BO ART 120 CD 131

PART 1-

SketchesComposite Shapes/Postive/Negative Sketches

Part I: Make a silhouette comprised of two or more overlapping objects to create a unified, single, composite shape. Reduce elements to shape and value. Think positive and negative shapes and composition! Ink or acrylic will produce a crisp shape, charcoal creates a more dense mass and a more indefinite edge or use cut paper. Pay attention to the negative shapes. Composite shapes should depend on negative shapes to define them. Place the composite shape crop to the edge on at least two sides. Do not use a centralized shape completely surrounded by negative space. Not all shapes in drawing need to be immediately recognizable as objects from the real world. 18 x 24.

Part II: After you create one and submit to the discussion, enter at least 2 critiques of fellow students work by hitting reply to their work. Tell them what’s working in terms of balance, positive negative space, shapes and creativity. Examples: Is there too little or too much negative space or is it working well? Does it feel balanced or is it unbalanced? Which type of balance of the 4 types apply? What kind of shapes are they using?

Critique at least 2 other student’s sketches by Friday end of day of the same week so that the notes can be referenced while preparing the final art.

This discussion board counts toward your attendance and participation grade. To receive full credit, you must:

• By Wednesday: Post your original response to the prompt (2 pts)
• By Friday: Reply with inquiry-based, constructive comments to all your group mates posts (2 pts)
• By Sunday: Complete at least one discussion loopby replying back to a group mate who commented on your post (1 pt)

This discussion cannot be made up after Sunday, March 1.

Discussion Prompt

Throughout our lives, many influences shape the way we see the world and become members of our communities. Developmental theorist Uri Bronfenbrenner explained this through his Bioecological Theory, which emphasizes that children are products of their environments, and that the systems and communities in which we live have a profound impact on our growth.

Bronfenbrenner describes how different layers of our environment, from close family and peers to broader cultural and societal influences, affect us both directly and indirectly.

For this discussion:

• Reflect on your own environment and create a description (or visual map) of your bioecological story.
• Use the systems described in the theory (microsystem, mesosystem, exosystem, macrosystem).
• Be specificthink about details such as:
  • Your family structure
  • Friend/peer groups
  • Religious or cultural background
  • Community and societal influences
• Support your reflection by referencing the readings:
  • Figures on pages 1823 & 38 in the Berns text
  • Section 1.4 in the OER text

After posting your bioecological story/map, review your group mates posts and provide thoughtful comments, questions, or inquiries to further the discussion.

Supplemental Resources

Bronfenbrenner Model Picture

Experiences Build Brain Architecture

Group Discussion Guidelines

• You will be placed in a small group of about 68 classmates.
• If a group member does not post their initial response by Wednesday, you are not required to reply to their post but also do not exclude from discussion if you do see a late post.
• Be a good group mate, post early so your peers have time to engage with your ideas. The earlier and more thoughtful your contribution, the deeper and more meaningful your groups learning will be..

To be successful this week:

• Read Chapter 2 in the Berns text and continue to explore Unit 1 of the OER text
• Post your response to the prompt by Wednesday
• Comment with inquiry to all your group mates by Friday (if they posted on time)
• Complete a discussion loop with at least one classmate by Sunday