ACMS Visual Arts

8th grade- week 1.5

2010-08-18T09:48:00.000-07:00

8th graders will be studying digital photography. So far, students have learned to identify many of the symbols on the camera. We have discussed functions to control flash, macro, aperture, and shutter speed. We also discussed how aperture effects the depth of field in several example photos. Yesterday, students had a chance to experiment with different aperture and shutter speed settings on the cameras.

Our next topic will be about composition. We will study the rule of thirds and learn how it can be used to create a strong composition. Students will begin by applying the rule of thirds to drawing or collage compositions, before they move into their photographic assignment.

The First Week and a half- 7th grade

2010-08-18T09:39:00.000-07:00

7th graders will begin the year with some work on life drawing skills. They have created a life drawing in class to act as a pre-assessment tool. In the process of creating this drawing, they also used a variety of different types of drawing pencils. We discussed their pencil discoveries, and students should now have a good understanding of why they might want to use a 4H,a 6B, or any pencil in between. They also learned to identify and use four different shading methods: blending, hatching, cross hatching, and stippling. 7th graders also received their sketchbooks and reviewed the guidelines for sketchbook assignments.

7th Grade Sketchbook due dates

2010-08-18T09:38:00.001-07:00

Term 1 2010-2011
Sketchbook Due Dates

8/30-31 7th grade
(at least 6 full-page sketches total, at least 3 life drawings)

9/27-28 7th grade
(at least 14 full-page sketches total, at least 7 life drawings)

10/18-19 7th grade
(at least 24 full-page sketches total, at least 10 life drawings)

Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0
If it becomes necessary to change any of these due dates, students will be informed of the change in class.

2010-08-05T13:57:00.000-07:00

ACMS Visual Arts 2010-2011
Jacob Edmison, Instructor
jedmison@atlantachartermiddle.com
www.acmsvisualarts.blogspot.com

Goals
Each ACMS student should be able to create, document, and discuss his or her own artwork. Students will have a portfolio of their artwork, a sketchbook to demonstrate artistic growth, and numerous experiences both critiquing artwork, and leading a critique of their own work. All ACMS students should be able to use the visual arts as an effective tool for both communication, and self-expression.

Assessment
Several tools are used to assess ACMS art students.
At the end of all major assignments, students complete a written reflection. This provides them with an opportunity for self-assessment. Students will receive written feedback about their artwork. Projects will also be graded using a rubric that reflects the students’ achievement of visual arts learning expectations. The feedback will address both strengths and weaknesses to open a dialogue for student growth.

Students engage in critiques of their own artwork and that of their classmates. These critiques may take on a variety of forms, but all will be structured to help students learn to properly utilize and benefit from the critique as part of the artistic process.

Sketchbooks
Sketchbooks provide an opportunity for students to continue their artistic growth outside of the art classroom. They also provide a bridge between home and school. While most of the students’ artwork remains in the classroom, the sketchbook travels between home and school. It allows parents a glimpse into what their child is doing in art class. In addition to weekly-required drawings, the sketchbook is often used in class as a place to try new things and plan for artwork. Sketchbooks will be collected at least three times during the term. An overall sketchbook grade will be averaged with major project grades to determine the end of term grade.
Sketchbook Guidelines
All Art students are required to complete at least two full-page sketches per week.
You should have at least twenty-four sketches by the end of each term. Drawings should show evidence of shading and/or color work.

At least ten of these sketches should be from life. Life drawings are drawn from what the artist sees. They can be portraits, landscapes, animals, or still-lives. They should always be drawn while looking at something from real life. You may also use photographs as models for your life drawings.
The rest of your drawings may include abstract designs, cartoons, and other subjects that do not involve the direct observation of subjects from life.
Required Life Drawings
-A page of drawings of your hand
-At least 3 full page portraits (These may be of yourself, another person, or an animal.)
-2 still-life drawings

The subjects for the remaining four life drawings are up to you, but remember that they must be from observation.

7th Grade 2009-10 Topics
TOPIC THEME DESCRIPTION
UNIT 1: Seeing Yourself Representing the self with symbolic images and objects This unit will include several projects which help students develop their drawing and painting skills, while allowing them to explore different means of self-representation.
UNIT 2: Imagining Possibilities Surrealism, imaginary representation, and invention Students will learn about the Surrealist movement and its influences on contemporary imagery. They will create a 2-D mixed-media Surrealist inspired composition and a papier-mâché imaginary creature. Then, they will explore how imagination can lead to invention, as we study kinetic sculpture.
UNIT 3: Sending a Message Conveying a specific message through text and imagery Students will learn to utilize a variety of printmaking techniques. They will combine text and images to convey a specific message. Students will learn about different types of power figure sculptures from around the world. They will use clay to create their own power figures.
UNIT 4: So Serial, Art in the Digital Age Utilizing digital imagery to create a series Students will learn to use the tools of digital photography and collage. They will explore the ways that these methods can be used to create a series of related images.
*Topics and projects may vary as the year progresses.

8th Grade Topics
1) Intro to Digital Art
Students will learn to use manual and automatic settings on a digital camera.
They will study the principles of good composition.
Students will learn to manipulate photos and other digital media on the computer.
2) Advanced Digital Art
Students will build upon their knowledge from the intro course, and begin to use more advanced features.
We will also examine ways of combining more traditional art making methods with digital.

Display Opportunities
We will have at least two art shows this year. These shows will take place at the middle and end of the school year. Other display opportunities may be added, as they become available.

What can you do?
-Encourage your child to practice and use his or her sketchbook.
-Ask to see your child’s sketchbook. This is a great way to start a dialogue about what they are doing in art class.
-Ask to see teacher feedback on assignments and the sketchbook.
-Provide your child with drawing pencils. The sketchbook and a pencil are the only required supplies. However, a set of a few different drawing pencils can really help bring your child’s sketches to life. If you have questions about which to buy, I will be happy to give you advice.
-Come out to support your child at the ACMS Arts Nights.
-Donate items or services from the Visual Arts Wish List.

Term 3 Sketchbook Update

2010-03-03T09:22:00.000-08:00

7th grade students are expected to continue to complete at least 2 sketchbook pages per week. At least 10 of these should be life drawings. 8th grade photo students are expected to keep up with all handouts, contact sheets, notes and rubrics in a folder dedicated to this course.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.

