2D2 Studio Art
(Intermediate Two Dimensional Art)
***Scroll down for resources and lessons***
Overview:
2D2 Studio Art is a yearlong course that focuses on two-dimensional techniques and media such as, drawing, painting, and printmaking. This course will require students to continue examining and utilizing design principles and color theory within the creation and analysis of artwork. In addition, students can expect to have more art production time and to be given more complex art projects. In this course students can expect to learn and/or utilize the following:
2D2 Studio Art
Study Guides & Resources:
2D2 Studio Art is a yearlong course that focuses on two-dimensional techniques and media such as, drawing, painting, and printmaking. This course will require students to continue examining and utilizing design principles and color theory within the creation and analysis of artwork. In addition, students can expect to have more art production time and to be given more complex art projects. In this course students can expect to learn and/or utilize the following:
2D2 Studio Art
- Principles and elements of design
- Rules of composition
- Color theory
- Additional two-dimensional techniques and media (i.e. 1 and 2 point perspective, acrylic painting, watercolor, linoleum block printmaking, etc.)
- Additional two-dimensional artists and artworks
- Art criticism (description, interpretation, analysis, and judgement)
Study Guides & Resources:
Projects & Assignments...
2023 - 2024 Academic year...
Quarter 1:
Abstract Analogous Color Project (Summative)
Description:
Students will draw one or two symbols or simple outlines of a shape and then cut out templates to trace. They will then trace triangles that overlap the shapes. They will then choose certain analogous color schemes to use in their artwork. The colors should contrast with each other.
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target(s):
Analogous colors, blending, shading, cropping, overlapping, contrast.
Criteria:
1. Artwork must be completely colored.
2. Approximately 5 to 7 shapes must be traced on the artwork.
3. Approximately 3 to 5 triangles must be traced on the artwork.
4. Shading and blending must be used to create contrast throughout the artwork.
Formative Assignments:
Blending and shading practice sketch assignment.
Other resources:
Images and examples of other student art and the color wheel.
Project: Art Deco Inspired Panther Project
Description:
•During this project we’re going to look at the style of Art Deco in the 1920s and use Panther Statues as the basis for our subject matter. We’ll be using the graph method technique, arylic Paints (black, blues, and gold, along with metallics for accents). We’ll also use acrylic gel medium to add texture and thickness to the panthers. We may even use nontraditional materials such as crystals, gold leaf, holograms, etc., depending on what you are trying to accomplish and how you want the style of your art to look like.
Standard(s):
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target:
•Master the graph method technique for drawing
•Understand how to use and blend acrylic paint.
Criteria:
Draw a contour of a panther using the graph method.
Paint your panther using highlights, midtones, and shaddows.
Decorate the background and area surrounding the panther in a manner that you think is personally interesting to you.
Additional Discussion/Resources: Images of panthers and other works of art.
Length of time: 4 weeks.
Project: Yayoi Kusama Inspired Pumpkin 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:
•2 weeks.
Quarter 2:
Project: Abstract Weaving Project
Description:
•Create two (2) abstract drawings using a different color scheme for each one. Choose how you will use the elements of art in their artwork, before beginning the project.
Standard(s):
•VA.68.O.2.3 Create a work of personal art using various media to solve an open-ended artistic problem.
Learning Target:
•Use weaving technique (and the elements of art and principles of design) to create your artwork.
Criteria:
•Create two (2) abstract drawings that have two (2) different color schemes.
•Choose how you will use the elements of art on the planning sheet.
•Create three (3) concept sketches for each abstract drawing – six (6) total, prior to beginning project. (Formative assignment)
•Use colored pencils & markers/pens.
•Design MUST cover 90% of the surface area.
•Shapes MUST be completely colored in.
•Paper MUST be evenly cut and woven together.
•Artwork MUST be adhered to black cardstock.
Additional Discussion/Resources:
•Video #1 Sergi Cadenas: https://www.youtube.com/watch?v=A8dM2B_lPxA
•Video #2 Alfred Cheng: https://www.youtube.com/watch?v=XJRVqzoQUG0
•Video #3 Vincent Bal: https://www.youtube.com/watch?v=b-R-ZHTRksI
•Video #4 Christy Kovacs: https://www.youtube.com/watch?v=nHmFi5rk1OU
Length of time:
•3 weeks
Diego Rivera Biography Assignment (formative)
Description: Students read a biography about Mexican artist, Diego Rivera. They then completed a reading comprehension worksheet. Afterwards, students viewed and discussed the artworks by Rivera.
(ELA) Standards:
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
Duration: 2 Days.
