This course is intended as an introduction to the artistic mediums of drawing and painting. Throughout this course, students will utilize a variety of media to strengthen their observational skills. Through still-life, portraiture, and perspective students will explore multiple approaches to representing visual experience. Students will be able to make informed and deliberate decisions about media, technique, and composition. Students will leave this course with a strong foundation in critical observational drawing skills.
Our class is on Google Classroom! This is where all due dates will be posted and you will submit your portfolio link. Ask me for the code to join.
Develop a variety of strategies for the creative/expressive process.
Artists draw what they SEE and not what they KNOW.
Artists use elements and principles of design to organize visual communication.
Art embodies the search for self-knowledge and reflects relationships between humans and their environment.
How does an artist represent objects and space in an accurate way?
How and why does the choice of composition affect artwork?
Is observational drawing a documentation or an interpretation of the artist's environment?
Unit 1: The Still-Life
Still-Life in Pencil
Unit 2: Portraiture
Unit 3: Perspective
One Point Perspective Observational Drawing (Hallway)
Semester Capstone: Site Specific Artwork
Small Site Specific Paste Up Drawings
Course Introduction and Survey On the first day of class we will review the course syllabus & classroom expectations. Students will be introduced to Adobe Spark, where they will create a portfolio of their work throughout the semester.
Drawing Pre-Assessment: Self-Portrait Students will begin with a pre-assessment drawing where they will draw a self-portrait before any instruction. They will save this drawing for later compare and contrast reflection during the portraiture unit. This pre-assessment will assess their skills prior to instruction. Students should spend one full class period working on their self-portrait using any and all skills they currently have to complete the task. Drawing will be done in pencil on a piece of 9" x 12" paper. If a student would like to spend more time on the drawing, they are encouraged to work on them outside of class time.
The Still-Life in Pencil
Objectives:The students will be able to draw contour and blind contour lines and identify the similarities and differences between each. Students will begin to draw what they see versus what they know. Students will be able to comparatively measure objects that they are drawing to create more accurate proportions in their still-life.
Part 1: (1 class) Blind Contour + Contour Line
Students will produce blind contour + contour sketches of a still life setup of their choosing. Student may do more, they will need to turn in their best work of minimally 2 contour and 4 blind contour drawings on newsprint.
Part 2: (1 class) Comparative Measurement
Set up a small still life of different sized objects on top of a box on the table. Students will stand to draw. Use 2H/4H pencils to begin light and sketch out the relationship between objects before turning focus to line weight with softer graphite.
Important topics covered: Sighting angles and relative size
Homework: Upside Down Drawing
Students will be given two images that they will view and replicate upside down on a piece of 9” x 12” drawing paper. This will sum up and give more practice to the skills of comparative measurement and contour line, as well as drawing what they see vs what they know
Charcoal Still-Life Drawing
Objectives: Students will be able to build form using relative values. Students will be able to make informed and deliberate decisions about the composition of their drawings.
Part 1: (2-3 classes) Form & Value in Charcoal
As a class, examine the work of Shelby Shadwell (paper bag drawing) pointing out the use of value and how form is created.
Drawings of objects to adjust to charcoal & subtractive drawing, focusing on value changes. 12” x 18” drawing paper. Still life set-up options: bags, paper airplanes, fabric (keep to one or a few objects to simplify assignment).
Block out major forms in vine charcoal and eraser. Work from one area out to develop more detail and contrast. Not all student drawings will be complete, but all will have an area that can be assessed for competency in skills taught.
Part 2: (4-5 classes) Charcoal Shoe Drawing
Homework: Write/journal about two relationships you have with people - someone you know well and write about someone you have conflict with.
Overview of composition.
Use your writing to inform decisions about composition while creating 6 thumbnail sketches of different relationships between a pair of shoes.
Choose a thumbnail to enlarge and develop into a finished charcoal drawing using subtractive drawing techniques, as well as emphasis on form and value. This will be completed on 12” x 18” charcoal paper.
Portrait Drawing Techniques
Eyes, Nose, Mouth and Ear Techniques
Objectives:Following in class instruction, students will demonstrate their knowledge of how to accurately represent the human eye, nose, ear and mouth. Students will be able to move towards more realistic and less generic representations of these facial features. Assignment Overview: Students will practice drawing the eyes, nose and mouth after learning about how these features are structured and what to be mindful of when shading. Students will complete at least three practice drawings of each feature, with at least one shaded with a clear light source. Practice will be done in pencil on 12" x 18" white drawing paper. Duration: 4 classes
Facial Proportion and Shading Exercises
Objectives:Students will be able to draw the human face in correct proportion. Students will be able to demonstrate knowledge of the planar structure of the face through shading. Assignment Overview: Students will learn about how the human face is constructed and how to measure and draw the features of the face. We will then discuss how the face is made up of planes and how light hits these planes in different ways to create a variety of highlights, midtones and dark values. Understanding this planar structure will result in more realistically shaded portraits. Practice will be done in pencil on 9" x 12" paper. Duration: 1 class
Mary T., Features Practice, 2015
Final Self-Portrait Drawing
Objective:Students will be able to complete their self-portrait demonstrating a knowledge of proper facial proportions and shading techniques. Assignment Overview: Students will draw their self-portrait using pencil on 12" x 18" paper. Students will create a representational self-portrait utilizing proper proportion and shading techniques. Following the final self-portrait drawing, students will compare and contrast their pre-assessment with their final drawing. They will be given a self-assessment to comment on their growth and development. Duration: 4 Classes
Student will follow the same guidelines as the self-portrait drawing, but instead of drawing themselves, they will draw from the photo they receive from The Memory Project. Completed drawing will be mailed to The Memory Project to be delivered to the child in need.
**This project is graded with the portrait painting study and is on the Portrait Part 2 Rubric.
Sarah G, Self Portrait, 2017
Sarah T., Self Portrait, 2016
One Point Perspective Observational Drawing
Objectives: Students will be able to demonstrate their knowledge of the measuring skills and techniques of one point linear perspective. Students will be able to create visual depth with a full range of values and variety of line weights. Assignment Overview: After a brief in class exercise to practice the technique of one point linear perspective, students will complete a drawing of a hallway in perspective on a piece of 18" x 24" white drawing paper. Drawing will demonstrate an ability to use the one point perspective technique, as well as shading to show depth. Teacher will have frequent check-in's with students while they work on their drawing. At the end of 5 classes, students will hang up their work for a class critique. Duration:
Perspective demo and practice: 2 classes (Sept 26 & 28)
Objectives: Students will create artwork that engages with its environment. Assignment Overview:
Introduce students to the artwork of Banksy, Swoon and other site specific artists. Discuss how artwork can change how people interact with their environment and bring people together.
Ask students to select a site within the school that they would like to create a site specific drawing for. Students will photograph their site as part of the planning process and create a small drawing that playfully engages with and visually relates to the location. Work may be trompe l’oeil realism, or from imagination. Once students have photographed their site, they will return to the classroom and create a series of planning thumbnails to best decide how to interact with the space.
From their thumbnails, students will choose their most successful concept and use newsprint to create their work.
Using art paste, students will install and photograph their finished pieces in the location they have chosen.