The Success Project - How It Was Born and Resources to Do Your Own!

What Would You Do If You Knew You Could Not Fail???

A few years ago, I was looking for a change.

For over a dozen years I had taught elementary school in a school where over 80% of the students were living at the poverty level and most students were learning 2 languages so there was a lot of pain and struggle in their lives and some students had little motivation and little focus which led to my complete exhaustion in trying to get each and every one of them to read well and master all of the standards for their grade level. 

At the time, I had started taking jewelry making classes and then ceramics classes as a way to help deal with my stress. But in my classroom, no matter how creatively I managed to combine art with other subjects, I didn't feel that there was enough joy in learning because there were too many things that had to be covered and so many students needed so much individual and small group help, that art was often side-lined. And that's ironic because art is one of the best subjects to help students develop higher level thinking skills. But, making those decisions and developing those skills takes time. And the thing is when students focus on art, life stops rushing and there is a calmness and serenity that replaces everything else. There is a joy in creation like that of no other and that serenity makes you want to remain in that safe and joyous place. Isn't it important to teach students that there are positive outlets to stress? I always tell my students, "At the end of a video game no matter how many times I play it, I have nothing in my hands to show for that time spent. When I create something, I have something that is uniquely mine that I can display or give to someone else to help make someone else happy. I have found that "If We Don't Teach Children To Create, They Will Destroy." Yes, that's my quote after observing and working with students for 22 years.

There was a poster in the faculty bathroom that said, “What Would You Do If You Knew You Could Not Fail???” I thought, “I would become an art teacher.” Now I had heard countless times from countless people that it was almost impossible or completely impossible to get a position teaching art. But I thought to myself - there are art teachers and sometimes they have to retire or move so there must be a possibility. I realized that if I didn’t go for it, there was no chance. But if I put all of my effort into it, there was a possibility that I might succeed.

I began taking classes at the community college and then the university on weeknights, and on weekends. On weekdays, I would often work until 4:30 PM, then have an art class that began at 6:00PM that would finally finish at 10 PM and then I would have to get up to teach school again at 6 AM. With all of the homework in my classes and elementary teaching work, I had to stay up late every night and I grew to be more exhausted than I thought possible while still functioning. 

Some people were supportive and some were not. Some of my closest friends told me straight out, “You will never get an art job. Then one might say, “Well, maybe if you work at it for years - Well no, actually you’ll never get an art job even if you do that!” Those naysayers I kicked out of my life for that time. That is what you’ve got to do to keep that negativity out of your way. If you must see naysayers on a regular basis, just don’t share with them what you’re doing toward your goal. But do use them as catalysts to push yourself farther - I asked myself even more seriously, “What could I do to differentiate myself from art teachers who had years of experience teaching just art?” 

I volunteered on the weekends assisting with art classes (talk about lots of rejection before I was able to get the volunteer job! Who would have thought it would be so difficult to just volunteer?! I had to practically get down on my knees to beg just to volunteer!!!). 

I think that it’s important to think of rejections as indications that they’re just not the places that would work best for you and not let those experiences dissuade you. You have to realize that others may try to dissuade you because they are not happy with what they do and they don’t want to believe that if they put 100% effort into their dreams and if they believed more in themselves, they could have had much more of what they wanted in life.

Other efforts: I got paid experience during the summer at an art center teaching 6 art classes with one class just for teenagers. During a vacation I was able to observe and assist a ceramics teacher in another district. I got a clay sculpture, as well as a teapot published in 2 books, and 2 of my teapots were put in an international show at the American Museum of Ceramic Art.

I created art lessons using the Common Core for writing assignments (which I also used with my 2nd grade ELD students in a simpler form) and I developed lessons that demonstrated a value in the unique background experience of my students that I brought to interviews.

Eventually, I earned my credential in Art. Immediately I contacted the person in charge of art jobs in my district and asked if she could put me on the list for receiving emails about art openings. She replied by telling me that over 100 art teachers had been laid off the prior year (which I already knew), and said that I had no chance of getting an art job. She did not put me on the email list. What a downer. My heart fell. Was I delusional in thinking that I could succeed? I was set back about a week but then I decided to go full speed ahead because at least I knew that I would have no regrets if I at least tried my best. 