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:
Wed/Thurs (1/3-4): 1 Point Perspective Direct Draw and Practice Assignments (Formative)
Project: Abstract printmaking project (Summative) / Gothic and Celtic Letters (Formative)
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 2 to 3 weeks
Project: Oil Pastel Flower Vase project
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. Students my draw from observation or by imagination. They may create their artwork based on various styles.
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 12x18 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:
Abstract Analogous Color Project (Summative)
Description:
Students will draw one or two symbols or simple outlines of a shape and then cut out templates to trace. They will then trace triangles that overlap the shapes. They will then choose certain analogous color schemes to use in their artwork. The colors should contrast with each other.
Standards:
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target(s):
Analogous colors, blending, shading, cropping, overlapping, contrast.
Criteria:
1. Artwork must be completely colored.
2. Approximately 5 to 7 shapes must be traced on the artwork.
3. Approximately 3 to 5 triangles must be traced on the artwork.
4. Shading and blending must be used to create contrast throughout the artwork.
Formative Assignments:
Blending and shading practice sketch assignment.
Other resources:
Images and examples of other student art and the color wheel.
Project: Art Deco Inspired Panther Project
Description:
•During this project we’re going to look at the style of Art Deco in the 1920s and use Panther Statues as the basis for our subject matter. We’ll be using the graph method technique, arylic Paints (black, blues, and gold, along with metallics for accents). We’ll also use acrylic gel medium to add texture and thickness to the panthers. We may even use nontraditional materials such as crystals, gold leaf, holograms, etc., depending on what you are trying to accomplish and how you want the style of your art to look like.
Standard(s):
VA.68.S.1.1: Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target:
•Master the graph method technique for drawing
•Understand how to use and blend acrylic paint.
Criteria:
Draw a contour of a panther using the graph method.
Paint your panther using highlights, midtones, and shaddows.
Decorate the background and area surrounding the panther in a manner that you think is personally interesting to you.
Additional Discussion/Resources: Images of panthers and other works of art.
Length of time: 4 weeks.
Project: Yayoi Kusama Inspired Pumpkin 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:
•2 weeks.
Quarter 2:
Project: Abstract Weaving Project
Description:
•Create two (2) abstract drawings using a different color scheme for each one. Choose how you will use the elements of art in their artwork, before beginning the project.
Standard(s):
•VA.68.O.2.3 Create a work of personal art using various media to solve an open-ended artistic problem.
Learning Target:
•Use weaving technique (and the elements of art and principles of design) to create your artwork.
Criteria:
•Create two (2) abstract drawings that have two (2) different color schemes.
•Choose how you will use the elements of art on the planning sheet.
•Create three (3) concept sketches for each abstract drawing – six (6) total, prior to beginning project. (Formative assignment)
•Use colored pencils & markers/pens.
•Design MUST cover 90% of the surface area.
•Shapes MUST be completely colored in.
•Paper MUST be evenly cut and woven together.
•Artwork MUST be adhered to black cardstock.
Additional Discussion/Resources:
•Video #1 Sergi Cadenas: https://www.youtube.com/watch?v=A8dM2B_lPxA
•Video #2 Alfred Cheng: https://www.youtube.com/watch?v=XJRVqzoQUG0
•Video #3 Vincent Bal: https://www.youtube.com/watch?v=b-R-ZHTRksI
•Video #4 Christy Kovacs: https://www.youtube.com/watch?v=nHmFi5rk1OU
Length of time:
•3 weeks
Diego Rivera Biography Assignment (formative)
Description: Students read a biography about Mexican artist, Diego Rivera. They then completed a reading comprehension worksheet. Afterwards, students viewed and discussed the artworks by Rivera.
(ELA) Standards:
ELA.K12.EE.1.1 Cite evidence to explain and justify reasoning.
ELA.K12.EE.2.1 Read and comprehend grade-level complex texts proficiently.
ELA.K12.EE.3.1 Make inferences to support comprehension.
Duration: 2 Days.
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:
Wed/Thurs (1/3-4): 1 Point Perspective Direct Draw and Practice Assignments (Formative)
Project: Abstract printmaking project (Summative) / Gothic and Celtic Letters (Formative)
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 2 to 3 weeks
Project: Oil Pastel Flower Vase project
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. Students my draw from observation or by imagination. They may create their artwork based on various styles.
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 12x18 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...
2d2_studio_art_lesson_plans_2022-2023.pdf | |
File Size: | 9463 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 '>>>>***** 2D2 Drawing Prompts 1-30 (PDF) *****<<<<' 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 formative grade.
