2D1 Studio Art
(Beginning Two Dimensional Art)
**** Scroll down for resources and assignments ****
Overview:
2D1 Studio Art is designed to give students an introduction to a range of two-dimensional media, techniques, along with the ability to learn about notable 2D artists, elements of art and principles of design, color theory. This yearlong course is a prerequisite for advanced art courses such as 2D2 Studio Art, 3D1 Studio Art. Students can expect to learn the following in each of the respective semester courses:
2D1 Studio Art
Study Guides, Resources & School Closure Assignments:
2D1 Studio Art is designed to give students an introduction to a range of two-dimensional media, techniques, along with the ability to learn about notable 2D artists, elements of art and principles of design, color theory. This yearlong course is a prerequisite for advanced art courses such as 2D2 Studio Art, 3D1 Studio Art. Students can expect to learn the following in each of the respective semester courses:
2D1 Studio Art
- Elements of art and principles of design
- Compositional techniques/guidelines
- Color theory
- Two-dimensional techniques and media (i.e. shading, crosshatching, watercolor, embossing, 1 point perspective, etc.)
- Two-dimensional artists and artworks (i.e. Van Gogh, Vermeer, Mondrian, Warhol, Hopper, Audubon, etc.)
- Art criticism (description, interpretation, analysis, and judgement of artworks)
Study Guides, Resources & School Closure Assignments:
Projects & Assignments...
2023-2024 Academic year...
Quarter 1:
Project: 3D Shading Project (Square 1 Art)
Standard(s):
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create artwork using shading and bright analogous colors to create the illusion of dimension and depth.
Additoinal Discussion/Resources: Elements of Art & Principles of Design.
Length: 1.5 Weeks
Project: Bottle Still Life Project
Description: Use paint to create a still life of colorful glass bottles.
Standard(s):
VA.68.F.3.4 Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
Learning Target: Use paint to create a still life.
Criteria:
•Fill up composition with 5 or more bottles.
•Bottles should have shadows, mid tones, and highlights.
•Use overlapping, cropping, and Rule of Odds within your composition.
Additional Discussion/Resources: N/A
Length of time: 2 weeks
Project: Yayoi Kusama Inspired Pumpkins Project
Description:
Students will learn about the artist, Yayoi Kusama and see some of her artwork. They will create a practice pumpkin with me before starting to work on their project. They can choose to either create a Halloween Jack-O-Lantern ‘inspired’ by the style of Kusama OR a grouping of five pumpkins (still life).
Standard(s):
VA.68.C.1.3 Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
VA.68.F.3.4 Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
Learning Target:
Create a personal artwork that is based on the style of Yayoi Kusama. Use shading, sketching, line work, and to create artwork. If creating a still life, overlapping must be used.
Criteria:
Use neat craftsmanship. Use at least 75% of the surface area for your composition.
Additional Discussion/Resources:
Video of Yayoi Kusama Installation
Length of time:
•3 ½ Weeks.
Project: Zentangled Fish Project
Description: You will use patterns, lines, shapes, and textures to create ‘zentangles’. Once CAREFULLY drawn out, add color by coloring flat or blending.
Standard(s):
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target:
•Create light sketch by drawing exterior and interior contour lines of your chosen fish.
•Use patterns to create designs that run throughout the entire fish.
•Use colored pencils.
Criteria:
•MUST create a fish that extends approximately 90% across the paper, from left to right.
•Fish MUST be completely filled up with designs AND colored in approximately 95%.
•Designs should contain multiple types of patterns.
Additional Discussion/Resources:
N/A
Length of time:
2 weeks.
Quarter 2:
Project: Surrealism Project
Description:
Students will choose two objects and either combine them or draw them in a way where they create surrealism.
Standard(s):
VA.68.C.2.3 Examine artworks to form ideas and criteria by which to judge/assess and inspire personal works and artistic growth.
Learning Target:
Understand what surreal art is and create your own artw[pork using juxtaposition or by exaggerating objects.
Criteria:
1.Fill up paper with drawing (at least 75%)
2.Use at least two objects from word bank.
3.Create surreal drawing.
4.Add shading, texture, detail to drawing.
Additional Discussion/Resources:
Reference images
Length of time: 2 weeks.
Project: Collaborative Group Project(s)
Description:
Students will work in small groups to create artwork for public display in our school. The purpose of doing this is twofold. First, it allows students the opportunity to collaborate with each other in working towards a common goal. Secondly, it will foster a sense of community by creating artwork that will decorate our school’s cafeteria.
Standard(s):
VA.68.F.3.3, Collaborate with peers to complete an art task and develop leadership skills.
VA.68.F.1.2, Use creative risk-taking strategies learned from artists’ works to incorporate artistic solutions in the creation of artwork.
VA.68.F.3.4, Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
VA.68.H.2.4, Explain the purpose of public art in the community.
Learning Target: Collaborate to create artwork for schoolwide display.
Criteria: Each student will need to follow directions. Use time wisely and stay on task. Contribute to the success of the project.
Additional Discussion/Resources: N/A
Length of time: 3-4 weeks.
Quarter 3:
Wednesday (1/3): Direct Draw Assignment: Students will pratice drawing 1 point perspective.
Thursday/Friday (1/4 & 1/5): Continue practicing 1 point perspective drawing (worksheets will be provided).
Project: Radial Printmaking Project (with an additional formative project)
Description:
•During this project, students will learn about, and use offset printmaking technique to create an abstract piece of art.
Standard(s):
•VA.68.S.2.3 Use visual-thinking and problem-solving skills in a sketchbook or journal to identify, practice, develop ideas, and resolve challenges in the creative process.
•VA.68.S.3.1 Use two-dimensional or three-dimensional art materials and tools to understand the potential and limitations of various media and techniques.
Learning Target:
•Understand how to use offset printing technique (and reduction printmaking technique).
Criteria:
•Create three (3) concept sketches
•Create two (2) block prints: The first, in three (3) colors AND the second, in only black ink.
•Designs MUST be 8x10 with a border included within the design.
•Prints MUST use the offset printmaking project.
Additional Discussion/Resources:
•Reference images. Video: https://www.youtube.com/watch?v=PF2nmSLjPG8 (Stop at 5:47)
•Gutenberg printing press video: https://www.youtube.com/watch?v=Bhbl0eDGmsA
•Printmaking Video: https://www.youtube.com/watch?v=nECJCXg60lY
Length of time: Approximately 4 weeks
Project: Oil Pastel Still LIfe
Description: Students will learn about oil pastels and create a still life drawing using mineral oil to add texture.
Learning target: Use oil pastel to create a still life drawing. Use blending, layering, and mineral oil.
Standards:
VA.68.C.2.2 Evaluate artwork objectively during group assessment to determine areas for refinement.
VA.68.C.3.3 Use analytical skills to understand meaning and explain connections with other contexts.
VA.68.F.1.2 Use creative risk-taking strategies learned from artists’ works to incorporate artistic solutions in the creation of artwork.
Criteria:
- Use 9x12 mixed media paper.
- Use oil pastels.
- Create a still life.
- Use 100% of the space (art should be fully developed).
- Utilize layering and blending techniques.
- Utilize mineral oil.
Additional Discussion/Resources:
Practice sketch (direct draw); indepenedent practice; videos.
Project: Crime Stopper Poster Contest
Description: Students will create a poster design for this year's contest. Posters will be used in schools to promote the Crime Stopper program. The purpose of this program is to make our schools a safe and better place to learn.
Standards:
VA.68.H.2.4 Explain the purpose of public art in the community.
VA.68.S.2.1 Organize the structural elements of art to achieve artistic goals when producing personal works of art.
Criteria:
- Paper must be between 8.5x11 and 9x12.
- Use colored pencil and markers. Other media (including digital) may be used, but must be completed at home.
- Create a cohesive design that uses the slogan "See it. Say it. Stop it."
- Use 100% of the space (art should be fully developed).
- Designs should connect the theme visually.
- Compositions MUST be vertical.
Additional Discussion/Resources:
Past Examples, concept sketches, etc.
Quarter 1:
Project: 3D Shading Project (Square 1 Art)
Standard(s):
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create artwork using shading and bright analogous colors to create the illusion of dimension and depth.
Additoinal Discussion/Resources: Elements of Art & Principles of Design.
Length: 1.5 Weeks
Project: Bottle Still Life Project
Description: Use paint to create a still life of colorful glass bottles.
Standard(s):
VA.68.F.3.4 Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
Learning Target: Use paint to create a still life.
Criteria:
•Fill up composition with 5 or more bottles.
•Bottles should have shadows, mid tones, and highlights.
•Use overlapping, cropping, and Rule of Odds within your composition.
Additional Discussion/Resources: N/A
Length of time: 2 weeks
Project: Yayoi Kusama Inspired Pumpkins Project
Description:
Students will learn about the artist, Yayoi Kusama and see some of her artwork. They will create a practice pumpkin with me before starting to work on their project. They can choose to either create a Halloween Jack-O-Lantern ‘inspired’ by the style of Kusama OR a grouping of five pumpkins (still life).
Standard(s):
VA.68.C.1.3 Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
VA.68.F.3.4 Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
Learning Target:
Create a personal artwork that is based on the style of Yayoi Kusama. Use shading, sketching, line work, and to create artwork. If creating a still life, overlapping must be used.
Criteria:
Use neat craftsmanship. Use at least 75% of the surface area for your composition.
Additional Discussion/Resources:
Video of Yayoi Kusama Installation
Length of time:
•3 ½ Weeks.
Project: Zentangled Fish Project
Description: You will use patterns, lines, shapes, and textures to create ‘zentangles’. Once CAREFULLY drawn out, add color by coloring flat or blending.