Term 3 2010
Sketchbook Due Dates

3/22-23
7th grade- at least 4 full-page sketches total, at least 2 life drawings
8th Grade- notebook check

4/15-16 7th grade- at least 10 full-page sketches total, at least 5 life drawings
8th grade- notebook check

5/10-11 7th grade- at least 20 full-page sketches total, at least 10 life drawings
8th grade- notebook check
Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0

*If a student no longer has paper left in his or her sketchbook there are two options-
1) Sketchbooks are available for purchase for $6.
Or
2) Students may use an alternate notebook or pocket folder with blank white drawing paper in place of the sketchbook.

7th grade students are expected to continue to complete at least 2 sketchbook pages per week. At least 10 of these should be life drawings. 8th grade photo students are expected to keep up with all handouts, contact sheets, notes and rubrics in a folder dedicated to this course.
If it becomes necessary to change any of these due dates, students will be informed of the change in class.

What is an aperture?

2010-01-15T08:17:00.000-08:00

Next week 8th grade students will be learning more about the manual aperture settings on our cameras. They will also finish shooting for the portrait assignment.
Below, is a copy of the aperture exercise.

What is Aperture?

In photography, aperture refers to the size of the opening in the lens. Aperture is measured in “F stops.”

The larger the f stop number, the smaller the lens opening. The smaller the f stop number, the larger the opening will be.

With a very small opening, you will get a photo where most of the image is in focus. With larger openings, you will find that your main subject is in focus, but background will be blurry.

Complete this aperture exercise.

-Use the dial on the top of your camera to set it to AV. This will allow you to set the aperture value.

-Use the arrow keys to select an aperture of f2.6.

-Take a picture of something with objects in both the foreground and background.

-Take the same photo, but reset the aperture to 2.8, 3.2, 3.5, 4.0, 4.5, 5.0, 5.6, 6.3, 7.1 and 8.0 in that order.
You should have 11 photos of the same scene.

-Download the photos and compare the effects of different aperture settings.

Describe what you see at f2.8.
Describe what you see at f8.0.
How does your image change as the aperture changes?
Describe a situation where you might want to use a large aperture (small number).
Describe a situation where you might want to use a small aperture (large number).

7th grade Sketchbook Check

2010-01-14T10:48:00.000-08:00

The second 7th grade sketchbook check for term 2 will be on January 21-22. Students should have at least 16 pages of new sketches for term 2. These should include at least 8 life drawings.

8th Grade Portraits

2010-01-14T10:42:00.000-08:00

8th grade photography students are working on a portraiture assignment. The outline of the assignment and preparation can be found below.

Photo Assignment 3
Portraiture
Prep sheet

Assignment: You will shoot a minimum of 25 portrait photos of your model. You will choose your top four images to create a contact sheet to submit for this assignment.
Pay attention to composition and meaning in your images. As you’ve seen from reading about Annie Leibovitz and other portrait photographers, the best portraits show much more than the person’s outward appearance. Be sure to look at pages 12-15 for some good student examples.

Step 1 Choose a partner. You will alternate roles with your partner. Half of the time you will be a model, and the other half a photographer.

Step 2 Interview your partner.
Use the questions below to interview your partner. The answers on your paper should be from your partner, not your own.

How would you describe your personality?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite subject in school?
__________________________________________________________________________________________________________________________________________________________________
What sports or hobbies do you participate in outside of school?
__________________________________________________________________________________________________________________________________________________________________
What is your favorite color? _________________________________________________________________________________
Describe your favorite place. What do you like about this place?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Describe a very memorable event from your life. Why was it so memorable?
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Tell me at least one additional interesting fact about yourself.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 3 Go over the information that you got from your interview. What stands out? Identify some of the key aspects of your partner’s identity. Then, brainstorm some ways to visualize these in your portraits.
What do you want to show people about this person?
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What sort of background(s) will you use for the setting of your portrait?
__________________________________________________________________________________________________________________________________________________________________

Will you use any additional props to help tell the story of your portrait? If so, what?
__________________________________________________________________________________________________________________________________________________________________

What sort of facial expressions should your model use?
__________________________________________________________________________________________________________________________________________________________________

How will your model position his or her body? Will he or she sit, stand, lay down, jump, etc.?
__________________________________________________________________________________________________________________________________________________________________

Will you use a frontal or profile view of your model?
__________________________________________________________________________________________________________________________________________________________________

Will you include the entire body or just part?
__________________________________________________________________________________________________________________________________________________________________
How will you light your portrait? Will you use sunlight or artificial light? Will the light come from the side, front, above, or below your model?
__________________________________________________________________________________________________________________________________________________________________

*Remember that all of the answers above should reflect what you want your final photo to tell people about your model.
Also, don’t forget to use what you’ve learned about good composition and the rule of thirds.

7th Grade Surreal Sculptures

2010-01-14T10:38:00.000-08:00

7th grade students are continuing their exploration of Surrealism and its influences on contemporary culture as they design and create a Surreal Papier-Mache Creature.

Assignment Overview:
You will be creating a papier-mâché sculpture of an imaginary creature. Your finished sculpture should be between 8-18 inches tall and free standing. You will use recycled materials to create the armature for this sculpture. The armature is the skeleton of the sculpture. It will be covered with papier-mâché and help keep the papier-mâché in the proper shape.

Step 1
Your first step is to do some brainstorming and sketching.
Create detailed sketches of at least four different imaginary creatures. You may do this in your sketchbook or on separate paper. Along with your sketches should be notes on important aspects of your creature.
Answer the following questions in the margins around your drawing.

How does it move?

What does it eat?

Where does it live?

Is it furry, smooth, or slimy?

What color(s) is it?

What happens during a typical day in the life of this creature?

What types of recycled objects could you us to create an armature that is the correct form for this creature?

Step 2
Build your armature.
Step 3
Cover the armature with papier-mâché.
Step 4
Paint and add any additional materials necessary to convey the important aspects of your creature.

photo assignment 2

2009-12-03T12:09:00.001-08:00

Photo Assignment 2
Up Close and Abstract

Use the macro lens to shoot at least 20 images. These should be up close and may become abstract textures, rather than recognizable images. You should try to shoot each of your photo subjects from more than one angle. Remember to keep your images in focus. If you get too close or too far away (with macro) your photo will be blurry.

