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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

 

Theatre Masks

Jean-Marie Galing
10
 

Sustainable Textiles

<p>Sustainability is about using techniques that allow for continual reuse of resources. Why might textile designers want to reuse scraps or reclaim waste fibers? What other things that get thrown away could be reused as part of a woven textile? </p> <p>ART MAKING CHALLENGE: Incorporate something recyclable in a hand-woven textile.  Consider color, texture, and how well it will perform for a particular purpose.  Would you combine the recycled items with traditional yarns or just use recycled items? Which method is likely to get the results you want?</p>
Jean-Marie Galing
10
 

Animal Sculptures

<p>Images support second grade paper sculpture lesson. View a few images and lead a discussion with questioning:</p><ul><li>What do you notice about this picture?</li><li>Where do you think this is located?</li><li>If you were here and saw this animal, what would you be thinking?</li><li>Why do you think the artist chose to put this animal in this spot?</li><li>How do you think the animal affects people who use this space?</li><li>Can you think of a space in your community where an artist might place an animal sculpture?</li></ul>
Jean-Marie Galing
7
 

Animal Masks

<p>Allow small groups to "see/think/wonder" about a mask image:  Look and describe what you see. Based on what you see, what do you think the mask is for? What do you wonder about the mask (or want to learn about the mask)? Then allow students to click the Information button to learn more. Groups can report out to the whole class.</p> <p>Facilitate a discussion with students using some open ended questions:</p> <ul><li>Why do people make and wear masks? </li><li>What can be hidden or revealed using a mask?</li><li>What might a mask symbolize or stand for?</li><li>If you were to design a mask for a special purpose, what would it look like? </li></ul><p>Direct students to sketch their ideas to plan for creating a mask. </p> <p><br /></p> <p><br /></p>
Jean-Marie Galing
10
 

Representational, Abstract, or Nonrepresentational?

<p>Introductory Activity: Print image cards for small group collaboration. Students will sort images into three categories:</p> <ol><li>Representational Art (realistic imagery)</li><li>Abstract Art (recognizable imagery that does not reflect actual appearance)</li><li>Nonrepresentational Art (does not represent a depiction of the physical appearance of people or objects)</li></ol><p>Formal Analysis Activity: </p> <p>Choose a few images to compare and contrast: How did the artist use line, shape, color, balance, repetition, or overall composition to convey</p> <ol><li>The illusion of movement or rhythm</li><li>Visual tension</li><li>A mood or feeling</li></ol><p>NOTE: pdf file of these images is meant to be printed front-to-back so that citations will appear on the reverse side of each image. </p> <p></p> <p><br /></p>
Jean-Marie Galing
25
 

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
 

Contemporary & Historic Architecture

<p>How does the past influence the present and future? Compare forms in contemporary architecture with those of buildings from ancient and Renaissance times. What similarities can you find? </p>
Jean-Marie Galing
34
 

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
 

Shoes

Jean-Marie Galing
24
 

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