You see in high school I tried out for a lot of things but no matter what the outcome was, I always felt like it was okay if I felt that I had put in 100% effort. I tell my students specifically the things that I tried out for and failed at in high school. They don’t realize that when you fail at something, it can be just as important a learning experience as when you succeed and if you keep on going, it can be what makes you even more successful. If I had given up after my failures, then I wouldn’t have had my successes in high school. Those things that I succeeded at helped shape me into the person that I am today. 

For the next 2 months, almost every day after teaching, I went to 1 - 3 high schools (up to over an hour’s driving distance away) to drop off resumes and as I would drop them off I knew that I should hope to speak to someone who had something to do with hiring. This was almost too difficult for me at times because I am not a naturally outgoing person. Many times I would arrive at a school only to find myself sitting in my car wrestling with my mind trying so hard to work up the courage to go out to meet yet another new person, and likely get rejected yet again. You’re correct in thinking that almost all of those places had no art teaching jobs open. But, a couple of people I knew said that principals don’t like to advertise for openings. They try to find someone that they know to fill the position. And if they don’t know someone, a person coming in with a resume at just the right time, just might get an interview.

One day, I met a principal on his way out to go home. He had an art opening in the Humanities Dept.. He asked me to do an interview the next day with 3 teachers. 

The interview went well and they wanted me to teach there. However the catch was that it was a charter school in a pilot program where all subjects must link to the History Dept.. Every single lesson of mine every day would have to be linked to the history lesson that all teachers in all subjects were teaching. At the grade level I would be teaching. Half my year would be focused on the holocaust. I am a very sensitive person and the idea of being focused on man’s inhumanity to man for all of my teaching 1/2 the year was too much for me. I turned them down.

Another school only 20 minutes drive from my home contacted me for an interview.

After a very successful interview with the principal, dean, 6 teachers, and a parent, I was offered an art teaching job. I would be allowed to choose what types of art to teach my students: sculpture, ceramics, drawing, painting, Intro. to Art, jewelry making, or whatever else I was interested in. However, they had no money for supplies - even for paper. I would be buying all of my own materials. I was willing to do that. However, when I told our yard supervision person that I was going to accept the job, she urgently told me that I must say no because she said that it was a gang infested area. It made me think back about the day that I had dropped off my resume at 4 PM - the school had been desolate except for one girl hiding behind a tree. And I did feel a bit uncomfortable because I tended to stay at school working typically until at least 4:30 and sometimes even later. I am a tough chick but would I be safe? Could I get my work done earlier? I still was thinking of accepting the job.

A third interview came in. This was a school looking for someone to teach mostly ceramics with one or 2 classes of Intro. to Art. Just the right fit for me!!! I was offered the job and I took it!!!:D 

Yes, it is 2 hours of driving each day. And yes, over 40 students in each class sometimes feels overwhelming but at least I get to teach what I love. 

The Project I created to connect my above life story to:

The Success Project!:)

In my new job, I immediately recognized in many of my students a lack of confidence in themselves in regard to their futures. Our wonderful principal, who just left for a great job higher on up, often reminded us teachers that in a school where over half of our students are low income, that teachers are often the only examples to our students of people who have gone to college and so I felt that it was an important part of my job to try to inspire in my students a confidence in themselves and their futures. 

I created this “Success” project which began by telling my students my background and experience landing my art job. 

Each and every one of us have histories of successes and failures but students only see success in our eyes. Before my art teaching journey, I had heard countless times that a full time art job was almost impossible if not impossible to get. Even my husband who was exceptionally supportive told me that it was very likely that the best art job I would be able to get was making $10 an hour working part-time with no health benefits.  

At that time however, a message on the bathroom wall told me differently. It is from that poster that I got the courage to try for my dream. “What could you do if you knew that you could not fail?” That poster made me realize the power of words that we see on a consistent basis. 

So, for this project, I asked my students to choose a quote that if they followed it, could lead them to a more successful life. However, I told them that the quote had to be focused on effort because persistence is necessary for success. And the quote had to be positive because I don’t want them thinking about negativity when they see it. I tell them that when they look at their quote, I want them to happily think, “Yes I can achieve my goal!” 

I looked up “Success Quotes” and got about 3 pages of them that I made 50 copies of so students could trade after they’d read through a page or more and get the idea of what a good success quote would look like. Some quotes were too long, and some too short so the students would alter them. However, most students, after looking at some of my examples, found ones of their own on the internet written by people they respected. But, there was a “must show me to accept or reject the quote” clause for the project - which is an exceptionally important clause to have. If you do this project, you will see exactly what I mean. 