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2019-20 Academic Year:
Q1 W1:
- Introduction (Course)
- Project: Open Ended Op Art Drawing Assignment (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 an Op Art drawing from the student's imagination so as to demonstrate an attempt to create a personally unique artwork. After looking at and studying various works of art, students are to create their own designs in this open ended project. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Lecture about Op Art (10 minutes each) with a short presentation about artists Bridget Riley and Victor Vaserley (about 5 minutes).
Due Date: Week 2
Q1 W3-6:
- Project: Rainforest Watercolor and Masking 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 watercolor inspired by the leaves and flowers of the tropical rainforests. Students will utilize the masking technique using masking fluid. Students are encouraged to use various tints, tones, hues, and shades of color within their color scheme and think about what their dominant object/focal point will be and how they will arrange the surrounding space. 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 6
- Project: Pixilated Portrait Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Learning Target: Create a portrait made up entirely of brightly colored pixilations using acrylic paint. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Learn about value and it's relationship with color. Students will also learn about how color and value are important to traditional and non traditional painting (about 5 minutes).
Due Date: 2nd Quarter (TBD)
- Project: Graffiti Pop Art Project
Standards:
VA.68.C.1.1: Apply a range of interests and contextual connections to influence the art-making and self-reflection processes.
Learning Target: Create a loose, bright and expressive painting using a stenciling technique, glitter, acrylic paint, collage, and texturing mediums. Students will be given 16x20 inch stretched canvases this painting. This project requires the students to work large and loosen their brush strokes.
Other Activities: Partake in a critique of other expressive and loose contemporary artworks (about 15 minutes).
Due Date: 2nd Quarter (TBD)
Q2 W1-4:
- Project: Pixilated Portrait Project
Standards:
Big Idea VA.68.S: Skills, Techniques, and Processes
Learning Target: Create a portrait made up entirely of brightly colored pixilations using acrylic paint. Please refer to the Volusia County Visual Arts Rubric.
Other Activities: Learn about value and it's relationship with color. Students will also learn about how color and value are important to traditional and non traditional painting (about 5 minutes).
Due Date: TBD
- Project: Graffiti Pop Art Project
Standards:
VA.68.C.1.1: Apply a range of interests and contextual connections to influence the art-making and self-reflection processes.
Learning Target: Create a loose, bright and expressive painting using a stenciling technique, glitter, acrylic paint, collage, and texturing mediums. Students will be given 16x20 inch stretched canvases this painting. This project requires the students to work large and loosen their brush strokes.
Other Activities: Partake in a critique of other expressive and loose contemporary artworks (about 15 minutes).
Due Date: TBD
- 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
Q2 W13:
- Project: Sketching with Charcoal Assignment
- Description: Students will initially practice with drawing three dimensional geometric shapes (cubes, cones, cylinders, spheres, etc.) using charcoal and white conte. They will then create a drawing of an inanimate object (lamp, coffee pot, etc.).
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. Sketch a an inanimate object (lamp, pencil sharpener, chair, etc.)
Other Activities: Practice sketching geometric shapes (cone, sphere, cube, prism, cylinder, etc.)
Due Date: 12/13
3rd Quarter:
QTR 3 (Weeks 1-4)
Project: Wildlife Forever State Fish Art Contest (entry is optional)
Description: Students will create a fished theme painting, drawing, or mixed media artwork based on a state fish of their choosing. Artwork must be completed on a 9x12 paper (horizontal format) and showcase originality, creativity, excellent use of craftsmanship, and capture the proportions, shape, form, and physical attributes of their fish. Students will also research the habitat and use reference photos for ensuring that the environment is accurately depicted as well, however, artwork may be more expressive (i.e. color, texture, etc.)
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.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 fish that is contest eligible, fish 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, peer assessment, and formal critique
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 5-8)
Project: Rainforest Plants and Animals Pencil Drawing Project
Description: Students will create large pencil drawings using both pencils and pastels on illustration board. Students will focus on shading to create an array of dark tones, mid tones, and highlights.
Standards:
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 70% or more of the surface area, must draw from observation, and negative space must be filled with color.
Classroom Activities: Demonstration
Assignments Due: Measurement and graphing (formative)
Additional Resources: N/A
QTR 3 (Week 9)
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.
QTR 3 (Weeks 9-10) *** This project will continue into the 4th quarter ***
Project: Rainforest Stop Motion Animation Collaboration Project
Description: Students will collaborate with Film and Animation students to research, plan, create backdrops and sets, and animate a short film about animals in the rainforest.
Standards:
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.F.3.3: Collaborate with peers to complete an art task and develop leadership skills.
VA.68.F.3.1: Use technology applications through the art-making process to express community or global concerns.
Learning Target: Create a backdrop through technical skill and research, animate characters within the film.
