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Julia G., Fall 2015
Objectives:Students will be able to create a contour line drawing. Students will be able to create tints and shades with watercolor paint. Students will be able to choose a color theory and successfully apply the concepts to their painting.
Assignment Overview: This assignment is intended to serve as a summary of many of the skills students learned in Intro to Art that are applicable to Drawing & Painting I. In addition to summarizing these skills, new drawing methods will be introduced. Students will be assessed on their ability to paint with watercolor, create tints and shades with watercolor paint, demonstrate their understanding of color theory, demonstrate their ability to create contour drawings and finally, their ability to paint with acrylics.
Discuss different drawing styles and ways of drawing observationally. Students will practice each style on a sheet of 18" x 24" newsprint. Drawing styles reviewed are: contour line, cross contour line, blind contour, gesture, expressive line.
After discussing the elements that help create a successful composition, as well as framing techniques, students will create a series of thumbnail sketches of the objects on their tables, trying out a variety of compositions. What angles will you choose? Look at different ones and find the most interesting to draw. Students will share their thumbnails with their tables and work together to select the most effective composition. This sketch will become the basis for the final drawing.
Discuss/review color theory (analogous, complementary, triad, monochromatic, split complement) and tints/shades.
Demonstration of how to create tints and shades with watercolor paint.
Students will create a background of shapes with watercolor paint on 12” x 18” watercolor paper. They will select either an analogous color group, monochromatic color, or split complementary color group and fill the background by using tints and shades of these colors. For those using a split complement: choose only two of the three for your background, the third color will be used for the flower. The background can look anyway you'd like it to in terms of the shapes you use. Be creative! Try mixing hard edged forms with softer edges, or use all soft edged forms or all hard edge. Experiment!
Using pencil and acrylic paint, students will draw the most successful composition over the background. They will select their color by choosing either a complement to the analogous group or monochromatic color or the third color of the split complement group. Work on creating areas of emphasis with variety in line weight. Be sure that when creating an area of emphasis, you still have a balanced composition.
Objective: 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.
Perspective demo and practice: 2 classes (Sept 26 & 28)
Objectives:Students will demonstrate their previously acquired knowledge during the pre-assessment. Students will be able to demonstrate their knowledge of the proper proportions in the human face during the in class practice that follows instruction. Duration: 1 class
Part 2 - 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
Part 3 - 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
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. DUE:December 22
Portrait Painting Study - Part 3 of 3
Josh L., Portrait Study, 2016
Objectives:Students will be able to - mix accurate skin tones with acrylic paint, map out areas of value on their portrait and paint areas of light and shadow to demonstrate their knowledge of value change and skin tone to create a portrait study. Assignment Overview:
Using acrylic paint, mix at least 4 of the different values you see on your face (or your child for the Memory Project). On watercolor paper, paint a swatch (about 3” square) of each of the values. Label each swatch with the colors used to create the color and approximately how much of each you used (for remixing!).
Make sure your name is on your paper and put on drying rack when complete.
Lightly sketch your portrait on the canvas paper and block out the basic shapes of each of the values you see. Put your name on the back of your work!
Using your value chart as a reference, begin filling in the shapes you sketched out with the acrylic paint to show where shadows, midtones and highlights are on the face.
Place your wet work on the drying rack.
**This project is graded with the final portrait drawing and is on the Portrait Part 2 Rubric.
Objectives:Students will be able to (1) create a mixed media composition showing multiple views of various objects, fracturing the planes of the objects in the manner of the Cubists and (2) create a mixed-media composition with a variety of textures - develop interest through contrast and added collage elements. Assignment Overview:
On a sheet of 12" x 18" newsprint, use a ruler to create between 6-8 horizontal, vertical and diagonal lines.
Choose a vantage point on the still-life and begin drawing contour lines of the objects starting at the top of the page. When you reach one of your lines, shift your vantage point and continue to draw the object.
Add more lines from parts of the objects that you've drawn.
Make at least 3 studies, differing your objects and using new lines.
Choose your strongest composition and transfer the design to your final paper. The paper/board you choose will make up most of the color in your composition.
Choose at least 4 areas where you will incorporate collage.
Using watercolor, charcoal, pastel or graphite, begin to add texture (at least 4 different ones!) and value (at least 4) to your composition. Remember that the Cubists didn't use intense colors as it would detract from the composition. Keep it neutral and simple in color and add visual excitement through unique textures and values. This stage is where you can intensify shapes within the objects (see example here and more in slideshow) to further break down the object into it's various parts.