For the next month, ceramics students  patiently planned, carved their quotes into clay, and glazed them to make plaques to hang on their walls. Unfortunately, I have only one 27” x 30” kiln for over 170 ceramics students so I had to limit the size of their quote plaques to a half sheet of paper.

Intro. to Art students spent many days creating complex patterns around success quotes and painted them. Intro. to Art students had a 12 x 18” poster to make. They were asked to draw things that were important to them and future wants and goals around their quote as part of their grade. You can see a photo of the students’ guidelines for this project on yellow paper - one guidelines page for Intro. to Art students (display of Intro. to Art students Success Projects is on another post since I'll have to take photos of those ones once I'm back at school), and another for ceramics students - displayed with some of the success quotes that were chosen by my students. In some cases, I accepted quotes that were not effort based after I had a good personal talk with the student and I felt that the student would benefit from the quote.

As I watched them, it seemed that each moment spent working on their quotes made them more their own. The choice of their quotes was powerful to me and just looking at their handiwork made me ponder the next step for me. If you feel inspired to make one of your own, please do so,  and know that my wish for you is to have a more successful life! And I’d love to hear about your successes in the comment section!:D

At the bottom, you'll find resources that I use such as 2 artist statements, a Career Questionaire that I developed and altered many times (I think that it's perfect now finally!), and a couple of pages that I showed on my You Tube Channel, Sherri Patten Ceramics.
I also did short teaching video instructions for the first 6 days of "The SuccessProject" done in my Intro. to Art Class. After those first 6 days, it's really up to you about what you want to add onto the project. This year, for Intro. to Art students, the project morphed into a Vision Board (I'll post some of those projects soon). For this project, I had my students choose 1 quote based on perseverence, or being committed to the hard work that it will take to achieve their goal, and one other quote that was of their choice. Also, students had to draw the full body of a person, and their dream house through the graphing method. They used one of the drawings of men, women or both doing sports or dancing, or they found ones that they prefered online that I okayed and printed out for them. Then, they were asked to make them 50% larger. I do this so that they don't trace the images from their phone or computer. Then, they were asked to draw one more person through seeing it on paper or on their phone along with the face of a person drawn realistically. They were also asked to draw 5 objects that represented what they want in their lives, life goals, and at least one drawing associated with their future career. I allowed them to put any drawings that they felt insecure about on the back of their page. So, some examples that you see posted may not have all parts of the project on the front of the paper that you are seeing.
Here's the link to the first 6 days of teaching "The Success Project" or you can look up "You Tube Sherri Patten Ceramics" https://youtu.be/H5ZpKJpIjDU

This blog is not letting me put on PDF's or word documents here so I'll just cut and paste each resource. You can cut and paste it onto any program that you like:

Success Project

My class periods are 1 and a half hours each and each class has 40 students so the timing might be a bit different for shorter and/or smaller classes. I have about 200 students total so amounts of supplies are according to this number. 

I’ve also videotaped the stages of teaching this project for teachers on You Tube under my You Tube Channel “Sherri Patten Ceramics.” Like I tell my students,  “Visual Arts is visual so you need to watch my demos with your eyes, not just hear them with your ears.”

*I’ve also included how to use this lesson to help students understand the Principles of Design. If you google “Principles of Design,” the Getty has a nice explanation of them. 

Visual and Performing Arts: Visual Arts Content Standards

Develop Perceptual Skills and Visual Arts Vocabulary

• 1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

Skills, Processes, Materials, and Tools

• 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

Communication and Expression Through Original Works of Art

• 2.5 Create an expressive composition, focusing on dominance and subordination.

1st Day: 

1. Make copies of a couple hundred “Success Quotes” by googling “Success Quotes.” Students choose a quote based on effort, persistence, and the courage that they need to meet their goals. I have at least 4 pages of success quotes that I have copied about 30 of each for a total of about 120 pages. When I pass these to students after the talk, I pass 1 - 2 pages to each student and ask them to exchange pages with the students next, and/or across from them to have more quotes to look at. About 1/2 of the students end up finding a success quote online using their phones (I allow that), shortening their quote to be 30 - 60 characters maximum (including a space between each word - if it’s too short, they can add a couple of words)), or making up their own quotes. I tell them that all quotes need to be ok’d with me even on the pages I pass out. I want the quote that they choose to be positive - it should make their hearts feel good about what is to come and their ability to achieve it. 

b. Give the students a talk about your road to success - including obstacles and triumphs - consistent effort and courage leads to success. As one of my favorite principals said, “We may be the only example to some of our students of people who went to college ad were successful so it’s important that our students can see that we are good models of success.” You can find a slice of my story and what I tell my students by googling “Sherri Patten Ceramics” and scrolling down the the bottom of the page for my first entry on The Success Project.

