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Visual Arts Teacher's Portfolio - Smaranda Ilie
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- Visual Arts - T e a c h e r ’ s p o r T f o l i o
for 4-6 years olds
Past activities - volunteer work
Throughout volunteer work I managed to expand both artistic practices/ qualities and organisational skills. Overall, engaging in volunteer work gave me the oportunity to meet and interact with people ataninternationallevelinterestedinfieldsofdesign,architecture,photography&animation,some ofwhichIstillcolaboratewithtoday.
anim’est - animation Festival (an International Animation Film Festival, established in 2006 and a recognized event on the international animation scene)
2009 Title: VolunteerPhotographer&Helper Tasks: VisuallydocumentingandeditingimagesfromeventsinsidetheAnim’EstAnimationFestival. more on Anim’Est: http://www.animest.ro/about.aspx
SchoolofBunești-ArchitectureWorkshop (ArchitectureSummerSchoolsupportedbytheArchitectUnionofRomania(UAR)andbyTheAdministrationofNationalCulturalFond(AFCN))
2010 Title: Volunteer Participant Tasks: workingalongsidestudentsofarchitectureandmasterbuildersspecialisedinwoodworking, inmakingclaybricksandothernaturalwaysandformsofconstruction,thusrecallingtraditional romanianwaysofhandcraftsandbuildingtechniques. more on School of Bunești: http://www.bunesti.ro/
MEDS(meetingofdesignstudents)-Design&ArchitectureWorkshop: (MEDSisaplatformthatoffersprofessional,social,culturalandcreativeprogramsthatconnectalldesigndisciplinesbyengagingvolunteer studentsorgraduatestotakepartasparticipants,tutors&organisers,thusexploringandimplementingnewideas.Itinvolvesanykindofinterest inwhatbothartistic&scientificstudiescanofferincreatingsomethingnew)
2011/ 2012/ 2013 Title: Volunteer Participant Tasks: In 2011, in IstanbulMEDSWorkshopwasheldinthethemeofrelationshipsbetween EuropeandAsiaintermsofArchitectureandDesign.Iwaspartofthemakingof“M-Box“,a3x3x3m cube,intheformofapublicpavillionthatwouldserveasapubliclibraryinthecenterofIstambul. In 2012, in Ljubljana,thethemeofMEDSWorkshopwasSense-Ability,whereusdesignstudents madeourprojectscometolifebyenhancingour5senses.Someofuswentblind-foldedaroundthe cityofLjubljanainsearchofinspiration,otherslikemyself,passionateaboutphotography,Ienroledi naphotographyworkshopwhereIgottodocumentalloftheongoingworkshops.Thesephotos madebymeand10otherteammembersservetodayasdocumentationaboutMEDSWorkshopon theofficialmeds-workshop.comwebsite. In 2013, in Lisbon,Re-ActionisthethemeinwhichMEDSfacilitateddirectinteractionsbetween MEDStutors/participantsandthecommunityofGraca,aneighbourhoodnearthecitycenter.Iwas partofagraphicdesignworkshopwhereweasagroupofdesignersproposedgraphicrepresentations ofmapsandguidesfortouristswhochosetovisittheneighbourhoodofGraca.
2014 Title: VolunteerTutor&VisualEditorforDesynMagazine Tasks: In 2014, MEDSwasheldin Dublin, Ireland. First time tutor along side 2 British tutors (part of coordinating the Desygn Magazine workshop)Iwasinchargeofteachingparticipants waysofusingproportionandgraphicsindesigningthefirstprintedissueofDesynMagazine,the officialMEDSpublication. more on MEDS student assembly: http://meds-workshop.com/ http://globalgreen2014.com/workshops/meet-the-tutors/ more on Desyn Mag: http://issuu.com/smailie/docs/desyn_magazine1 http://desynmag.net/
Past activities - work exPerience with children
Title: SubstituteEnglishTeacher Tasks: Englishteacherforchildrenof3-6yearsofageatKindergartenno.187inBucharest
Smaranda
Ilie
25/04.12.1989
Integrated Master’s Degree Gratuate in the field of ProductDesign at the Faculty of Interior Architecture part of “IonMincu”,theUniversityofArchitecture&UrbanisminBucharest
Graduated Art Highschool “Nicolae Tonitza“ in Bucharest,specialised in Visual Arts
c u r r i c u l u m v i T a e
October2013
Name:Surname:
Age/Dateofbirth:Studies:
2009-2014
2004-2008
NotesChanges in today’s society, theongoingdevelopement and spreading ofinformation througout the world-wide-web to keeping up with the latest gadgets and toys, clearly challenges the way individuals go about their daily lives.
The teachings of “Visual Arts” for EarlyChildhood and Elementary schools,gives children the oportunity to creatively expresstheirfeelingsandemotions.Itisby learning how to draw, paint and work with -so to speak- basic tools such aspencils and penbrushes, they begin to understand and expand their awareness intheirday-to-daylivesenvironment.