Standard(s):
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target:
•Create light sketch by drawing exterior and interior contour lines of your chosen fish.
•Use patterns to create designs that run throughout the entire fish.
•Use colored pencils.
Criteria:
•MUST create a fish that extends approximately 90% across the paper, from left to right.
•Fish MUST be completely filled up with designs AND colored in approximately 95%.
•Designs should contain multiple types of patterns.
Additional Discussion/Resources:
N/A
Length of time:
2 weeks.
Quarter 2:
Project: Surrealism Project
Description:
Students will choose two objects and either combine them or draw them in a way where they create surrealism.
Standard(s):
VA.68.C.2.3 Examine artworks to form ideas and criteria by which to judge/assess and inspire personal works and artistic growth.
Learning Target:
Understand what surreal art is and create your own artw[pork using juxtaposition or by exaggerating objects.
Criteria:
1.Fill up paper with drawing (at least 75%)
2.Use at least two objects from word bank.
3.Create surreal drawing.
4.Add shading, texture, detail to drawing.
Additional Discussion/Resources:
Reference images
Length of time: 2 weeks.
Project: Collaborative Group Project(s)
Description:
Students will work in small groups to create artwork for public display in our school. The purpose of doing this is twofold. First, it allows students the opportunity to collaborate with each other in working towards a common goal. Secondly, it will foster a sense of community by creating artwork that will decorate our school’s cafeteria.
Standard(s):
VA.68.F.3.3, Collaborate with peers to complete an art task and develop leadership skills.
VA.68.F.1.2, Use creative risk-taking strategies learned from artists’ works to incorporate artistic solutions in the creation of artwork.
VA.68.F.3.4, Follow directions and complete art tasks in a timely manner to show development of 21st-century skills.
VA.68.H.2.4, Explain the purpose of public art in the community.
Learning Target: Collaborate to create artwork for schoolwide display.
Criteria: Each student will need to follow directions. Use time wisely and stay on task. Contribute to the success of the project.
Additional Discussion/Resources: N/A
Length of time: 3-4 weeks.
Quarter 3:
Wednesday (1/3): Direct Draw Assignment: Students will pratice drawing 1 point perspective.
Thursday/Friday (1/4 & 1/5): Continue practicing 1 point perspective drawing (worksheets will be provided).
Project: Radial Printmaking Project (with an additional formative project)
Description:
•During this project, students will learn about, and use offset printmaking technique to create an abstract piece of art.
Standard(s):
•VA.68.S.2.3 Use visual-thinking and problem-solving skills in a sketchbook or journal to identify, practice, develop ideas, and resolve challenges in the creative process.
•VA.68.S.3.1 Use two-dimensional or three-dimensional art materials and tools to understand the potential and limitations of various media and techniques.
Learning Target:
•Understand how to use offset printing technique (and reduction printmaking technique).
Criteria:
•Create three (3) concept sketches
•Create two (2) block prints: The first, in three (3) colors AND the second, in only black ink.
•Designs MUST be 8x10 with a border included within the design.
•Prints MUST use the offset printmaking project.
Additional Discussion/Resources:
•Reference images. Video: https://www.youtube.com/watch?v=PF2nmSLjPG8 (Stop at 5:47)
•Gutenberg printing press video: https://www.youtube.com/watch?v=Bhbl0eDGmsA
•Printmaking Video: https://www.youtube.com/watch?v=nECJCXg60lY
Length of time: Approximately 4 weeks
Project: Oil Pastel Still LIfe
Description: Students will learn about oil pastels and create a still life drawing using mineral oil to add texture.
Learning target: Use oil pastel to create a still life drawing. Use blending, layering, and mineral oil.
Standards:
VA.68.C.2.2 Evaluate artwork objectively during group assessment to determine areas for refinement.
VA.68.C.3.3 Use analytical skills to understand meaning and explain connections with other contexts.
VA.68.F.1.2 Use creative risk-taking strategies learned from artists’ works to incorporate artistic solutions in the creation of artwork.
Criteria:
- Use 9x12 mixed media paper.
- Use oil pastels.
- Create a still life.
- Use 100% of the space (art should be fully developed).
- Utilize layering and blending techniques.
- Utilize mineral oil.
Additional Discussion/Resources:
Practice sketch (direct draw); indepenedent practice; videos.
Project: Crime Stopper Poster Contest
Description: Students will create a poster design for this year's contest. Posters will be used in schools to promote the Crime Stopper program. The purpose of this program is to make our schools a safe and better place to learn.
Standards:
VA.68.H.2.4 Explain the purpose of public art in the community.
VA.68.S.2.1 Organize the structural elements of art to achieve artistic goals when producing personal works of art.
Criteria:
- Paper must be between 8.5x11 and 9x12.
- Use colored pencil and markers. Other media (including digital) may be used, but must be completed at home.
- Create a cohesive design that uses the slogan "See it. Say it. Stop it."
- Use 100% of the space (art should be fully developed).
- Designs should connect the theme visually.
- Compositions MUST be vertical.
Additional Discussion/Resources:
Past Examples, concept sketches, etc.
2022-2023 Academic year...
2d1_studio_art_lesson_plans_.5_semester.pdf | |
File Size: | 9429 kb |
File Type: |
2020-2021 Academic Year:
***For lessons go to classroom connect or directly to our Canvas page. This year, All assignments and resources will be posted there.***
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**** School Closure Lessons/Assignments ****
Hello students/parents,
As am required, I am providing you with online learning material/assignments. I understand the severity of what we are all facing at this time and as a result, I am trying to keep this as simple as possible for you. You will only be required to complete one (1) Drawing Prompt of your choosing for the quarter, found above titled, 2D1 Drawing Prompts 1-30 (Pdf file), due: April 17th, 2020. I will also provide you with a portfolio review grade based on your work from the start of the year until the end of the 4th quarter. However, should you want to challenge yourself or push yourself further as an artist, I have added additional resources and activity sheets that you can do at your own leisure. Please feel free to reach out to me should you have any questions, concerns or simply want to show me all of amazing things you've created on your own time. Also, if you need any type of additional art instruction or help with your artwork please don't hesitate to contact me, as I always enjoy lending a (virtual) hand. Best wishes and many blessings!
Mr. Silvers
Contact and send work to Mr. Silvers at either of the following email addresses...
[email protected] (Volusia County School email)
[email protected] (Ivy Hawn school email)
***Drawing Prompt Assignment - (Choose one from the list of 30, complete and submit)***
***Due: April 17th, 2020***
Directions:
Download and choose one (1) drawing prompt from the file named '>>>>****** 2D1 DRAWING PROMPTS 1-30 ******<<<<' located above under the Study Guides and Resources. Remember to use the entire paper surface for your composition, think about how you can arrange various elements/objects to make your composition more interesting, add shading, detail, and be as imaginative and creative as you possibly can. You may use a #2 pencil, copy paper (additionally markers, colored pencils, watercolors MAY be used at your discretion along with drawing paper that is at between 8x10 and 9x12 inches. Upon finishing, email me an image of your artwork through either my district or my school email, located above. Please make sure to name each file in the following format (First Last Name, Drawing Prompt #, Class period). I will work to update your grade in Gradebook in a timely manner. Grades for drawing assignments will be directly based on the Volusia County Schools' visual arts rubric. The VCS rubric (pdf) for this class can be found on the Grading/Policies page of this website.
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
4th Quarter Assignments:
1. (1) Drawing Prompt of your choosing from 1-30, Formative 100 pts (Due: April 17th, 2020)
2. (1) Portfolio Review*, Formative 100 pts (grades will be submitted by the last week of the 4th quarter)
*I will review and evaluate your art portfolios (2D1) or your completed artworks (2D2/3D1) from 1st through 3rd quarter for a formativive grade.
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2019-20 Academic Year:
Q1 W1:
- Introduction (Course, teacher, students)
- Introduce Ourselves Activity
- 'Spirit Animal' Self-Portrait and Background Information Assignment (diagnostic - not for a grade)
- Build Portfolios
- Project: Op Art Silhouette Project (Square 1 Art)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.H.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target: Create a checkered Op Art drawing that incorporates implied line, and is designed from the student's imagination so as to demonstrate an attempt to create a personally unique artwork. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Lectures about color theory (10 minutes each), Short presentation about artists Bridget Riley and Victor Vaserley (about 5 minutes).
Due Date: Week 2
- Project: Suminagashi Ink Print (for art journal)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.H.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target: Create one (1) Suminagashi traditional Japanese print which will be used for each student's art journal. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Lecture about marbeling and this technqique (5 minutes).
Due Date: Week 2
- Project: Rainforest Batik Style Mixed Media Project (Square 1 Art)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.H.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target: Create a patterned radial design using leaves and flowers found in tropical rainforests. Students must create a symetrical design that incorporates crayon, acrylic paint, and marker. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Learn about rainforest and the plants and animals that live in these amazing habitats (10 minutes each), and have a short presentation about artists William Morris and Georgia O'Keefe (about 5 minutes).
Due Date: Week 4
- Project: Op Art Shading Drawing Project (Artome Framed Art - for our annual art show)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create the illusion of three dimensional form using lines and value. Students will learn how gradual change in value along with curved/straight lines can be used to create a sense of depth on a two dimensional surface. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: N/A
Due Date: Week 10
2nd Quarter:
Q2 W1-3:
- Project: Fractured Portrait Drawing Project (Summative)
Standards:
VA.68.O.1.1: Make connections between the structural elements of art
Learning Target: Students will create portraits from a photograph. During the course of this project they will cut their portraits into strips and draw their picture in every other section upon which they will arrange them in order to form an elongated portrait of themselves for an interesting visual effect.
