spring_2017_syllabus.docx | |
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visual_arts_terminology.docx | |
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"Until one has loved an animal, a part of one's soul remains unawakened." - Anatole France
Project 1:
Line Variety Spirit Animals
Objective: Create an animal portrait through the diverse use of the Art Element - Line.
Materials: Pencil to sketch and design animal, finish in black pen and sharpie
Materials: Pencil to sketch and design animal, finish in black pen and sharpie
- Take the Spirit Animal QUIZ!
- Quiz link: https://www.doquizzes.com/QCKYZO
- What animal describes you best?
- What qualities define you and the animal?
- 1. Critical Thinking
- Sketch an animal of choice or the animal that best describes you
- Think about the angle or view to best draw the animal for compositional strength
- 2. Collaboration
- Work with 2 partners at your table to ADD/ENHANCE to your sketch
- Partners will use a different colored color-pencil to draw additional ideas and note further explanation on the sides of the sketch
- SUGGESTION: exchanges sketches to work efficiently and discuss the changes needed to preemptively help their Project
- 3. Create the project
- Project Rubric:
- 20 points: Critical Thinking
- 20 points: Collaboration
- 40 points: Project grade
- 10 points: Used varities of LINE
- 10 points: LARGE drawing of the Animal in Black and White
- 10 points: CLEAN edges and line quality/fill
- 10 points: Meet the project deadline! Fri, Feb 2nd
- 20 points: Communication & Critique
- EACH category is an individual grade, therefore - any ZEROES dramatically decreases your overall grade
- Project Rubric:
- 4. Communicate and Critique
- Write a written response on a separate sheet of paper (complete sentences that re-state the question) to the following criteria:
- Paragraph 1 - reflect on your own completed project
- State the animal you selected and the qualities of the animal that describe you
- How did you use LINE to depict the physical characteristics of the animal; feathers, fur, beaks, eyes, etc..
- What types of line did you use the most or new patterns you created?
- Look below at the woodcuts of Albrecht Durer;
- How did Durer use varieties of line in his works?
- What qualities of his line work did you find in your artwork?
- Paragraph 2 - select a student to interview and answer these questions in paragraph form to critique their artwork
- What animal did they select and the qualities of the animal that best describe them
- How did they use LINE to depict the physical characteristics of the animal; feathers, fur, beaks, eyes, etc..
- What types of line did they use the most or new patterns they created?
- Look below at the woodcuts of Albrecht Durer;
- What qualities of his line work did you find in their artwork?
- Paragraph 1 - reflect on your own completed project
- Write a written response on a separate sheet of paper (complete sentences that re-state the question) to the following criteria:
Gather ideas! - The woodcuts of Albrecht Durer
Examples of Spirit Animals using Line Variety
Finished Work - Student Gallery
Project 2:
Geometric Shapes Mosaic
"And since geometry is the right foundation of all painting, I have decided to teach its rudiments and principles to all youngsters eager for art." - Albrecht Durer
Objective: to understand how the use of Geometric shapes (triangles, squares, rectangles), variety of Color, and the illusion of depth on a 2D surface - STUDENTS WILL create a picture that has 3 forms of depth and magazine shapes to fill in the picture. Depictions can be of fictional / non-fictional influences (examples: your favorite amusement park, a castle in the sky, Atlantis, DisneyWorld, the Shire from Lord of the Rings, etc..)
Materials: pencil (to sketch), magazines, glue
Materials: pencil (to sketch), magazines, glue
Examples of Mosaics
Depth:
A powerful art composition can contain 3 depths:
A powerful art composition can contain 3 depths:
- Background: The area that appears to be farthest away or behind the other objects
- Foreground: The area that appears to be nearest and in front of the other objects.
- Middle Ground: The area that appears between the foreground and background.
The image below shows a range of COLOR in saturation (lightness - darkness of select color)
How can this help you in creating your Mosaic?
How can this help you in creating your Mosaic?
