By the end of the year students in the Drawing and Painting 1 class will understand and be able to apply the following skills to their own artwork:
Understand, Apply and Identify:
Image analysis:
Justify another artist’s artistic decisions, intentions, and techniques
Interpret meaning/symbolism/metaphor
Identify intended audience
Produce within own work:
Strong composition with intention
Justification behind imagery
Purposeful focal point(s)
Appropriate use of positive and negative space
Each Project will contain:
***Rubric: Aligned with AP scale and terms
Common Vocabulary:
LINE- EXTENDED POINT
SHAPE-CLOSED
COLOR-HUE
VALUE-GRADIENT
FORM-3D OBJECT
TEXTURE-SURFACE QUALITY
SPACE-POS/NEG OR FOREGROUND/MID/BACKGROUND
BALANCE-EVEN/STABLE
VARIETY - MULTITUDE
CONTRAST- DIFFERENCE
EMPHASIS-IMPORTANCE
PATTERN-CYCLE/REPETITION
RHYTHM-VISUAL BEAT/ARTISTIC MOVEMENT
UNITY-ALTOGETHER/SAMENESS
PROPORTION- SIZE RELATIONSHIP
Understand, Apply and Identify:
- Thirteen most common rules of composition
- Elements and Principles
- Break down objects into basic forms/shapes
- Properly space out a work
- Plan-thumbnail sketches/ create (produce)/ self reflect/ critique/present
Image analysis:
Justify another artist’s artistic decisions, intentions, and techniques
Interpret meaning/symbolism/metaphor
Identify intended audience
Produce within own work:
Strong composition with intention
Justification behind imagery
Purposeful focal point(s)
Appropriate use of positive and negative space
Each Project will contain:
- Planning including thumbnail sketches AND REFERENCE IMAGES
- Creation of an Artwork
- Self reflection-WRITTEN OR ORAL
- Critique of one or more artist-written AND oral
- Presentation of their own OR another’s work
***Rubric: Aligned with AP scale and terms
Common Vocabulary:
LINE- EXTENDED POINT
SHAPE-CLOSED
COLOR-HUE
VALUE-GRADIENT
FORM-3D OBJECT
TEXTURE-SURFACE QUALITY
SPACE-POS/NEG OR FOREGROUND/MID/BACKGROUND
BALANCE-EVEN/STABLE
VARIETY - MULTITUDE
CONTRAST- DIFFERENCE
EMPHASIS-IMPORTANCE
PATTERN-CYCLE/REPETITION
RHYTHM-VISUAL BEAT/ARTISTIC MOVEMENT
UNITY-ALTOGETHER/SAMENESS
PROPORTION- SIZE RELATIONSHIP
Timeline and daily goals
August 20-24
Welcome to Drawing and Painting 1!
We will be getting to know one another the first few days, but will start using this website later in the week.
AUGUST 21
We will be getting to know one another the first few days, but will start using this website later in the week.
AUGUST 21
- Getting to know one another, games and introductions!
- Connection circle:
- Share a musician, band, artist who has been influential/inspiring to you. Why did you choose this artist?
- What do you find your greatest limitation to be?
- How do you interpret Hanson's statement: 'seize the limitation'? What does this mean to you?
AUGUST 22
Goal: Students will share what they know and start learning about how the class is run.
Goal: Students will share what they know and start learning about how the class is run.
- WARM UP: Inquiry Questions
- Think of the last art class you took, it may have been last year or two + years ago. What did you learn? What do you remember most/cherish about this class?
- What do you want to learn this year? What are your interests/goals for this class?
AUGUST 23
1. Review Class syllabus and expectations. Class syllabus needs to be read, signed and returned to me by August 27th (after that I'm hunting you down!)
1. Review Class syllabus and expectations. Class syllabus needs to be read, signed and returned to me by August 27th (after that I'm hunting you down!)
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bakerdraw_paint_1_syllabus[1]_2018.docx | |
File Size: | 206 kb |
File Type: | docx |
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bakersyllabus_agreement.doc | |
File Size: | 227 kb |
File Type: | doc |
Continue working on your individual symbols/logos. Remember, you are focusing on personalization, emphasis, and spatial qualities!
![Picture](/uploads/1/2/0/4/120400390/published/img-2271.jpg?1535061313)
AUGUST 23 - Happy Friday!!!
Goals for today:
1. Students will complete their personal logo/symbol creation and reflect/share with a partner:
3. (Time permitted) Students will practice contour line drawings, using still-life objects.
Goals for today:
1. Students will complete their personal logo/symbol creation and reflect/share with a partner:
- How does this logo/symbol represent you? How is it personal?
- How does your logo/symbol contain emphasis?
- In what ways did you incorporate a sense of space/spatial qualities?
3. (Time permitted) Students will practice contour line drawings, using still-life objects.
August 27-31
AUGUST 27 - SYLLABUS DUE TODAY!
Goals for today:
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AUGUST 28
Goals for today:
Goals for today:
- Students will research and plan ideas for the visual display of elements and principles of art and design, focusing on personal interpretations and understandings: how can you be unique and creative in your drawings/illustrations?
- Students will complete (if they haven't yet) the Make your Mark activity (green worksheet), using drawing skills and creativity.
