User Image

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 :
Art Resource Teacher

Jean-Marie Galing's collections

 

Woodcut Portraits

Jean-Marie Galing
14
 

William H. Johnson

Jean-Marie Galing
12
 

Visual Tension

<p>Tension in art is represented by a balance between opposing formal elements. (Line, shape, color, value, form, texture, or space.) It can cause anxiety or excitement in the viewer. </p><p>Look at some nonrepresenttional paintings. How did the artists use the elements to create visual tension?</p><p>How could a painting represent the tension someone has experienced?</p>
Jean-Marie Galing
10
 

Textiles

<p>For primary grade weaving lessons</p>
Jean-Marie Galing
14
 

Symbols

Jean-Marie Galing
17
 

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
 

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
 

Relationships in Nonrepresentation

<p>What kind of relationship can you find between shapes, colors, or lines depicted in these nonrepresentational artworks? How could they symbolize a real-life relationship?</p>
Jean-Marie Galing
12
 

Posters, Pins & Postage for a Cause

<p>Analyze selected images and discuss:</p> <p></p> <ul><li>What is the cause or social issue?</li><li>How has the artist/designer combined text and image to communicate a message?</li><li>What visual qualities make an image effective or not?</li></ul><p></p>
Jean-Marie Galing
29
 

Play

Jean-Marie Galing
14
 

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
 

New World Foods

<p>These foods were "discovered" by explorers who traveled to the "New World" (North, Central, and South America).  They brought back seeds and introduced these foods to people in Europe. What effects do you think this had on Europeans? </p> <p>Examine drawings of each food. How did the artist use line to show texture and/or value? </p><p>Examine the stamps: How did the artist use colors and shapes to create a design that is clear on a tiny stamp?</p> <p><br /></p> <p></p>
Jean-Marie Galing
24