Success Project Intro to Art Day 2

 *Study of the Principle of Emphasis, dominance and subordination: Students could choose to make their most important words larger and/or in a different font to bring the viewers attention to their message, while making less important words smaller, or not so distinct.

*Study of the Principle of Repetition: Students may choose to repeat a font to cause the viewer to feel that the artwork fits together well. See the Principle’s of Design to explain further.

1. Give each two students a page with creative fonts on it, or project different fonts on the wall by googling “creative fonts.” 
2. Give students one piece of copier paper. Students fold the paper 2 times (see video) and write the most important word of their quote 5 times in BLOCK letters using the most creative fonts they can think of, or find. You need to explain to them what block letters are and do a tiny demo on the board. Tell them that a font is the shape of the letter, not just lines or dots they put on the letter. You want to see pointy letters, curvy letters, melting letter, etc… and no skinny letters (skinny letters will not be easily read - they want their quote to be strong and clear!

 * I tell them that I will be grading their 5 fonts on a page the next day as a one day project. I don’t collect them. I walk around and do it - more notes on this on day 3).

Success Project Intro to Art Day 3

*Study of the Principle of Balance: How they arrange the words on their poster leads the viewer to feel relaxed, comfortable or uncomfortable based on the balance of their project.

*This day is for centering their quote to look like a poster. They don’t use their fancy fonts yet. Make sure to tell students that they must do the demo with you even if they’re late on the fonts or choosing the quote.

a. Give each student simple 8 1/2 X 11” copier paper, and a ruler. Do demo at the same time step by step. They measure out 1” X 2” rectangles on the paper (video of procedure online). Make sure to do this slowly - many of the students don’t seem to have experience with this - walk around the classroom after every step or 2 and ask students who are quick at the procedure to assist other students. 

b. Students center their quote on the lined page using the boxes to fit the letters if their quote is short (up to about 40 characters. However, if it’s up to 60 (don’t let them do more letters than that  for their quote - it will end up too small), they can write letters between the lines (on the lines) and/or or put 2 letters in each box. They are not allowed to put only part of a word on one line with a hyphen completing it on the next line (it just doesn’t look good - you never see a poster like that), and they must leave a space in between each word.

c. This is a great time to walk around the classroom with the seating chart in hand and grade students on their 5 fonts and discuss with each student which fonts would be best for their quotes. Some students turn their letters into animals, and other things. They will be drawing a second line around each letter (see demo online) so that their work can be seen.

Success project Intro to Art Day 4

*Require all students to do this demo with you regardless of where they are on the project.

1. Do a demo showing students how to lay the 8 1/2” x 11” page on top of a 12” x 24” paper. They have the choice to place the paper wherever they’d like (in the middle of the page, at the top, at the bottom, diagonally).
2. After they have placed the page where they want, they need a ruler to go over the previous lines so that they extend onto the 12” x 24” paper, and they trace around the 8 1/2 x 11” onto the 12” x 24” paper. They take off the 8 1/2 x 11 paper and use the ruler to complete the inside lines of 1” x 2” boxes inside so that : now they have a new 8 1/2” x 11” rectangle with boxes on the 12” x 24” paper. 
3. Students write their quotes in their unique fonts on the 12” x 24” paper.

Success Project Intro Art Day 5

• Tell students that they will have only 2 choices of colors for the letters: black or white. Put up a poster that if they choose black letters, they must choose tints for the background. If they choose white letters, they must choose shades for the background (this is explained more on day 6).

1. Do a 5 minute demo (remind all students that they need to watch the demo even if they’re behind so they know what to do for the next step. They need to break up each 1” x 2” rectangle like broken glass with 5 lines or more (wavy, straight, zig zag, etc.) (See You Tube demo online under Sherri Patten Ceramics for examples).

A Study in Variety and Contrast 

Principle of Design used in #1: Variety 

Variety is a principle of design that creates visual interest. You combine different attributes such as different colors, and different kinds of lines to make your work more complex and interesting.

Principle of Design Used in #2: Contrast 

Contrast is using opposite elements such as light vs. dark colors which creates excitement but even more importantly in this project allows your quote to be easily read by others.