Other Activities: Pose for candid portrait.
Due Date: 11/1
- Project: Fall Still Life Drawing Assignment (Formative)
Standards: - Big Idea VA.68.S: Skills, Techniques, and Processes
- VA.68.O.1.1: Make connections between the structural elements of art
Learning Target: Students will draw a still life of gourds and small pumpkins from observation. They will learn about the importance of composition and composing the various objects within their still life sketch. They will be encouraged to use cropping and think about how they use the space for their sketch. During the course of drawing, students are encouraged to lightly draw the basic shapes in order to figure out their size, shape, and location. After that, they can lightly sketch the basic contour of each object, followed by shading and adding details.
Other Activities: N/A
Due Date: 10/30 (Wednesday - assignment will be omitted for students who are absent this day)
- Project: Abstract Collage Drawing Project (Formative)
Standards:
VA.68.O.1.1: Make connections between the structural elements of art
Learning Target: Students will begin by selecting a piece of paper/magazine that contains a small piece of a photograph which only contains images of lines, shapes, and textures. They will choose 3 to 5 of these pieces to glue to a piece of paper as to make an interesting and balanced composition. They will then draw lines, shapes and textures that come from these images to make them seamlessly fit in with their drawing. At the same time they need to arrange their drawing so that it creates an interesting and well balanced composition. These abstract artworks will be done in black and white.
Other Activities: Pose for candid portrait.
Due Date: 11/1
- Project: Serrat Inspired Pointillism Skyline Painting (Summative)
Standards: - VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Use pointillism to blend colors. Adjust the horizon line in order to modify the overall composition of the work.
Other Activities:View the works of Georges Serrat and discuss both Impressionism and Post-Impressionism.
Due Date: 11/22
- Project: Art Journal: 1. Draw Your Name Assignment, 2. Personify your favorite color.
Standards: - VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Express yourself through visual art. Use writing to explain what you created.
Other Activities: Discuss and share Journals
Due Date: 11/20 (One day assignment)
Q2 W11-12:
- Project: Polymer Mini Ornaments or Pendants Project
Standards: - VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create an ornament/pendant that incorporates a pattern.
Other Activities:View the works of Georges Serrat and discuss both Impressionism and Post-Impressionism.
Due Date: 12/6
- Project: Art History Bingo/Drawing Prompt
Standards: - VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
Learning Target: Learn about important artist and their artworks.
Other Activities: Drawing prompt assignment
Due Date: 12/9-12/13
- Project: Art History Lesson: Ancient Egypt, Ancient Greek (Geometric, Archaic, Classical, & Hellenistic), and Early Christian Art (Roman and Byzantine Period).
- Description: Students will watch three short videos that explain the historical connection between art & architecture and their respective civilizations and how those civilization and art periods have been influenced by one another. Students will first learn about Ancient Egypt, Greece, and the Byzantine Period (early Christian/Roman Art). The purpose of this is for students to understand how art has evolved through time. The next series of art periods that we will discuss will be Medieval Art, Gothic Art, and the Italian and Northern Renaissance.
Standards: - VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
Learning Target: Learn about important artist and their artworks.
Other Activities: Drawing prompt assignment
Due Date: 12/9-12/13
Q2 W13:
- Project: Spiral Painting Assignment/George Washington Alteration Assignment
- Description: Students will learn about various artists who use money to create art. Artists, such as Won Park, Mark Wagner, Roman Booteen, and James Charles (visual artist), will be discussed. Students will then create their own altered George Washington parody portraits (from the $1 bill). Students will take turns creating spiral art using colored pencils and a throwing wheel.
- Standards:
- VA.68.C.2.1: Assess personal artwork during production to determine areas of success and needed change for achieving self-directed or specified goals.
- Learning Target: Create a spiral painting using a throwing wheel and redraw George Washington's portrait using your creative imagination.
Other Activities: Drawing prompt assignment: Choose you favorite artwork, sketch a study of it and write a short essay why you like it so much.
Due Date: 12/9-12/13
3rd Quarter:
QTR 3 (Weeks 1-3)
Project: Federal Junior Duck Stamp Design Drawing Project
Description: Students will learn about illustration, the Federal Junior Duck Stamp Competition, and migratory ducks prior to beginning the project. Students, who have already learned about various parts of a landscape, will choose a duck to draw from and and an environment (background, time of day, weather condition). Students must make design considerations based on the functional use as as stamp.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, must be colored using colored pencil, must incorporate a duck (or ducks) that are contest eligible, duck must be at least 1/2 the size of the paper, have a background, be drawn in a real and natural manner from observation based on reference images, not be directly copied from any one image (copyright).
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
USDFW information, images of ducks/wetland environments, etc.
QTR 3 (Weeks 4-5)
Project: Doodle 4 Google Logo Design Project
Description: Students will learn about Logo Design, and the creative process. Students will work to redesign the Google Logo that is connected with a theme. Students can use their imaginations to create limitless designs. This year's theme is, "I Show Kindness by..."
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, must be colored using colored pencil, must incorporate the theme and Google, use purposeful typography and design, and not use any copyrighted images.
Classroom Activities: Demonstration, videos, discussion, brainstorming and thumbnail sketches.
Assignments Due: N/A
Additional Resources: Doodle 4 Google website
QTR 3 (Weeks 6-8)
Project: Scratch Art Project
Description: Students will learn about scratchboard techniques and crosshatching. This project will require students to create abstract designs filled with various patterns. Students can incorporate representational objects, but their must be abstract elements within their artwork.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, use scratch tools to 'draw in reverse', use a variety of patterns, arrange various elements and a focal point to create an interesting composition.
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (Students can find all kinds of resources to watch).
QTR 3 (Weeks 9-10)
Project: Crime Stoppers Poster Contest
Description: Students will continue to focus on principles of graphic design and layout. This contest provides students with a real world application.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, must be decorated using colored pencil, marker, and other dry media, students should use bright bold colors within their artwork, and Crime Stoppers logo must not be included. Additionally, the words, "See it, Say it, Stop it" must be included within the design itself while there cannot be any images of guns, knives, or drug paraphernalia.
Classroom Activities: Demonstration, brainstorming and thumbnail sketches
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
USDFW information, images of ducks/wetland environments, etc.
2018-19 Academic Year:
1st Quarter:
QTR1, Week 1- Day 1:
- Introduction (Course, teacher, students)
- Introduce Ourselves Activity
- 'Spirit Object' Self-Portrait and Background Information Assignment (diagnostic - not for a grade)
- Preview of what our 1st art project and other art projects during the 1st quarter.
- Donuts!
QTR1 (Weeks 1-2):
Project: Mandala Style Color Wheel Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.H.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target: Create a Mandala that contains all of the primary, secondary, and tertiary colors in order, and is designed from the student's imagination so as to demonstrate an attempt to create a personally unique artwork. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Lectures about color theory (10 minutes each), Short video about Mandalas (about 5 minutes).
Due Date: Week 2 (Wednesday)
QTR1 (Weeks 3-5):
Project: Animal Pop Art Mixed Media Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.H.2 The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
Learning Target: Draw a contoured drawing of an animal of the students choosing, use various watercolor and masking techniques, use mixed media, and use ink to add patterns and designs to create variety and harmony.
Other Activities: Lecture about color theory (10 minutes each), Short video about Mandalas (about 5 minutes). Video about the pop art movement and Dean Russo (Animal pop artist)
Due Date: Week 5 (Monday)
QTR1 (Weeks 6-8):
Project: Batik Style Symmetry Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create a design that utilizes lines as a central design component. Use transfer technique that creates virtually perfect symmetry. Use resist technique that creates batik-like effect. Fill in entire artwork with color. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: N/A
Due Date: Week 8 (Friday)
QTR1 (Weeks 8-9):
Project: Zentangle Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
Learning Target: Create a zentangle using ink and colored pencil. Students should create a variety of designs and patterns that utilize multiple styles of line and shape. Artwork MUST be filled up 85% and look visually complete and unified in terms of composition and contrast.
Other Activities: Watch powerpoint with examples of Zentangles
Due Date: Week 9 (Monday)
QTR1 (Week 10):
Project: Automatic Surrealism Project
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
Learning Target: Create a surrealistic drawing from a scribble on a piece of paper. Students may add more to the scribble but cannot erase the original scribble. Drawings must incorporate representational images (i.e. people, animals, animate and inanimate objects) that are drawn in surreal form.
Due Date: Week 10 (Monday)
2nd Quarter:
QTR2 (Week 1):
Project: Florida Radon PSA Poster Contest
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
VA.68.F.3.1Use technology applications through the art-making process to express community or global concerns.
Learning Target: Create a PSA Poster about radon that communicates the message warning the public about the dangers of radon in homes. Posters MUST include text and visual imagery. Posters MUST utilize compositional techniques to enhance the overall design.
Due Date: ( October 27th Friday - Contest deadline must be submitted by November 1st, 2018 for entry)
QTR2 (Week 2-4) November 30th:
Project: Op Art Shading Project
Description: Students will create an optical illusion of depth and form. The main purpose of this project is to allow students the opportunity to practice shading. Students will begin by creating an outline and then filling it in with colorful colors (of their choosing - can be any color scheme that they like).
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create an artwork that effectively utilizes shading (gradually changing value from light to dark) in order to create an optical effect of depth and form.