Classroom Activities: Demonstration
Assignments Due: Inspiration wall, research powerpoint, and concept sketches.
Additional Resources: Youtube (videos on stop motion animation)
2018-19 Academic Year:
1st Quarter:
QTR1, Week 1- Day 1:
- Introduction (Course, teacher, students)
- Exaggerated Proportion Cartoon Character Assignment (must create a thumbnail sketch that reflects planning about composition/perspective, utilize cropping technique within the artwork's composition, and fill up nearly 100% of the paper).
- Preview of what our 1st art project and other art projects during the 1st quarter.
- Donuts!
QTR1 (Weeks 1-2):
Project: Geometric Design Project (For 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 an original geometric design that incorporates a specific color scheme and fills at least 75% of the paper.
Other Activities: Review about color theory (10 minutes), Short slideshow showcasing AMAZING geometric works of art (about 10 minutes).
Due Date: Week 2 (Wednesday)
QTR1 (Weeks 2-3):
Project: Geometric Design Project (For 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 an original geometric design that incorporates a specific color scheme and fills at least 75% of the paper.
Other Activities: Review about color theory (10 minutes), Short slideshow showcasing AMAZING geometric works of art (about 10 minutes).
Due Date: End of week 4 on Friday (Wednesday)
QTR1 (Weeks 4-5):
Project: Block Print Overlapping Colors 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.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Create three (3) prints using two (2) blocks with different colors. Prints must use different designs and patterns from the two blocks. Students must create interesting compositions that create visual harmony.
Other Activities: Video about printmaking (10 minutes), view two artist websites who create block prints (about 10 minutes).
Due Date: End of week 4 on Friday (Wednesday)
QTR1 (Weeks 6-10):
Project: Reptile Mixed Media Project (Formative)
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.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Draw a contour drawing of a reptile, outlined with micron pen.
Due Date: Friday
2nd Quarter:
QTR2 (Weeks 1-2):
Project: Finish Reptile Mixed Media Project (Formative)
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.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Draw a contour drawing of a reptile, outlined with micron pen.
QTR2 (Week 3-5):
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)
QTR 2 (Weeks 6-10)
Project: Wildlife Forever State Fish Art Contest (entry is optional)
Description: Students will create a fished theme painting, drawing, or mixed media artwork based on a state fish of their choosing. Artwork must be completed on a 9x12 paper (horizontal format) and showcase originality, creativity, excellent use of craftsmanship, and capture the proportions, shape, form, and physical attributes of their fish. Students will also research the habitat and use reference photos for ensuring that the environment is accurately depicted as well, however, artwork may be more expressive (i.e. color, texture, etc.)
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.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 fish that is contest eligible, fish 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, peer assessment, and formal critique
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.
3rd Quarter:
QTR 3 (Weeks 1-4)
Project: Wildlife Forever State Fish Art Contest (entry is optional) Continue and Finish (DUE 2nd Thursday of 3rd Quarter)
Description: Students will create a fished theme painting, drawing, or mixed media artwork based on a state fish of their choosing. Artwork must be completed on a 9x12 paper (horizontal format) and showcase originality, creativity, excellent use of craftsmanship, and capture the proportions, shape, form, and physical attributes of their fish. Students will also research the habitat and use reference photos for ensuring that the environment is accurately depicted as well, however, artwork may be more expressive (i.e. color, texture, etc.)
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.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 fish that is contest eligible, fish 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, peer assessment, and formal critique
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 5-11)
Project: Graph Method Drawing Project
Description: Students will create pencil drawings using the graph method using graphite pencils on illustration board.
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Capture the proportions and values of the shadows and highlights of the subject to create a realistic and representational pencil drawing.
Classroom Activities: Demonstration of drawing pencils and blending, peer assessment, and formal critique
Assignments Due: value scale hatching charcoal assignment & 3 dimensional shape charcoal sketch assignment
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
4th Quarter:
QTR 3 (Weeks 1-2) - Continued from 3rd quarter
Project: Graph Method Drawing Project
Description: Students will create pencil drawings using the graph method using graphite pencils on illustration board.
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Capture the proportions and values of the shadows and highlights of the subject to create a realistic and representational pencil drawing.
Classroom Activities: Demonstration of drawing pencils and blending, peer assessment, and formal critique
Assignments Due: value scale hatching charcoal assignment & 3 dimensional shape charcoal sketch assignment
Additional Resources: Youtube (students will find all kinds of drawing tutorials that will help enhance their learning).
