South Portland, Maine and York High School, York, ME Fine Arts Department

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1 South Portland, Maine and York High School, York, ME Fine Arts Department Title: Drawing I Catalog Number: ARTS Credit Hours: 3 Lecture (or Lab): Lecture and Lab Instructor: Beth Nowers Office Hours Location: Contact Information: Blue Days Block 6 - Room F125 enowers@yorkschools.org White Days Block 2 - Art Mac Lab (207) Block 6 - Room F125 Course Description Course Syllabus This class will teach the fundamentals of observational drawing, beginning with the basic elements: line, value, shape, texture, color, form, space, and composition, as explored through the use of a variety of drawing materials. Through class projects, homework, a museum visit, class discussion, and critique, students will analyze and articulate how visual art can be used for communication and expression. Course Objectives Develop an integrated use of line, shape, form, value, texture, space, and compositional design Successfully apply the core components of drawing to a variety of subject matter Articulate an understanding of artwork as a means of visual communication Use a basic vocabulary of visual language to engage in critical discussions related to drawing Examine and evaluate local art resources Topical Outline of Instruction The following is a calendar for the semester. This outline is for planning purposes and is subject to change. All changes will be announced in class. WEEK 1 WEEK 2 Introductions to Drawing, Line: Blind contour Value, Light & Shadow, Composition and Viewfinders Page 1

2 WEEK 3 WEEK 4 WEEK 5 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10 WEEK 11 WEEK 12 WEEK 13 WEEK 14 WEEK 15 WEEK 16 WEEK 17 WEEK 18 WEEK 19 Value Continued- Additive & Subtractive Drawings Perspective and Proportion Perspective Continued Landscape Line: Gesture Negative Space, Art Gallery or Museum Visit Line: negative space and shape Composition and viewfinders Self-Portrait Self-Portrait Continued Line: Gesture, Figure Drawing Continue Figure Drawing, Final Project Ideas Experimental/Conceptual Drawing Experimental/Conceptual Drawing continued Begin Final Project Continue Final Project and present research project Finals Week - Final Project concluded and Critiques Weekly Schedule, Spring 2017: Week 1 (Jan 23-27) Discussion: Syllabus, requirements, materials, and goals for the course discussed. Line as a primary descriptive element in drawing. Space and volume via line. Exercises: Introduce Blind contour drawing. Start with a single object and create a blind contour drawing of it. Repeat with several other objects. Using paper and a pencil, draw each other in groups of two. Try to look at the paper as little as possible, and use an unbroken line. Blind contour drawing will follow. Homework: Draw three more blind contour drawings, spending 5-15 minutes on each. Have all of them be of objects with interesting shapes and details. Do a second drawing of one of them, but draw it observationally, including ALL visible details and using light and shadow. Get a sketchbook and begin to draw in it every week! You may use it to draw homework assignments and additional drawings of your own choosing. Also use it to write down notes about things that interest you visually in terms of art or to jot down ideas for artwork. Week 2 (Jan 30 - Feb 3) Discussion: Using a viewfinder, thumbnail sketches, composition and balance.also, light & shadow and cast shadows, and using value to portray 3D form. Exercise: Create four thumbnail sketches of arrangements of wooden blocks, with a single light creating a directional light source. At least one of these should use approximate symmetry and two should use asymmetrical balance. Consider direction and placement of cast shadows when determining composition and balance. Select the best one and redraw on larger drawing paper. Initially sketch outlines of forms, then use pencil, charcoal or pastel to develop a fully shaded observational still-life using light and shadow. Homework: 4 views of a pitcher or creamer (with a handle), using light and shadow. Also, create an imaginative value scale using at least 7 gradations of value, using a full range of values from lightest to darkest. Week 3 (Feb 6-10) Discussion: Value. How to decipher value in visual forms. The role of line in value/shaded drawing directional shading. Seeing color as tone. Page 2