Due Date: November 30th
3rd Quarter:
QTR3 (Week 1):
Project: Portfolio Design Project
Description: Students will create portfolios and art journal out of grocery bags and packing/duct tape. Students will decorate and personalize their portfolio. The purpose of this project is to provide students with a place to keep their artwork and provide them with an outlet of personal self expression, while at the same time integrating and introducing them to other artist/artworks.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
VA.68.C.1.3: Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
Learning Target: Create a PSA Poster about radon that communicates the message warning the public about the dangers of radon in homes. Posters MUST include text and visual imagery. Posters MUST utilize compositional techniques to enhance the overall design.
Due Date: Due to our class moving to another location the due date is TBD
QTR3 (Weeks 2-3):
We are moving to a new classroom and students will be helping during this transition period.
QTR3 (Weeks 3-4):
Project: Doodle 4 Google 2019
Description: Students will create a modified Google Logo based on this year's theme "When I grow up, I hope...". The purpose of this voluntary contest is to provide students with an opportunity to create an authentic art project that requires them to creatively think about issues which are important to them. In doing so, students will create a logo design that best communicates their ideas concerning this theme.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
VA.68.C.1.3: Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
Learning Target: Create a Doodle 4 Google design that exhibits craftsmanship and personal creativity. Create a title. Create a description (artist statement).
Due Date: Due to our class moving, our due date was postponed until week 4.
QTR3 (Weeks 4-5):
Project: Expressionism/Abstractionism Group Project
Description: Students will work in groups to create bright expressive paintings that are inspired by artists such as Paul Klee and Marc Chagall. Students will decide on a mood or emotion that they want to convey through color, line, and shape. Students will be using liquid watercolors and markers to create these artworks.
Standards: VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
Learning Target: Create an artwork that is based on the abastract expressionism style. Paintings must be 100% colored in and use markers to outline shapes and lines. Students must connect the mood or emotion that they chose to the elements of design within their artwork.
Due Date: Feburary 12th
QTR3 (Week 6):
Project: Spray Painted Galaxy Project
Description: After learning some interesting facts about our universe, students will look at some of the amazing photography captured by the Hubble Telescope. Students will also learn about some of the more notable graffiti artists. During this project students will learn some basic spray paint techniques to create planets, stars, galaxies, and maybe even a shooting star.
Standards: VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
Learning Target: Create an artwork that exhibits mastery of the use of various spray paint techniques (masking, splattering, texturing), incorporates at least one planet and multiple stars, and ensures that 100% of the paper has been sprayed.
Due Date: TBD (students will also engage in art activities)
QTR3 (Weeks 7-8):
Project: Marbling suminagashi ink Project
Description: Students will actually create three small projects. They will create three Suminagashi ink prints using two separate techniques (one using the floating paper method and the second using two paint brushes to create concentric rings). Upon drying their prints students will create the following:
1. A print that incorporates two separate overlapping prints of concentric circles.
2. A plain marbling print.
3. A marbling print that has a realistic flower drawn (from observation) over it using marker
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
Learning Target: Create an artwork that exhibits mastery of the use of various spray paint techniques (masking, splattering, texturing), incorporates at least one planet and multiple stars, and ensures that 100% of the paper has been sprayed.
QTR3 (Weeks 9-10):
Project: Contour Zebra Painting with Complimentary Colors
Description: Students will, from observation, create a contour drawing of a zebra. Upon finishing, students will use watercolors and acrylic paints to create a complementary color scheme.
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
Learning Target: Create an artwork using a zebra as the subject that that shows appropriate proficiency of the contour drawing technique. Use 100% of the paper. Demonstrate appropriate proficiency of scale and proportion (drawings MUST proportionatly utilize the positive/negative space). Also, incorporate only one pair of complimentary colors (opposite colors found on the color wheel).
QTR3 (Week 11):
Project: Finish Projects/Art History Documentaries & Assignments
Description: Students will use this week to finish any incomplete projects. We will also watch art history documentaries (i.e. Ancient Egyptian art, American Architecture, Michelangelo, etc.) engage in classroom discussions and participate in individual and group activities.
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
Learning Target: Create an artwork using a zebra as the subject that that shows appropriate proficiency of the contour drawing technique. Use 100% of the paper. Demonstrate appropriate proficiency of scale and proportion (drawings MUST proportionately utilize the positive/negative space). Also, incorporate only one pair of complimentary colors (opposite colors found on the color wheel).
4th Quarter
QTR4 (Weeks 1-4):
Project: Pop Art Graph Method Project
Description: Students will create Pop Art based on iconic characters, cartoons, logos, etc., and then use the graph method to draw and decorate them with patterns and designs. Students will also choose a color scheme for their project. Media used for this project will include pencils, markers, and watercolor pencils. Students will also learn about Pop artists such as Wayne Thiebaud, Andy Warhol, and Roy Lichtenstein.
Standards:
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Create a visually interesting artwork that exhibits 80% mastery of craftsmanship and execution of techniques. 60% of the surface area must be filled in.
Due Date: May 1st (Wednesday)
QTR4 (Week 5):
Project: Fingerprint Monoprint Project
Description: Students will use their fingerprints to create patterns and designs based on the works of artist Judith Ann Braun. Media for this project will simply be ink pads and paper. Students will also see portraits created by photorealist Chuck Close that uses only his fingerprints!
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create an 8x10 artwork that is grided with 1 inch grid squares and is drawn to scale. Each grid square MUST have a different pattern/design that has a proportionate value to the image being drawn from. Each grid square also needs to be painted separately to create a mosaic like effect.
Due Date: April 17th (Wednesday)
QTR4 (Weeks 6-9):
Project: 1 Point and 2 Point Perspective Drawing
Description: Students will learn about perspective drawing. They will also learn about various artists from the Early and High Italian Renaissance, such as Filippo Brunelleschi and Leonardo DaVinci, and their use of perspective within their own artwork. Students will begin with guided instruction and then move to independent drawing assignments prior to working on their final project.
Standards:
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Understand what scale, a horizon line, vanishing point, and vanishing lines are. Create an 1 point and a 2 point drawing perspective drawing that shows basic proficiency as to identify and draw vanishing lines in order to create a sense of depth. Create a 3D version of their Name.
Due Date: May 1st (Wednesday)
QTR4 (Weeks 1-3):
Project: Pop Art Graph Method Project
Description: Students will create Pop Art based on iconic characters, cartoons, logos, etc., and then use the graph method to draw and decorate them with patterns and designs. Students will also choose a color scheme for their project. Media used for this project will include pencils, markers, and watercolor pencils. Students will also learn about Pop artists such as Wayne Thiebaud, Andy Warhol, and Roy Lichtenstein.
Standards:
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Create a visually interesting artwork that exhibits 80% mastery of craftsmanship and execution of techniques. 60% of the surface area must be filled in.
Due Date: May 1st (Wednesday)
2017-18 Academic Year:
1st Quarter:
QTR1, Week 1- Day 1:
- Introduction (Course, teacher, students)
- Introduce Ourselves Activity
- Individual Self-Portrait and Background Information Assignment (diagnostic - not for a grade)
- Introduce students to bell ringer and their next project for the week.
QTR1, Week 1 - Day 2:
- Bellringer Assignment
- Introduction to Color Theory
- Make a Color Wheel with paint Assignment (Formative)
- Introduction to Installation Art
- Make Color Spirals - minimum of 1 per student (if time permits)
- Bellringer Assignment
- Finish (or begin) making Color Spirals
- Introduction to Geometric Spray Paint Masking Project
QTR1 (Week 2)
Project: Geometric Spray Paint Masking Project
Descpription: Students will cut out approximately 7 to 10 interesting shapes (i.e. Geometric, irregular, and/or organic) using non-corrugated cardboard. They may use the same type of shape repetitiously or use entirely different shapes throughout. Upon cutting their pieces, we will go outside as a class to spray. Prior to spraying, students will arrange, there pieces to form a personally interesting composition. They will spray and then rearrange their pieces to create new compositions with each spray. Students will only use the primary colors and black.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Create an artwork that utilizes the three primary colors and the masking technique with 100% of the surface filled in.
Classroom Activities: Mix primary colors to create secondary, tertiary, and brown hues.
Assignments Due: End of week 2
Additional Resources: N/A
QTR1 (Weeks 3-6)
Project: Insect Zentangle Project
Description: Students will begin by creating a contour drawing of their chosen insect, using a #2 pencil. Upon finishing students will outline all of the exterior and interior contour lines with an ultra fine-point sharpie. They will then break the insect along with the negative space (background around the insect) into sections or shapes and create zentangels. Zentangles are simply patterns, designs, and/or or motifs that draw upon the elements of design (i.e. line, shape, texture, value, etc.) and the principles of design (pattern, variety, emphasis, etc.). After completely filling in the entire surface with zentangles they will add color (using colored pencil) to either the insect or the negative space that surrounds it. Students MUST choose a specific color scheme (i.e. polychromatic, toned down primary colors, primary colors, secondary colors, complimentary colors, analogous colors, cool colors, warm colors, earth toned colors, etc.). By doing so, they will create enough contrast to allow their insect to stand out against the surrounding designs and create visual unity throughout the composition.
This project is great for a number of reasons. First, it gives students an opportunity to practice drawing from observation, without having the burden of feeling that if it does not come out looking realistic they will have failed. Even if the drawing is distorted and not proportionate, the final piece should have a nice expressionistic look and feel to it. Secondly, it affords students the chance to really examine the elements and principles of design - an important facet of art. And lastly, this project allows students to explore various color schemes and color theory itself.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Enduring Understanding 3 VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
Learning Target: Be able to proportionately draw a contour drawing, create a variety of repetitions, patterns, designs, and motifs, and incorporate a specific color scheme into an artwork
Classroom Activities: Demonstration/lecture for contour drawing, zentangle, and color scheme
Assignments Due: Due to hurricane Irma this project will be now due on 9/29 (Friday)
Additional Resources: N/A
QTR 1 (7-9)
Project: Zombie or Picasso Portrait Project.