Examples of Historical Mosaics
- Critical Thinking
- On the sheet; draw your fictional / non-fiction picture, make sure it has 3 levels of depth
- Think about setting (time of day), time of season (summer, fall)
- LABEL the colors that will encompass the picture in the sketch
- Collaboration
- Work with 2 partners at your table to ADD/ENHANCE to your sketch
- Partners will use a different colored color-pencil to draw additional ideas and note further explanation on the sides of the sketch
- SUGGESTION: exchanges sketches to work efficiently and discuss the changes needed to preemptively help their Project
- Create
- On your 12x15" project paper:
- Cut magazine shapes of the colors needed to fulfill the composition
- BEWARE - don't be repetitive, use a VARIETY of COLOR (greens; kiwi, teal, mint, kelly)
- Glue the shapes down NEATLY - you can leave some white space in between, side-by-side, or slightly overlap shapes
- Note that the shapes should be no bigger than .5" each
- RUBRIC
- 10 points - Critical Thinking (sketch is labeled with colors)
- 10 points - Collaboration (has the notes from 2 different students to improve the sketch prior to Project)
- 60 points - Project
- 15 points - picture has 3 depths
- 15 points - creative use of geometric shapes
- 15 points - variety of colors used
- 15 points - clean edges of glued surface
- 20 points - Communication
- On your 12x15" project paper:
- Communication & Critique
- Students will write about their work (paragraph 1) and student of choice (paragraph 2)
- Paragraph 1
- In your paragraph; answer the questions;
- What picture did you create (describe the influence, setting, time of day)
- How did use each of the 3 different forms of depth (fore-, middle-, back-ground)
- How did you show a range of colors?
- After using the combination of shapes/colors, how did the picture come together (is the picture too complex, does it have clarity, how did it effectively show your sketch
- In your paragraph; answer the questions;
- Paragraph 2
- Use the same 4 questions above about another student's work for Paragraph 2
- Paragraph 1
- Students will write about their work (paragraph 1) and student of choice (paragraph 2)
More info on Mosaics:
http://www.ancient.eu/Mosaic/
Finished Work - Student Gallery
Project 3:
Wordle Portraits
"The human face is the organic seat of beauty. It is the register of value in development, a record of Experience, whose legitimate office is to perfect the life, a legible language to those who will study it, of the majestic mistress, the soul." - Eliza Farnham
Critical Thinking:
How can you both capture both the accuracy of one's physical [portrait] makeup while using the expressive use of words and facts in place of shades that help us understand that person?
Can you blend research, literacy, creative use of word/facts as a style without sacrificing realism?
Procedures:
How can you both capture both the accuracy of one's physical [portrait] makeup while using the expressive use of words and facts in place of shades that help us understand that person?
Can you blend research, literacy, creative use of word/facts as a style without sacrificing realism?
Procedures:
- Pick a person of your liking and a great source image (balances both light and shadow and captures only the face)
- Write a 1 page research paper (can be simply a list) of biographical facts, quotes, reasons of what makes them famous (songs, movies, etc..
- Share your facts with a partner and discuss how and where you will apply word styles and solve the shadows, partners will give feedback
- Cut your full page photo into 8x10"
- Measure all 4 sides into a 1x1" grid on the photo as well as your project paper
- Use the grid to accurately capture all parts of the face but DO NOT SHADE and DRAW LIGHTLY
- Instead - draw the "shapes" of shadows as a border to insert lines or shaping your researched words/facts
- Erase the grid lines
- Begin lightly adding your facts and lines describing your chosen person
- Fill dark areas of words with sharpie, medium-dark areas with pen, medium-light areas with pencil
- 25 points: Evidence of full page research
- 25 points: Accuracy to source image maintained finished project
- 25 points: Proper use of words in place of shadow / ranges of value
- 25 points: Clean use of lines and shading in regards to craftsmanship
- Use the Ipads to use the app - "photospeak"
- Find the original image and download it to photospeak
- Record your voice over the image using your critique of your finished project
- Email the file to; [email protected]
Click on any of the downloads below to watch our students [photospeak] as:
Beyonce', Michael Jackson, and Chance the Rapper!