7th grade update

2009-11-18T06:44:00.000-08:00

7th grade visual arts students have started their second unit of the year, "Imagining Possibilities." We have studied the art of Romare Bearden, his working methods and inspirations. We have also looked at the art of the Surrealists and the way that Surrealist art has contributed to contemporary pop culture imagery. We have studied work by Salvador Dali, Rene Magritte, and Frida Kahlo.

Students are currently working on a project inspired by these influences. They are using the working methods of much of Romare Bearden's work, a combination of paint and collage, combined with the dream-like imagery of the Surrealists to create their own surreal compositions.

photo assignment 1

2009-11-18T06:27:00.000-08:00

Photo Assignment 1
The Rule of Thirds

Use your knowledge of the rule of thirds to shoot a minimum of 10 good clear images that utilize the rule of thirds to create a strong composition. Think about the examples that we analyzed in class.

A large part of the job of any photographer is learning to edit your work. Photographers may shoot hundreds of images to get that one perfect shot, especially when it comes to digital photography.

You will use the tools in Photoshop to edit your photos and narrow your series down to your 4 strongest images. These are the images that you will turn in for this assignment.

Step1- Shoot your photos. Ten is a minimum, but it is always better to shoot more. You should think about how your compositions work with the rule of thirds as you shoot.

Step2- Download your photos into the computer.

Step 3- Use the “guided edit” functions in Photoshop to begin to learn some of the basics of Photoshop and edit your photos.

Step 4- Narrow down your edited photos to the four that you feel are the strongest and most interesting images.

Step 5- Print these four images so that you can engage in a peer critique.

Step 6- Turn in your photos along with a brief statement about how you feel that each one uses the rule of thirds.

8th Grade Digital Photography Letter

2009-11-18T06:21:00.000-08:00

This is a copy of the letter that 8th grade students received in class. It is to be signed and returned.

ACMS

Digital Photography

Dear Students and Parents or Guardians,

It’s an exciting time in 8^th grade visual arts class as we begin our first digital photography class! We will explore a variety of photography topics and use Photoshop Elements software for basic adjustments and digital composite projects.

As a new and unique visual arts course, there are some expectations and requests of which all digital photography students and their parents should be aware.

Required Supplies

Each digital photography student is required to have a spiral notebook, a pen or pencil, and a sturdy 2-pocket folder for handouts and prints. Students may use a sketchbook in place of the spiral notebook if they wish. This notebook will be used to brainstorm ideas, complete journal assignments, and take notes on techniques for using various digital tools. The notebook should be dedicated solely to this class.

*A flash drive is also highly recommended, but not required.

Cameras

Students are not required to have their own cameras. We currently have 8 digital cameras for use in this program. Having access to their own camera will allow students more photo opportunities, since the school cameras will be restricted to use during class time. Any camera used for this class should have a minimum of a four-megapixel resolution (no cell phones).

If the student chooses to use his or her own digital camera, he or she will be responsible for keeping that camera in a secure place during the school day. The student will also need to bring the cable to download images from the camera to the computer.

If the student chooses to use one of the school cameras, he or she will be responsible for the proper handling of that camera. Should the camera be damaged as a result of improper handling, the student will be responsible for replacing the camera with one of equal value in a timely manner.

Wish List for Donations

-AA batteries

-Ink Jet Photo Paper

-Picture frames, especially 8”x10”

-Ink Cartridges – Epson 98 or 99

*These are individual ink cartridges in black, magenta, cyan, yellow, light magenta, light cyan, and light yellow.

All students must return this signed form to Mr. Edmison no later than Friday, November 13, 2009.

Thank you for your prompt attention to this. I’m looking forward to a great class!

Sincerely,

Jacob Edmison

ACMS Visual Arts Instructor

I have read and understand the requirements and expectations outlined in this letter.

_____________________________________________ ________________________________________________

Student’s Signature and Date Parent or Guardian’s Signature and Date

term 2 sketchbook/notebook checks

2009-11-18T06:10:00.000-08:00

These are the 7th grade sketchbook due dates for term 2. 8th graders in the digital art class will not have the same sketchbook assignment, but will have notebook checks to make sure they are keeping up with all of the technical and composition related information that they are receiving in class.

7th grade students are expected to continue to complete at least 2 pages per week. At least 10 of these should be life drawings.
If it becomes necessary to change any of these due dates, students will be informed of the change in class. I will also post any changes to this schedule on the blog.

Term 2 2009-2010
Sketchbook Due Dates

12/4-5 7th grade
(at least 6 full-page sketches total, at least 3 life drawings)

12/8 8th Grade
notebook check

1/21-22 7th grade
(at least 16 full-page sketches total, at least 7 life drawings)

1/26 8th grade notebook check

2/11-12 7th grade
(at least 24 full-page sketches total, at least 10 life drawings)

2/18 8th grade notebook check

Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0

7th grade

2009-10-08T10:34:00.000-07:00

Seventh grade students are continuing their "Seeing Yourself" unit with a symbolic representation of themselves. This may take the form of either an assemblage, 3-D, or a collage, 2-D, symbolic self-portrait. Unlike the previous self-portrait, these will not look like the artists. Instead, they will rely upon the language of symbols to tell about who the artist really is.
Students are using a variety of recycled materials to create these portraits.
Many of the monochromatic self-portrait paintings are on display here at the school.

8th grade Big Idea series

2009-10-08T10:30:00.000-07:00

8th grade visual arts students have started a series of projects united by a big idea. The ideas were student generated and range from love to global warming.
Students will decide on three different ways to visually explore their topic and create a written plan for each of the three works of art.

Sketchbook due dates update

2009-10-08T10:26:00.000-07:00

The final week of term 1 is a bit later than I originally anticipated. As a result, I am adjusting the final term 1 sketchbook check due dates.
7th grade students will turn their books in on October 27th and 29th.
8th grade will also turn theirs in on the 29th.

8th grade update

2009-09-11T10:21:00.000-07:00

8th grade visual arts students are beginning a new project. It is a symbolic portrait. Students will have a choice of using either 3-D assemblage techniques or collage for this project. Items and/or images included in this portrait will help tell the viewer about who these students are, rather than how they look.
Today, we began with a discussion of some of the effects of industrialization on the art world, especially as it relates to assemblage work.

sketchbook check #2

2009-09-11T10:18:00.000-07:00

The second sketchbook check is coming up on Monday and Tuesday for 7th grade classes and Thursday for 8th grade.
All students should have at least 12 pages of sketches, including at least 6 life drawings.