2nd Quarter
QTR 2 (Weeks 1-3)
Project: Linear Design Symmetry Mixed Media Project
Descpription: Students will use crayon, watercolor and marker to create a symmetrical design based on line. Students will use a transfer technique to create a mirror image of their design. Pieces should appear as a batiked fabric when finished. Students will use their last name or an adjective that best summarizes their individual personality.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.Learning Target: Create an artwork that utilizes the three primary colors and the masking technique with 100% of the surface filled in.
Classroom Activities: N/A
Assignments Due: N/A
Additional Resources: N/A
QTR 2 (Weeks 4-6)
Project: Shoe Still Life Drawing Assignment
Description: Students will draw their shoe by observing its basic shape, drawing its contour lines, and adding shading, textures, and details.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
Learning Target: Create an artwork that utilizes the three primary colors and the masking technique with 100% of the surface filled in.
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
QTR 2 (Weeks 7-9)
Project: Magazine Collage Project
Description: Students will cut strips of magazines, using colors that form a set color scheme. Once finished they will draw a design which utilizes concentric shapes and lines on black card stock and then cut them out. The magazine strips will be used for the negative space to create an interesting composition and visual effect.
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Have at least 80% of the negative space showing (magazine), incorporate concentric shapes, and use excellent craftsmanship (no pencil marks, glue stains, or jagged edges).
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
QTR 2 (Weeks 9-10)
Project: Automatic Surrealism Asssignment
Description: Students will work with a partner. Their partner will draw a brief scribble and/or shape on their paper and then they will switch. Using the mark as a starting point that their partner made, each student will have to use their imagination to turn it into something. They will then add other drawings that relate in some manner. The drawing must be in a surreal style (meaning it must be based on the impossible (fantasy meeting reality). This assignment is designed to encourage students to think critically (outside of the box) and is not necessarily a measure of their ability to draw or create amazing compositions.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
VA.68.C.1.3: Identify qualities of exemplary artworks that are evident and transferable to the judgment of personal work.
Learning Target: Create an artwork that utilizes the three primary colors and the masking technique with 100% of the surface filled in.
Classroom Activities: Powerpoint: Magritte, Dali, & Khalo with examples of surreal art.
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
QTR 2 (Weeks 11-12)
Project: Surrealism Project
Description: Students will choose two objects from a word bank and one emotion. They will draw the two objects in a surreal manner as to tie them in with each other and create a connection with the emotion that they chose. They must begin with the idea of how do they best communicate their intentions visually to an audience.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1.2: Use visual evidence and prior knowledge to reflect on multiple interpretations of works of art.
Learning Target: Use at least 75% of the paper, must be colored using colored pencil, must incorporate 2 objects from the word bank, and must convey the emotion that they chose.
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
3rd Quarter
QTR 3 (Week 1)
Project: Doodle 4 Google Design Project
Description: Students will learn about graphic design, topography, and commercial art and how elements and principles of design are used to create effective advertisements, posters, and web designs. Students will also learn about what someone would need to do in order to become a graphic designer, how much they make, along with what they do on a daily basis. Afterwards, students will brainstorm and create some concept sketches based on this year's theme - connecting with a concept to visual imagery. Students will then choose their favorite design and begin drawing on a separate piece of paper. Upon finishing, students will have the choice to enter their design in this year's contest.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Create AT LEAST 3 concept sketches. Write a short paragraph about each one explaining why you designed each one in the way that you did along with two bullet points explaining one thing you like best and least about each design. Create a design that incorporates the word GOOGLE, relates to the theme, and is visually unified as defined by the Volusia County School District visual art's rubric for fine art.
Classroom Activities: Demonstration, Video
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
Doodle 4 Google Contest website: https://doodles.google.com/d4g/
QTR 3 (Weeks 2-5)
Project: Federal Junior Duck Stamp Design Drawing Project
Description: Students will learn about illustration, the Federal Junior Duck Stamp Competition, and migratory ducks prior to beginning the project. Students, who have already learned about various parts of a landscape, will choose a duck to draw from and and an environment (background, time of day, weather condition). Students must make design considerations based on
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, must be colored using colored pencil, must incorporate a duck (or ducks) that are contest eligible, duck must be at least 1/2 the size of the paper, have a background, be drawn in a real and natural manner from observation based on reference images, not be directly copied from any one image (copyright).
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
USDFW information, images of ducks/wetland environments, etc.
QTR 3 (Weeks 6-7)
Project: Crime Stoppers Poster Contest Project
Description: Students having learned about illustration, will create a poster design to promote the theme, "Make your school, your world, a better place" Students must create a composition that keeps with the theme and topic, follows the rules of the contest, and includes the theme's text. Winning entries will receive cash prizes and be used as posters for display in regional public schools.
Standards:
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent.
VA.68.F.2.1: Investigate career opportunities available in the visual arts to determine requisite skills and qualifications for each field.
VA.68.F.2.2: Identify careers in support industries related to the art-making process, industrial design, digital media, and/or graphic design.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
Learning Target: Use 100% of the paper, must be colored using colored pencil, must incorporate the theme in text, be contest eligible, must use excellent craftsmanship and effectively communicate the message of the contest's theme, cannot be directly copied from any one image (copyright).
Classroom Activities: Demonstration with visual examples of past posters.
Assignments Due: N/A
Additional Resources: N/A
QTR 3 (Weeks 7-8)
Project: Mushroom or Flower Scratchboard Project
Description: The purpose of this project is to provide students with exposure to various media and techniques. Students will be able to use scratchboard to create expressive mushrooms or flowers (their choice).
Standards:
VA.68.S.1.2: Use media, technology, and other resources to derive ideas for personal art-making.
VA.68.O.3.1: Select and use the structural elements of art and organizational principles of design to document images in various formats for public audiences.
VA.68.C.2.4: Use constructive criticism as a purposeful tool for artistic growth.
Learning Target: Maintain contrast throughout the artwork in such a manner as to clearly see edges and boarders of objects drawn onto the scratchboard.
Classroom Activities: Demonstration with visual examples
Assignments Due: N/A
Additional Resources: Youtube:
https://www.youtube.com/watch?v=FoL69i1ijBA
https://www.youtube.com/watch?v=l1fqespHUks
4th Quarter
QTR 4 (Week 1-2)
Project: Volusia Rocks Painting Project
Description: Students will create three painted rocks - one for them to keep, one for them to hide in Lake Helen, and one for them to hide in their own hometown. Volusia Rocks is a local art movement that started several years ago as a way for people to spread positivity throughout the community by hiding painted rocks in and around Volusia County. The idea is that people can paint positive messages and/or artwork on rocks and then hide them for others to find. People can go to Volusia Rocks Facebook page and post pictures of the rocks that they find, pass them on to others, or keep them for themselves. This project is designed to not only allow students to practice using acrylic paint and mixing colors, and critically think about design, but it also designed to build character and foster a greater sense of community too.
Standards:
VA.68.H.2.4: Explain the purpose of public art in the community.the purpose of public art in the community.
VA.68.O.2.4: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.
Learning Target: Paint three rocks with 75% coverage that utilize painting techniques in an effective manner that creates well executed craftsmanship, designs must appear to be created with intention and purpose, and designs must convey the theme of spreading positivity.
Classroom Activities: Demonstration with visual examples and books
Assignments Due: N/A
Additional Resources: Youtube:
https://www.facebook.com/groups/VolusiaCountyRocks/
www.pinterest.com/lzoie/rock-art/?lp=true
QTR 4 (Week 3)
Project: Yayoi Kusama Inspired Mixed Media Project
Description: Students will learn about artist Yayoi Kusama and her installation art. They will then create artwork using scratchboard and other media to create inspired artwork.
Standards:
VA.68.O.2 : The structural rules and conventions of an art form serve as both a foundation and departure point for creativity.
VA.68.H.2 : The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target: Composition must fill 100% of the space, design must be based on the style of Kusama, and students must demonstrate proficiency using scratchboard technique.
Classroom Activities: Demonstration.
Assignments Due: N/A
Additional Resources: Wikipedia (Yayoi Kusama)
QTR 4 (Weeks 4-6)
Project: 1 and 2 Point Perspective Project
Description: Students will learn about 1 and two point perspective along with vanishing lines, vanishing points, and the relationship between various perspective and the horizon line. They will make a basic landscape that incorporates 1 point perspective along with designing their name using the technique of 2 point perspective.
Standards: VA.68.S.3 : Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
Learning Target: Students must create drawings based on perspective techniques whereby leading lines are correctly drawn and shading is accurately rendered to create the illusion of depth and perspective.
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube: There are many drawing videos using perspective for all ability levels.
QTR 4 (Weeks 7)
Project: Graphic Design Group Project: Logo and Branding Design
Description: Students work in small groups to create a logo design for the City of Lake Helen.
Standards: VA.68.F.2.3: Identify art careers that have a financial impact on local communities.
Learning Target: Each individual will create one developed group will create one concept
Classroom Activities: Demonstration
Assignments Due: N/A
Additional Resources: Youtube:
Weeks 8-10
Project: Block Printmaking Project
Description: Students learn about printmaking and will create block prints using foam and black ink. Prints will incorporate positive and negative space within their design.
Standards:
VA.68.S.3 : Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.O.2.4: Select various media and techniques to communicate personal symbols and ideas through the organization of the structural elements of art.
Learning Target: Students will use the entire surface area for their composition and demonstrate a proficient level of technique in creating their print. Students will also use negative and positive space within their composition and have well developed contrast throughout.