It is our responsability to help teach the younger generation the expression ofscience into art and guide them through their natural creative imagination.
Information is to be professionallycomunicated in modern terms, where drawingabunchofcirclesorcurvedlinescanbetheartisticexperssionofacellinitsmicroscopic form. It isby learning toobserveboththenaturalandtheartificialenvironment, where children begin discoveringtheirfirstabilities.
By working individually, pupils will gainthe ability to develop his/hers intuitive andcreativespirit.Byworkingingroupsthey will learn to co-create and respecteach other, but also remember to have funwhilethey’reatit.
GeneralObjectives - Exploring the universe of diferenttechniques of artistic expressionadaptable to their group age.
- Learningabout the responsibleuseoftools such as paint brushes or pencils
-Learningtorespecttheworkingarea.
- Learning about proportions, primary,secondary and neutral colors and the differencebetweennuancesandtones.
-Developing the capability of percivingthree-dimensional objects by observingand working with geometric forms,figuresandpatterns.
- Learning to speak in terms of artisticlanguage, so they can express what they have accomplished.
- Learning general facts about famousartists and art forms as they begin tounderstand how three-dimensionalshapes can be represented in two-dimensionalform.
Classroomfacilities:• a projector
• loudspeakers (optional)
Toolsforstudents:• A4 white drawing papers
• A4 coloured paper (one lesson)
• paintbrushes, at least 3 types:
thin (no. 1-3) ,medium (no. 4-8)
andlarge(no.9-12)
• pencils: BorHB
• coloured crayons, at least the
basiccolors:red,orange,yellow,
green, blue, ultramarine, violet,
black, grey, white
• watercolors
• tempera colors
• cup for water dillution
• painting palette
• pencil sharpner
• white eraser
• scissors (one lesson)
• clay (one lesson)
- 1 -
InTroDucIng TooLS AnD MATErIALS
• heavy brush/ light brush/ pencils/
coloured crayons/ watercolours/
LEArnIng AcTIvITIES
• For example, when using a
paintbrush, one must learn to
apply one stroking direction and
must not insist on wetting just
oneareaofthepage(thepaper
might get teared apart)
• Colorsaretobepositionednear
thesidesofthepaintingpalette,
whilethecenterwillbeusedfor
color mixing.
ASSIgnMEnT
• “self-portrait”;
- 2 -
gETTIng To know ThE wArM AnD ThE cooL coLorS, ThuS MAnAgIng To ASSocIATE ThEM wITh DIFFErEnT STATES oF
EMoTIon.
LEArnIng AcTIvITIES
• About warm & cool colors
(images will be shown, portraying
different states of aggregation
thatoccurinnature,example:hot
coalversuscoldwinterforests);
ASSIgnMEnTS
• “clowns”;“exoticbirds“;
• Coolcolors:“planetearthviewed
from above“, “grapes, plums
or simmilar fruits/vegetables
(composition)
• Warm colors: „autumn
landscape”, „bananas, oranges,
redapples(composition)”;
- 3 -ThE coLor cIrcLE
LEArnIng AcTIvITIES• About primary and secondary
colors - how primary colorsare mixed into secondary colorsand finallyhow theyaregrouped into complementary colors;
ASSIgnMEnTS• Using a stencil pattern in
obtaining different variationsofthecolorcircle(studentsareallowed to pick their favouritestencil)
• Complementarycolors:“sportsteam members”; “flowers intwocolors“;
- 4 -PoInTS, LInES AnD coLor
STAInS: LEArnIng AcTIvITIES
• Watercolor+Colouredcrayon:Filling the drawing paper with line and color stain control exercises (straight and curved lines-bothopenedandclosed,flat/vibrated color stains andpointsofdifferentdimensions)
ASSIgnMEnTS • Straight lines: „Star Mandala”
(can be associated with romanian traditional clothing patterns),”Big buildings &skyscrapers”;
• Curved closed lines: „AbeobaMandala” (will be associated notions of curved closed lineswithatypeofcellororganism,called Ameoba), „The Mask”(will show types of traditionalmasksfromaroundtheworld)
• Flow line: „waves”, „nautilliusshell”
• Color stain: „flowervase”,”summersky”;
• Pointilism:„PointilistMandala”,
„flowerfield”.
- 5 - coLorS & grAyScALE. LEArnIng AcTIvITIES
• mixing black and white in different proportions so thatmultiple shades of grey arediscovered.
ASSIgnMEnTS• Grayscale:“artisticcomposition
ofblack-white&greyshapes“
- recaP session -- 6 -
rEcognISIng PrIMAry, SEconDAry &
AchroMATIc coLorSLEArnIng AcTIvITIES
• Color, theessentialelementofvisual perception.