3 Exercise: Create two value/shaded drawings: one additive, one subtractive. Day 1, subtractive drawing from charcoal-toned paper, of a still-life; Day 2, additive drawing of the same with ebony pencil. Homework: Create an imaginative value scale that is subtractive. Use at least 7 gradations of value and a full range of values from lightest to darkest. Arrange a group of boxes at home and have a light source on them. Make a large drawing from pure value and no lines using a mid-toned paper. OR Crumple and then slightly un-crumple a sheet of paper and then draw it showing using tonal values and lines. These may be additive or subtractive drawings, or a combination of both. Week 4 (Feb 13-17) Note: Mid-quarter Progress Reports Feb 17 Discussion: Expectations for the artist resesarch project. Students sign up for an artist to research and give a slide presentation on. Proportion and perspective. Review perspective that was covered in Art I. Finding vanishing points in spaces. Handouts and demonstrations on 1 & 2 pt. perspective. Exercise: Using basic perspective, draw the interior of the art room/studio including a view through the window. Homework: Again using perspective, draw a room of your choosing, possibly including a view through a window. In addition, locate vanishing points on a handout that includes various images of photos and artworks that make use of perspective. Week of Feb 20-24: FEBRUARY VACATION Week 5 (Feb 27 - Mar 3) Discussion: Perspective continued. Determining what approach to perspective to use when drawing rooms and buildings, whether inside or outside. View examples of artworks by various artists. Exercise: Drawing on location to create an observational drawing using perspective. Homework: Create an observational drawing of a building(s) from the outside, using perspective. For a second drawing, create a fictional/imaginary space of any kind using perspective. Bring in a photo to possibly draw from for next week. Week 6 (Mar 6-10) Discussion: Landscape drawing. Discuss and view examples of atmospheric perspective, drawing masses of trees, etc. How can abstraction begin to fit into this subject? Examine Cezanne s landscape paintings. Exercise: Work outdoors on landscape drawings, weather permitting (or indoors using photographs). Homework: Draw outside, anywhere you like, and produce a minimum of five drawings. Week 7 (Mar 13-17) Discussion: Line weight, rhythm, and points of interest in organic form. Use of gesture for quick studies. Inner structure of the subject. Exercise: Using willow charcoal, create several gesture drawings of a still-life, made up largely of organic forms. These drawings don t have to look realistic. Let the lines link together. Using pencil, make a slower drawing keeping the rhythm of the gesture in mind. Pay attention to the weight of the line and how that can create points of interest and a sense of volume. Draw with your left hand. Homework: Two gestural drawings in charcoal of a total environment consider the space. Also, draw two or more views of a piece of fruit or a vegetable, drawn first in whole, then cut in half and drawn again. Plan composition ahead of time and use overlapping. Week 8 (Mar 20-24) Discussion: Introduce Negative Space drawing with a demonstration and examples. Incorporate use of a viewfinder. Exercise: Negative Space drawing of a stool or chair. Follow this with another Negative Space drawing of another stool or chair. Continue with drawing other objects that lend themselves to Negative Space drawings. Homework:Visit local art galleries or go on a trip to Portland, Ogunquit, or Boston for a museum visit. You should try to visit one or more local art galleries or travel to either the Portland Museum of Art, the Ogunquit Museum of American Art, the Boston Museum of Fine Art, or another art museum. While there you will have a questionnaire to fill out about artwork that is on exhibit. You are also to make a detailed sketch of the piece you respond to most (not from a photo!) Week 9 (Mar 27-31) Note: First Quarter ends Mar 31 Page 3