QTR 3 (Weeks 4-7)
Project: Botanical Laser Cutter Project
Description: Students will create botanical contour drawings of plants and trees. Afterwards we will create pdf files of their artwork and students will use the laser cutter to create engraved images of their artwork. Students will then use acrylic paint to stain the wood with different colors.
Standards:
VA.68.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Create accurately drawn contour drawings, export images to pdf file, use laser cutter that showcases at least 80% mastery, and then decorate with acrylic paint.
2017-18 Academic Year:
1st Quarter
QTR 1, Week 1 - Day 1:
- Introduction (Course, teacher, students)
- Introduction Teacher/Student Activity
- Introduction to the Belringer
- Introduction to 1st Project
- Bell Ringer Drawing Assignment
- Begin Geometric Painting project
- Bell Ringer Drawing Assignment
- Continue Geometric project
QTR1 (Weeks 2-5)
Project: Geometric Painting Project
Description: Students will create a painting based on geometric design on an 18x24 inch canvas using acrylic paint. Students may use any shape they would like. Compositions may be asymmetric or symmetrical in design. Students must incorporate some kind of design or pattern into their work along with a predetermined color scheme to create visual unity throughout the composition.
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.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 painting that incorporates repetition/pattern, a specific predetermined color scheme, and is 100% filled in.
Classroom Activities: Lecture, Demonstration, and Sharing of Visual Exmaples
Assignments Due: Concept Sketches (Formative)
Additional Resources: N/A
QTR1 (Weeks 6-9)
Project: Drawing Reflections Graph Method Project
Description: Students will arrange objects (i.e. spoons, forks, bottles, coffee pot, salt shaker, glassware, etc.) in an interesting composition and then take a photograph of them. Photos will be cropped and printed for students to use as a visual reference. Students will then use a H pencil to lightly graph out 1x1 inch grid squares on an illustration board. Next students will begin drawing and shading in order to create a realistic and proportionate drawing of reflective surfaces.
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.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Students will create a drawing that captures the photographic nature of reflections and while creating an interesting composition.
Classroom Activities: Shading practice assignment (diagnostic), Lecture/demonstration on graph method drawing
Assignments Due: Value scale (Formative)
Additional Resources: N/A
QTR1 (Weeks 7-9)
Project: Overlapping Frogs Drawing
Description: This project is meant as a bellringer (or filler project) to run concurrently with the graph method project. Students will create a composition of Amazon tree frogs that overlap. They can design this anyway that they would like as long as they create a visual harmony and unity throughout the composition.
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.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Students will create a drawing that captures the photographic nature of reflections and while creating an interesting composition.
Classroom Activities: N/A
Assignments Due: Value scale (Formative)
Additional Resources: Images of Amazon tree frogs
QTR1 (Weeks 10-13)
Project: Drawing Reflections Graph Method Project (Continue and finish by 11/3 - if not finished work on at home and bring back by 11/16)
Description: Students will arrange objects (i.e. spoons, forks, bottles, coffee pot, salt shaker, glassware, etc.) in an interesting composition and then take a photograph of them. Photos will be cropped and printed for students to use as a visual reference. Students will then use a H pencil to lightly graph out 1x1 inch grid squares on an illustration board. Next students will begin drawing and shading in order to create a realistic and proportionate drawing of reflective surfaces.
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.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Students will create a drawing that captures the photographic nature of reflections and while creating an interesting composition.
Classroom Activities: Shading practice assignment (diagnostic), Lecture/demonstration on graph method drawing
Assignments Due: Value scale (Formative)
Additional Resources: N/A
2nd Quarter
QTR2 (Weeks 1-3)
Project: Overlapping Frogs Drawing (Continue and Finish by November 11th - if not finished work on at home and bring back by 11/16)
Description: This project is meant as a bellringer (or filler project) to run concurrently with the graph method project. Students will create a composition of Amazon tree frogs that overlap. They can design this anyway that they would like as long as they create a visual harmony and unity throughout the composition.
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.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Students will create a drawing that captures the photographic nature of reflections and while creating an interesting composition.
Classroom Activities: N/A
Assignments Due: Value scale (Formative)
Additional Resources: Images of Amazon tree frogs
QTR2 (Weeks 4-7)
Project: Animal Stencil Mixed Media Paintings
Description: This project will involve the students tracing out a stencil of a chosen animal, using positive and negative space to determine what they cut out. Students will then loosely paint a canvas with bright and florescent colors. Upon finishing, students will use spray paint their stencils on the paper they were cut from over the canvas. Next, students will loosely paint in mid toned areas using acrylic paint. Students may then add text, splatter, and or dripping, effects, by using watercolor or acrylic paint, markers, ink, etc. Finally, artworks will be varnished for permanency.
