pfft.. more like GREAT friday!!!

[Doctor Rock]

French?!   I was trying to talk Canadian.   Maybe that was the problem.

Quebecois isn't the ebonics of french! 

[Sabamah]

i'm off today!! i had a shoot cancel!!

 

[matthew]

so not really crucifixion related.

Really crucifixion related

[Just Some Girl]

goooood morning mon petit poulets!

Who all is workin today?


(raising hand)

I'm working on a major hangover. That count?

[Just Some Girl]

He scares me.

Yeah, that's pretty terrifying.

[Just Some Girl]

I should go watch the Portuguese 'nabes do their Passion Play this aft. That's* also terrifying.


*religiosity.

[captqitn]

You should toss in a little Last Passion of Christ into the mix.     See if you can convice the neighborhood jesus to get off the cross and follow you home.

[bebopbalogna]

so not really crucifixion related.

Really crucifixion related

it's safe to say that those guys are off-their-rocker-bat-shit-lunatics.  i never understand the point they're trying to make. 

[bebopbalogna]

ok. i have to have the agendas for all 3 of the summer camps i will be teaching outlined by this afternoon for approval.

here is the first one: (note: each camp must be themed around a concurrent museum exhibition, in this case Facing Abstraction: Refiguring the Body in the 20th Century)

would you send your kids to my camp??


PMA SUMMER CAMPS 2008- AGENDA

CAMP ONE- “ABSOLUTELY ABSTRACT” June 23-June 27

Objective: To better understand the significance and purpose of abstract art by looking at it’s origins, history, movements and major players. By focusing on a variety of mediums and techniques, as well as diverse sources of inspiration, students will create a series of abstract works of art, ultimately creating a “final piece” utilizing a combination of ideas demonstrated throughout the week. A reception for students will accompany an exhibition of their “final pieces” to conclude the week.

Day One:

∑ Walkthrough of exhibit Facing Abstraction: Refiguring the Body in the 20th Century
∑ Introductory discussion of abstract art
∑ Recognizing positive and negative space
∑ Recognizing value

Exercise 1- Create an accurate grayscale using only black and white (acrylic) paints.
Exercise 2- Choose a work of art from a variety of familiar images, which will be used as a reference.  Again using only black and white paints, create a non-objective representation of the chosen image, isolating values to give the illusion of positive and negative space. 

Day Two:

∑ Discussion of the history and major movements of abstract art in the 20th century
∑ Recognizing elements of design vital to the success of abstract art, including color, shape, texture, pattern, line, etc.
∑ Defining “composition”

Exercise 1- Create an accurate color wheel using only primary colors.
Exercise 2- Using a wide variety of torn colored paper, students will again replicate an objective work of art in an abstract manner by focusing only on color schemes, shapes, patterns, etc.

Day Three:

∑ Brief walkthrough of exhibit, with discussion of the prior days lessons.
∑ “Objective” vs. “Non-Objective”  discussion
∑ Recognizing the evolution from objective painting to abstract painting in the works of influential 20th century artists Pablo Picasso, Piet Mondrian, and Richard Diebenkorn.

Exercise- “Grapevine Paintings” - Create a series of five paintings. The first painting will be an original work of art of the student’s design of a recognizable subject. Each successive painting will continue to take on a more abstract appearance so that the fifth and final piece shows little similarity to the first, but a logical evolution from one piece to the next is evident.

Day Four:

∑ Defining “expressionism”
∑ Discussion of how human emotion plays a role in abstract painting
∑ Discussion of the “abstract expressionism” movement of the mid 20th century
∑ Highlight the contrasting techniques employed by renowned abstract expressionists Jackson Pollack and Mark Rothko

Exercise 1- “Color Field Paintings”- Students will create Rothko inspired paintings after choosing 3 colors of contrasting hue from which to work with.
Exercise 2- “Action Painting”- Students will create a Pollack inspired work of art utilizing his famous “drip” technique.

Day Five:
∑ Short critique of works created throughout the week
∑ Summary of major themes discussed

Exercise 1- Compose an original work of abstract art incorporating a variety of techniques employed throughout the week’s individual lessons.
Exercise 2- Installation of artwork for closing reception.

Reception for students will begin at 11:30 am.  Friends and family of campers are encouraged to attend. Refreshments will be provided.

[Tripp]

they should make crucifixion part of, like, an IronMan Triathlon or something.

[bebopbalogna]

hmmm. "bullets"  become "sigmas" after being filtered through crappity.

[captqitn]

I'd worry about sending A_____ to that camp.   He already routinely corrects me when I mix up abstract, expressionist, and impressionist art.

Naturally I give him a smack in the mouf when he does.

...  but for reals, I wish you were doing that up here.  I'd sign him up in a second.     I think we're going to send him to space shuttle camp this summer.  We have one of those NASA sponsored Challenger centers near us (which I just learned about).

[Just Some Girl]

You should toss in a little Last Passion of Christ into the mix.     See if you can convice the neighborhood jesus to get off the cross and follow you home.

Meh. Not really into that whole hippie thing.

(sniffs disdainfully)

Plus, his clothes are a little ratty, and he's covered in blood.

[Just Some Girl]

would you send your kids to my camp??

My kid?!

I wanna go to your camp.

Wait, what are the refreshments?

[Just Some Girl]

It really does sound awesome, Pat.