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Finished Work - Student Gallery
Perspective Projects
Objective: Students must learn how to apply perspective in their works and how it correlates to the real world; angles, inspiration, and job skills.
Communication:
Nearpod Lesson with Mr Steele. Students fill out notes for Quest 2 assessment.
Collaboration:
Students will create practice cubes drawn in all 3 types of perspective as a group.
Communication:
Nearpod Lesson with Mr Steele. Students fill out notes for Quest 2 assessment.
Collaboration:
Students will create practice cubes drawn in all 3 types of perspective as a group.
Project 4:
Georgia O'Keeffe Pastel Projects
"I found I could say things with color and shapes that I couldn't say any other way - things I had no words for." - Georgia O'Keeffe
Critical Thinking:
How can we use blending pastels to depict the iconic Native American artist?
How can experimentation and failure show the thinking process behind a finished product?
Collaboration:
•25 points: Proper use of pastel
•25 points: Smooth blending
•25 points: Mix of tint/shade or colors
•25 points: Accurate capture of subject matter
Communication [Critique]:
Groups will create stop-motion videos to show their finished projects and non-verbally explain their critique answers to Project 4
25 points: Must feature all group members
25 points: Video captures all finished projects
25 points: Must creatively answer all critique questions
25 points: Video has a smooth gradual pace
How can we use blending pastels to depict the iconic Native American artist?
How can experimentation and failure show the thinking process behind a finished product?
Collaboration:
- JOIN our lecture session and actually INTERACT!
- Link: https://share.nearpod.com/vsph/a11lqWGCAB
- Use the 3-2-1 protocol on the link about Georgia O'Keeffe
- 3 facts, 2 things you liked, 1 question you have about the article or project
- Post your images on the live board of flowers, landscapes, or other ideas and post feedback on other classmates' ideas
- Find a flower, landscape, or other subject to capture in soft pastel
- Use your sketch paper to map out the size, zoom, and colors you plan on using
- Find 2 partners to draw and write notes in the "collaboration" corners of the paper to enhance the original idea
- Pick up both the testing paper and 12x12" project paper (choose black or white - dependent on the color choices you plan on using)
- If it LIGHT dominant - go with black paper / if it is DARK dominant - go with white paper
- Assess the color blends on your testing paper, try secondary colors you want to blend or change
- Practice the application of the pastel and how to properly blend
- Finish and fill in appropriate and necessary colors to complete your pastel project
•25 points: Proper use of pastel
•25 points: Smooth blending
•25 points: Mix of tint/shade or colors
•25 points: Accurate capture of subject matter
Communication [Critique]:
Groups will create stop-motion videos to show their finished projects and non-verbally explain their critique answers to Project 4
- Film in groups 3-4
- Use phones or ipads
- You will need storage space
- Use motion capture studios app or lego movie app
- Plan how you will perform all stop motion
- How will you show everyone’s work? Moving?
- How will you display your answers to critique questions without audio?
- Props?
25 points: Must feature all group members
25 points: Video captures all finished projects
25 points: Must creatively answer all critique questions
25 points: Video has a smooth gradual pace
Student Stop-Motion Examples
Project 5:
6-Part Comic Story in 3-D!
"There is only one who is all powerful, and his greatest weapon is love." -Stan Lee, creator of Marvel Comics
Objective:
Can you form a story and use layouts, drama, perspective to help narrate your graphic novel?
Can you use warm/cool colors to have portions of your comic come to life and off the page?
How can collaboration help evolve the original concept?
Materials:
Pencil, Markers, 3-D Glasses, Ruler
Critical Thinking:
http://www.hoodedutilitarian.com/2015/12/analyzing-comics-101-layout/
Collaboration:
25 points: Use of visual storytelling
20 points: Importance of each block/scene
20 points: Visual progression of story
25 points: Planning and professional finish of project
10 points: Effective use of 3-D colors
•Bonus: personal set of markers / pens
•Bonus: 2 box transitions
Can you form a story and use layouts, drama, perspective to help narrate your graphic novel?