4 Discussion: Discuss highlights of museum or gallery visit. Continue negative space drawings. Elements of composition and using a sighting stick, plumb lines. Overlapping. Exercise: Continue work with Negative Space drawings. Graduate to more complicated groupings of objects/still-life. Create a drawing that plays with the idea of negative and positive spaces by reversing how these areas are treated in various areas of the drawing. Homework: Do two negative space drawings of one or more complicated objects with a variety of spaces in them. Week 10 (April 3-7) Discussion: Using a viewfinder once again to translate 3-dimensional space onto paper. Proportions of the rectangle. Dimensions of the drawing itself. Exercise: Being bold. Observation: looking at the object in a separate location. With the viewfinder, draw a still-life but incorporate the classroom. Make a sheet of thumbnail compositions this way. At least 6 thumbnails must be made. Choose one to use for a larger drawing. Homework: Draw a still-life of a table before it is cleared off. This can be a breakfast table, desk, counter, etc. OR draw the inside of something, such as part of your closet, underneath a car hood, your mouth, or an open drawer filled with objects. Begin by using the viewfinder and making at least 4 thumbnails sketches. Choose one to use for a larger drawing. Incorporate light and shadow. Week 11 (April 10-14) Discussion: Portraits. The basic elements of drawing a person from life; proportions of the head and shoulders; different views of the face. Also discuss the Research Project that is to be done on an artist or group of artists. Students will select the artist they are going to do their research on. A 3-page questionnaire will be passed out that they are to initially complete about the artist. Exercise: Begin working on a self-portrait using any medium you choose. Homework: Draw three versions of each of the following: eyes, ears, noses, and mouths. Include one front view, one side view, and one ¾ view of each. Also do several small studies of heads from different angles. Visit a local art gallery on your own and fill out a questionnaire about it. Week of April 17-21: SPRING VACATION Week 12 (April 24-28) Discussion: Portraits continued. Exercise: Finish working on your self-portrait. Homework: Create a portrait that is a visual tribute to someone. This could be someone you know personally or someone you admire. It should include a portrayal of their face, but could also include things, places, or symbolic items that you associate with that person. Also, portray something for which you are thankful or grateful. Week 13 (May 1-5) Discussion: The historical portrayal of the human figure by Egyptian artists, the developments in Ancient Greek and Roman figurative art, including contrapposto, and the renewed application of contrapposto during the Renaissance. Gesture drawing as it relates to the figure. Exercise: A series of 1-3 minute gesture drawings. Several longer poses will also be drawn. Homework: Draw a figure in a setting, observed from life. Week 14 (May 8-12) Note: Mid-quarter Progress Reports May 12 Exercise: Continue figure drawings both quick gesture drawings and longer poses. Experiment with a variety of media Homework: More figure studies. Do several shorter poses and at least one longer pose that is completed using color. Media could include water-soluble graphite, pencil & watercolor, pastel, oil pastel, or india ink. Also, the 3-page questionnaires are due for your Research Project on an Artist. Week 15 (May 15-19) Discussion: Personal expression and contemporary art. Exercise: Watch Art 21 video Page 4

5 Day 2: Discussion: Abstraction. Now that you are conversant in representational drawing, it is time to try out abstraction! A look at past masters in a slide show. Exercise: Create a well-composed abstract painting using acrylic paints, glazing techniques, and collage. Homework: Surrealistic size change drawing. Take something that normally is large and make it seem small, or something that normally is small and make it appear large. Also, begin to brainstorm final project ideas notes and sketches. Week 16 (May 22-26) Discussion: View and discuss thumbnail sketches for final projects. Peer and instructor input on your ideas. Exercise: Continue work on a well-composed abstract painting. Homework: Your completed Keynote or Google Slide presentation is due on your Research Project on an Artist.You will actually present these during Week 18. You are also to continue thinking about what you will be doing for your final drawing project in here. You are expected to do a series of sketches in your sketchbook that will act as visual ideas and references for this project. Written notes should also be included. Week 17 (May 30 - June 2) Note: No school Monday, May 29 - Memorial Day Final Project Workshop Week - Landscape Drawings in Pastel Discuss: Use of foreground, middle ground, and background, and inclusion of a focal point. Working with pastels - various approaches to use, including starting with an underpainting layer of color. Color - warm and cool, complimentary, and analogous. Begin working in class on your final project and bring in any work you ve done so far on it. We ll be looking at these in class and I ll talk to you about them individually. Homework: A free drawing of your own choice. Week 18 (June 5-9) Final Project Workshop Week Continue working on your final projects. We ll be looking at these in class and I ll talk to you about them individually. Your Artist Research Slide Presentations will be given this week. Homework: Continue work on final project. Week 19 (June 12-16) FINALS WEEK FOR SEMESTER 2 CLASSES Final Critique You will be bringing in a selection of all your works. Choose the ones that you feel best represent you. Your final project will be included and highlighted in this critique. Please be ready to present your work as though in a gallery show. Also be ready to talk intelligently and respectfully, and to find the common themes in what we ve achieved this semester. Course Requirements Attend and participate in studio classes Complete homework each week Active participation in class activities, discussions, critiques, presentations, and field trips Save all exercises, studies, and formal projects in a portfolio to be submitted multiple times for critique and assessment. Deliver a research presentation Page 5