Two & Three Point Perspective Objective: Students will be able to demonstrate their proficiency of the measuring skills and techniques of two and three point perspective. Students will be able to create a believable sense of space. Students will be able to demonstrate their proficiency of painting depth, shadows and texture using paint. Assignment Overview: In this lesson, students will be creating an imaginary architecture scene inspired by Ken Wong's artwork in the game Monument Valley. This assignment is open for creativity and student's shouldn't copy Ken Wong's work, but rather use it as an inspirational jumping off point. The architectural form must include the following: windows of any shape, a curved form either on or attached to the architectural building, a set of stairs in some form, texture on the surface or surrounding area of the architectural building, a porch and/or deck, pitched roof, and a doorway. This drawing can be as creative or realistic as you like, you just need to include those elements and make sure that your suspended building is being suspended on something. If you are doing worms eye view: your drawing does not have to be suspended if you don't want to show the underside of the architectural structure. With all the drawings: you need to include scenery around the building (other buildings, trees, imaginary structures, etc.) to make a completed, well thought out drawing. Once the drawing is complete, they will be painted in watercolor where you will test your ability to demonstrate value in paint. Online Resources: Great websites reviewing 2 Point Perspective and 3 Point Perspective. Duration:
2 Point & 3 Point perspective demo and practice: 1 class
Suspended architecture drawing: 3 classes
Painting in watercolor or acrylic (student choice): 4 classes
TOTAL: 8 classes
If you miss one or more classes, you are responsible for speaking with Ms. Ruo about making up work. If you receive a grade you are unhappy with, you have 10 days to redo the assignment (from the date you received the graded rubric) and turn it in for a new grade. After the ten day “grace period”, the original grade will become final.
Class Projects: 80% of grade
Studio Conduct: 20% of grade (based on overall performance in class and during critiques as well portfolio checks)
Note: If assignments are not turned in on the date they are due, 5 points will be deducted for each day after the due date the project is not turned in. If you have extenuating circumstances preventing you from turning in your assignment on time, I ask that you please speak to me (in person or by email) so that we can discuss the situation.
Important Grading Notes from the Student Handbook:
Final Exams & Seniors: Students will take semester and final exams when scheduled to do so. Seniors may be exempt from the semester exams in January and May at the teacher's discretion if the student achieved a minimum grade of an A- for the two quarters in the semester.
Incompletes: A grade of Incomplete (I) will be given to a student who has unfinished course requirements because of extenuating factors such as protracted period(s) of illness. It is expected that the incomplete work be completed within ten (10) days after the close of a marking period; however, should a waiver be needed for extended time, the student should contact the Vice-Principal who will discuss the matter with the department head involved. If the work is not completed within the specified time (includes waiver where granted), the incomplete grade will become an F; otherwise the teacher will report a regular grade.
Sports Eligibility: Natick High School requires that students receive a minimum passing grade of D- or above at the close of the marking period (end of each term) prior to the beginning of a season and during said season.
All students are expected to abide by all school rules as set forth in the student handbook. In addition, I expect each student to come to each and every class on time and prepared. This means you will come into the room, have a seat and wait for any daily announcements or project overview. All assignments will be completed by the day they are due. If you are unable to complete an assignment by the date due, you need to speak with me so we can create a plan for completion. You will be expected to participate in class discussion, ask questions, and work collaboratively with your peers. If you are absent, check in with a classmate or myself before returning to find out what work you need to make up. I also request and expect that everyone show respect for each other. Tolerance is key not to mention that disrespect is rude and will not be tolerated.
Class sizes are large and lots of people will need help. If I am helping another student, check with a few classmates to see if they can answer your question. When in doubt remember: Check with three, then me!
1. Respect each other! Be positive, supportive and helpful. Listen to your peers when they speak in class - what they have to say is important! Only ONE person should be talking at a time. The same rules apply to respecting the teacher. When the teacher is talking, no one else should be talking. When the teacher is at the front of the room, it is to share important information about the lesson. You will need to pay attention so you do not miss anything important and so your classmates can hear the teacher as well.
2. Respect the classroom! Let’s work together to keep the classroom looking great! Put your materials away where they belong and clean up any mess you make. This includes, washing brushes thoroughly and putting them away, rinsing out water cups, washing palettes, picking up scraps of paper, wiping down tables and putting chairs back where they belong. No one leaves until the room is clean!
3. Respect the art materials! All the art classes share the materials. Let’s take care of them so that they are available for everyone’s use. Clean brushes thoroughly after use, wash out palettes and store all materials back where they belong. If you're done cleaning up your area, help out a classmate.
I try my best to make the classroom a SAFE SPACE for ALL students. Any intolerant language will be immediately addressed. Any second offenses will result in a teacher detention. This means no homophobic, sexist, racist or other type of hate speech will be tolerated. These types of speech are oppressive. If at any time someone makes you uncomfortable for any reason, please speak to me immediately.
After School Hours:
Tuesday & Thursday: 2:20 - 3:20pm Red Days - Room 200H, Blue Days - Room 145 Students may also come see me for extra help during any Red Day CDS in Room 200H. Any other time must be scheduled with me by email.