8th grade

2009-09-02T09:42:00.000-07:00

The eighth grade class is continuing their exploration of alternate art making methods with a study of traditional Chinese painting. Traditional/Alternate...doesn't seem to fit, but it does. We discussed the meaning of the chop stamps found on many of these works of art, as well as the balance between human and natural elements.
The students developed their own symbol and carved a chop stamp of their own. They will use these stamps again after we have finished painting. They are creating landscape paintings that begin with shapes created from India ink blown through a straw. Next, they will have the opportunity to add color and detail to the landscape using watercolor paint. Many of these students started the ink portion of this composition yesterday, and were excited about the unpredictable nature of the medium.

7th grade

2009-09-02T09:33:00.000-07:00

The 7th grade visual arts classes are beginning to finish their self portraits. They have used a grid to draw these portraits from photographs. The drawings look great! I plan to photograph them before they get covered in paint. The next step in this process will be to turn that self portrait drawing into a monochromatic painting.
This week, we have discussed the meanings of the terms hue, tint, shade, and monochromatic as students painted a value scale for the hue that they plan to use for their monochromatic portraits. They explored the spectrum of tints and shades that could be created from this single hue, as preparation for their self portrait paintings.

Sketchbook due dates

2009-08-18T06:46:00.000-07:00

If it becomes necessary to change any of these due dates, students will be informed of the change in class. I will also post any changes to this schedule on the blog.

Term 1 2009
Sketchbook Due Dates

8/24-25 7th grade
(at least 6 full-page sketches total, at least 3 life drawings)

8/28 8th Grade
(at least 6 full-page sketches total, at least 3 life drawings)

9/14-15 7th grade
(at least 12 full-page sketches total, at least 6 life drawings)

9/17 8th grade
(at least 12 full-page sketches total, at least 6 life drawings)

10/5-6 7th grade
(at least 18 full-page sketches total, at least 9 life drawings)

10/8 8th grade
(at least 18 full-page sketches total, at least 9 life drawings)

**Final sketchbook checks (at least 24 full-page sketches, at least 10 life drawings)**

10/22-23 7th grade

10/26 8th grade

Late Work Policy
1 day late = 70% of grade earned
2 days late = 50% of grade earned
more than 2 days = 0

The first week

2009-08-13T10:52:00.000-07:00

It has been an exciting first week! By Friday, all visual arts students will have received a sketchbook. Students should begin working on at least two full sketchbook page drawings per week. This is usually the only homework assignment that they have for art class.

All of the classes started off this week with a big picture activity. This is a group project in which each student receives a small piece of a much larger picture. They must pay close attention to details and proportions to copy what they see on their piece. In the end, we should be able to re-assemble the pieces and identify the larger image.

Moving into next week, the seventh graders will begin working towards creating a monochromatic self-portrait painting. They will study the art and techniques of Chuck Close as they learn to make use of a grid and photograph to help them create the portrait.
The eighth grade class will be working on a mixed media composition. They will have the option of creating a landscape or a portrait. We'll also discuss the art of Zac Freeman and Anselm Kiefer, as examples of mixed media portraits and landscapes using non-traditional materials.

Welcome to Visual Arts!

2009-08-13T10:47:00.000-07:00

*A copy of this letter went home with all visual arts students this week.

August 11, 2009

Dear ACMS Parents,

I am excited to be here for my fourth year as the ACMS Visual Arts teacher! We will begin two different art courses this week. The seventh grade will begin a yearlong course, which will build upon their experiences from sixth grade and develop a deeper understanding of 2-D and 3-D ideas and techniques in the visual arts. The eighth grade visual arts students will begin the first in a series of three visual arts courses which will be offered this year. These courses will enable them to further develop the techniques and ideas learned over the past two years and help them create a strong visual arts portfolio. Soon, the eighth grade classes will add digital photography and collage to their repertoire of art experiences.
One important element of our art program is the student sketchbook. This sketchbook will be an artifact, which the students will be able to use to reflect upon their artistic journeys. It will provide them with a tangible and readily accessible record of their growth. The sketchbook will also travel between home and school, allowing parents a chance to witness their child’s artistic development. We will discuss a variety of ways for students to use their sketchbooks including sketching, planning, and journaling. Over the course of the first term, Students will be required to complete at least two full-page drawings per week. At least ten of these will be drawings from life. Most of these sketches should happen outside of class. It is my hope that this will become a habit for my students long after their art class has ended.. ACMS has arranged to purchase a sketchbook for each Visual Arts student. This is a hard cover sketchbook with 80 sheets of quality drawing paper. If your child should require an additional sketchbook, they will be available for $6 each. If you wish to make a donation to help cover the cost of purchasing these sketchbooks, donations will be gladly accepted. The sketchbook is the only required supply for this course aside from a pencil.
I will occasionally need parent volunteers to help with special events such as art shows, field trips, and projects. If you would like me to contact you when these needs arise, please email me at jedmison@atlantachartermiddle.com with your name and contact information. Also, please contact me if you have an art related experience or talent that you might like to share with the students.
It’s going to be a great year!

Sincerely,
Jacob Edmison,
ACMS Visual Arts Teacher

8th Grade

2009-02-04T08:46:00.000-08:00

Students in the 8th grade mixed media class are working on the second piece in their big idea series. We've had a wide variety of ideas explored, and the students have really taken up the challenge to find multiple means of visually interpreting an idea.
Some of the finished pieces are already on display here, at ACMS.

Final Term 2 Sketchbook Check

2009-02-04T08:42:00.000-08:00

Final sketchbook checks will begin next week. Students should have at least 24 pages of sketches, including at least 10 life drawings.

8th grade sketchbooks are due on Tuesday, 2/10.
6th grade sketchbooks are due on Thursday, 2/12.

6th grade

2009-02-04T08:41:00.000-08:00

The sixth grade visual arts classes completed their drawing unit, this week. The final part of this unit was an exploration of linear and atmospheric perspective. Students created a watercolor painting of the hallway using what they learned about perspective.
Our final unit for this term will be on the ways that artists create visual representations of moods. We will look at the use of formal elements, as well as ways that those elements can combine to create a landscape or portrait reflecting a particular mood. Students will develop their own mood characters and create a three-dimensional mask from one of these characters.