6 Student Evaluation and Grading Your final grade will be based on the following percentages: 70% Drawings 10% Presentation 20% Final Project Grade Drawings(70%) & Final Project (20%) Three portfolios of drawings, including in-class exercises, finished projects, and homework/sketchbook assignments will be collected and graded throughout the semester. Exercises and sketchbook assignments will be checked for completion on weekly due dates. Finished projects will be weighted differently depending on the scope of each project, with multi-day projects worth more than sketchbook assignments or exercises. Individual project weights will be listed in Powerschool. Finished projects will be assessed with the following grading rubric: 25% The project demonstrates an understanding of the concepts and learning objectives of the assignment. 25% The project shows effort in process - student has undertaken preliminary steps to work out problems and executed the project to highest of his or her ability. 25% The project is presented and displayed in a finished manner. 25% The project follows the parameters of the assignment in form and spirit. All projects will be submitted on the due date for a final grade. Late projects handed in within one week of class will be downgraded by 10%. Any projects completed more than one week after the due date may not be accepted for credit. Research Project (10%) Your Research Presentation will consist of a 7-10 minute presentation on an artist or group of artists who work primarily in paintings and drawings. Your presentation must consist of historical/factual information and your own thoughts and opinions on your topic. Presentations are required to have a visual component, preferably a Keynote or Google Slide presentation delivered through the classroom projector, containing at least 15 images. Students will sign up for dates. It is your responsibility to remember and prepare for your presentation on the day you have signed up. A specific rubric about the presentation will be handed out in class. Attendance Students are expected to attend every class. Missed classes mean missed demonstrations, discussions, critiques, and studio time, all of which are difficult or impossible to replicate outside of the classroom. York High School attendance and tardy policies will be followed for this class. Please see the Student Handbook for these policies at: If you miss a class, it is your responsibility to complete the assignments. Project information may be available via with the instructor or in subsequent classes. It is your responsibility to request information about missed assignments. Page 6

7 If you know you will be out of class, it is recommended that you request assignment information ahead of time so future projects are not late. Missing class does not excuse the late submission of assignments. Above all, remember the importance of respectful communication with your instructor about issues that affect your attendance. s or phone calls informing the instructor of your absence will not excuse the absence, but are a courtesy that will help you and the instructor plan the most effective way for you to keep up with the coursework. Text, Tools and / or Supplies There is no book required for this course, though photocopied and online readings may be periodically assigned. York High School will supply the majority of art supplies that will be used in this course. Students are expected to provide their own sketchbook that will be used for homework assignments and additional drawings that may be done outside of class. End-of-Course Evaluation Students complete evaluations for each course attended at SMCC. Evaluations are submitted online and can be accessed through the student portal. Students can access the course evaluations beginning one week before the end of classes. The deadline for submission of evaluations occurs Monday at 5 PM following the last day of the class. You will receive an to your student account when course evaluations are available. ADA Syllabus Statement York High School and Southern Maine Community College are equal opportunity/affirmative action institutions and employers. For more information, please call York School Department at or SMCC at If you have a disabling condition and wish to request accommodations in order to have reasonable access to the programs and services offered by York High School please contact your guidance counselor or our Special Education program. Withdrawal Policy A student may withdraw from a course only during the semester in which s/he is registered for that course. The withdrawal period is the second through twelfth week of the fall and spring semesters. This period is pro-rated for shorter-length courses. To withdraw from a course, a student must complete and submit the appropriate course withdrawal form, available from York HS Student Services. The designation W will appear on the transcript after a student has officially withdrawn. A course withdrawal is an uncompleted course and may adversely affect financial aid eligibility. Failure to attend or ceasing to attend class does not constitute withdrawal from the course. Plagiarism Statement Adherence to ethical academic standards is obligatory. Cheating is a serious offense, whether it consists of taking credit for work done by another person or doing work for which another person will receive credit. Taking and using the ideas, images, or writings of another person without clearly and fully crediting the source is plagiarism and violates York High School s Academic Integrity Policy. Representing someone else s work as your own is dishonest. It compromises your integrity and diminishes what we stand for as a school community. We believe that your success is dependent on your efforts. You are expected to complete your work with honesty and integrity, as it represents what you can and can not do. Cheating has no role in our York High Page 7

8 School learning community! Consequences for infractions are detailed in York High School s Academic Integrity Policy at: Page 8