City of Angels School Student

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1 City of Angels School Student Field Test Independent Study Teacher 10/08 Los Angeles Unified School District Beg. Date Drawing A Course # End Date STUDENT S Instructional Guide Final Mark Credits: 5 The following assignments are designed to meet CA Visual/Performing Arts Content Standards Proficient Gr Standards 1.0 Artistic Perception; 2.0 Creative Expression; 3.0 Historical and Cultural Context; 4.0 Aesthetic Valuing; and 5.0 Connections, Relationships, Applications. Refer to Discovering Drawing for National Standards. ** Students will need to make five (5) copies of the Vocabulary Collection Form and six (6) copies of the General Visual Arts Rubric found at the end of the Instructional Guide Assignment No. 1 Assignment/Activity: Chapter 1 - What Is Drawing? Prior to reading, answer each of the following questions: 1. What is the difference between drawing and expression? 2. Describe how artists and designers use drawing skills in their work. 3. What tools are used to create drawings? 4. What is the difference between drawing and doodling? Minimum length for each question is one (1) paragraph. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 1, pages I. Vocabulary Collection Form Complete one Vocabulary Collection Form for the following vocabulary words: portfolio, art criticism, medium, framing, sighting, and attribution. A. For Your Sketchbook, page 19. B. Try Its on page 5, 7, 9, 12, 20, 23, and 25. Write down page number for each sketch. C. Write a six-to-eight sentence story that has a beginning, middle, and end in 3 to 5 boxes or frames that tell a story WITHOUT words. Emphasis is on successful communication as a story, not the quality of the drawing. (See page 6, gesture drawing) III. Chapter Review on page 27 - Complete the following: IV. Studio Experience page 24 Review Rubric: Studio Assessment V. Student Rubric and Final Grade for Assignment #1 Vocabulary 10% Sketchbook 25% Page 1 of 8 3/6/10

2 Assignment No. 2 Assignment/Activity: Chapter 2 -The Elements and Principles of Design Prior to reading, answer the following question: 1. Explain how an artist s work also reflects his or her idea of what the world should be as well as what the world is. Minimum length is three (3) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 2, pages I. Vocabulary Collection Form Complete one Vocabulary Collection Form for the following vocabulary words: elements of design, principles of design, positive shape, negative shape, picture plane, center of interest, balance, symmetrical, asymmetrical, unity, and calligraphy. A. For Your Sketchbook, pages 33 and 45. B. Try Its on page 34, 35 and 40. Write down page number for each sketch. (Bamboo skewers are used to cook meat and vegetables on a BBQ) III. Chapter Review on page 47 Complete the following: IV. Aesthetics Find a drawing in the book that shows a masterful use of one of the elements of design. Explain your choice. Write down page number. V. Studio Experience page Review Rubric: Studio Assessment 3. Check It VI. Student Rubric and Final Grade for Assignment #2 Vocabulary 10% Sketchbook 25% Page 2 of 8 3/6/10

3 Assignment No. 3 Assignment/Activity: Chapter 3 Learning to Draw The Basics Prior to reading, answer the following question: 1. Explain what a good drawing of a landscape with buildings should be? Why? Minimum length is three (3) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 3, pages I. Vocabulary Collection Form Complete one Vocabulary Collection Form for the following vocabulary words: observational drawing, contour line, casual perspective, clip file, A. For Your Sketchbook, page 51 (Draw a Tree From Observation) and page 65. B. Try Its on page 52, 53, 57, 60, and 61. Write down page number for each sketch. III. Chapter Review on page 67 Complete the following: IV. Aesthetics Find V. Studio Experience page Review Rubric: Studio Assessment 3. Check It VI. Student Rubric and Final Grade for Assignment #3 Vocabulary 10% Sketchbook 25% Page 3 of 8 3/6/10

4 Assignment No. 4 Assignment/Activity: Chapter 4 Still Life Prior to reading, answer the following question: 1. Explain what makes a viewers eye move around in a composition? Give examples to support your answers. Minimum length is three (3) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 4, pages I. Vocabulary Collection Form Complete one Vocabulary Collection Form for the following vocabulary words: still life, line, stroke, tone, space, metaphor, massing, foreshortening, and trompe l oeil, and composition. A. For Your Sketchbook, pages 73 and 78. B. Try Its on page 74, 75, 79, 80, and 84. Write down page number for each sketch. III. Chapter Review on page 89 Complete the following: IV. Aesthetics Find V. Studio Experience page Review Rubric: Studio Assessment 3. Check It VI. Student Rubric and Final Grade for Assignment #4 Vocabulary 10% Sketchbook 25% Page 4 of 8 3/6/10