6th Grade

2009-01-16T11:00:00.001-08:00

This week, the sixth grade visual arts classes started the final part of their drawing unit. We have discussed examples of linear and atmospheric perspective. Students have learned to identify key characteristics of these two types of perspective, and have started two linear perspective drawing exercises. Earlier this week, they created a piece of word art using three-point linear perspective. Now, they are working on a drawing of an interior architectural scene using one point perspective.

6th Grade Visual Arts

2009-01-08T08:31:00.000-08:00

The sixth grade visual arts classes are finishing their self-portrait boxes. Their portraits are hanging all around the art room.
Next, we will be moving on to an exploration of the techniques artists use to show perspective. We will discuss examples of artwork using linear and atmospheric perspective. Students will complete exercises with these techniques as we prepare for a life drawing using perspective. Whether the subject for this drawing ends up being indoors or out will be up to mother nature.

8th Grade Mixed Media

2009-01-08T08:22:00.000-08:00

The mixed media class is finishing their altered books, as they begin to learn about big ideas. A big idea is a subject or idea that recurs throughout many pieces of an artist's work. We have had class discussions on big ideas found in the work of Deborah Butterfield, Banksky, Zac Freeman, Kathe Kollwitz, Pablo Picasso, Louise Nevelson, Bev Doolittle, Andy Goldsworthy, Chuck Close, Ando Hiroshige, M.C. Escher, as well as some examples from my own portfolio.
Through the next several weeks, students will go through the process of developing a big idea, planning a series of at least three works of art using this idea, and creating this series of artwork.

Upcoming Sketchbook Checks

2009-01-08T08:18:00.000-08:00

I will collect sketchbooks on the following dates:
8th grade - Monday, 1/12
6A - Tuesday, 1/13
6B - Thursday, 1/15

Students should have a minimum of sixteen pages of sketches for this sketchbook check. These drawings should include at least seven clearly labeled life drawings.

New Photos

2008-12-17T08:23:00.000-08:00

Be sure to check out the photos to the right. Session 2 6th grade 1/2 portraits and 8th Grade mixed media compositions were just updated.

8th Grade Mixed media

2008-12-08T11:38:00.000-08:00

The 8th grade class is working on altered books for their second mixed media assignment. We looked at the work of Brian Dettmer and a number of other book artists. Students were each given a discarded hardcover book. They have developed plans for how to use that book as the basis for a sculpture. The results of our first project were excellent, and I'm looking forward to seeing the finished altered books!

6th grade

2008-12-08T11:33:00.000-08:00

Sixth grade visual arts students have been learning about shading, value, and proportion as they complete self-portrait drawings. These drawings will form the centerpiece of a self-portrait box composition. The finished composition will include a collage of many different personal symbols along with the self-portrait drawing. We will study the work of Joseph Cornell as we begin the collage portion of this assignment.
Students should begin to gather and bring in images and small objects to include in their collages.

2008 Fall Fling Auction Artwork

2008-11-24T08:45:00.000-08:00

ACMS students created a group of paintings to be auctioned in the Fall Fling fundraiser. The artwork for this year was an abstract painting based upon students ideas about the significance of the Olympics. Students represented their ideas about the Olympics through painted words and symbolic images.

6th Grade Visual Arts

2008-11-24T08:41:00.000-08:00

The sixth grade visual arts classes have started their life drawing unit. They have experimented with the different grades of drawing pencils. Students should know the difference between a B and a H pencil. Students also practiced four different types of shading, as well as gaining a better understanding of the importance of value and proportion.
Today, the sixth graders are beginning their first drawing project. They are creating a self-portrait drawing using a half of a photograph as a reference for proportion and value.

8th Grade Mixed Media

2008-11-23T14:20:00.000-08:00

The 8th grade mixed media class has been exploring new approaches to creating landscapes and portraits. We have discussed the artwork of Anselm Kiefer and Zac Freeman as examples of artists who have used nontraditional means to create these traditional art forms.

Students developed a plan to tell how they would use at least two different media to create either a landscape or portrait. The media choices were open to almost anything from dirt, to acrylic paint. Students also had the opportunity to look at digital photos of their own works of art from 6th grade to the present as a possible source of inspiration and reminder of past experiences.

By the end of last week, all students were diligently executing their plans. It will be exciting to see what comes out of this first assignment!

This week, we will have our first in-process critique with this artwork.

Sketchbook due dates

2008-11-23T14:09:00.000-08:00

All visual art students now have their sketchbooks. Each student is to complete a minimum of two full-page sketches per week. All students were given a sketchbook assignment sheet to tape inside of the front cover of the book for more detailed instructions.

The first sketchbook checks for the second term will be-

6A Monday, 12/1

6B Tuesday, 12/2

8th Grade Thursday, 12/4

All students should have a minimum of four pages completed by the first sketchbook check. This should include at least two life drawings. Students are expected to bring these books to class everyday as we also use them for journals, planning, and classwork.

Final Sketchbook Check Dates

2008-10-24T08:41:00.000-07:00

The final sketchbook checks for the first term are approaching.
6th grade will be collected on Tuesday, October 28th.
7th grade will be collected on Thursday, October 30th.

All students should have at least 24 complete drawings including a minimum of 10 clearly marked life drawings.

New Artwork and Arts Night

2008-10-24T08:36:00.000-07:00

Be sure to check out the new artwork posted to the right. There are examples of the 7th grade surreal mixed-media compositions, as well as self-portrait boxes by the 6th grade.

Don't forget that Arts Night is coming up on November 5th! This show will include artwork from every first term visual arts student. Please contact me if you have questions or would like to help.

2-D 7th Grade

2008-10-15T08:21:00.000-07:00

Students in the 7th grade 2-D course recently completed their surreal compositions. They studied the history of Surrealism and used a mixed media approach to create a surreal composition. They combined collage and painting for this composition.

We have started their final unit, which is printmaking. The first type of print that they created was a stencil. Some of these stencils will also be incorporated into the artwork for the Fall Fling auction. Students will look at the artwork of Kathe Kollwitz and Barbara Kruger. Through an examination of the big ideas used by these two artists, they will begin to look at the ways that printmaking can be used as one of the most efficient art media for sending a message to many people. Students will develop their own messages and create a linoleum block print.

6th grade

2008-10-15T08:19:00.000-07:00

6th Grade Visual Arts

The 6th grade visual arts students have been working on the final portion of their life-drawing unit. They have learned to identify and use linear and atmospheric perspective. Students had the opportunity to work outside for several days so that they could demonstrate their knowledge of perspective through a landscape composition.

The final unit of the 6th grade visual arts course will focus on the ways that artists convey mood. Students will look at the ways that artists manipulate the elements of design to create a specific mood. They will also be creating some mood characters of their own and making a three-dimensional mask of one of those characters.

6th grade

2008-09-30T11:58:00.000-07:00

This Week, the sixth grade visual arts classes started the final part of their life drawing unit. They are studying perspective. Students looked at photographs, paintings, and drawings to identify the ways that artists create a sense of space on a two-dimensional surface. They learned to identify examples of linear and atmospheric perspective, as well as finding vanishing points and horizon lines.
Our first perspective project is an exercise where students will create a word or name in three point perspective. After that, they will use their knowledge of perspective and life drawing to create landscape drawings from around the school.

2D class

2008-09-30T11:56:00.000-07:00

The 7th grade visual arts class recently finished their abstract paintings. Now, we are working on some compositions inspired by the art and ideas of surrealism. The students started with some research and discussion on surrealist art. We looked at lots of examples and identified some common characteristics of this style of art.
This will be our final painting project before we move on to printmaking. The surrealist composition poses the additional challenge of creating a mixed media piece. Students will combine collage and painting for this assignment.
Our display cases are filling up with work from all of the visual arts classes. If you haven’t had a chance to stop by lately, I hope you will come check it out. Don’t forget our big art show at Arts Night on Wednesday, November 5th.

2008-09-17T15:05:00.000-07:00

6th grade

2008-09-17T09:41:00.001-07:00

Sixth grade art students learned about the life and artwork of Joseph Cornell, this week as they began to work on the collage portion of the self-portrait boxes. Students should continue to gather images and small three-dimensional items to include in the box.
The next 6th grade sketchbook check is Monday, September 29th. Students should have at least 14 complete sketches at that time.

6th Grade assignment

2008-09-09T11:58:00.000-07:00

Sixth graders are finishing their self-portraits. The next step in their self-portrait box project will involve creating a collage of different images and small items to tell about themselves. This collage will serve as the background for the portrait. Sixth grade visual arts students should begin to bring in items and images to use in this collage. These can be photographs, small toys, magazine clippings, etc.

7th Grade 2D

2008-09-09T11:52:00.000-07:00

7th Grade Visual Arts

The 7th grade visual arts class recently finished their monochromatic self-portraits. They learned to use a grid as a drawing tool, as well as learning to stretch one color of acrylic paint to its limits through the use of many tints and shades.
This week, we started work on the second painting project, an abstract painting. Students began in groups. Each group had magazine articles and photographs of work by Jim Dine, Jasper Johns, or several op art artists. The group had to work together to research their artist and present their findings to the rest of the class. Next, they will draw four sketches of ideas for abstract paintings. They will choose one of these ideas to turn into a painting. This painting will allow them to work with a variety of colors and designs in a way that the monochromatic portraits did not.
The next 7th grade sketchbook check date will be September 22. All students should have a minimum of twelve complete sketches by that time.

2008-09-02T12:25:00.000-07:00

6th Grade Visual Arts 09-02-08

Sixth Grade visual arts students recently completed a half-portrait drawing assignment. The students used half of a self-portrait photograph in order to determine the correct values and proportions to draw the other half of the portrait.

At the end of last week, we had an in-process critique on these drawings. Each student had the opportunity to both give, and receive feedback. After the critique, students had a chance to make revisions to their drawings.

This week, students will learn a couple of different methods for creating a self-portrait drawing. They will choose one of these methods to create the portrait for a self-portrait box. This assignment will combine their life drawing skills with an exploration of symbolism and collage. We will also look at the work of Joseph Cornell for inspiration.

**Sixth graders will have their first sketchbook check next week. 6A will turn in their books on Monday, 9/8. 6B will turn theirs in on Tuesday, 9/9. All students should have at least eight complete drawings by next week.

7th Grade Begins Monochromatic S-P Painting

2008-08-27T14:50:00.000-07:00

The 7th grade 2-D class learned about the art and methods of Chuck Close. One of Close's most prominent techniques is the use of a grid to create large scale portraits. This served as an introduction to the students using a grid to draw their own self-portraits from a photograph. We went from there to talking about value and working with a monochromatic (one color) palette.
Each student chose one color with which to create a wheel of tints (color+white) and shades (color+black). They will continue to work with this color of acrylic paint in addition to black and white as they paint over their self-portrait drawings to create a monochromatic self-portrait painting.

The first sketchbook due date for this class will be Tuesday, September 2nd. Students will turn in their sketchbooks for feedback on this day. They should have a minimum of 6 complete drawings by that time.

Below are the criteria upon which the sketchbook will be graded for this check:

Does the student have at least 6 complete full-page drawings? 3 2 1

3 = You have at least 6 full-page drawings. These drawings demonstrate a skill level equal to, or greater than what you have shown in class.

2 = You have 6 drawings, but a few drawings are incomplete or do not show your best effort.

1 = You have less than 6 complete drawings, and/or you have many drawings that do not show your best work.

Are there at least 3 clearly marked life drawings? 3 2 1

3 = You have at least 3 clearly marked life drawings. These drawings include shading and show evidence that you have used drawing concepts from class.

2 =You have at least 2 clearly marked life drawings. These drawings include shading and show evidence that you have used drawing concepts from class.

1 = You have fewer than 2 clearly marked life drawings, and/or the drawings do not show your best effort.

Do the drawings demonstrate use and understanding of the concepts taught in this course? This includes both themes and drawing techniques. 3 2 1

3 = All of the drawings in your sketchbook demonstrate use and understanding of the concepts taught in this course.

2 = Most of the drawings in your sketchbook demonstrate use and understanding of the concepts taught in this course.

1 = Very few or none of the drawings in your sketchbook demonstrate use and understanding of the concepts taught in this course.

Final Score= ________ X 12=____________
Total Points Final Score

6th Grade Begins Life Drawing Unit

2008-08-27T14:31:00.000-07:00

The sixth grade visual arts classes have started their life drawing unit. They have experimented with the different grades of drawing pencils. They should know the difference between a B and a H pencil. Students also practiced four different types of shading, as well as gaining a better understanding of the importance of value and proportion.
Our first drawing project is almost finished. Students have completed a self-portrait drawing using a half of a photograph as a reference for proportion and value.
Tomorrow 6th graders will have an introduction to the critique and reflection process that will become a regular part of our working process. Our first critique will be a practice run using photos of work by students who are not in the class. Then, we will move on to use the student's self-portrait drawings for the next critique.

