Art with Ms. Doyle

Grade 11 Installation  The final art piece based on the concept "Social Issues in School" Students choice the concept of graffiti. They chose to dress their figure in typical teenage attire, making one think that they "must" be the vandal... Take a closer look, and you will see that he is actually attempting to paint over the graffiti.  Great way to get people talking!! Senior Art began the year with the unit called "Arts and Inspiration" This included looking at a variety of artists from around the world to gain inspiration for our own arts expressions. Students were able to brainstorm ways in which artists gather inspiration in order to continue producing creative works of art. Here are a few examples of student work below: Intern Jenni Delowski then began a new unit called "Social Issues" with the students which covered topics such as; Political Issues, Social Issues in school, and equali...

Grade 9 Art The grade 9 Art classes have been busy this year exploring a variety of mediums which can be used to express emotion and awareness in visual formats.  We began the year learning techniques and skills in both oil pastel and pencil crayon. Those skills were practiced and applied in several sketches, rough drafts and finished art works.    Pencil Crayon - Subject Matter was student choice but had to be in a realistic style and the rendering had to show blending of at least three colours, with layering. 

Grade 8 Art and Drama is kicking into high gear as students begin working on their first drama unit "Greek Theater" Theater began in Athens in the early 5th century BCE. It had its roots in religion and was sponsored by the city-state, so everyone felt a powerful connection to it. Drama festivals were celebrations held twice a year in honor of the god Dionysus. It was both an obligation and a privilege for all citizens to attend performances. The actors were so far away from the audience that without the aid of exaggerated costumes and masks, spectators would be unable to see and hear the actors properly. The masks were made of linen or cork, so none have survived. Tragic masks carried mournful or pained expressions, while comic masks were smiling or leering. The shape of the mask amplified the actor's voice, making his words easier for the audience to hear. 1. Students will first plan and design a mask which has exaggerated features.  2. Students will the...

Grade 7 Art is all about "Place" Throughout the course of the year, we will look at and discuss the power of place and it's impact on art and artists. To start things off we talked about landscapes, both realistic and abstract. Students were asked to think of their favorite place - to look for connections to the land. To begin they created a depiction of that place in a realistic manner (everything in it's logical and reasonable place) Then students took that drawing and borrowed from it to make an abstract version. These could include elements from the original such as line, shape, colour but they did not have to make sense or have particular reason. Our second assignment is inspired by Saskatchewan artist Joe Fafard . We watched a video to learn more about his artistic process and began sketching our ideas for the plaster forms we would be creating.  Students were encouraged to think of activities, people or places that have me...

The focus for art in Grade 6 is "Identity" Students have already created internal self portraits which visually depicted all of the interests which make us unique. These "portraits" were created with dry media including; pencil, marker, chalk and oil pastel. The current assignment which we began in late September is a group inquiry project based on how popular artists work with the concept of identity in their art work.  Students are working together in small groups to research, create a biography on their artist as well as a power point presentation depicting their artists artwork. Once the gathering stage is complete, the students will begin their creation portion of the activity where they have to work collaboratively on a piece of art, in the style of their artist. They are challenged to speak visually about identity of their research groups. Check out the inspiration link below which includes all of the artists researched in this activity: http:...

Grade 5 Art is all about "Pop Art" Students have learned about Pop artist Andy Warhol and have already made complimentary colour art works using markers and pencil crayon. Complementary  Colors that are opposite each other on the color wheel are considered to be complementary colors (example: red and green ). The high contrast of complementary colors creates a vibrant look. Complementary colors are tricky to use in large doses, but work well when you want something to stand out. Assignment #2 is a painting lesson based on artist Miro. Students will be creating shape paintings in bold primary colours with dense black outlines.