This is a foundation course designed to introduce students to the importance of observation, exploration, and communication in the realm of visual art. Basic Elements of Art and Principles of Design, as well as, various techniques and media will be covered. Topics will include: drawing, painting, color theory, sculpture, as well as combining text and visuals to create a work of art. Students will develop a sense of design and organizational skills by working in various mediums. Students will strengthen skills in generating ideas through two and three-dimensional projects.
Art is a process that involves play and experimentation that leads to thinking, creating and reflection.
Artists are mindful observers who interact with what they see.
Artists look beyond the obvious and see and express in new ways.
Art has real life application and a rich history that affects us all.
How is play relevant to art and life?
How does how we see affect our lives and experience with art?
Can and should we affect how others see?
What application does art have in our lives?
Unit Objectives: Students will be able to:
demonstrate through art activities their understanding of how to see and express in new ways.
apply new techniques and new materials in a proficient manner.
explain and demonstrate through play and experimentation how original art can be created.
discuss and explain choices in their and other’s work.
First Day Survey Please click here to go to survey that will allow me to get to know each of you better!
Drawing Pre-Test Students will each take a piece of 9" x 12" drawing paper and draw the small still-life that is set up on each table. This will allow me to see the skills you are entering the class with so I can best assist each of you with your drawings in the lessons throughout the semester. Please be mindful of your use of line and value as well as anything else that would help you to realistically convey the three objects placed on your table. You will have 30 minutes to complete your drawing. DUE:Completed in class and due same day.
Full Project (3 Days): Still Life Contour Observational Drawing - Using a still-life of ties, students will begin by drawing a series of thumbnails to practice framing and choosing effective compositions. The thumbnails will show the ties from varying distances (close, closer, closest). Students should have a minimum of 6 thumbnails, but more is always great! Use the thumbnails to help you select the strongest compositions for your final drawings. Final drawings will be done on 3 separate 9” x 9” pieces of paper in pencil. Final drawings should demonstrate a proficient use of composition, line weight and contour drawing. Students have the option to use Sharpie to reinforce their line weights.
Portfolio: Using Google Slides, create a digital portfolio that you will use all semester long. Title it with your last name, followed by Portfolio (ex. Wong Portfolio).
Warm-Up Sketches (1 Day): Contour (2), Cross Contour (2) and Blind Contour Drawings (4) of your hand in various poses. Each drawing should be a different pose. Choose the pose you like most for the following drawing assignment. Photograph your work and place it in your portfolio.
Hand Drawing (2 - 3 Days): Begin by choosing a pose that you really like from the previous exercise. Create a sketch of this pose that is life sized (no tracing) in preparation for a final drawing. Experiment with line weight and how you will shade. FINAL DRAWING - Create a life sized drawing (no tracing) of your hand, wrist and forearm on 9" x 12" drawing paper. Your drawing should include contour lines with various line weights and at least three values (to show volume and depth of form). Craftsmanship is important - attention to detail, no stray pencil or erasure marks. When complete, photograph your sketch and final drawing and include both in your portfolio.
Paper Sculpture (4 Days): Students will create a life sized sculpture of their hand/forearm in the pose they chose for the final hand drawing (above). Sculpture will be built from newspaper and tape. The sculpture must be life sized (no larger or smaller), show volume in the hand (palm and fingers should not be flat) be able to support itself and stably stand on its own. Evidence of good craftsmanship is important. When the sculpture is completely built, the next step is to use tissue paper and glue to carefully cover the form to create a finished, "polished" sculpture. When complete, photograph 3 views of your sculpture (front, side, back) and include in your portfolio.
Plasticine Sculpture (1 Day): Students will have one day to create a miniature sculpture of their hand in plasticine (an oil based non hardening clay). Sculpture should be no taller than 6", demonstrate volume in the hand, be able to stably stand on the table and demonstrate careful craftsmanship. When complete, photograph 3 views of your sculpture (front, side, back) and include in your portfolio.
Don't forget to photograph your work to add to your digital portfolio! All images should be following a slide with the unit title.
Perspective Packet: The first 4 pages of the packet will be completed on April 5th and collected for a participation grade on April 7th.
1 Point Warm-Up (3 days): On a piece of newsprint, students will draw the following in one point perspective: DAY 1 - 3 cubes (on, above and below the horizon line), all shaded with a single light source. - due April 3. DAY 2 - 4 cylinders that recede, 4 cubes that recede and 2 organic shapes. All shaded with a single light source. - due April 7th.DAY 3 - 3 letters and/or numbers and 3 complex shapes (include curves and cut-outs). Choose a light source and shade all objects. - due April April 11th.
1 Point Final (2 Days): 1 Point Perspective of initials or first or last name on drawing paper. Choose a light source and shade your name in pencil with at least 3 or more values. Create a value scale on the back of the warm-up. - due April 25th. Photograph ALL WORK and put in your portfolio.
2 Point Warm-Up (1 Day): On a piece of newsprint, students will draw the following in 2 point perspective: 3 shaded cubes (on, above and below the horizon line), 2 letters and 3 complex shapes. Students will also construct a mini cityscape in 2 point perspective.
Colored Pencil Warm-Up (1/2 class): Create a value/texture scale in colored pencil. Should have a gradation, scale, 2 color gradation (x2) and 3 textures.
2 Point Final (2 Days): 2 Point Perspective of a word that describes you on drawing paper. Choose a light source and shade your word using colored pencil. Include 3 or more values. Remember to layer the colored pencil carefully and adjust pressure to create gradients.
Full Project (4 Days):On a piece of 12” x 18” drawing paper, create an environment of solid shapes in 2 point perspective that allows liquid to travel in space. Liquid should transform into a solid form by the end of the cycle. There should be at least 4 steps (transitions) within the cycle. Transitions need to be seen bythe viewer. The steps should represent ALL views (above, below and at the horizon line). Full range of values should be demonstrated, completed in colored pencil (use your colored pencil workshop sheet for reference!). Appropriate and thoughtful use of line weight, pattern and/or texture needs to be evident. Use class time productively to develop and complete your project - we will not have longer than 4 class periods to work on this.
Online Resources: Great websites reviewing 1 Point Perspective and 2 Point Perspective. Don't forget to photograph your work to add to your digital portfolio! All images should be following a slide with the unit title. DUE:Incremental due dates posted after each assignment above.
Art is a process that involves play and experimentation
Play leads to thinking, creating, and reflection
Artists are mindful observers who interact with what they see
Artists look beyond the obvious and see and express in new ways
How can you communicate a specific feel, quality, or idea in a work of art?
How can you use artwork to observe and respond to the world around you?
Unit Objectives: Students will be able to:
demonstrate and understand how to see and express in new ways.
use elements and principles with expressive purpose.
reflect and analyze their own work and the work of others.
create work that conveys a point of view.
Warm-Up (1 Day): Teacher Directed Watercolor Technique Workshop - Teacher will review the following watercolor techniques and students will replicate on 12" x 18" paper: flat wash (primary colors), 1 color gradation (secondary colors), multi-color gradation (analogous colors), wet-on-wet (complementary colors), sgrafitto, resist, alcohol, plastic, salt and splatter. Students will practice each one, labeling the technique they are representing. DUE: January 5
Warm-Up (1 Day): Introduction to Color Theory - After a review of color theory, students will do a visual image search for examples of complementary, analogous, earthy/neutral, high contrast, low contrast, cool and warm in images. Do not just Google the terms, search for an artist you like or look up from the list provided. Find examples of artists work that meets each criteria. Students will save the images to their Google Slideshow Portfolio and for each image write: Who is the artist who created the image?What is the color relationship identified in this image? How does the use of color affect the meaning or interpretation of the image?
When the presentation is complete, students will each grab 2 B&W photocopied artworks. Using colored pencils, color one drawing using analogous color theory and color the second drawing using a double complementary (tetradic) color theory. Put your name and intended color theory on the work in the space provided. DUE: January 9
FULL PROJECT (3 Days): Abstract Expression - Students will use watercolor to express the meaning of an adjective in a non-objective way. After a teacher led discussion of artworks that exhibit various expressive characteristics, students should focus on their word and think about the following: What does this word mean? What is it generally associated with? What colors would best reflect the meaning of this word? How does this word make me feel? Students should focus on line, color, mark-making, line weight, value, and texture. Students should attempt to include at least 6 of the watercolor techniques explored in the first warm-up activity. Adjectives will be randomly assigned, students will explore how to express the given word on 9” x 12” watercolor paper. Include photos of your work as you move through the process (and when you're done!) and add them to your Google Slideshow.
Don't forget to photograph your work to add to your digital portfolio! DUE:
Warm-Up (1 Day): Value Exploration - Students will create a value scale, practice with gradation and create a scale of a variety of possible textures. See teacher example below, along with an image of texture ideas.
Warm-Up (1 Day): Composition Review - Students will set up a still-life of their choosing with no fewer than 4 objects. They will practice framing and compositional skills by creating a variety of thumbnail sketches on newsprint. A handout with ideas will be provided. Students should walk around their table and try various angles/viewpoints. Students will share their thumbnails with their table and critique each other’s work.
Full Project (1 - 2 Days): Still Life Drawing of everyday objects on 9” x 12” drawing paper. Students should use skills learned in above mini projects to create an enlarged, interesting composition of their still life complete with accurate texture and value scales/gradation. Take photos of each step as you create your still-life drawing.
Don't forget to photograph your work to add to your digital portfolio! DUE:
Charcoal Warm-Up 1
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.