Classroom Activities: Demonstration.
Assignments Due: N/A
Additional Resources: Youtube:
2016-17 Academic Year :
1st Quarter:
QTR 1 - Day 1:
- Introduction (Course, teacher, students)
- 20 minute group activity
- Diagnostic Test
- Individual Self-Portrait and Questionnaire Project
QTR - Day 2:
- Introduction to the Elements and Principles of Design
- In-Class Principles and Elements of Design Assignment
QTR 1 - Day 3:
- Introduction to Color Theory
- In-Class Color Theory Assignment
- Work on OP Art Project
QTR 1 - Op Art Shading Project (Summative) - DUE 8/26
Description: Students will create an optical illusion by drawing colorful cones that share one (1) point. Students must create concentric lines on each cone that are curved outward and then color them using the shading technique. Each cone can ONLY have two (2) alternating colors. They will try to apply varying levels of pressure while drawing with their pencil to create the illusion of shadows and highlights. For students who have difficulty achieving a gradual blend of values they can simply break their cones into three sections (no shading, lightly shaded, and heavily shaded) on each side in order to achieve the effect of depth and dimension within their artwork. Each drawing must include the following:
- Eight (8) shaded cones
- Complimentary color scheme on AT LEAST one (1) of the cones.
- Warm color scheme on AT LEAST one (1) of the cones.
- Cool color scheme on AT LEAST one (1) of the cones.
- Color schemes on ALL other cones of your choice.
Learning Target: Be able to create the illusion of depth and dimension using 2D media. Understand basic color theory terms.
Classroom Activities: Value chart & practice sheet (for practicing shading)
Assignments Due: Two (2) class periods
Additional Resources: N/A
QTR 1 - Shading and Line Still Life Project (Summative) - Due by end of class on 9/8
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target(s) and Criteria: Drawings must fill up the entire paper. Shading must be used throughout the design. Each drawing should utilize a specific color scheme as outlined in class. Classroom Activities: Students will choose one of three themes as a subject matter for this art project (Bottle still life, Human skull for Mexican Day of the Dead, or a fruit/vegetable still life. They will then create a composition that they find interesting (except for the skull which will be drawn to fill up the entire page) and then draw a contour of the object or objects. After creating a contour drawing, students will divide their artwork into sections using a ruler, after of which, they will shade from side to side within each grid while alternating from left to right from each row. Students will also use sharpie markers and/or micron pens to add hatching marks and linear designs throughout the composition.
Assignments Due: Measurement and Graphing (Formative)
Additional Resources: www.drawspace.com
QTR 1 - Political Cartoon/Caricature Drawing Project (Not graded) - For students who finish early
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
Learning Target(s) and Criteria: Create two cartoons/caricatures of both presidential candidates from each major party that capture their personality and exaggerate their physical features. Students must add color to their cartoons as well. Craftsmanship must be neat.
Classroom Activities: Students who finish their project early will create cartoons and caricatures of both candidates as a way to celebrate our election and learn about artist who work as political cartoonist. Should a student not feel comfortable creating a cartoon of a politician then they can choose from a notable historical figure.
Assignments Due: No additional assignments due
Additional Resources: https://www.youtube.com/watch?v=4dkaEPWyi_k, This is a video of a political cartoonist drawing in time lapse. Please not that I do not endorse one way or the other any political views expressed in his, and/or any other drawing that students will be viewing:)
QTR 1 - Day of the Dead Self Portrait Project (Summative) - Begin 9/12
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. read more
VA.68.H.1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
Learning Target(s) and Criteria: Drawings must fill up the entire paper. Craftsmanship must be neat. A variety of patterns and motifs should be visible. Positive and negative space should be utilized to incorporate the profile of each students face.
Classroom Activities: In recognizing Hispanic heritage month, we will focus on both the works of Frida Khalo along with the influential aesthetic style of Mexico’s Day of the Dead
Assignments Due: Measurement and Graphing (Formative)
Additional Resources: www.drawspace.com, https://www.zentangle.com/
QTR 1 (Weeks 6-7) - Doodle 4 Google Design Project (Summative) Begin 9/21, Due 10/3
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. read more
Learning Target(s) and Criteria: Designs must be drawn within designated area. Craftsmanship should be neat. Students must create a design that connects with the chosen theme while demonstrating critical thought and deliberate intent.
Classroom Activities: Students will watch a short video on graphic design and view examples of Doodle 4 Google entries that won at the state and national level. Students will brainstorm and create AT LEAST three small concept sketches, or thumbnail sketches. They will then be given a template to draw from or on. Students will redesign the Google logo to convey and communicate the theme “What I See for the Future” according to their personal preferences.
Assignments Due: Concept/Thumbnail Sketches and Notes Assignment (Formative)
Additional Resources: doodles.google.com/d4g/
QTR 1 (Weeks 8-10) - Batik Style Art Nouveau Project (Summative) Begin 10/4
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Craftsmanship should be neat. Students must create a design that connects incorporates curved lines and organic shapes in the style of the Art Nouveau Movement into their artwork. Lines and shapes must connect with all four edges of their paper and 100% of the paper needs to be completely filled in with color. Students must use the resist technique to create texture as well. Pencils, markers, crayons, and watercolor must be used in the creation of their artwork. Their work should exhibit the same aesthetic style within the chosen theme while demonstrating critical thought and deliberate intent.
Classroom Activities: Prior to beginning this project, students will be working on helping to create fall leaves for this years booth display at the county fair which require the same resist technique as for this project. This will count as a formative grade to measure if they understand and can apply the technique prior to beginning. Students learn about the Art Nouveau Movement and see examples of this style (fashion, paintings, graphic design, interior design, etc.). After receiving a demonstration and instruction, students will work on creating a concept sketch of their design. Upon review and completion, they will begin working on their project.
Assignments Due: Concept/Thumbnail Sketches and Notes Assignment and Fall Leaves for County Fair (Formative)
Additional Resources: http://www.theartstory.org/movement-art-nouveau.htm
Project:
Description:
Standards:
Learning Target:
Classroom Activities:
Assignments Due:
Additional Resources:
2nd Quarter
QTR 2 (Weeks 1-3) - Surrealism Drawing Project (Summative) Begin 10/24
Standards:
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Craftsmanship should be neat. Students must alter mundane everyday objects to create a 'surreal' artwork. Drawings MUST cover 100% of the paper. Shading MUST be included.
Classroom Activities: Students will first learn about what surrealism means along with various surreal artists from the 20th century (Frida Kahlo, Salvador Dali, Marc Chagall, Rene Magritte). They will see examples of contemporary Surrealism and engage in a discussion about them. Students will practice shading 3D shapes with charcoal prior to beginning. Students will first create a surreal face by removing, moving, or adding facial features. Faces can be human or of an animal. The second surreal drawing will be of at least two inanimate and animate objects that have been merged together (i.e. a mosquito and a light bulb). Lastly Students will create an automatic surrealism mixed media drawing/painting. Automatic Surrealism involves drawing a scribble, series of lines, and/or shapes prior to thinking about what will be creating. Afterwards, the artist will work within those shapes, scribbles, and/or lines to create a surreal drawing or drawings. This art project will be counted as a summative and should include at least three different types of media. Students are encouraged to think outside of the box and let their imagination run wild during the course of brainstorming and crafting their design.
Assignments Due: 3D shapes (Cone, Sphere, Cube, and Cylinder) Shading Assignment, Surreal Face Drawing (Charcoal or pencil), and Inanimate/Animate Surreal Drawing.
Additional Resources: N/A
QTR 2 (Week 4 and 5) - Jackson Pollock Inspired Splatter Art (and Masking) Project (Summative)
Standards:
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Students need to significantly incorporate masking technique into their design. Contrast should be seen througout. Each painting should have some kind of color scheme. Paintings MUST cover nearly 100% of the paper.
Classroom Activities: Students will first learn about Jackson Pollock and his action method of painting. They will also learn about masking and how to use a tooth brush with watercolor to create a splattered effect. This project is a one day project that should be fun and relaxing. Students will cut up pieces of paper and arrange them to form what they consider an interesting composition. After each coat of splatter, they will rearrange the pieces to alter their composition and create new shapes. They will repeat this rearrangement of shapes and splattering until they have painted most of the surface area. The end result (along with the process) should be really neat.
Assignments Due: N/A
Additional Resources: Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
QTR 2 (Week 6) - Junior Duck Stamp Design Drawing (Summative)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Enduring Understanding 3 VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
VA.68.S.3.4: Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.
Learning Target(s) and Criteria: Students MUST fill 100% of their surface area with colored pencil (or if applicable paint). They MUST create a duck/goose/swan that is drawn proportionately. Students MUST include some kind of an environment that they have made based on reference images. Students MUST layer and blend their colored pencils. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the drawing. Students MUST NOT add a signature or words of any kind on this art project.
Classroom Activities: Students will learn about ducks and the natural wetland environments in which they live in. They will choose there duck/goose/swan based on the list provided by the US Department of Fish and Wildlife. Upon choosing their subject, they will lightly draw a contour drawing as practice by breaking the animal's form into simple two-dimensional geometric shapes. Upon finishing the drawing of their subject, they will create a background based on reference photos of plants and terrain that is suited to that specific species. Students will also receive reference images of clouds, reflections, and other related images that can help to create a an evirornment. Students MUST NOT directly copy from photos so that they are using their own ideas. Students will learn how to properly use colored pencils. They will add color and shade by blending and layering the colors. Students who have created exceptionally good examples, will have the option of having their work submitted to the Federal Jr. Duck Stamp Design Competition.
