Unit 2: Drawing Art III

Transcription

1 Unit 2: Drawing Art III 1 Grade: 6th-8th Time Allotted: 8 weeks Unit Introduction: This unit seeks to introduce basic drawing techniques and media to improve students drawing skills. Students will practice techniques to improve observation skills and use of media. Focus will be on using drawing to record what is seen, plan for larger projects, and define ideas. Individual Lesson Topics/Focus: Contour Drawing Still life drawing charcoal Still life drawing conte or soft pastels Sketchbook practice Still life Pencil Stuffed Animal/Emotion drawing choice of medium Gesture drawings longer poses/ focus on getting form and direction Practice drawing hands and feet Practice drawing faces/handout provided Self-portraits medium of choice Peer critiques/walk-throughs Artist s Statements Self-reflections of finished projects Media and Tools/ Usage and Cleanup Unit Objectives: Students will be able to: -reflect his/her own artist statement while using drawing media and processes -use learned vocabulary and observation skills to create works of art -practice using the elements and principles in their own works of art -understand the purposes of using drawing media that sets it apart from other art media -reflect on the use of drawing media and techniques throughout history -practice drawing techniques in a variety of projects to improve observation skills -reflect on the emergence of any particular styles that set each student s artwork apart from others -demonstrate proper use and cleanup of materials and tools Unit Standards: (Oklahoma Priority Academic Student Skills, grade 8) 1:1 Identify and apply knowledge of the principles of design in personal artwork and the artwork of others 1:2 Identify and apply the elements of art in works of art. 1:3 Compare and contrast works which are similar or different in expressive quality, composition, and style.

2 2 1:4 Discuss works of art of different media and styles beyond statements of mere preference. 2:2 Explain the purpose of visual art and artists in history and culture. 2:3 Identify how visual art is used by artists in today s world, including the popular media of advertising, television, and film (e.g. illustrator, fashion designer, sculptor, display designer, painter, graphic designer, animator, photographer). 2:4 Identify the relationship that exists between visual art and other art forms such as music, dance, drama. 3:1 Use observation, memory, and imagination in making original works o art. 3:2 Assess and modify art work in progress based on an understanding of art materials and techniques. 3:3 Demonstrate safe and proper use, care, and storage of media, materials, and equipment. 3:4 Depict three-dimensional qualities by overlapping planes, vertical position, size, and color intensity in original artwork. 3:5 Develop and apply skills and techniques using a variety of art media and processes in making two- and three- dimensional works of art. 4:2 Demonstrate respect for personal artwork and the artwork of others. 4:3 Demonstrate thoughtfulness and care in completion of artworks. (National Arts Standards) #1 Creating Generate and conceptualize artistic ideas and works. #2 Creating - Organize and develop artistic ideas and work. #3 Creating Refine and complete artistic work. #4 Presenting Analyze, interpret, and select artistic work for presentation. #5 Presenting Develop and refine artistic work for presentation. #6 Presenting Convey meaning through the presentation of artistic work. #7 Responding Perceive and analyze artistic work. #8 Responding Interpret intent and meaning in artistic work. #9 Responding Apply criteria to evaluate artistic work. #10 Connecting Synthesize and relate knowledge and personal experiences to make art. #11 Connecting Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Teacher Resources: DeWitte, D. J., Larmann, R. M. & Shields, M. K. (2011). Gateways to art. New York: Thames and Hudson. Frank, P. (2008). Prebles artforms. 9th ed. New Jersey: Prentice Hall. Lewis, R. L. & Lewis, S. I. (2014). Power of art. 3rd ed. Independence, KY: Cengage Learning. Mittler, G. (2006). Art in focus. Mission Hills, CA: Glencoe Publishing. Mittler, G. & Ragans, R. (1992). Exploring art. Mission Hills, CA: Glencoe Publishing. Stokstad, M. (2005). Art history, 3rd ed. New Jersey: Pearson Education, Inc. Art Resources - Pinterest. Available: (Through search in Art Lessons).