AUGUST 29-30 - Picture Day! (Please listen for announcements) Goals for today:
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AUGUST 31
Goals for today:
Goals for today:
- Students will work towards collaboratively creating their elements and principles of art and design examples for a visual anchor chart (to be displayed in the art studio), using mixed media, and creative ideas/interpretations, in order to better understand art terminology and how they will apply to future projects and assignments.
September 4-7
September 4th - Happy Tuesday! (And happy September)
Goals for today:
September 4th - Happy Tuesday! (And happy September)
Goals for today:
- Students will complete at least ONE strong example of an element/principle for our collaborative visual anchor chart. Remember, it's better to have one strong example, rather than many rushed half-completed ones. What makes a strong example? How do you know if your drawing/illustration is a strong example? Pay attention to detail, spatial arrangements, and your justification.
- Students will work towards practicing for their zentangle project, using a variety of patterns, lines, and repetition, in preparation for our first project.
September 5 and 6 - Outdoor drawing assignment at City Park
How many rules of composition can YOU create examples for in fifty-five minutes?
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Goals for today:
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September 7
Goals for today:
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September 10
Goals for today:
Goals for today:
- Students will receive their first set of assigned tables (most likely for the next two units) and get to know new members
- Students will continue creating their two watercolor washes, using both warm and cool colors in preparation for the upcoming zentangle project.
- Students will practice creating zentangle patterns in order to choose combinations for their final zentangle project.
![Picture](/uploads/1/2/0/4/120400390/published/teddybear.jpg?1536854417)
Sketchbook Warm Up
Focus on the following in your next available sketchbook page:
1. Texture (element and principle)
2. Symmetry (rule of composition)
SEPTEMBER 14
Learning objective: Students will continue exploring creative ways to make their zentangle artwork, focusing on shape (organic and geometric), outline (continuous contour line), before completing a written reflection on the artistic process of creating sketchbook covers.
Drawing and Painting students will:
Focus on the following in your next available sketchbook page:
1. Texture (element and principle)
2. Symmetry (rule of composition)
SEPTEMBER 14
Learning objective: Students will continue exploring creative ways to make their zentangle artwork, focusing on shape (organic and geometric), outline (continuous contour line), before completing a written reflection on the artistic process of creating sketchbook covers.
Drawing and Painting students will:
- Work towards creating their zentangle project, using both their warm and cool color scheme washes - incorporating continuous line to create patterns and images
- Complete a reflection form to turn in by the end of class:
- In what ways were/are you successful in the creation of your sketchbook cover?
- What struggles/challenges are/were you facing with creating your cover for your sketchbook?
- How does your sketchbook showcase your individuality? What symbolism/representation have you included? How did you choose your materials?
Why Zentangle?
SEPTEMBER 17
Goals: Students will continue working towards creating their zentangle projects, focusing on shape, outline, and a sense of 'unity' within their work. Students will offer feedback, through listening and speaking, to a peer in regards to goals, outcomes and challenges with their zentangle project. ![]()
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SEPTEMBER 18
Goals: Students will build upon drawing skills, focusing on pattern and cropping using the provided image. Students will continue working towards creating their zentangle projects, focusing on shape, outline, and a sense of 'unity' within their work. Students will receive their Zentangle Rubric and refer to expectations as they are working toward completion. SEPTEMBER 19 & 20 Goals: Students will build upon drawing skills, focusing on Emphasis and Rule of Odds using the provided image below. Students will continue working towards creating their zentangle projects, focusing on shape, outline, and a sense of 'unity' within their work. Students will continue to refer to their Zentangle Rubric and to expectations/guidelines as they are working toward completion. |
SEPTEMBER 21
Goals:
SEPTEMBER 24
Goals:
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SEPTEMBER 25
Goals:
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![Picture](/uploads/1/2/0/4/120400390/editor/balance.jpg?250)
SEPTEMBER 26th and 27th - BLOCK DAYS
Goals: Students will work towards completing zentangle projects, focusing on shape, outline and a sense of 'unity' within their work, after reviewing and discussing final touches, our creative process, and reflections for Friday.
FINAL TOUCHES for Zentangle:
1. CHECK FOR BALANCE!
Ideally - there should be a mix of the following: 1/3 LIGHT 1/3 MEDIUM TONES 1/3 DARK TONES
2. HOLD IT FAR AWAY-LOOK FOR ANYTHING THAT GOT LOST
3. HOLD IT AT A DISTANCE-LOOK FOR ANYTHING THAT STANDS OUT TOO MUCH (PULLS FOCUS)
4. CHECK WITH TABLE
5. CHECK WITH ME!- Complete Rubric and give your work a TITLE on the back. TURN INTO TURN IN DRAWER :)
6. ASK FOR A JOB OR FREE DRAW IN SKETCHBOOK, using the Reference Images in the bin!
Goals: Students will work towards completing zentangle projects, focusing on shape, outline and a sense of 'unity' within their work, after reviewing and discussing final touches, our creative process, and reflections for Friday.