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.S: Skills, Techniques, and Processes
VA.68.S.1.1 Manipulate content, media, techniques, and processes to achieve communication with artistic intent.
Learning Target: Students will create a drawing that captures the photographic nature of reflections and while creating an interesting composition.
Classroom Activities: N/A
Assignments Due: Stenciling (Formative)
Additional Resources: Images of Amazon tree frogs
QTR 2 (Weeks 8-10)
Project: Negative and Positive Space Plant Project
Description: Students will go outside to pick plants/flowers and then bring them back into the classroom in order to arrange them into visually interesting compositions. Students will focus on drawing contour drawings on all of the plants. Afterwards they will fill in all of the negative space using traditional Chinese ink.
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.O.1.3: Combine creative and technical knowledge to produce visually strong works of art.
Learning Target: Create an artwork that captures the essence and contour of the plants and is fills in the negative space completely (100%).
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 (Weeks 1-2)
Project: Alkyd Oil Projects (two separate projects) (Doodle 4 Google project too)
Description: Students will be introduced to a new medium, alkyd oils. They will create two projects using this medium. The projects we will be working on in the classroom are meant to be spontaneous and abstract. The first one will incorporate foil
Standards:
VA.68.S.1: The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art.
(Standards for Doodle 4 Google Project)
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 canvas, must utilize an intended color scheme, must create visual harmony.
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 3 (Weeks 3-8)
Project: Landscape Painting Project (or Federal Junior Duck Stamp Design Painting Project)
Description: Students will learn and practice using acrylic paints to either create a Junior Duck stamp design or a landscape painting. Students who decide to create a stand alone landscape painting will work from a photograph (that they research and choose) and WILL choose a historic landscape painting to incorporate it's style (i.e. Rococo, Romanticism, Realism, Naturalism, Hudson School, Impressionism, etc.).
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 canvas, must incorporate acrylic paint, must incorporate a specific style, and must include a background, middle ground.
Classroom Activities: Demonstration, and videos of artists creating landscapes in various styles, techniques, and methods.
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.
4th Quarter
QTR 3 (Week 1) (ONLY APPLICABLE FOR STUDENTS WHO HAVE NOT FINISHED FROM 3RD QTR)
Project: Landscape Painting Project (or Federal Junior Duck Stamp Design Painting Project)
Description: Students will learn and practice using acrylic paints to either create a Junior Duck stamp design or a landscape painting. Students who decide to create a stand alone landscape painting will work from a photograph (that they research and choose) and WILL choose a historic landscape painting to incorporate it's style (i.e. Rococo, Romanticism, Realism, Naturalism, Hudson School, Impressionism, etc.).
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 canvas, must incorporate acrylic paint, must incorporate a specific style, and must include a background, middle ground.
Classroom Activities: Demonstration, and videos of artists creating landscapes in various styles, techniques, and methods.
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 4 (Week 1-4)
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 (Weeks 5-8)
Project: Comic Strip/Book Project
Description: Students will work collaboratively to design and create individual comic strips and a comic book. During this process students will learn basics of creating sequential art, developing layout and design, and creating visual flow throughout each page.
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.3 : Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.
Learning Target: Create a strip of 3-5 panels. Theme can be humorous, dark, or informative. Each comic must have a title panel and include gutters between each panel. Student's work must show evidence of thoughtful planning and design in terms of the placement of panels and gutters, content, and text (if applicable).
Classroom Activities: Demonstration
Assignments Due: Character development assignment (3 different expressions and 3 different figural positions)
Additional Resources: Youtube: There are many videos about developing a comic strip and sequential art.
QTR 4 (Week 8-10)
Project: Art Documentaries and Final Portfolio Review
Description: Students will watch various art documentaries and prepare their portfolios for a final review.
Standards: N/A
Learning Target: Students must present their total body of work and discuss what they feel are the strengths and weaknesses of it.
Classroom Activities:
Assignments Due: N/A
Additional Resources: Youtube:
2016-17 Academic Year:
1st Quarter
QTR 1 - Day 1:
- Introduction (Course, teacher, students)
- Review Test (Diagnostic) - Students who make an 80% or more will get to go on a field trip. For those who make less than 80%, they will get to retake it at the end of the 1st quarter.
- Questionnaire and 1st day self-portrait drawing (not for a grade).
QTR 1 - Day 2:
- Shading and shape drawing practice activity
- Introduction to the Graph Method.
- Teacher Demonstration.
Graph Method Practice Drawing Assignment (Formative):
Description: Students will use pre-graphed papers and images to create a drawing that accurately captures the likeness or representation of the image that they are drawing from. They will have to utilize value and scale during this project. Students will work one one (1) grid-square at a time; working from left to right and top to bottom. After completion, they can go back and touch up areas that they feel need to be changed. Upon completion of the drawing itself, students will add collage and design the negative space in order to further personalize the portrait and create a visual harmony.
