to learn about the maker, time period, and culture. They can record their findings to help answer the reflection questions below.</p><p>After the sorting activities, ask students to choose an image and answer: <em> Why is/was this object of value (or useful)? How do you think it expresses something important to the people of that culture? </em></p>
Jean-Marie Galing
28
 

Memorable Moments

<p>Look at the images. . . </p> <p></p> <ul><li>What is happening?</li><li>Who do you think these people are?</li><li>Do you have a memory of doing something similar? </li></ul><p>ART MAKING CHALLENGE:  Create an artwork that depicts a memory of something you enjoyed with family or friends. The artwork could be a drawing, painting, or collage. </p> <p></p>
Jean-Marie Galing
7
 

Landscapes

<p>Choose several images to compare/contrast in terms of location, season, and/or style. Discuss why artists may choose to depict a particular place.</p><p>Formal analysis for elementary students: identify foreground, middle ground and background; describe how size and placement of objects and use of overlapping contribute to the illusion of depth. </p><p>Formal analysis for secondary students: describe color harmonies; identify focal point; find examples of one-point, two point, and atmospheric perspective. </p>
Jean-Marie Galing
29
 

Celebrate Good Times

<p>Images support second grade collage lesson. Choose an image that connects to a poem read to students (from <em>Celebrate American in Poetry in Art,</em> edited by Nora Panzer). Use questioning to describe and analyze the artwork: </p><ul><li>"What do you see?" </li><li>"What is happening here? </li><li><span></span>"What clues make you think that?"</li><li> "What else is happening in this image?" </li></ul><p>Ask students to take a minute to think of a personal experience that this image reminds them of, then turn to a partner and share. This prepares them for the next step, which is to visualize a favorite community celebration and sketch in preparation for making a collage.</p>
Jean-Marie Galing
5