FINAL TOUCHES for Zentangle:
1. CHECK FOR BALANCE!
Ideally - there should be a mix of the following: 1/3 LIGHT 1/3 MEDIUM TONES 1/3 DARK TONES
2. HOLD IT FAR AWAY-LOOK FOR ANYTHING THAT GOT LOST
3. HOLD IT AT A DISTANCE-LOOK FOR ANYTHING THAT STANDS OUT TOO MUCH (PULLS FOCUS)
4. CHECK WITH TABLE
5. CHECK WITH ME!- Complete Rubric and give your work a TITLE on the back. TURN INTO TURN IN DRAWER :)
6. ASK FOR A JOB OR FREE DRAW IN SKETCHBOOK, using the Reference Images in the bin!
SEPTEMBER 28th
Goals:
OCTOBER 1st and 2nd
WARM UP: (5MIN) 1. WHAT RULE OF COMPOSITION IS THIS WORK DOMINATED BY? 2. HELP ME HANG ANY WORK IN THE GALLERY DO NOT POKE A HOLE IN IT!! COME BACK ONCE IT'S HUNG SO I CAN EXPLAIN THE ACTIVITY AGENDA: 1. WARM UP-Hang work in Gallery 2. Class Critique-of another class- learn how to speak about work Class Critique:
Everyone must speak Once:) AVOID **COOL-LIKE-GOOD-BAD**
How to Make a Monster Bookmark for your Sketchbook |
Now that it's October:
Observe the Still Life photo below Choose ONE composition that you'd like to focus on (review if you need to) - In your sketchbook create a drawing using
You DO NOT need to include all the objects in the photo
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OCTOBER 3rd
Goals: Students will create a bookmark for their sketchbooks (warm up), then continue creating their still-life drawing, focusing on shading techniques and a chosen composition.
OCTOBER 4th and 5th
Goals: Students will finish their still life drawing in their sketchbook, focusing on a chosen composition and shading techniques (value), as well as be introduced to personality types and take a test to find out their individual personalities. Students will also present their zentangle projects, using academic language - artistic terminology and vocabulary.
OCTOBER 8th
Goal: Students will practice drawing a sample still life (using pre-placed objects on their tables and rotating throughout class), focusing on shape, proportion, value, and color blending techniques. HMWORK: THINK OF PERSONAL OBJECTS OF SIGNIFICANCE. BRING IN ITEMS FOR STILL LIFE PROJECT FOR TOMORROW'S CLASS :) OCTOBER 9th Goal: Students will take images of a chosen still life, placing objects of personal interest within the set-up, then choosing the composition that they most prefer for their drawing.
OCTOBER 12th
Goal: Students will work towards creating their still-life drawing, focusing on personal connections to objects, overall composition, and accurate measurements in maintaining proportion and to-scale drawings before doing a self-check, referring to the rubric. |
Agenda: 1. Warm up-Let's review: FRAME 2. How could we draw our still life set-up and objects as an introvert AND an extrovert? 3. Replicate what you see, using only 3 different values or the same hue. EXPERIMENT with adding analogous colors AND complimentary colors. OCTOBER 10th and 11th
Goal: Students will begin creating their still-life drawing, focusing on personality, and connections to objects within their chosen still life, composition, and measurements to create accuracy (proportion and scale) before beginning on color matching using colored pencils (Friday). WARM UP:
OCTOBER 15th
Goal: Students will work towards creating their still-life drawing, replicating images through proper placement, and accurate measurements, as well as color blending techniques using colored pencils. |
OCTOBER 16th
Goal: Students will work towards creating their still-life drawing, replicating images through proper placement and accurate measurements, as well as color blending techniques using colored pencils, in order to understand how 'realism' is created in artworks. Warm up: Fifteen Minutes Practice creating REPETITION (Rule of Composition), using color blending techniques we looked at in class yesterday Be prepared to discuss with a partner:
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OCTOBER 17th and 18th
Goal: Students will continue creating their still-life drawing, replicating images through proper placement and accurate measurements, as well as color blending techniques using colored pencils, in order to understand how 'realism' is created in artworks. OCTOBER 24th & 25th - Welcome back! I hope you are rested.
Goal: Students will continue creating their still-life drawing, beginning their color blending techniques in an attempt to create a strong sense of realism, and referring to the rubric for expectations and goals. AGENDA:
Sentence Stems: "The rule of composition I am utilizing in my work is__________. It's evident in my work because _________________. My still-life showcases my personality and/or makes a connection to me by _____________________________________________" Do you need extra time? Do you feel you are behind? Make an appointment with me to come in for extra help - tutorial/lunch/after school! October 26th
Goal: Students will continue creating their still-life drawing focusing on personal connections through color blending, placement of objects and chosen composition, after doing a warm-up sketchbook activity and discussing differences in rules of composition. Sketch book warm-up
10 minutes Drawing the coffee cup, create three sketches which use the following rules of composition: CROPPING FILL THE FRAME FRAME October 29th
Goal: Students will continue creating their still-life drawing focusing on personal connections through color blending, placement of objects and chosen composition, after doing a warm-up sketchbook activity and discussing differences in rules of composition. Sketch book warm-up
10 minutes Drawing a combination of the bones, create three sketches which use the following rules of composition: STRONG DIAGONAL RULE OF THIRDS RULE OF ODDS October 30th
Goal: Students will continue creating their still-life project focusing on personal connections through color blending, placement of objects and chosen composition, after doing a warm-up sketchbook activity and discussing differences (through speaking/listening) on rules of composition. October 31st and November 1st
Goal: Students will continue creating their still-life drawing focusing on personal connections through color blending, placement of objects and chosen composition, after doing a warm-up sketchbook activity and discussing ways to maintain symmetry and balance, as well as add value. 10 minute WARM UP:
November 2nd
Goal: Students will create a still-life drawing, focusing on personal connections through imagery, color blending, placement of objects and chosen composition, before assessing themselves using a provided rubric. AGENDA: Work on completing still-life drawing Self-assess using your rubric (tell me on your rubric if you are planning on working more next week on your drawing) Be prepared to reflect on Monday and present to one another! November 6th
Goal: Students will be introduced to the next project and begin planning (sketching ideas) for a watercolor art work, focusing on illustrating a chosen phrase, utilizing compositional guidelines, and communicating a tone/intention.