Can you use warm/cool colors to have portions of your comic come to life and off the page?
How can collaboration help evolve the original concept?
Materials:
Pencil, Markers, 3-D Glasses, Ruler
Critical Thinking:
- Students discuss constructing plots and how Art characteristics (color, line, perspective, etc..) affect the overall impression of the story
- Students will take their 6-piece sketch sheet and challenge themselves to:
- Character investment - can you relate/sympathize/feel for the character?
- If there isn't an actual human character, does the main idea/subject have traits that help tell the story?
- How can you create drama/mood?
- Transitions from each scene (easy to follow and comprehend)
- When scenes change, what is the common visual (backgrounds, action taking place, character)
- How can you change the shape of the boxes or add boxes to enhance drama?
- Storyline flows without confusion - and told VISUALLY, only action dialogue allowed!
- The angles in which you handle each scene?
- Make each [of the 6] scene(s) aesthetically, independently strong as an artwork
- Character investment - can you relate/sympathize/feel for the character?
http://www.hoodedutilitarian.com/2015/12/analyzing-comics-101-layout/
Collaboration:
- Share with someone at your collaboration table your early sketch
- Each partner discusses questions you have using the challenges above
- Share your answers and make changes to your sketch
- Use 10x12" paper to replicate your sketch
- Draw LIGHTLY your story
- Cover your drawing in 3-D marker combinations (use your experimentation paper to try several combinations)
- Use the formula of warm vs cool colors (example: red [warm] vs blue [cool])
- Use your 3-D glasses to see your results!
- Use pen or sharpie to clean up edges, bold, and finish your comic
25 points: Use of visual storytelling
20 points: Importance of each block/scene
20 points: Visual progression of story
25 points: Planning and professional finish of project
10 points: Effective use of 3-D colors
•Bonus: personal set of markers / pens
•Bonus: 2 box transitions
3-D Effect Formula = Combining Warm / Cool Colors
2nd 9 Weeks Project 1:
3-Tone Zentagles - For The Love of Doodle
"The opportunity to doodle changed the way people expressed their feelings," - Nadir Weibel
Click on the Article [Button Link] above
Sharpie, Pen (optional), Pencil, 10x12" Grey Project paper, 5x6" White paper
Grab your headphones!
- Read the article
- On a separate sheet of paper - use the 3-2-1 protocol
- 3 Things you learned / 2 things you liked / 1 question you have about the article or project
- Turn in before the end of the period
- Contrast: is to set in opposition in order to show or emphasize differences
- Creative Thinking: able to see and make things in a new or different way
- Critical Thinking: Shows or requires careful analysis before judgment
- Elements of Art: Those components that make up a composition: line, value, space, texture, shape, form, and color.
- Harmony: describes the combination of the pictorial elements (color, tone, line, form, content, brushwork, etc..) into a consistent and orderly whole.
- Line: The path of a moving point that is made by a tool, instrument, or medium as it moves across an area.
- Negative space: is the space that surrounds the object
- Positive Space: is the object we focus on
- Principles of Design: The way the elements of art such as balance, movement, pattern/repetition, unity/variety, and emphasis are used to create a composition.
- Shape: is an enclosed space, the boundaries of which are defined by other elements of art (i.e.: lines, colors, values, textures, etc.)
- Using the foundation skills of Line, Shape, and Positive/Negative Space - how can doodles help design?
- How does the use of Line generate interest from the viewer?
- In terms of Harmony (Design Principle), how is it possible an assortment and variety of Lines/Design still tie a picture together in composition?
Sharpie, Pen (optional), Pencil, 10x12" Grey Project paper, 5x6" White paper
Grab your headphones!
- Watch the video below by Sunni Brown and learn more about how doodling cognitively improves visual language, process information, & solve problems
Collaboration:
- At your tables, each person will draw a blank, abstract (non-representational) or organic (representational) shape.