Assignments Due: N/A
Additional Resources:
Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
Jr. Duck Stamp Brochure: https://www.fws.gov/migratorybirds/pdf/Education/junior-duck-stamp-conservation-program/2015JDSPBrochure.pdf
3rd Quarter
Continue from QTR 2 and finish at the end of week 2. Students who do not finish may take their artwork home to complete, however they must bring them back by the midterm in order to recieve full credit.
QTR 3 (Weeks 1-2) - Junior Duck Stamp Design Drawing (Summative)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Enduring Understanding 3 VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
VA.68.S.3.4: Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.
Learning Target(s) and Criteria: Students MUST fill 100% of their surface area with colored pencil (or if applicable paint). They MUST create a duck/goose/swan that is drawn proportionately. Students MUST include some kind of an environment that they have made based on reference images. Students MUST layer and blend their colored pencils. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the drawing. Students MUST NOT add a signature or words of any kind on this art project.
Classroom Activities: Students will learn about ducks and the natural wetland environments in which they live in. They will choose there duck/goose/swan based on the list provided by the US Department of Fish and Willdlife. Upon choosing their subject, they will lightly draw a contour drawing as practice by breaking the animal's form into simple two-dimensional geometric shapes. Upon finishing the drawing of their subject, they will create a background based on reference photos of plants and terrain that is suited to that specific species. Students will also receive reference images of clouds, reflections, and other related images that can help to create a an environment. Students MUST NOT directly copy from photos so that they are using their own ideas. Students will learn how to properly use colored pencils. They will add color and shade by blending and layering the colors. Students who have created exceptionally good examples, will have the option of having their work submitted to the Federal Jr. Duck Stamp Design Competition.
Assignments Due: N/A
Additional Resources:
Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
Jr. Duck Stamp Brochure: https://www.fws.gov/migratorybirds/pdf/Education/junior-duck-stamp-conservation-program/2015JDSPBrochure.pdf
QTR 3 (Weeks 1-2) - Native American Style Pinch Pot Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.1.3: Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.
Learning Target(s) and Criteria: Students must using the pinch method to create a pinch pot/vessel which is...
- relatively symmetrical
- be able to stand on its own.
- be between four (4) and six (6) inches tall.
- Incorporates the design style of a specific Native American tribe (i.e. Navajo, Pacific Northwestern tribes, Seminole, Cherokee, Nez Perce, Iroquois, Souix, etc.)
- be glazed after the initial firing.
- write a short artist statement about which tribe's design style they incorporated into their designs (they must modify their designs not copy them), how they incorporated them (use the elements and principles of design to describe them), and reference an symbolism if applicable.
Assignments Due: Concept Sketch (Formative)
Additional Resources: www.youtube.com (there are many videos that will provide useful tips on using this method to make pottery)
QTR 3 (Weeks 3-4) - Cultural Folk Art Animal Sculpture Project (Summative)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.1.3: Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.
Learning Target(s) and Criteria: Students must using the pinch method to create a pinch pot/vessel which is...
- be able to stand on its own.
- Incorporates the folk art style found locally or from other cultures
- be glazed or painted (and if applicable embellished) after the initial firing.
- write a short artist statement about their design, if they liked it, and AT LEAST one thing they might (or could) do differently to make it better or more interesting to them personally.
Assignments Due: Concept Sketch (Formative)
Additional Resources: www.youtube.com (there are many videos that will provide useful tips on using this method to make pottery)
1st Quarter:
QTR 1 - Day 1:
- Introduction (Course, teacher, students)
- 20 minute group activity
- Diagnostic Test
- Individual Self-Portrait and Questionnaire Project
QTR - Day 2:
- Introduction to the Elements and Principles of Design
- In-Class Principles and Elements of Design Assignment
QTR 1 - Day 3:
- Introduction to Color Theory
- In-Class Color Theory Assignment
- Work on OP Art Project
QTR 1 - Op Art Shading Project (Summative) - DUE 8/26
Description: Students will create an optical illusion by drawing colorful cones that share one (1) point. Students must create concentric lines on each cone that are curved outward and then color them using the shading technique. Each cone can ONLY have two (2) alternating colors. They will try to apply varying levels of pressure while drawing with their pencil to create the illusion of shadows and highlights. For students who have difficulty achieving a gradual blend of values they can simply break their cones into three sections (no shading, lightly shaded, and heavily shaded) on each side in order to achieve the effect of depth and dimension within their artwork. Each drawing must include the following:
- Eight (8) shaded cones
- Complimentary color scheme on AT LEAST one (1) of the cones.
- Warm color scheme on AT LEAST one (1) of the cones.
- Cool color scheme on AT LEAST one (1) of the cones.
- Color schemes on ALL other cones of your choice.
Learning Target: Be able to create the illusion of depth and dimension using 2D media. Understand basic color theory terms.
Classroom Activities: Value chart & practice sheet (for practicing shading)
Assignments Due: Two (2) class periods
Additional Resources: N/A
QTR 1 - Shading and Line Still Life Project (Summative) - Due by end of class on 9/8
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target(s) and Criteria: Drawings must fill up the entire paper. Shading must be used throughout the design. Each drawing should utilize a specific color scheme as outlined in class. Classroom Activities: Students will choose one of three themes as a subject matter for this art project (Bottle still life, Human skull for Mexican Day of the Dead, or a fruit/vegetable still life. They will then create a composition that they find interesting (except for the skull which will be drawn to fill up the entire page) and then draw a contour of the object or objects. After creating a contour drawing, students will divide their artwork into sections using a ruler, after of which, they will shade from side to side within each grid while alternating from left to right from each row. Students will also use sharpie markers and/or micron pens to add hatching marks and linear designs throughout the composition.
Assignments Due: Measurement and Graphing (Formative)
Additional Resources: www.drawspace.com
QTR 1 - Political Cartoon/Caricature Drawing Project (Not graded) - For students who finish early
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.
Learning Target(s) and Criteria: Create two cartoons/caricatures of both presidential candidates from each major party that capture their personality and exaggerate their physical features. Students must add color to their cartoons as well. Craftsmanship must be neat.
Classroom Activities: Students who finish their project early will create cartoons and caricatures of both candidates as a way to celebrate our election and learn about artist who work as political cartoonist. Should a student not feel comfortable creating a cartoon of a politician then they can choose from a notable historical figure.
Assignments Due: No additional assignments due
Additional Resources: https://www.youtube.com/watch?v=4dkaEPWyi_k, This is a video of a political cartoonist drawing in time lapse. Please not that I do not endorse one way or the other any political views expressed in his, and/or any other drawing that students will be viewing:)
QTR 1 - Day of the Dead Self Portrait Project (Summative) - Begin 9/12
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.3: Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. read more
VA.68.H.1: Through study in the arts, we learn about and honor others and the worlds in which they live(d).
Learning Target(s) and Criteria: Drawings must fill up the entire paper. Craftsmanship must be neat. A variety of patterns and motifs should be visible. Positive and negative space should be utilized to incorporate the profile of each students face.
Classroom Activities: In recognizing Hispanic heritage month, we will focus on both the works of Frida Khalo along with the influential aesthetic style of Mexico’s Day of the Dead
Assignments Due: Measurement and Graphing (Formative)
Additional Resources: www.drawspace.com, https://www.zentangle.com/
QTR 1 (Weeks 6-7) - Doodle 4 Google Design Project (Summative) Begin 9/21, Due 10/3
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.C: Critical Thinking and Reflection
VA.68.C.1: Cognition and reflection are required to appreciate, interpret, and create with artistic intent. read more
Learning Target(s) and Criteria: Designs must be drawn within designated area. Craftsmanship should be neat. Students must create a design that connects with the chosen theme while demonstrating critical thought and deliberate intent.
Classroom Activities: Students will watch a short video on graphic design and view examples of Doodle 4 Google entries that won at the state and national level. Students will brainstorm and create AT LEAST three small concept sketches, or thumbnail sketches. They will then be given a template to draw from or on. Students will redesign the Google logo to convey and communicate the theme “What I See for the Future” according to their personal preferences.
Assignments Due: Concept/Thumbnail Sketches and Notes Assignment (Formative)
Additional Resources: doodles.google.com/d4g/
QTR 1 (Weeks 8-10) - Batik Style Art Nouveau Project (Summative) Begin 10/4
Standards:
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.4: Create artworks that demonstrate skilled use of media to convey personal vision.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Craftsmanship should be neat. Students must create a design that connects incorporates curved lines and organic shapes in the style of the Art Nouveau Movement into their artwork. Lines and shapes must connect with all four edges of their paper and 100% of the paper needs to be completely filled in with color. Students must use the resist technique to create texture as well. Pencils, markers, crayons, and watercolor must be used in the creation of their artwork. Their work should exhibit the same aesthetic style within the chosen theme while demonstrating critical thought and deliberate intent.
Classroom Activities: Prior to beginning this project, students will be working on helping to create fall leaves for this years booth display at the county fair which require the same resist technique as for this project. This will count as a formative grade to measure if they understand and can apply the technique prior to beginning. Students learn about the Art Nouveau Movement and see examples of this style (fashion, paintings, graphic design, interior design, etc.). After receiving a demonstration and instruction, students will work on creating a concept sketch of their design. Upon review and completion, they will begin working on their project.
Assignments Due: Concept/Thumbnail Sketches and Notes Assignment and Fall Leaves for County Fair (Formative)
Additional Resources: http://www.theartstory.org/movement-art-nouveau.htm
2nd Quarter
QTR 2 (Weeks 1-3) - Surrealism Drawing Project (Summative) Begin 10/24
Standards:
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Craftsmanship should be neat. Students must alter mundane everyday objects to create a 'surreal' artwork. Drawings MUST cover 100% of the paper. Shading MUST be included.