November 7th and 8th
Goal: Students will present and reflect on their still-life projects, using a critique process, both in small groups and as a class in order to understand artistic intentions, generate inquiry-based questions and showcase accomplishments pertaining to the creative process.
Practicing Water Color Techniques and Processes
November 12th
Goal: Students will plan (finish creating sketches) and decide on a final concept, utilizing a chosen phrase, idiom, metaphor/simile to illustrate, focusing on a rule of composition and personal connections/representations to create their work.
Inspirational Watercolor Projects - Can we generate ideas as to which phrase/statement these are making?
November 13th
Goal: Students will begin creating their final water color project, referring to their brainstorming sheet, and utilizing a chosen phrase, idiom, metaphor/simile to illustrate, focusing on a rule of composition and personal connections/representations to create their work. AGENDA:
November 14th
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AGENDA:
November 5th
Goal: Students will reflect (through writing) on their still life project, after finalizing and polishing their project and discussing as a class talking points related to presenting their projects in groups.
Time Permitted: Let's play with imagery and composition, as it relates to a metaphor/simile: "Struggling like a fish caught in a spider's web"
RULE OF COMPOSITION: CROPPING TECHNIQUE: BLENDING (SHADING) Simile: "As sick as a dog"
Rule of Composition: Rule of Thirds Drawing Technique: Hatching Idiom: 'Cat Got Your Tongue'
Rule of Composition: Your Choice (Can you justify this?) Shading Technique: Stippling 'A bird in the hand is worth two in the bush'
Rule of Composition - FIVE of your choice Shading technique - Hatching, Cross-hatching, Stippling and Blending (one sketch should contain TWO combinations) Using the image(s) below, come up with FIVE different compositions to communicate this phrase ( yes, you can look up its meaning ). You can use half pages in your sketchbook for each. You may use colored pencils. If you need to refer to Rules of Composition guides, they are available to you (also online). Practice using one shading technique for each, and one composition that you will combine two shading techniques. These should be detailed!
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November 16th
Goal/Objective: Students will work towards creating their watercolor project, focusing on a chosen phrase (idiom, simile, metaphor) after completing their plan (sketches) and practicing watercolor techniques in order to communicate artistic intent. |
WARM UP (10 mins) : Replicate the image below, choosing to emphasize/accentuate one area of the image. How can you bring attention to this one area?
Rule of Composition: FRAME Shading Technique: Cross-Hatching |
AGENDA:Warm up (10 mins) : Write down this definition in your sketchbook and create a thumbnail sketch.
Depth of Field: You can create depth by including objects in the foreground, middle-ground and background of a scene, such as a landscape. Another useful composition technique is overlapping, where you deliberately partially obscure one object with another. The human eye naturally recognizes these layers and mentally separates them out, creating an image with more depth. Continue creating your watercolor project Mid-point check/Partner feedback
AGENDA:Warm up (10 mins) : Write down this definition in your sketchbook and create a thumbnail sketch.
Back ground control/Blurred Background: When an artist intentionally puts the background out of focus in order to better draw attention to the foreground. AGENDA:
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November 30th
Goal/Objective: Students will work towards creating their watercolor project, focusing on a chosen phrase (idiom, simile, metaphor), using watercolor paint and additional materials (sharpie/micron pens) to communicate artistic intent, while referring to the rubric and approved planning sheet. December 3rd
Goal/Objective: Students will work towards creating their watercolor project (due at the end of block period this week), focusing on a chosen phrase (idiom, simile, metaphor), using watercolor paint and additional materials (sharpie/micron pens) to communicate the artist's chosen phrase creatively, before reflecting on their work using a written self-assessment and teacher-provided rubric. Symmetry: The quality of being made up of exactly similar parts mirroring each other or around an axis. The entire image doesn’t need to involve symmetry but this must dominate the aesthetic.
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January 9th/10th
Students will work towards creating a two point perspective drawing, using drawing materials and proper measurements, and implementing surrealism qualities to create a thematic scene, in order to show individuality and artistic intent. |
AGENDA FOR TODAY:
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January 11th
Students will create a two point perspective drawing, using drawing materials and proper measurements, and implementing surrealism qualities to create a thematic scene, in order to show individuality and artistic intent, after participating in a warm up activity in sketchbooks. WARM UP (ten minutes) : Draw your GREATEST FEAR Pay attention to the placement of your object(s): What composition will you use to best communicate this fear? January 14th
Students will be introduced to the portrait unit, making observations and connections to current and past artists' work with the 'selfie', after watching a video on the art history of the selfie. AGENDA
January 16th
Students will continue exploring ideas of the selfie, making observations, and connections to artists' work (Frida Kahlo, Kehinda Wiley, Vincent Van Gogh) and personality types, before practicing creating facial features (drawing and shading) to prepare for our next project January 18th
Students will continue exploring ideas of the selfie, making observations, and connections to artists' work, as well as practicing using charcoal and shading techniques in order to understand facial features for the upcoming 'self-portrait' project. AGENDA
January 22nd
Students will prepare for the self portrait project by creating a 1 inch grid on 8 1/2 X 11 paper and continuing to practice using shading techniques and processes to understand how facial features can be most realistic in their drawing. January 25th
Students will continue creating their self-portrait, making sure both the drawing and image grid is prepared (1 inch grid on 8 1/2 X 11 paper) before replicating and keeping proportions of face, shoulders, facial features, etc. Warm Up (10 mins):
January 28th
Students will work towards creating a self portrait, implementing proportional measurements through the 'grid method', using pencil to replicate, before using charcoal and shading techniques to create realism and a strong sense of artistic individuality. Warm up (10 mins) Replicate the eye drawing, following appropriate steps - PAY CLOSE ATTENTION TO REFLECTION!