1. First break each 1 x 1” square (or 2” x 1” rectangle) into five pieces using lines (eg. straight, wavy, zig zag,).
2. Decide if you want to make the letters of your quote black, or leave the letters white. Follow the directions below for coloring:

     

     a. If you choose to make your letters black, then you must use tints (tints are light colors because they have been mixed with white such as light blue, pink, light green, or salmon (light orange) in the squares (or rectangles) that you have broken up by lines. Then, after coloring them with tints, go over the background tints with white to create even more contrast.

    b. If you choose to leave your letters white, then you must use shades (shades are dark colors because these colors have been mixed with black) in the squares (or rectangles) that you have broken up with lines. Then after coloring them with dark colors, use a black colored pencil to go over all of your dark colors to create excellent contrast between the white letters and dark background. 

Day 6 shows examples

Career Questionnaire

Before having them fill out the Career Page Below, have each student go to https://yourfreecareertest.com

https://yourfreecareertest.com

This is a free test that will take each student about 5 minutes. Tell them that after they submit, they just have to scroll down for their results - they don't have to enter their email even though it appears at the top of the page.

The awesome thing about this test is that it shows how much each student alligns to each career. If they continue to scroll down their results, they can see that for example they have a 14% allignment with being an Accountant, then that wouldn't be a good fit for them. You have to really assure them that they don't have to actually become what they choose on the career test. The important thing about this assignment is that it helps you get closer to figuring out what you want to do and part of that road begins with figuring out what you DON"T want to do. Each time you figure out more of what you don't want to do, you are closer to figuring out what you DO want to do. 

Hello to my AMAZING STUDENTS!!!!! Name:_____________________________ Per. # _____ Grade Level ______

1. In celebration of who you are and what you want in life, what career do you think you would enjoy most, and why? 

____________________________________________________________________________________________

2. What is your approximate GPA right now? _______________________

3. What is something each day right now you can do in support of your career (think of what things that people in your career know and how learning some of that now would make you better prepared, make you feel more confident about your choice, or it might even steer you in another direction that is better for you)?

____________________________________________________________________________________________

4. What is something you can do every week or at least every month to help you on your road to success (think about what would look good on a job application or college application  (you could list specific high school classes related to your career).___________________________________________________________________________________

5. Before you graduate high school, what do you need to do to prepare for your career (think about what would look good on a job application or college application - some kind of direct experience outside school perhaps)? 

____________________________________________________________________________________________

6. Write 5 steps to accomplishing your career after high school (ie. college - how many years? Which college are you intrigued by? Decide now! License? What kind? Or is there a test? What is it called? Interviewing (what do you need to prepare for that?), auditioning, making demos, (for a singer, etc…)? These are physical actions like, “I will pass __________(insert name of test).” These steps must be specific to your career (when people break big goals into small steps, they tend to be much more successful in reaching their goals). These are NOT just motivational thoughts like “Believe in myself. It can be helpful to begin by looking up, “What do you have to do to become a ______?”

Step 1:_______________________________________________________________________________________

Step 2:_______________________________________________________________________________________

Step 3:_______________________________________________________________________________________

Step 4: _______________________________________________________________________________________

Step 5: _______________________________________________________________________________________

7. Write 10 special duties specific to your career that you get paid to do during on a typical day or week. You could begin by looking up “Typical duties of a __________________” to find out what people do in your career typically.

1.___________________________________________________________________________________________

2.___________________________________________________________________________________________

3.___________________________________________________________________________________________

4. __________________________________________________________________________________________

5. __________________________________________________________________________________________

6. __________________________________________________________________________________________

7.___________________________________________________________________________________________

8. __________________________________________________________________________________________

9.  __________________________________________________________________________________________

10. _________________________________________________________________________________________

8. Salary range of someone in the U.S. doing this kind of work __________________________________________

Artist Statement for Students with Experience Writing About Their Use of The Principles of Design

Artist Statement Success Project 

Copy the sentences below onto another paper just as your peers did. Do not write on this paper. Return this page to me. Thank you. 

Write in Paragraphs. If there is a space between a number, that lets you know that it is a new paragraph.

Name:____________________________________________

Ceramics

Per. _______

Project ended _______________

Title of theArtist Statement:    Success Project

1. The materials I used in creation of this Success Project were ______________, __________________, and _________________.