Standards: VA.68.S.1.1 and VA.68.S.2.2
Learning Target: Create a realistic drawing drawn to scale and incorporates accurately described values.
Classroom Activities: Value scale and practice sheet (for shading)
Assignments Due: 2 Class periods
Additional Resources: https://www.youtube.com/watch?v=HOqaocuds00 - Good video of a student (not mine) using this method.
- Photographs will be taken of students once they begin
QTR 1 - Self-Portrait Project (Summative) DUE: Extended (Students will receive a progress grade at the end of the quarter)
Description: As before, students will create a graph method drawing. However, for this project they will create a self-portrait on a 15x20 illustration board. Additionally, they will need to precisely graph their own boards and images that they will be working from using accurate measurements. Also as before, Students will work one one (1) grid-square at a time; working from left to right and top to bottom. After completion, they can go back and touch up areas that they feel need to be changed. Upon completion of the drawing itself, students will add collage and design the negative space in order to further personalize the portrait and create a visual harmony. Ink may also be applied to their portraits upon completion.
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.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 realistic drawing drawn to scale and incorporates accurately described values, and create visual harmony within the work.
Classroom Activities: Metric system vs. English system of measurement and "how to properly use a ruler" activity
Assignments Due: No additional assignments due.
Additional Resources: https://www.youtube.com/watch?v=HOqaocuds00 - Good video of a student (not mine) using this method.
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 8-9) - Batik Style Resist Reptile Project (Summative) Begin 10/4
Description: Students will create a batik style mixed media artwork of a reptile, or reptile-like creature, using a resist technique with crayon and watercolor. The resist technique will create a batik-like effect and should enhance the texture of their artwork. Students will create a repetitious design for the background using the same technique. These colorful and vibrant pieces will allow students to practice the use of a resist technique while exploring and experimenting with creating a composition.
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.S: Skills, Techniques, and Processes
VA.68.S.2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
Learning Target(s) and Criteria: Art projects must be of the head of a reptile (or reptile-like) creature. The subject must take up most of the paper and be cropped off. Students can create a realistic, imaginary, or stylized drawing. The background must incorporate a repetition that is found within their subject. Artwork must be heavily textured using correct application of techniques. 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 learn about the batik technique, the resist technique, watch a short demonstration, and create a concept sketch. They will also view several watercolor paintings of Florida artist, Kathleen Maling, who creates vibrant and colorful paintings of reptiles.
Assignments Due: Concept Sketch (to establish the arrangement of positive and negative space within the composition) Formative
Additional Resources: http://www.kathleenmaling.com/
2nd Quarter
Continue and finish self portraits and reptile project projects by (11/22 - Due by 12/16)
QTR 2 (Week 4) - Alkyd Oil Abstract Painting Project (Summative) Begin and Finish 11/22
Description: This is a one day project that will allow students to experiment with Alkyd Oils to create really interesting abstract artwork. Students will go outside, as these paints require a well ventilated area, to create there art pieces. Each student will receive one small stretched canvas and choose from a limited number of colors for their color scheme. They will also receive several toothpicks and share droppers to help manipulate the paint.
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.S: Skills, Techniques, and Processes
VA.68.S.2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
Learning Target(s) and Criteria: Students must utilize the entire surface to create an interesting composition while focusing on the shapes, colors, and spacial relationships that they find interesting. Students MUST not over mix the paint.
Classroom Activities: Students will watch a short demonstration via Youtube as well as an in class demonstration before beginning. Upon completion students will add lacquer (outside) and add hangers to the back of their canvases.
Assignments Due: N/A
Additional Resources: N/A
QTR 2 (Weeks 5 and 6) - Negative and Positive Space Plants Drawing with Chinese Ink (Summative)
Description: Students will draw contour drawings of plants that they have arranged to form an interesting and balanced composition. Upon finishing their contour drawings, they will fill in the negative space with Chinese ink.
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.S: Skills, Techniques, and Processes
VA.68.S.2: Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.
Learning Target(s) and Criteria: Students must utilize the entire surface to create an interesting composition while focusing on the shapes that are formed by each leaf and stem. Chinese ink MUST be applied as to not cover up any of the positive space (plants). The composition should fill most of the surface area.
Classroom Activities: Students will learn about the batik technique, the resist technique, watch a short demonstration, and create a concept sketch. They will also view several watercolor paintings of Florida artist, Kathleen Maling, who creates vibrant and colorful paintings of reptiles.