Utilize the following tools: pencil, eraser, charcoal pencil January 29th
Students will continue to work towards creating a self portrait, implementing proportional measurements through the 'grid method', using pencil to replicate, before using charcoal and shading techniques to create realism and a strong sense of artistic individuality. WARM UP (10 mins) : Using the image below, practice drawing lips using pencil, charcoal pencil, and eraser. Pay attention to reflection and darkest parts! February 4th
Students will continue to work towards creating a self portrait, implementing proportional measurements through the 'grid method', using pencil to replicate, before viewing a demonstration on using charcoal and shading techniques to create realism and a strong sense of artistic individuality. Warm up/Demonstration:
Follow along with my demonstration on using charcoal effectively - I will try and show an introduction to hair (time permitted) as well! February 6th and 7th
Students will continue creating their self-portraits, using charcoal pencil, eraser and blending tools, and implementing shading techniques learned in class to best meet expectations per the provided rubric, after practicing a warm up in class on value drawings. Warm Up (fifteen minutes) : Replicate this image using your pencil, charcoal, eraser and blending tool. Pay close attention to lights and darks throughout. Where are the darkest areas? Where are the lightest? Remember, you are going for realism through STRONG VALUE.
February 19th
Students will continue creating individual self-portraits, using charcoal, pencil, eraser and blending tools, and implementing shading techniques learned in class to best meet expectations per the provided rubric, after completing a warm-up drawing prompt. Warm Up (10 mins) : Choose one angle of an ear to draw - continue 'pulling' those dark areas out using your charcoal, shading tool and eraser. February 20th and 21st
Students will continue creating individual self-portraits, using charcoal, pencil, eraser, and blending tools, before beginning to think about background and appropriate color schemes to showcase personality/individuality. Warm Up: View examples of backgrounds of student self-portraits Mid-point in class: Follow Demo on the board!
February 22nd
Students will work towards creating individual self-portraits (referring to rubric for requirements), using charcoal, pencil, eraser, and blending tools, and chalk pastels for background, before completing the written reflection. AGENDA:Warm up (10 mins) : CHECK YOUR GRADE FOR THIS CLASS: Some of you NEVER turned in the two point perspective drawings!!!! Show it to me for half credit if this applies to you! Continue working on portraits Complete written reflection Time Permitted - revisit the sketchbook challenge for extra credit! February 26th
Students will create an individual self-portrait (referring to rubric for requirements), using charcoal, pencil, eraser, blending tools, and chalk pastels for background, before completing the written reflection and preparing for the class critique during block period. Finished Early?
Participate in the sketchbook challenge - I'm looking for creativity, quality, and quantity of prompts in your sketchbooks to receive extra credit. - START THINKING ABOUT STRONG TEXTURE IN YOUR PROMPTS! February 27th and 28th
Students will participate in a class critique/presentation process (through speaking and listening) after creating an individual self-portrait (referring to rubric for requirements), in order to share successes and understand the creative process. Students will create an individual self-portrait (referring to rubric for requirements), using charcoal, pencil, eraser, blending tools, and chalk pastels for background, before completing the written reflection and preparing for the class critique on Friday.
2nd Hour: Our goal is to be done with our portraits by the end of block day TODAY so we can prepare for our presentations/critique on FRIDAY. When finished with portraits:
Participate in the sketchbook challenge - I'm looking for creativity, quality, and quantity of prompts in your sketchbooks to receive extra credit. - START THINKING ABOUT STRONG TEXTURE IN YOUR PROMPTS! March 1st
Students will work towards creating transformations and showcasing texture in their drawings, in preparation for the scratchboard project next week. WARM UP: Transform the image and add texture Technique: HATCHING Choose ONE Rule of Composition for your drawing: *Frame *Rule of Thirds *Strong Diagonal |
We will practice drawing EYES today - refer to your worksheet
Considerations as you are practicing today:
Warm Up (10 mins): Find your practice sheet and draw one facial feature that you feel you need more practice with - perhaps ears?
January 23rd and 24th
Students will continue creating their self-portrait, making sure both their grid is prepared (1 inch grid on 8 1/2 X 11 paper) and their selfie has been approved and sent for printing, as well as practicing creating facial features using charcoal, blending tools and pencil. Warm up in sketchbooks (10 mins) - Using the mirrors, use the contour line drawing technique to do a mini portrait sketch
January 30th
Students will continue to work towards creating a self portrait, implementing proportional measurements through the 'grid method', using pencil to replicate, before using charcoal and shading techniques to create realism and a strong sense of artistic individuality. WARM UP (10 mins) : Using the provided image, practice drawing a nose (choose ONE) using pencil, charcoal pencil, and eraser. Pay attention to reflection and darkest parts in order for this to look correct! February 5th
Students will continue to work towards creating a self portrait, implementing proportional measurements through the 'grid method', using pencil to replicate, before using charcoal on darkest areas first, and implementing proper shading techniques to create realism and a strong sense of artistic individuality. Warm up: Create a value scale in your sketchbook ONLY USING charcoal pencil and shading/blending tool
February 8th
*Free choice Friday! I am giving you today to accept the sketchbook challenge OR to simply work on your self-portrait.