3 3 Oklahoma Visual Arts Standard. (2013). Oklahoma State Department of Education. Available: pdf. National Art Education Association Resources/Standards. (2015). Available: Materials Needed: PowerPoint Presentations Project Directions/Rubrics Sketchbook Rubric/Handouts Artist s Statement Guidelines Sketchbook/Journal Peer Critique Guidelines Erasers Pencils Sharpies/Pens Charcoal Graphite sticks Conte crayons Soft Pastels Oil Pastels Mirrors Large (18x24 ) sketchpads, drawing paper and newsprint 12x18 paper Various objects for still life drawings Assessments/Evaluations: Weekly Participation Grade (discussions, cleanup, etc) Weekly Sketchbook Practice Contour/Gesture Drawing practice Hands, Feet, Faces Drawing practice Still Life charcoal Still Life conte or soft pastels Still Life Pencils Stuffed Animal/Emotion Self-Portraits Peer critiques Artist s Statement/Self-Reflections Semester Art List Extension and Modification Ideas: Provide written directions, notes, examples of project, recorded directions if necessary Establish a peer tutoring system to assist students with disabilities and to allow them to help others/ Paired working arrangements Close proximity to teacher Align content with the developmental level of the learner Summarize key content points before moving to new topics/provide written summary Ask leading questions to encourage self-assessment as work progresses Adjust pacing and time requirements for work completion/ Extend time Possibly have learner cut shapes or fold, etc instead of drawing or painting/ incorporate abstract designs into learning objective

4 Bell work Criteria 4 Each day, students will spend 5 minutes drawing or writing in their sketchbooks. They are to treat their sketchbooks like a visual journal. After this 5 minutes, students may retrieve projects and supplies for the day s work. This time period will be classified as the 10 minute Silent Start. Sequence of Events: Week 5 (9/04-09/08): M Labor Day/ No School T- Review Contour Drawing (basic outlines). Begin still life drawing on 18x24 sketchpad. W Th Finish still life drawing. Add value using charcoal. F Field trip to park. Continue contour and gesture drawing practice in sketchbook. Week 6 (9/11-9/15): M Create another still life drawing (5+ objects) on 18x24 sketchpad. Use conte crayons or soft pastels to add color and value. T-F Continue to work on still life drawing. When finished, write an artist s statement/self-reflection for both the charcoal and color still life drawings. Week 7 (9/18-9/22): M No school/ Professional day T- Begin still life of small objects (shells, buttons, etc) on a 12x18 paper. Use pencil and graphite sticks to add value. W F Continue pencil still life drawing. When finished, write an artist s statement/self-reflection over the project. Week 8 (9/25-9/29): M Have students bring a stuffed animal to draw. Use 18x24 paper. Students may choose any drawing media available (conte, charcoal, soft pastels, oil pastels, pencil, colored pencil) to add value or color. Have students focus on portraying an emotion in the way they render the stuffed animal, their choice of medium, and choice of colors or lack of colors. T- F Continue stuffed animal drawing. When finished, write an artist s statement/self-reflection over the project. Week 9 (10/2-10/6): M Have students complete a gallery walk of classmates works include the past 4 projects. Discuss emerging styles or patterns.

5 T- Review gesture drawing. Have students practice for the hour. Each student will pose for at least 5 minutes so that students can focus on getting true form and direction. W Th Students will practice drawing hands and feet. F Students will refer to handouts and observation to practice drawing faces. 5 Week 10 (10/9-10/13): M Begin self-portraits. Students may choose any drawing media available. T- F Continue self-portrait drawings. When finished, write an artist s statement/self-reflection for both the charcoal and color still life drawings. (Substitute Wednesday Friday) Week 11 (10/16-10/20): M Finish self-portraits and artist s statements if necessary. Discuss self-portraits peer critiques. Hang artworks in hall. T- Sketchbook day Outdoors? Parent/Teacher Conference 3-9 pm. W - F Fall Break/ No School