• Knowing all colors as they arerepresentedinthecolorcircle;
• Associating primary and secondary colors used in representingflagsfromdiferentcountries;
• Knowingabouttheexistenceofcolorinoursurroundings;
• About hot and cold sensations whenfocussingoneachcolor;
• About black, white and grey colors are percieved in multiple situations (3 aspects of thesamephoto-shot);
• Visual recognition of primarycolors, visualy exercising the mixture of primary colors intosecondarycolors;
ASSIgnMEnTS• Primary colors: „Fishy
Mandala”,„Thetable,thechair&thewaterbottle”.
• Secondary colors: „random-objects Mandala”, „The fish,thealgae&thestarfish”.
• Warm colors: „flower vase”,„moltenlava”.
• Achromatic colors: „winter
landscape”,„Zebra”.
- 7 -
conTrASTLEArnIng AcTIvITIES
• Exercising black&white/ hot&
cold contrast.
• Contrast as a tool, is used to
directtheviewer’sattentiontoa
particularpointofinterestwithin
the painted piece.
Temepropuse:• Black & white contrast: „seals”,
„polarbears”
• Hot & cold (complementary)
contrast:„frogs”,“birds”;
- 8 -
coMPoSITIon. ProPorTIonS. DEPTh oF
FIELD. LEArnIng AcTIvITIES
• Vertical composition (portrait),
horizontal composition (landscape)
• Understanding and applying the
golden rule.
• Understanding and applying
the principles of the depth field,
where objects in our front view
appear bigger than the ones in
thebackview.Learningtorespect
proportions between objects.
ASSIgnMEnTS• Vertical composition: “tall trees“,
“viewoverthemountains“;
• Horizontal composition: „hill
houses”,„crowdedsidewalk”;
• Decorative composition :
”mozaique”,“photocollage“;
• Composition with characters:
”family picture - say chese!”,
“traficjam“;
• Open composition: ”my
surroundings”, ”the pastor and
thelambs”;
• Dynamic composition: „running
horses”,”seastorm”;
- 9 -
nuAncES
LEArnIng AcTIvITIES
• Mixing primary and secondary
colors, thus obtaining new color
nuances.
ASSIgnMEnTS
• Nuances: „nuances mandala”,
„Inthejungle”;
- 10 -
TonES
LEArnIng AcTIvITIES
• Mixing colors with nuances
then adding black, white and
gray for obtaining tonal colors.
Completing the “Nuances:
Mandala” assignment.
ASSIgnMEnTS
• Color tones: „nuances& tones
mandala”,“theaquarium”
- 11 -
coLor FuSIon AnD
FLuIDISATIon
LEArnIng AcTIvITIES
• Understanding transparency
or semi-transparent objects in
nature or in our surroundings by
diluting colors.
ASSIgnMEnTS
• Color fluidisation & fusion:
”the danube delta”, „lakes &
swamps”;
- 12 -
voLuME
LEArnIng AcTIvITIES
• Optical volume ilusions are to be
obtained by exercising different
brush strokes and by using color
tones.
ASSIgnMEnTS
• Volume:„spheres”,„thekettle”
- 13 -
DoMInAnT coLor
LEArnIng AcTIvITIES
• Exercising color domination in
artistic compositions.
ASSIgnMEnTS
• Dominant color: „underwater
landscape”, „summertime
forest”
- 14 -
SPonTAnEouS ShAPES
LEArnIng AcTIvITIES
• Artistic color stains will be
applied on one side of the
pieceofpaper (leftor right).By
folding the paper into halves,
these color stains will result into
symmetrically arranged shapes.
These shapes can be improved
by turning them into defined
shapes (example: butterflies) or
leaving the color to drain down
in order to discover new ones.
ASSIgnMEnTS
• Foldingtechnique:„exoticbird”,
„butterfly”,„flowers”;
- 15 -
cLAy ShAPES
LEArnIng AcTIvITIES
• Ona15x15cmclaysquare,with
aheightofaproximately3-5cm,
children will press their hands
onto it in order to obtain hand
shapes. Plastic letters will be
used for inscribing their name
anddateofcreationonthisclay
square.
ASSIgnMEnTS
• Clayshapes:“myhand“;
- 16 -
LEArnIng FroM
PAInTIngS AnD ArTISTS
LEArnIng AcTIvITIES
• Looking at tableaus of famous
painters and artist from around
the world and observing their
artistic lines, shapes, colors or
characters in order to learn how
toexpresstheirknowledgefrom
an artistic point of view. They
will engage in dialogs with the
art teacher by using speciality
terms they learned during the art
classes.
ASSIgnMEnTS
• Practically applying something
theyenjoyedobservinginoneof
the painings I just showed them.
(forexample:pointilistbrushes)