February 15th - SO HAPPY TO BE BACK IN SCHOOL!
Warm Up (10 mins) : In your sketchbook, reflect (written or visually) on one memory from this past week: This could be: catching up on sleep, taking time to recharge, supporting teachers, personal time, etc.
Students will continue creating their self-portraits, using charcoal, pencil, eraser and blending tools, and implementing shading techniques learned in class to best meet expectations per the provided rubric, after individual reflections and reviewing project due dates, end of six week grading period, etc. February 25th
Students will work towards creating individual self-portraits (referring to rubric for requirements), using charcoal, pencil, eraser, and blending tools, and chalk pastels for background, before completing the written reflection and turning in (due Tuesday). Review in Sketchbook if you have participated in the Sketchbook Challenge! Are you missing Prompts? Warm Up: Take ten minutes to check that you have your:
AGENDA:
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Today's Goal: Gather reference images of what you would like to possibly combine. Come up with a minimum of three different combinations! This combination must allow for a multitude of textures and be convincing as one creature or subject. Have fun!!! Reference images due TUESDAY on your phone or printed out, either is fine.
March 5th
Students will work towards creating transformations and showcasing texture in their drawings, through chosen reference images and sketching in sketchbooks, in preparation for creating a subject of their choice for the Scratchboard Project. WARM UP: Transform the image AND add texture Technique: CROSS-HATCHING Rule of Composition: Cropping Scratchboard Plan (due Friday with final image):
March 6th and 7th
Students will continue to work towards creating transformations and showcasing texture in their drawings, first with two warm-ups, then through chosen reference images and sketching in sketchbooks, in preparation for their final approved image on FRIDAY WARM UP: 20-25 minutes total - TRANSFORM EACH IMAGE BELOW & ADD TEXTURE - EACH SHOULD HAVE A CLEAR CHOSEN COMPOSITION! FOR THE REMAINDER OF CLASS: Continue exploring your subject matter and reference images in coming up with an idea for your scratchboard project - will this include a transformation? Will it be an animal/object that is significant in some way? Your planning sheet AND final image will need to be done and get approved by me on FRIDAY. |
March 8th
Students will continue to work towards creating transformations and showcasing texture in their drawings, first with a warm-up, then through a practice scratchboard mini lesson, after watching a demonstration Warm up:
R.O.C.: Blurred background and your choice Subject: Selected image Technique: Transform adding Humor using recognition or familiarity TODAY'S GOAL: GET YOUR THUMBNAILS APPROVED
Drawing your design??? Follow these steps: 1. Thumbnail sketch 2. Fill out planning sheet. 3. GET IT APPROVED BY A CLASSMATE 5. GET MS. BAKER'S APPROVAL 6. DRAW LARGE ON PAPER PROVIDED-DO NOT SHADE! March 11th
Students will continue to work towards creating their subjects and drawings for their scratchboard project, after getting their sketches and planning sheets approved. WARM UP: 10 minutes R.O.C: Fill the frame and repetition Subject: Combination of the shown images Technique: Adding Humor using juxtaposition Stages of Scratchboard
March 12th
Students will have their final subject/idea for their Scratchboard project approved (both thumbnails and planning sheet) and prepare for transferring on scratchboard paper, after participating in the ten-minute warm up activity. R.O.C: Strong Diagonal Subject: Crocodile eating another animal Technique: Hatching and Cross Hatching |
Using a photo?? Follow these steps:
1. Crop image-DECIDE by making sure the new image follows at least one rule of composition! 2. Email image to Ms. Baker -->>[email protected] 3.Tell Ms. Baker you've sent it so that she prints it right away! 4.Cover back of photo with graphite stick 5.Transfer image using a pen-contour lines only! Final Scratchboard Project
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March 15th
Students will work towards creating a 'Scratchboard Project', focusing on texture, strong composition, and purpose/subject matter, using scratchboard and carving tools after planning and designing their work and getting it approved by the teacher.
WARM UP: OK, THE TABLE PORTFOLIOS ARE A DISASTER - Get out the work and bring to your table - Have EVERYONE look through it. The ONLY work you should have in it is your CURRENT project: Scratchboard, design, planning sheet, THAT'S IT! Anything left in the portfolio will be recycled by the end of the week. If your portfolio is torn/falling apart - grab some tape to fix it!
Students will work towards creating a 'Scratchboard Project', focusing on texture, strong composition, and purpose/subject matter, using scratchboard and carving tools after planning and designing their work and getting it approved by the teacher.
WARM UP: OK, THE TABLE PORTFOLIOS ARE A DISASTER - Get out the work and bring to your table - Have EVERYONE look through it. The ONLY work you should have in it is your CURRENT project: Scratchboard, design, planning sheet, THAT'S IT! Anything left in the portfolio will be recycled by the end of the week. If your portfolio is torn/falling apart - grab some tape to fix it!