5 Assignment No. 5 Assignment/Activity: Chapter 5 Drawing Landscapes Prior to reading, answer the following question: 1. Explain how a viewers eye moves through a drawing. 2. Explain where the grounds in the Hockney photo montage are NOT consistent (figure 5-2, page 92) **Give examples to support your answers. Minimum length for each question is one (1) paragraph. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 5, pages I. Vocabulary Collection Form Complete one Vocabulary Collection Form for the following vocabulary words: photomontage, foreground, middle ground, background, aerial perspective, frottage, points of view, and texture. A. For Your Sketchbook, page 107 (complete this AFTER Studio Experience) B. Try Its on page 93, 96, 98, and 104. Write down page number for each sketch. III. Chapter Review on page 109 Complete the following: IV. Aesthetics Find V. Studio Experience page Review Rubric: Studio Assessment 3. Check It VI. Student Rubric and Final Grade for Assignment #5 Vocabulary 10% Sketchbook 25% Page 5 of 8 3/6/10

6 Assignment No. 6 Assignment/Activity: Final Project Assignment: Composition Contour Line Drawing Contour lines non-existent in nature. Man s convenient way of showing edges, limiting shapes, defining relief, and separating colors and forms. These searching and exploring contour lines can be made slowly with emphasis on detail, or, rapidly and with more concern for feeling. Complete figures and objects can be drawn WITHOUT looking at the paper, which allows the eyes to concentrate on the model and its forms and edges. The line should follow what the eye experiences while moving over the edges and contours. See example on page 72, chapter 4, Still Life In Contour Line Purpose: To document the collection and your feelings about it. Materials: Drawing pencils Colored pencils Marking pens fine Drawing paper 8 ½ x 11 or larger Procedure: 1. Set up a still life that contains objects that you treasure on top of a table, box, hood of a car, workbench, picnic table, or 2. The still life must include at least seven (7) or more separate, individual objects. 3. The objects can include a pile of shoes, table centerpieces such as a bowl of fruit, books, keys, vase with flowers, perfume bottles, automobile parts, engine of a car, tools, machine parts, musical instruments, stuffed animals, toys, dolls, matchbox cars, antiques, or collectables. 4. Cannot use an eraser!. While drawing, your eyes should always be focused on the display, not on your hand. 5. As your eyes move around the objects, your hand should be drawing what you feel the eyes are seeing. 6. The lines must be continuous. You may stop during the process, and return later where you left off. 7. Some of the objects should run off the page so that the composition is not crunched into the center of the paper. 8. Fill the paper with lines, lines, and more lines. Thick lines, thin lines, waving lines, straight lines, jagged lines, and curved lines. Lines will overlap. 9. Work slowly and carefully. Observe all folds, bends, and wrinkles within each object. Analysis: Explain why you choose each of the items for your drawing. What feelings were you trying to evoke? Give examples to support your answer. Minimum length three paragraphs Complete Generic Visual Arts rubric Page 6 of 8 3/6/10

7 Vocabulary Collection Form Vocabulary Word Definition of the Vocabulary Word Vocabulary Word Used in a Sentence Memory Cue Page 7 of 8 3/6/10

8 GENERIC VISUAL ARTS RUBRIC A/A+ = Level 5 WOW!!!! It is amazing! You showed initiative and originality. You did something extra special or You went beyond all expectations or - You broke the rules in a creative way. Your craftsmanship is exceptional! Excellent solution to the problem You out-did the teacher on this one. (90 to100 points) name B/B+ = Level 4 C/C+ = Level 3 D/D+ = Level 2 F = Level 1 It is good. It was all that I asked for. You were a self starter. You did everything I requested followed all directions the first time. You met all expectations but did not push the boundaries. You did a very good job. Good use of design principles. Shows mastery of skills and craftsmanship. (80 to 89 points) Well, OK It s not up to stuff You did just enough to get by. You did minimum requirements necessary for a C nothing more. You might have thrown it together? Didn t care much for this project? Poor craftsmanship lacks skill. Design principles off. You did not try very hard. (70 to 79 points) Woops! It is not finished! You did not meet the lesson objectives. You did not follow directions You did not try very hard. You forgot to finish it. Or you hurried through. Lacks understanding of design principles. Low effort below expectations for skills. Poor craftsmanship. You didn t finish Shall I leave your grade unfinished too? (60 to 69 points) Big Fat 0!! It is missing. Did you forget to put your name on it? Were you absent? Did you loose it or throw it away? I saw you working on it but cannot find it no? No effort no participation. Poor work. No project no grade. (0 to 59 points) Use these criteria as you evaluate your own work. Just because you finish a project doesn t mean you deserve an A Study your work with the above criteria and determine your own grade. Student comments: Teacher comments: Page 8 of 8 3/6/10