2. I felt that this project was __________ when ______________. 

3. It was also ___________________ to me when _________________ (How did you feel while you were making your plaque and explain why you felt what you felt).

4. I chose a quote that said, “____________________________.”

5. This quote could help me in achieving my career goal by ________________________________________________.

6. An object that I used on my Success Plaque to symbolize my career is a ______________________.

7. I used that object on my plaque because I want to be a ___________.

8.  I created high contrast which is a Principle of Design on my plaque by my use of the colors ______________, and _________________. 

9. High contrast in art is created when one color is ___________, and the other color is________________.

10. Additionally, I used the Principle of Art called balance. Balance is created on my plaque because _______________________________.

11. Lastly, I am writing about the Principle of Design called unity.  You can see unity in my success project because of the____________________________ (choose another Principle of Design that creates unity) that you see in my _________________ on my plaque. It creates unity because _____________________________.

12.  If I decided to rework one thing on my Success Project,  it would be __________  because ________________ (how would changing what you said you might change,  change your Success Project?. To get credit for this answer, you must write about something that you would change (This question fulfills CA Standard 4.4  for Art listed below.) Therefore, “ I wouldn’t change anything will get you zero points!”

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning

• 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

Make Informed Judgments

• 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

Common Core Standards

CCSS.ELA-LITERACY.WHST.9-10.2.D

Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

CCSS.ELA-LITERACY.WHST.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Artist Statement for Students That Are Just Beginning to Understand the Use of the Principles of Design in Their Art

Copy the sentences below onto another paper just as your peers did. Do not write on this paper. Return this page to me. Thank you.

Name:_________________________________________

Per. _______

Project ended _______________

Artist Statement: Success Project
1. The materials I used in creation of this Success Project were ___________________ (materials such as: paper, etc….).

2. My favorite part of this project was __________ because ______________. It was also ___________________ to me when _________________ (eg. inspiring, frustrating, exciting, relaxing, wonderful, surprising, boring, weird)  and explain why you felt what you felt).

3. I chose a quote that said, “____________________________.”

4. Some of the most important goals that I want to achieve in my life are _____________, ______________,  and _______________ (choose at least 1 career goal and 2 smaller goals like perhaps you want to travel to a certain place).

5. This quote could help me in achieving my career goal by ________________________________________________.

6. First I will need to ____________________. Next I will _______________. Another step I will need to take is____________. (list at least 3 or more steps to achieving your goal. Remember that people who break their goals into smaller chunks are much more likely to achieve their goals.)

7. The colors I used on my Success Project are __________, _____________, and _________________. These are _________________colors. (primary, secondary, complimentary, tints, or shades. 

8. I used the Principle of Design called contrast by using _______________________. They create contrast because _____________________________ (contrast is what we talked about when we spoke of making the letters of the quote a dark color (or light color) to contrast with the light color (or dark color) in the background. Use dark colors to contrast with light colors so that you can easily see words or objects against their background. Contrasting colors are always used in advertising because they get people’s attention - colors like black with white, red or yellow). They made it possible to read the words clearly. They are the opposite of camouflage).

9. Another principle of Design I used is harmony. The colors that create harmony are __________________and _______________________________ because ________________________. (Harmony unifies a project - harmony is created when we use the same or similar colors on different parts of the success plate, or if you used the same color in the words, or the same font throughout your quote, it feels harmonious. It creates unity - the parts look like they go together as a whole. Repetition creates harmony - it makes everything look like it belongs together.) 

10. Another Principle of Design I used was unity.  You can see unity in my success project because ____________________________ .(you would write about the repetition in the colors that you used that unify the piece, or perhaps that the font is cohesive so that it conveys your message well, etc….)

11.  If I decided to rework one thing on my Success Project,  it would be __________  because ________________ (how would changing what you sa id you might change,  change your Success Project? (It could be glazing more accurately, objects to represent your goals, adding or changing colors, patterns, etc…. To get credit for this answer, you must write about something that you would change (This question fulfills CA Standard 4.4  for Art listed below.) Therefore, “ I wouldn’t change anything will get you zero points!”

4.0 AESTHETIC VALUING

Responding to, Analyzing, and Making Judgments About Works in the Visual Arts

Students analyze, assess, and derive meaning from works of art, including their own, according to the elements of art, the principles of design, and aesthetic qualities.

Derive Meaning

• 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.

Make Informed Judgments

• 4.4 Articulate the process and rationale for refining and reworking one of their own works of art.

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS

Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers