Agenda

Drawing II

Week 1 & 2

First assignment: Review of contour line, still life and value.Assignment:

  1. You will also crop the still life to make an interesting composition on your paper. It might be necessary to use a view finder to help you crop your image.
  2. You are to draw your observation of a still life.
  3. In the still life you will use various types of line.
  4. There will be no shading allowed.

Material:

  • HB or # 2 pencil

Criteria:

  • First drawing is all line (NO SHADING)
  • Second drawing has value.
  • Drawing takes up the whole paper.
  • Composition is cropped. (The whole still life is not drawn)
  • There are various types of line (dark, light, smooth, jagged, continuous, broken, etc.)

Vocabulary

Line: An element of art that is the path of a moving point through space. Although lines can vary in appearance (they can have different lengths, widths, textures, directions, and degree of curve), they are considered one-dimensional and are measured by length. A line is also used by an artist to control the viewer’s eye movement. There are five kinds of lines: vertical, horizontal, diagonal, curved and zigzag.

Value is how light or dark and area appears.

Contour Line: A line that defines the edge and surface ridges of an object.

Still Life: Painting or drawing of inanimate (nonmoving) objects

Formative assessment: In process critique

Summative assessment: Group critique and Rubric

Week 3 &4

 Jim Dine inspired tools

 procedure/presentation:
PowerPoint presentation of Jim Dine drawings (tool series), students are introduced to this contemporary artist.
Discuss his work in detail with the students.
-symmetrical compositions
-accuracy of mechanical objects is challenging
-drawing metal objects requires a keen eye for contrasting lights and darks
-Really emphasize the concept of losing and finding outside edges of the tools. Show examples where Jim Dine let the edge of the tool disappear into the white of the paper and then reappear later on the tool.
-Cast Shadows can imply edges to the form without really drawing the entire outside edge.
-Discuss the very subtle details in the background of some fo his pieces.
Students do studies of various tools and select a tool or pair of similar tools for the project.Students do 5 thumbnail sketches and have compositions approved by teacher.Students use oil pastel and/or pencil to draw tools on large paper.
Content standards:
– Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
– Students create artworks that use organizational principles and functions to solve specific visual arts problems
objective / assessment
Criteria:: Students will acquire skills in subtle shading and lines that disappear and reappear. Implied lines and implied forms will be addressed.
Assignment:
  • Draw two tool drawings using graphite.
  • Practise with the oil Pastel.
  • Final drawing will be of one tool in a large scale formate. The final drawing will be create with oil pastels. The colors you select will be contrasting.
Material:
  • Oil Pastel
  • 18×24 paper
  • 4H pencil
  • Assortment of tools

Criteria:

  • Contrasting colors
  • Drawing takes up the whole paper.
  • Composition may be cropped.
  • There are various types of line (dark, light, smooth, jagged, continuous, broken, etc.)

Vocabulary:

Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like free formed shapes or natural shapes. Shapes are flat and can express length and width.

Forms are three-dimensional shapes, expressing length, width, and depth. Balls, cylinders, boxes and triangles are forms.

Scale (proportions) -Scale in drawing refers to the proportion or ratio that defines the size relationships. Models, architectural plans, maps and paintings/drawings all use scale to create the illusion of correct size relationships between objects and figures

Color is light reflected off objects. Color has three main characteristics: hue or its name (red, green, blue, etc.), value (how light or dark it is), and intensity (how bright or dull it is

Space is the area between and around objects. The space around objects is often called negative space; negative space has shape. Space can also refer to the feeling of depth. Real space is three-dimensional; in visual art when we can create the feeling or illusion of depth we call it space

Formative assessment: In process critique
Summative assessment: Group critique and Rubric

Week 5-6

Assignment:Create a likeness or expressive self-portrait with a media of your choosing.Learning Targets

  • I understand why artist have continued to make self-portraits throughout history.
  • I can create an drawing of a self-portrait
  • I can self-critique/ Individual critique/ Group Critique

Criteria:

  • Looked at predecessors work (History)
  • Artist created studies in graphite (research)
  • Artist thought about intent (Aesthetic)
  • Artist used a Mirror or Photo (Media Skill)
  • Final self-portrait is at least 12”x 14”
  • Show depth with color and/or value
  • Work shows the following:
    • Great craftsmanship
    • Great effort (Worked continually through all classes)
    • Creative and original problem solving
    • Understanding of Design Principles

Materials: Choice

Art History Artists:

Rembrandt – Baroque

Chuck Close- Modern- Post-Modern

Albrecht Durer- Renaissance

Pablo Picasso- Modern/ Cubist

Vincent Van Gogh- Modern/ Post-Impressionist

 

Formative assessment: In process critique
Summative assessment: Group critique and Rubric

Week 7-8

Week 9-10

Alternative Ways of Seeing Landscapes:Introduction:There are other ideas about how to create space in a drawing. Many Asian drawing canons emphasize the casual perspective principle of placement as an indicator of space. Very often buildings, boats, and people are shown as being very small in comparison to the landscape. These drawings reflect the philosophy that people are only a small part of the natural world.Assignment:Come up with a unique/ creative landscape artwork from your own personal imagery. Create studies and concepts to complete the final work in a medium of your choosing. Siz

Objective:

Look at unique solutions to the problem that landscapes can give.

Criteria:

Artwork is “unique” and “creative”- Not a “usual” landscape

 

Material:

  • 4H, india ink and illustration board

Artwork is complete as could be

Artwork shows:

  1. Great craftsmanship
  2. Great effort (Worked continually through all classes)
  3. Creative and original problem solving
  4. Understanding of Design Principles
Formative assessment: In process critique
Summative assessment: Group critique and Rubric

Week 10-11

Week 7

Week 8

Week 9

Week 10

Week 11

Week 12

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