Assignments Due: N/A
Additional Resources: N/A
QTR 2 (Week 7) - Junior Duck Stamp Design Painting Project (Summative) Students who have finished their other projects early will begin working on this project during the 2nd quarter.
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 acrylic 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 the paint using various ratios of water and paint. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the painting. 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 acrylic paint. They will add color, shadows, and highlights by blending and layering the paint. 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
QTR 2 - Junior Duck Stamp Design Painting Project (Summative) DUE 3/8/17
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 acrylic 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 the paint using various ratios of water and paint. Designs should incorporate visual unity and the duck/goose/swan should be the focal point of the painting. 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 acrylic paint. They will add color, shadows, and highlights by blending and layering the paint. 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: Practice sketch (Formative), Background sketch (Formative), Color theory Practical Application Painting Assignment (Formative)
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 1-4) - Zentanglular Spheres Shading Project (Summative) This project should parallel the painting project. Students will work on this project as a bell ringer or as a filler project.
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.
Learning Target(s) and Criteria: Designs must incorporate spheres. Each Sphere must be made up of various or repeating elemental designs. Drawings must be made using ink and pencil (for shading only). Students should be able to create the illusion of depth through proportion and value.
Classroom Activities: Students will see some examples of spheres that have been created in zentagles and they will watch a short demonstration from the teacher.
Assignments Due: Small Zentangle Sphere (Formative)
Additional Resources: doodles.google.com/d4g/
QTR 3 (February 7th - Tuesday) - Judith Ann Braun Inspired Fingerprint Project (Summative) This project should parallel the painting project. Students will work on this project as a bell ringer or as a filler project.
Description: After viewing murals and artwork made by contemporary artist Judith Ann Braun, students will work to create their own finger print artworks using ink dye and/or ink pigment pads. Students can smear or continuously tap their fingerprints to create shaded effects. This is a short project that is designed to get students to think about visual movement - one of the principles of design.
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.
VA.68.H.1.4: Explain the significance of personal artwork, noting the connections between the creative process, the artist, and the artist’s own history.
Learning Target(s) and Criteria:
- Designs must use ink.
- Designs must only be made with fingers (no hands, brushes, or stamps).
- Designs must fill up at least 60% of the paper.
- The composition must be either symmetrically or asymmetrically balanced.
- Students must create visual movement within their composition.
Classroom Activities: Students will watch a PowerPoint showcasing examples of Judith Ann Braun's artwork
Assignments Due: Fingerprint project (Formative)
Additional Resources: N/A
QTR 3 - Students will continue working on Junior Duck Stamp Design Paintings until end of 3rd QTR
4th Quarter
QTR 4 (Weeks 1-4) - 2 Point Perspective Name Project (Formative)
Description: Students will design their name using 2 point perspective. These will be colored, cut out and adhered to their portfolios. This project is designed to lead up to the next 2 point perspective drawing project.
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.
VA.68.H.1.4: Explain the significance of personal artwork, noting the connections between the creative process, the artist, and the artist’s own history.
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.
Learning Target(s) and Criteria:
- Designs must use 2 point perspective (with 2 vanishing points)
- ALL vanishing lines must lead to the correct vanishing point.
- Designs must shaded.
- designs must be decorated and have color added to them.
- All designs must be cut out and added to portfolios.
Classroom Activities: Demonstration and peer review.
Assignments Due: N/A
Additional Resources: N/A
QTR 4 (Weeks 4-6) - Gesture Ink and Watercolor Project - Historical Buildings/Structures (Formative) Due: April 28th (Friday)
Description: Students will loosely draw and paint historical buildings and structures using off-colored ultra fine point markers and watercolors). Upon adding paint, they will use black ultra fine markers (or micron pens) to add extra contours and details. This project is designed to force students to loosen up their drawing technique and use non realistic colors in order to create expressive paintings.
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.
VA.68.H.1.4: Explain the significance of personal artwork, noting the connections between the creative process, the artist, and the artist’s own history.
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.H: Historical and Global Connections
VA.68.H.1.1: Describe social, ecological, economic, religious, and/or political conditions reflected in works of art.
Learning Target(s) and Criteria:
- The contour of each building/structure MUST be drawn with at least three colors of ultra fine point markers (of the students choosing)
- Watercolor must be added to fill at least 90% of the surface area
- Black ultra fine point sharpie and/or micron pens MUST be used to add details and define contoured areas within the drawing/painting.
- Designs must exhibit a loose and expressive drawing/brush style.
Classroom Activities: Demonstration, peer review (during production), and a formal critique
Assignments Due: N/A
Additional Resources: N/A