March 18th
Students will work towards creating a 'Scratchboard Project', focusing on texture, strong composition, and purpose/subject matter, using scratchboard and carving tools after planning and designing their drawing and transferring it onto scratchboard paper March 19th Learning Objective: Students will work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, before our mid way check and mini feedback session on Block Day. |
Warm Up (10 mins)
ROC - Cropped Composition Texture - Cross Hatching Technique - To show FEAR and ANXIETY |
March 20th and 21st - BLOCK DAYS
Learning Objective: Students will work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, before participating in a mini feedback session and reviewing rubric requirements. R.O.C.: Repetition and a second composition of your choice
Shading: Cross-hatching ONLY Technique: Chaos/Overwhelmed March 22nd
Learning Objective: Students will work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, in preparation for completing project AFTER BREAK. |
WARM UP:
R.O.C.:Leading Lines Shading Technique: Hatching ONLY Technique: Adding Humor -Juxtaposition -Unexpected -Familiar/Recognizable WARM UP:
R.O.C.: Strong Diagonal Shading Technique: Stippling ONLY Technique: YOUR CHOICE: HUMOR, EXCITEMENT, CONFUSION, SURREAL... April 1st
Learning Objective: Students will continue to work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, after participating in the warm up drawing activity. |
Warm Up:
R.O.C.: Rule of Odds Shading: Hatching and Stippling Technique: Paranoia April 2nd
Learning Objective: Students will continue to work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, after participating in the warm up drawing activity. Warm Up Activity for the Week: The Textured Hand
Step 1: Draw an outline of your hand - either trace or free draw - add the important folds and creases Step 2: Choose ONE finger or section of your hand to add a specific texture using a technique of your choice. STOP WHEN YOU HAVE FINISHED ONE SECTION. |
April 3rd and 4th - Block Days
Learning Objective: Students will continue to work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, after participating in their 'Textured Hand' drawing prompt.
Learning Objective: Students will continue to work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, after participating in their 'Textured Hand' drawing prompt.
Scratchboard Projects:
- You should be almost completely done by THIS FRIDAY
- Next week is testing week- THE STUDIO WILL BE OPEN IN THE AFTERNOON!
- Thursday and Friday next week are normal class days (no block days).
- We will be reflecting at the end of class on Thursday 4/11 and Friday 4/12 we will be critiquing.
April 5th
Learning Objective: Students will continue to work towards creating a scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, after completing a final stage in their 'Textured Hand' drawing prompt for a warm-up. GRAB A REFLECTION BEFORE YOU LEAVE |
April 11th
Learning Objective: Students will create a finished and final scratchboard project, focusing on texture, strong composition and purpose for their chosen subject, using tools and techniques learned through planning and sketching, before reflecting on their work using a written reflection and self-assess on their rubric. NEXT CLASS PERIOD WE ARE CRITIQUING OUR WORK AND TURNING IN OUR PROJECT! April 12th
Learning Objective: Students will participate in a group critique, showcasing individual work, and discussing verbally using teacher-provided prompts and talking points before turning in their scratchboard project with rubric and reflection DIPTYCH = TWO DRAWINGS IN A SERIES
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WARM UP - 10 MINUTES
April 15th
Learning Objective: Students will be introduced to the 'color scheme' project, practicing balance and understanding arrangement, before reviewing color theory and color wheel components, after practicing a 'diptych' drawing warm up Drawing Activity: change the image(s) in any way you see fit in order to meet the requirements below.
R.O.C.: Your choice Technique: Create a diptych Subject: Tree Content: Feature the structure of the tree and how it grows fruit. |
April 16th
Learning Objective: Students will plan for their next project, sketching and developing themes of subjects and paying close attention to color schemes, after practicing a 'tryptic' drawing warm up. |
Drawing Activity: Change the images in any way you see fit in order to meet the requirements below.
R.O.C.: Your choice Technique: Create a Tryptic Subject: Bunny Content: Feature three different qualities/facts about bunnies. |
April 18th and 19th
Learning Objective: Students will continue to plan for their next project, sketching thumbnails and choosing a theme for their final project, paying close attention to arrangement and balance of their images, after participating in a warm up drawing, involving four images in a series. |
Drawing Activity: Change the images in any way you see fit in order to meet the requirements below.
R.O.C.: Your choice Technique: Arranging a Series of 4 works so that work together as one work of art Subject: Otters Content: Feature how playful and loving otters are! |
April 22nd
Learning Objective: Students will continue to work towards creating a color theory project, after planning: sketching thumbnails, getting approval for their theme and images, paying close attention to arrangement and balance, after participating in a warm up drawing, involving five images in a series. |
Drawing Activity: Change the images in any way you see fit in order to meet the requirements below.
R.O.C.: Your choice Technique: Arranging a Series of 5 works so that they work together as one work of art Subject: Goats! Content: Feature how much work goats are! |
April 23rd
Drawing Activity: Change the images in any way you see fit in order to meet the requirements below. Drawing Activity: Change the images in any way you see fit in order to meet the requirements below. R.O.C.: Your choice Technique: Arranging a Series of 6 works so that they work together as one work of art Subject: Jellyfish Content: Feature how many different shapes of jellyfish there are! April 24th & 25th Learning Objective: Students will continue to work towards creating a color theory project by getting their plans approved and cutting individual paper for their final work, paying close attention to arrangement and organization |
Learning Objective: Students will continue to work towards creating a color theory project by getting their plans approved and cutting individual paper for their final work, paying close attention to arrangement and organization.
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April 26th:
Warm up: What is the artist trying to tell their audience? Be sure to support your claims with visual evidence - Discuss with people near you! Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations.
Warm Up:
If this image was ONE piece in a diptych, what would the second image look like? DRAW IT! May 1st and 2nd
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. Warm Up:
Yesterday, you added to the image of the bee to create a diptych. Today you will add an image to create a triptych - Draw your third image May 3rd
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. May 6th
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. Warm Up: Create a Diptych
This image is a cropped image from a larger one Replicate this image, and draw the SECOND image in the series. If the second image is of the entire subject, what would it be? |
Drawing Activity: Change the images in any way you see fit in order to meet the requirements below.
R.O.C.: Your choice Technique: Fix this composition Content: Make this work relatable. April 30th
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. Warm Up 5-10 minutes:
With a Partner: Share your triptych from yesterday. Describe and justify:
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May 7th
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. Warm Up: Create a Diptych This image is a cropped image from a larger one Replicate this image, and draw the SECOND image in the series. If the second image is of the entire subject, what would it be? |
May 8th and 9th
Learning Objective: Students will continue to work towards creating a color theory project: creating six individual compositional drawings (using watercolor, colored pencils, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations. May 10th
Learning Objective: Students will finish creating their six pieces as part of a color theory project (using watercolor, colored pencils, drawing materials, etc.) and arranging them successfully, paying close attention to color combinations and referring to the provided rubric for project expectations, after receiving a reflection/presentation guide to be used on Tuesday. May 13th
Learning Objective: Students will finish their color theory project by mounting their six images on a final matte board in a chosen arrangement/composition, before reflecting on their work using a written reflection form, in preparation for their presentations during next class period. Putting your work together!
Matte board to matte board, yarn or string, (sometimes wire if you don't want to loop it): HOT GLUE Drawing paper to matte board: GLUE STICK OR ELMERS GLUE (APPLY WITH PAINT BRUSH) Water color to matte board: SPRAY GLUE (CAN SPRAY IN HERE TODAY ONLY) |
ARTS WALK IS TONIGHT!!!! 5:30 - 8 pm
To Earn Extra Credit: Take a selfie and either email it to me, or show it to me in class tomorrow. Your selfie MUST show YOU and the art show BEHIND YOU [email protected] WARM UP:
Grab a reflection/presentation guide and review expectations Let's go over how this will work together as a class and to answer questions Finishing Process:
1. Mount piece on matte board 2. Label the back of each work by color scheme 3. Full name and period on Back 4. Place in your own tables drawer- Ready to present tomorrow 5. Write your script for your presentations on Tuesday!!! May 14th
Learning Objective: Students will present their color theory project to their tables by showcasing their work and discussing choice in themes, medium, and subject matter, before turning in their work and being introduced to their final project in drawing and painting (time permitted). |
Presentations should cover:
-Theme chosen and WHY -Mediums used -Point out what work is which color scheme
-What was learned from this project
Warm up: Get your project and presentation script out. Practice what you are going to say during your presentation today so that you're comfortable. :)
-Theme chosen and WHY -Mediums used -Point out what work is which color scheme
-What was learned from this project
Warm up: Get your project and presentation script out. Practice what you are going to say during your presentation today so that you're comfortable. :)
May 15th
Learning Objective: Students will be introduced to the final project for the year and receive handouts to assist them in creating their project, before planning, sketching, and choosing their 'window' from which to start. Warm up:
1. What concept is the artist exploring within this work? Be sure to list your visual evidence for all your claims!! 2. List as many reasons for creating art as you can! Who can list the most? May 16th and 17th
Learning Objective: Students will finish planning (sketching and researching ideas) for their final choice project, before starting on the final project paper using materials of their choice (colored pencil, watercolor, etc.) in preparation for a presentation next week. WARM UP:
What concept is the artist exploring within this work? Be sure to list your visual evidence for all your claims!! May 20th
Learning Objective: Students will work towards creating their final project for the year, using project paper and materials of their choice (colored pencil, watercolor, etc.) and communicate an idea/concept/theme, in preparation for a presentation next week. |
WARM UP:
What message is the artist making within this work below? Be sure to list your visual evidence for all your claims!! |
May 21st
Learning Objective: Students will work towards creating their final project for the year (due at the end of the day Thursday), using project paper and materials of their choice (colored pencil, watercolor, etc.) and communicate an idea/concept/theme, in preparation for a presentation during their final exam day. |
WARM UP:
Discuss with a partner what your 'artistic intent' is within your choice project:
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May 22nd and 23rd
Learning Objective: Students will work towards creating their final project for the year (due at the end of the day Thursday), using project paper and materials of their choice (colored pencil, watercolor, etc.) and communicate an idea/concept/theme, in preparation for a presentation during their final exam day.
Learning Objective: Students will work towards creating their final project for the year (due at the end of the day Thursday), using project paper and materials of their choice (colored pencil, watercolor, etc.) and communicate an idea/concept/theme, in preparation for a presentation during their final exam day.
Marianne Stokes, Death and the Maiden, ca. 1908
Warm Up: Answer questions in sketchbook:
What is this artwork about? How can you tell?
Who is this artwork made for? Why do you think this?
What is this artwork about? How can you tell?
Who is this artwork made for? Why do you think this?