Classroom Activities: Students will first learn about what surrealism means along with various surreal artists from the 20th century (Frida Kahlo, Salvador Dali, Marc Chagall, Rene Magritte). They will see examples of contemporary Surrealism and engage in a discussion about them. Students will practice shading 3D shapes with charcoal prior to beginning. Students will first create a surreal face by removing, moving, or adding facial features. Faces can be human or of an animal. The second surreal drawing will be of at least two inanimate and animate objects that have been merged together (i.e. a mosquito and a light bulb). Lastly Students will create an automatic surrealism mixed media drawing/painting. Automatic Surrealism involves drawing a scribble, series of lines, and/or shapes prior to thinking about what will be creating. Afterwards, the artist will work within those shapes, scribbles, and/or lines to create a surreal drawing or drawings. This art project will be counted as a summative and should include at least three different types of media. Students are encouraged to think outside of the box and let their imagination run wild during the course of brainstorming and crafting their design.
Assignments Due: 3D shapes (Cone, Sphere, Cube, and Cylinder) Shading Assignment, Surreal Face Drawing (Charcoal or pencil), and Inanimate/Animate Surreal Drawing.
Additional Resources: N/A
QTR 2 (Week 4 and 5) - Jackson Pollock Inspired Splatter Art (and Masking) Project (Summative)
Standards:
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.2.1: Describe how previous cultural trends have led to the development of new art styles.
VA.68.H.2.2: The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.
Learning Target(s) and Criteria: Students need to significantly incorporate masking technique into their design. Contrast should be seen througout. Each painting should have some kind of color scheme. Paintings MUST cover nearly 100% of the paper.
Classroom Activities: Students will first learn about Jackson Pollock and his action method of painting. They will also learn about masking and how to use a tooth brush with watercolor to create a splattered effect. This project is a one day project that should be fun and relaxing. Students will cut up pieces of paper and arrange them to form what they consider an interesting composition. After each coat of splatter, they will rearrange the pieces to alter their composition and create new shapes. They will repeat this rearrangement of shapes and splattering until they have painted most of the surface area. The end result (along with the process) should be really neat.
Assignments Due: N/A
Additional Resources: Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
QTR 2 (Week 6) - Junior Duck Stamp Design Drawing (Summative)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Enduring Understanding 3 VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
VA.68.S.3.4: Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.
Learning Target(s) and Criteria: Students MUST fill 100% of their surface area with colored pencil (or if applicable paint). They MUST create a duck/goose/swan that is drawn proportionately. Students MUST include some kind of an environment that they have made based on reference images. Students MUST layer and blend their colored pencils. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the drawing. Students MUST NOT add a signature or words of any kind on this art project.
Classroom Activities: Students will learn about ducks and the natural wetland environments in which they live in. They will choose there duck/goose/swan based on the list provided by the US Department of Fish and Wildlife. Upon choosing their subject, they will lightly draw a contour drawing as practice by breaking the animal's form into simple two-dimensional geometric shapes. Upon finishing the drawing of their subject, they will create a background based on reference photos of plants and terrain that is suited to that specific species. Students will also receive reference images of clouds, reflections, and other related images that can help to create a an evirornment. Students MUST NOT directly copy from photos so that they are using their own ideas. Students will learn how to properly use colored pencils. They will add color and shade by blending and layering the colors. Students who have created exceptionally good examples, will have the option of having their work submitted to the Federal Jr. Duck Stamp Design Competition.
Assignments Due: N/A
Additional Resources:
Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
Jr. Duck Stamp Brochure: https://www.fws.gov/migratorybirds/pdf/Education/junior-duck-stamp-conservation-program/2015JDSPBrochure.pdf
3rd Quarter
Continue from QTR 2 and finish at the end of week 2. Students who do not finish may take their artwork home to complete, however they must bring them back by the midterm in order to receive full credit.
QTR 3 (Weeks 1-2) - Junior Duck Stamp Design Drawing (Summative)
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Enduring Understanding 3 VA.68.S.3: Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.
VA.68.S.3.2: Develop spontaneity and visual unity in artwork through repeated practice and refined craftsmanship.
VA.68.S.3.4: Demonstrate respect for copyright laws and intellectual property ownership when creating and producing works of art.
Learning Target(s) and Criteria: Students MUST fill 100% of their surface area with colored pencil (or if applicable paint). They MUST create a duck/goose/swan that is drawn proportionately. Students MUST include some kind of an environment that they have made based on reference images. Students MUST layer and blend their colored pencils. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the drawing. Students MUST NOT add a signature or words of any kind on this art project.
Classroom Activities: Students will learn about ducks and the natural wetland environments in which they live in. They will choose there duck/goose/swan based on the list provided by the US Department of Fish and Wildlife. Upon choosing their subject, they will lightly draw a contour drawing as practice by breaking the animal's form into simple two-dimensional geometric shapes. Upon finishing the drawing of their subject, they will create a background based on reference photos of plants and terrain that is suited to that specific species. Students will also receive reference images of clouds, reflections, and other related images that can help to create a an environment. Students MUST NOT directly copy from photos so that they are using their own ideas. Students will learn how to properly use colored pencils. They will add color and shade by blending and layering the colors. Students who have created exceptionally good examples, will have the option of having their work submitted to the Federal Jr. Duck Stamp Design Competition.
Assignments Due: N/A
Additional Resources:
Youtube: https://www.youtube.com/watch?v=bSjY4e7NqTo
Jr. Duck Stamp Brochure: https://www.fws.gov/migratorybirds/pdf/Education/junior-duck-stamp-conservation-program/2015JDSPBrochure.pdf
QTR 3 (Weeks 1-2) - Native American Style Pinch Pot Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.1.3: Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.
Learning Target(s) and Criteria: Students must using the pinch method to create a pinch pot/vessel which is...
- relatively symmetrical
- be able to stand on its own.
- be between four (4) and six (6) inches tall.
- Incorporates the design style of a specific Native American tribe (i.e. Navajo, Pacific Northwestern tribes, Seminole, Cherokee, Nez Perce, Iroquois, Souix, etc.)
- be glazed after the initial firing.
- write a short artist statement about which tribe's design style they incorporated into their designs (they must modify their designs not copy them), how they incorporated them (use the elements and principles of design to describe them), and reference an symbolism if applicable.
Assignments Due: Concept Sketch (Formative)
Additional Resources: www.youtube.com (there are many videos that will provide useful tips on using this method to make pottery)
QTR 3 (Weeks 4-6) - Famous 2D Art Turned Into 3D Relief Sculptures Project (Summative) - DUE: 3/1/17
Description: Students will choose from a number of famous paintings or prints and and turn them into 3D reliefs. Artists such as Van Gogh, Hopper, Escher, Dali, and others will be available to work from. Students will cut, construct, and paint during the course of this project. Upon finishing we will have a classroom critique. Students will also be required to write a poem or short story about the artwork in which they chose.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.H: Historical and Global Connections
VA.68.H.1.3: Analyze and describe the significance of artwork from a selected group or culture to explain its importance to the population.
Other Content Area Standards:
LA.6.4.1.2 - The student will write a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format.
Learning Target(s) and Criteria:
- Students must construct a 3D version of a famous paintings using glue, tape, scissors, and paint.
- Each relief must have multiple layers of depth.
- Each relief must be constructed in a manner that creates a sense of permanency - it must not be flimsy enough to fall apart.
- Each relief must be constructed and painted using excellent craftsmanship that looks like it was created with deliberate intent.
Classroom Activities: Demonstration, formal critique, and writing assignment.
Assignments Due: Concept sketch (for working out areas of depth and proportional relationships) and poem or short story (Formativ
Additional Resources: N/A
4th Quarter
QTR 4 (Weeks 1-3) - Folk Art Animal Sculpture Project (Summative)
Description: Students will finish painting, decorating and adding a base/stand (if applicable) for their sculptures, after painting them they will add and embellish them with other materials (i.e. pipe cleaners, beads, yarn, buttons, sequins, felt, wooden dowels, etc.). Since they are creating folk art, they are encouraged to stylize and exaggerate the form, color, and features of their sculptured animal.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.1: Make connections between the structural elements of art and the organizational principles of design to understand how artwork is unified.
Learning Target(s) and Criteria:
- Students must sculpt a 'free standing' sculpture
- Their sculpture must be a representation of a specific animal.
- Each sculpture must be hollowed out and be painted and decorated.
Classroom Activities: Demonstration and presentation/critique.
Assignments Due: Concept sketch (formative).
Additional Resources: N/A
QTR 4 (Weeks 4-7) - 1 Point Perspective City Street (Summative)
Description: Students will learn/review the 1 point perspective technique/process. They will see examples from the Early and High Renaissance that depict how artists used 1 point perspective to create the illusion of depth and perspective within their paintings. Prior to beginning, students will create a formative 1 point perspective assignment of their first or last name.
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Big Idea VA.68.O: Organizational Structure
VA.68.O.1.1: Make connections between the structural elements of art and the organizational principles of design to understand how artwork is unified.
Learning Target(s) and Criteria:
- At least 90% of the vanishing lines (if not all) MUST LEAD to the correct vanishing point.
- ALL vertical edges/lines MUST be parallel with each other and must be virtually 90 degrees with the top and bottom edges of the paper.
- ALL horizontal edges/lines that directly face the viewer MUST be parallel with each other and parallel with the top and bottom edges of the paper.
- A light source MUST be established as evidenced by highlights, shadows, and cast shadows through shading.
Classroom Activities: Demonstration and guided practice assignment.
Assignments Due: 1 Point Perspective Drawing (formative).
Additional Resources: N/A