08-09 Yearbook Staff Application

2008-08-18T06:39:00.000-07:00

Below is a copy of the application to be a member of the ACMS yearbook staff. This is open to all 7th and 8th grade students. We will have an informational meeting this Wednesday at 1:20. Students who wish to be on this year's staff must submit completed applications by Monday, August 25th. The completed application will also include two teacher referrals. The forms for these referrals will be given to interested students on Wednesday.

Student Application for The Eye 2008-09,
The ACMS Yearbook

This completed application must be returned to Mr. Edmison by Monday, August 25th

First and Last Name:

Advisor:

Class:

All yearbook staff members must be committed to being a part of all facets of the yearbook production process. This will involve fundraising, writing, photography, page layout, advertising, and sales. Yearbook staff members must be available to meet every Wednesday at 1:20 for the first two terms, as well as 8AM morning meetings to be held on Tuesday and Thursday as needed.

I understand and agree to the requirements for the ACMS yearbook staff.

__________________________________________ _____________________
Student Signature Date

The second part of your application consists of a 100-word essay. This essay may be typed or hand written. It should be your own work and exemplify your best writing skills.
Your essay should address the following questions.

Why do you want to be on the yearbook staff?

Understanding that you will be expected to help with all aspects of yearbook production, which aspect is most interesting to you?

What past experiences have you had that would make you a valuable member of our yearbook staff? (i.e. fundraising, publications, computer proficiency, writing, etc.)

Sketchbook Guidelines

2008-08-18T06:30:00.000-07:00

Every student in visual arts class received his or her sketchbook as of last Friday. This is a required component of the course. Below is a copy of the sketchbook assignment guidelines that we went over in class.

Sketchbook Guidelines

All Art students are required to complete at least two full-page sketches per week.
You should have at least twenty-four sketches by the end of the session.

At least ten of these sketches should be from life. Life drawings are drawn from what the artist sees. They may be portraits, landscapes, animals, or still-lives. They should always be drawn while looking at something from real life. You may also use photographs as models for your life drawings.

The rest of your drawings may include abstracts, cartoons, master copies and other subjects that do not involve the direct observation of subjects from life.

Required Life Drawings

-A page of drawings of your hand
-At least 3 full page portraits (These may be of yourself, another person, or an animal.)
-2 still-life drawings

The subjects for the remaining four life drawings are up to you, but remember that they must be from observation.

2007 and 2008 ACMS yearbooks are still available!

2008-08-12T09:07:00.000-07:00

Just in case you missed it-
We still have a limited number of copies of both the 2007 and 2008 ACMS yearbooks.
Please see Mr. Edmison if you would like to purchase a copy of either of these books at a discounted rate.

2007 yearbooks are $4.00.

2008 yearbooks are $25.00.

Get them while they last! All proceeds will go to help pay for the production of the 2009 yearbook.

2008-08-12T08:59:00.000-07:00

* A hard copy of this letter was sent home with students on 8/11.

ACMS
Visual Arts
Jacob Edmison, Instructor
jedmison@atlantachartermiddle.com
(678) 904-0051

August 11, 2008

Dear ACMS Parents,

I am excited to be here for my third year as the ACMS Visual Arts Instructor! We will begin two different art courses this week. The sixth grade visual arts course will provide students with a chance to explore many facets of the art world. The first session of seventh grade art will focus on two-dimensional art and design.
One important element of our art program is the student sketchbook. This sketchbook will be an artifact, which the students will be able to use to reflect upon their artistic journeys. It will provide them with a tangible and readily accessible record of their growth. The sketchbook will also travel between home and school, allowing parents a chance to witness their child’s artistic development. We will discuss a variety of ways for students to use their sketchbooks including sketching, planning, and journaling. Students will be required to complete at least two full-page drawings per week. At least ten of these will be drawings from life. It is my hope that this will become a habit for my students long after their twelve-week session has ended.
We have arranged to purchase these sketchbooks for $8.00 each. This year, we will also offer a thinner version of this sketchbook for $6.00. The larger sketchbook has 110 pages, while the smaller has 80. Both books have high quality drawing paper and a hard cover. The sketchbook is the only required supply for this course aside from a pencil. All visual arts students should bring either six or eight dollars to purchase their sketchbooks by Friday, August 15, 2008.
I will occasionally need parent volunteers to help with special events such as art shows, field trips, and projects. If you would like for me to contact you when these needs arise, please email me at jedmison@atlantachartermiddle.com with your name and contact information.
I would like to take this occasion to thank you for giving me the opportunity to work with your children. It’s going to be a great year!

Sincerely,

Jacob Edmison,
ACMS Visual Arts Teacher

Buy a Yearbook

2008-03-17T12:31:00.000-07:00

Don't forget to buy your yearbook. The yearbook can be ordered from Mrs. Larson, in the front office, for $25.
This year's yearbook will be hard cover, full color, and approximately 68 pages, so get yours today!

6th Grade Art

2008-03-17T12:20:00.000-07:00

The sixth grade art class has started their drawing unit. They have learned about different types of shading as well as the importance of proportion and value. These students have also experimented with a variety of different types of drawing pencils and learned the differences between these pencils.
We are currently working with three different methods for creating a black and white self-portrait drawing: using half of a symmetrical photograph, using proportion guidelines and observation from a mirror, and using a grid. Soon, the students will choose one of these methods to use to create the self-portrait that will become the centerpiece of their self-portrait box. These boxes will also incorporate painting and collage.

Sculpture Class

2008-03-14T06:09:00.000-07:00

The 7/8th grade sculpture classes have begun their exploration of three-dimensional art making with several projects using found object assemblage. Their first project was an assemblage symbolic self-portrait. Students used a wide variety of materials for some very unique and meaningful creations. Many of these sculptures are on display in the newly renovated display cabinet across from the art room.
Their second assemblage project incorporates movement. We examined a variety of examples of kinetic sculpture and discussed different ways to create movement in a sculpture. Students are still working on their kinetic sculptures. Some use natural forces such as wind and gravity to incorporate movement, while others incorporate electrical motors from record players, filmstrip projectors, and other sources.
Our third project will use found object assemblage to create an armature for a sculpture. We should be ready to begin this project sometime in the next week. We will examine a variety of examples of papier-mache creatures, including some large scale puppets. Students will use papier-mache to cover this armature.

Arts Night 2

2008-02-05T12:34:00.000-08:00

Our second Arts Night celebration of the year will take place on the evening of February 21st. It will include artwork from all of the second session visual arts students.

If you are interested in helping with preparation and set-up for this show, please contact Mr. Edmison.

6th Grade Art

2008-02-05T12:21:00.000-08:00

The sixth grade art class just finished posters for two different contests. ACMS will have a couple of entries for the River of Words contest. We will also have one school winner go on to the county level for the GTIPI Safety Belt poster contest.

Sixth grade has started a new unit on mood. This unit will include a 3-D mask project, as well as some 2-D work to explore different ways to express a mood through visual art.

Yearbook Ad Deadline Extended

2008-02-05T12:14:00.000-08:00

The deadline for both personal and business ads in the ACMS yearbook has been extended to February 15th. This is the latest we will be able to accept ads in order to meet our deadline with the publisher. Please see this week's courier for order forms.
This is a great opportunity to add your own personal touch to the yearbook, while helping us create the best yearbook possible!

Final Sketchbook Check

2008-02-05T12:10:00.000-08:00

Sketchbooks for the Mixed Media and 6th Grade classes will be turned in on February 13th for the final sketchbook check. Students should have a minimum of 24 complete drawings at that time. At least 10 of those drawings should be from life.

6th Grade Art

2008-01-17T09:32:00.000-08:00

The sixth grade visual arts class is working on a self-portrait box. We are studying the art of Joseph Cornell in conjunction with this assignment. The students drew a black and white self-portrait using either a grid, half-portrait, or observation from a mirror. Now, they are creating a box which will act as a frame and background for the portrait. This box will be covered with a collage of images and small objects that tell about the personality of the student.
Students should begin to bring in small three-dimensional objects like toy cars, action figures, artificial flowers, or any other small object that can be attached with hot glue.

Yearbook class deadlines

2008-01-16T12:33:00.000-08:00

We made our first big deadline! Half of the yearbook was submitted to the publisher on January 14th!
Here are some upcoming deadlines for yearbook students:

January 25th - next photo/article layout assignment due

February 8th - final photo/article assignment due

Mixed Media - What's The Big Idea?

2008-01-14T14:19:00.000-08:00

The 7th and 8th grade mixed media class has explored the concept of a big idea in the work of several artists including: Deborah Butterfield, Anselm Kiefer, Banksky, and Zac Freeman. They are currently working on developing their own individual big ideas, and planning several works of art to explore these ideas.
Below is an outline of the process that these students are going through.

So . . . What’s The Big Idea?

A big idea is a recurring subject or idea that runs throughout much of an artist’s work.
An artist’s big idea guides him or her through the artistic process and helps give meaning to the artist’s body of work.
You are going to develop your own big idea through your next three pieces of artwork. Your first step will be to decide on your idea. There are many ways to approach this. It should be something that interests you enough to want to explore and develop this idea over the next several weeks. You may even decide to continue to work with this idea after you have finished the three required pieces for this series. Your idea could be an animal, type of artwork (i.e. portrait, landscape, fashion, graffiti, etc.), a story, a current or historical event, or an environmental issue.
In order to begin the process of creating a big idea, begin by listing at least 5 possible ideas that you might want to explore. Then, in the next column, list brief descriptions for artwork that you might create to explore each idea.

Ideas /Artwork to explore this idea

-----------------------------------------------------------------------------------------------------------------
Project #1
1) Write a detailed description of your art project. What will your composition include? What style will you use? What techniques do you plan to utilize (i.e. monochromatic painting, printmaking, abstract painting, papier-mâché, collage, assemblage, etc.)?
______________________________________________
______________________________________________
______________________________________________
2) What is your intended meaning for this work of art? How does this piece help develop and explore your big idea? Is it an illustration, social commentary, a historical piece, or none of these? If it is none of these, then, what is it?
______________________________________________
______________________________________________
______________________________________________
3) List all materials that you will need to complete this assignment. Think about this carefully. If you do not list it, don’t expect it to be available.
______________________________________________
______________________________________________
______________________________________________
Create a schedule for completing this work of art. What will you need to accomplish each day?
You are creating a series. All of your pieces may not require the same amount of time. It is possible that some may only take three days to complete, while others may take eight.

Day 1
______________________________________________
Day 2
______________________________________________
Day 3
______________________________________________
Day 4
______________________________________________
Day 5
______________________________________________
Day 6
______________________________________________
Day 7
______________________________________________
Day 8
______________________________________________

Yearbook PDA ads deadline 2/4/08

2008-01-14T14:05:00.000-08:00

January 14, 2008

Dear ACMS Parents:

Support our school and recognize your student—post a Personal Display of Affection (PDA) ad in the ACMS yearbook!

The yearbook is one of our favorite school traditions. Students anticipate reliving the school year through photos, student portraits and event highlights. Soon your child will be bursting with excitement to review the yearbook. Imagine the surprise when your child finds a personal message from you!

To order a PDA for your student, please return the enclosed PDA Order Form, along with a favorite photo of your student. Please identify the photo (to avoid damaging the photo, write the name on a sticker and place it on the back of the photo rather than writing on the photo). Provide a personal message to be printed next to the photo. PDA submissions must be received by February 4, 2008. If you have any questions, please contact Jacob Edmison, yearbook adviser, at (678) 904-0051.

Thank you for supporting our school!

Sincerely,
Jacob Edmison

Yearbook PDA Order Form

Yes, I want to post a PDA for ________________________in the yearbook!
(print student name)

Ad Size
(check one) Price Maximum number of words in message

 1/8 page ad $30.00 15 words + 1 photo (business card size)
 1/4 page ad $50.00 30 words+1 photo
 1/2 page ad $100.00 50 words+2 photos
 Full page ad $200.00 100 words+3 photos

Enclosed is a check* for $
Signature:

* Make checks payable to Atlanta Charter Middle School

Please send this order form, along with a photo, to the following address:
Atlanta Charter Middle School
820 Essie Ave.
Atlanta, GA 30316

Or return to Jacob Edmison at ACMS.