- At the end of every 1-2 minutes, you will exchange with people at your table to fill and doodle line/shape designs into your shape.
- At the end of the activity -
- What designs were useful or beneficial to the finished product?
- Were you able to form or combine designs to avoid repetitiveness?
- Using your 5x6" White paper, cut lines or shapes that you plan on gluing onto your 10x12" Grey paper
- Think before placement! How can you arrange them evenly or balance the black zentangle designs you will use/finish the project with?
- After placing the White cut-out pieces in the most ideal position, you can either trace them down to glue LAST or glue them directly FIRST.
- In terms of Craftsmanship (25% of rubric), it is best to glue last to avoid contact with the sharpie pens you will be using
- In the leftover spaces, draw and design zentangles
- Can you use the white shapes as a piece of a hidden/disguised design?
- How can you make sure that the viewer is interested in the entirety of the artwork? [How can you avoid emphasis?]
- How do the images below:
- Use a balance of black/white designs/lines?
- Disguise shapes in the artwork to promote movement and lack of emphasis?
- Maintain a variety of Zentangles and designs?
Need some Zentangle ideas? Click below
Project 2
A Portrait in Perspective - Inspired by Bernard Pras
Collaboration
25 points - Creative use of colored objects to match portrait
25 points - Ability to keep accuracy to original source image
25 points - Puzzle pieces align perfectly in photo
25 points - Overall effort and use of time
Key Terms
11. 3-dimensional: having or appearing to have extension in depth
12. 2-dimensional: lacking the requisite or expected range or depth
13. Background: The area that appears to be farthest away or behind the other objects
14. Balance: Parts of a picture arranged symmetrically so that areas seem to have equal visual weight
15. Color: An element of art defined as the effect of light reflecting from an object onto the eye
16. Concept: an abstract general notion; an idea
17. Contour: is the outline of a figure, body, or mass, a line that represents such an outline
18. Design: To create a work of art by combining elements of art into a planned whole
19. Image: A physical likeness or representation of a person animal, or thing, photographed, painted, or sculptured; a thought from the imagination made visible.
20. Perspective: A graphic system that creates the illusion of depth and volume on a two-dimensional surface
- Students will be working in pairs to create a 3-D portrait that can be seen from 1 angle
- The first activity will be a split portrait that involved each half being drawn by each partner
- Partners will identify strengths and weaknesses in the illustration aspect of this project
- Partners will take an 8x10" to be blown up into a 16x20" drawing while still adhering to the same proportions
- DO NOT SHADE the portrait as it will then be cut into 5-6 "puzzle pieces"
- Label each part of the puzzle pieces to gather objects that can be glued down and match the color needed to satisfy the various parts of the portrait
- Partners will begin sizing up the pieces and lining them in layers of depth
25 points - Creative use of colored objects to match portrait
25 points - Ability to keep accuracy to original source image
25 points - Puzzle pieces align perfectly in photo
25 points - Overall effort and use of time
Key Terms
11. 3-dimensional: having or appearing to have extension in depth
12. 2-dimensional: lacking the requisite or expected range or depth
13. Background: The area that appears to be farthest away or behind the other objects
14. Balance: Parts of a picture arranged symmetrically so that areas seem to have equal visual weight
15. Color: An element of art defined as the effect of light reflecting from an object onto the eye
16. Concept: an abstract general notion; an idea
17. Contour: is the outline of a figure, body, or mass, a line that represents such an outline
18. Design: To create a work of art by combining elements of art into a planned whole
19. Image: A physical likeness or representation of a person animal, or thing, photographed, painted, or sculptured; a thought from the imagination made visible.
20. Perspective: A graphic system that creates the illusion of depth and volume on a two-dimensional surface
Project 3
4-Sided Perspective
Student objective:
Students will create an image that captures 4 different angles in 1 picture through the graphic principle of perspective.
Student challenge:
How can you capture 1 theme from 4 angles?
How can perspective be used as a guide to shape the elements/objects in the picture?
Why is perspective needed in capturing art?
Key Terms
21. Acrylic Paint: fast drying-synthetic paint made from acrylic resin
22. Aesthetics: study of theory of the beautiful, in taste or art
23. Analogous Colors: Colors that are closely related to each other because a common color can be found; for example: blue, blue-violet, violet colors
24. Asymmetrical: a type of balance where elements are arranged differently on each side of an imaginary midline
25. Blind Contour: is the practice of drawing the outside edges of your work without the use of looking at your paper.
26. Chiaroscuro: is defined as pictorial representation in terms of light and shade without regard to color
27. Chroma: intensity of distinctive hue; saturation of a color
28. Collograph: A printing block made from objects and textures glued to a surface
29. Paper Making: The process of creating paper using water, fibers, or recycled papers.
30. Pattern: A principle of design where an element or combination of elements are repeated in a planned way.
Critical Thinking
On your sheets, create a simple sketch but turn your paper all 4 ways to adjust the elements/objects in the picture so that the viewer can see it 4 different ways.
TIP: draw lines from each of the 4 corners and connect them in the middle to form the 1-point perspective lines and vanishing point.
Students will create an image that captures 4 different angles in 1 picture through the graphic principle of perspective.
Student challenge:
How can you capture 1 theme from 4 angles?
How can perspective be used as a guide to shape the elements/objects in the picture?
Why is perspective needed in capturing art?
Key Terms
21. Acrylic Paint: fast drying-synthetic paint made from acrylic resin
22. Aesthetics: study of theory of the beautiful, in taste or art
23. Analogous Colors: Colors that are closely related to each other because a common color can be found; for example: blue, blue-violet, violet colors
24. Asymmetrical: a type of balance where elements are arranged differently on each side of an imaginary midline
25. Blind Contour: is the practice of drawing the outside edges of your work without the use of looking at your paper.
26. Chiaroscuro: is defined as pictorial representation in terms of light and shade without regard to color
27. Chroma: intensity of distinctive hue; saturation of a color
28. Collograph: A printing block made from objects and textures glued to a surface
29. Paper Making: The process of creating paper using water, fibers, or recycled papers.
30. Pattern: A principle of design where an element or combination of elements are repeated in a planned way.
Critical Thinking
On your sheets, create a simple sketch but turn your paper all 4 ways to adjust the elements/objects in the picture so that the viewer can see it 4 different ways.
TIP: draw lines from each of the 4 corners and connect them in the middle to form the 1-point perspective lines and vanishing point.
If you look at the pictures above, the left image shows how the vanishing point is found in the middle. The image on the right shows perspective in action as objects can be traced back to the vanishing point in the middle.
Create
Using your 8x8" project paper, re-draw your sketch LIGHTLY. Make sure your vanishing lines align with the point in the middle. Double-check and make sure the picture can be spun into 4 different angles. Don't be afraid to let different angles overlap or bleed into the other parts of the picture!
Check out the before and after examples of student works below!
Create
Using your 8x8" project paper, re-draw your sketch LIGHTLY. Make sure your vanishing lines align with the point in the middle. Double-check and make sure the picture can be spun into 4 different angles. Don't be afraid to let different angles overlap or bleed into the other parts of the picture!
Check out the before and after examples of student works below!
Project 5
3-D-Gra-ffi-ti Names & Symbolism
Student Will:
Create their name/nickname in 3-D combinations and use symbolism to use supportive imagery
Create their name/nickname in 3-D combinations and use symbolism to use supportive imagery
Communication:
Students will use the links below to create a Interactive Student Exhibit!
Use Vocaroo to record your voice into an audio file - Use I-nigma to convert your audio file link into a barcode that viewers can scan and hear your voiceover!
Students will use the links below to create a Interactive Student Exhibit!
Use Vocaroo to record your voice into an audio file - Use I-nigma to convert your audio file link into a barcode that viewers can scan and hear your voiceover!