Step 1: Do exercise one using the ppt. to create rubbings with a pencil and then recreate those textures with a pen.

Transcription

1 Ink Project Lesson Inspired by Edward Gorey Focusing on texture using pen and ink skills Employing Visual Brainstorming methods To create Surreal Absurd Imagery Step 1: Do exercise one using the ppt. to create rubbings with a pencil and then recreate those textures with a pen. Step 2: Do exercise two using the ppt to learn how to use a nib and quill (or you may skip that part) and do the shading and texture boxes using a fine point pen. Step 3: Look at the ppt. on Edward Gorey s work. Discuss with students stylistic devices, techniques and subject matter. Discuss the juxtaposition of opposite elements creating surrealistic or absurd imagery. Step 4: Give student the hand out with the rubric and assignment. Have students pick method of brainstorming: mix and match, using idioms etc. Have students draw several thumbnails using different methods. Have students pick their strongest idea and begin executing the project. Some students might need to take photos for detail references. You may also have them plan what textures they will use before executing the work in ink. Have them consider the value the texture creates. Discuss direction and varying pen nibs for variety. LET THEM BORROW TEXTURES FROM GOREY. Happy inking!

2 Surreal/Absurd Ink Project Assignment Creating Texture with ink Art I Directions: Using pen and ink you will come up with an interesting composition that employs at least five textures. Be sure to use all the space on the paper considering negative space as part of the composition. Step One: Brainstorm ideas about what you might want your subject to be: a landscape, animal, people, cartoon narrative, a surreal image, and architecture, fantasy world etc.see attached sheet for ideas Step Two: Find references pictures, photographs etc. Step Three: Work out the composition in pencil-speculate on what kind of textures you d like to incorporate. Step Four : On a scratch piece of paper, practice the textures. Step Five: Once you have mastered the techniques and have a strong composition, begin inking the image. Rubric: 10pts 10pts 20pts Craftsmanship- Neatness, cleanness of line, no splatters, craftsmanship of pen marks etc. Strong Value contrast. Design elements-composition is interesting-good use of shapes keeping the viewer interested-negative space employed and considered. 40pts Textures- Student uses five textures that are contrasting (variety) and well executed marks. 20pts Idea is strong with a well thought out concept-no clichés

3 Idea sheet: Mix up ideas- Make a list of five objects ( asparagus, octopus, clock, chair, cup) and then five locations (ocean, forest, Churchill high school, the white house lawn, space, a cave) Then put them together randomly to create a surreal moment. A octopus in the court yard at Churchill-A chair sitting in the middle of the ocean etc. Scale change: Put something common an apple in a normal place-but change the scale (a giant apple in a small room alla Magritte) or Make something that would normally be big and make it very small. Personify an object. Put human characteristics on inanimate objects.make your idea ironic. Shoes using their tongues to speak- Trees with faces etc. etc. Do something ironic: A picture of the deer drive the car as the humans are strapped to the top on the way back from hunting. Be literal take an idea or idiomatic expression like His tongue was tied and illustrated the reality or literal meaning of the idiom. Armed to the teeth: All thumbs: (To) drown one's sorrows: (To) kill time: Beat a dead horse

4 Straight forward Subject: Using a subject that you enjoy-animal fruit hand-etc using a strong reference draw the object using three different inking techniques change the back grounds to create even more texture. Find a complex landscape or architectural photo.texture the as true to life as possible Create a fantasy landscape using photos from various places to create the new composition then ink it with textures. Do a Comic Strip Using original ideas from you imagination create a short narrative..

5 Creating Texture with pen and ink Objective: student will understand the element of texture in visual art. Student will how to create the illusion of texture on a two dimensional surface.

6 What is Texture? Texture, another element of art, is used to describe either the way a three-dimensional work actually feels when touched, or the visual "feel" of a two-dimensional work. Take rocks, for example. A real, 3-D rock might feel rough or smooth, and definitely feels hard when touched or picked up. A painter, depicting a rock, would create the illusions of these qualities through use of color, line, shape, etc. We are primarily concern with using line to create illusion.

7 Stone and wood

8 Soft and fluid Jelly fish

9 fur

10 Bird with many textures

11 Why use it? What do textures add to visual art? How is texture analogous to other art forms: dance, music etc. How to create texture with Pen and Ink?

12 Rubbing Actual Textures

13 Example :Leave Rubbing

14 More rubbings Things you can get a good rubbing from: The bottom of your shoethe door plate, a coin, leaf or twig, anything bumpy.

15 Now you re-create the texture Step two- Using a new sheet of paper and a pen this time, using only line try to mimic the rubbing. Be sure to label the texture with the name and the number that correlate to the original rubbing?

16 How do I know if I got it? Did you find rubbings that are different? Can you approximate the texture in ink? Did you understand that texture is a bit of an illusion when transformed into pen? Art is a lie that makes us realize the truth.- Pablo Picasso

17 5/31/2017 Day two-ink Textures Objective: Student wills be able to create a variety of textures using various methods. Students will learn how to use a quill and nib for drawing. Learning how to use a pen 1

18 5/31/2017 The Pen should be held at a 45 degree angle Know the nib The nib has a split-if you press hard the split will get larger and no longer hold ink. When dipping the ink into the well, students should take care not to dip past 2

19 5/31/2017 The curvature of the nib should point away from you-toward the paper Tips Keep two paper towels next to you: one to rest your pen on when you aren t working, one to wipe the nib of the pen. ( air dries out the ink and clogs the pen or paper fiber will clog up the pen). DO NOT press hard on the pen-hold it lightly. Keep all objects under your desk including your bin; paper, pencil, pen and inkwell should be all that is on your desk. 3

20 5/31/2017 Exercise Two: Textured box E Using a pencil and the flexible ruler, trace the ruler twice vertically creating two columns. Using the ruler once again, create equal width boxes. Fill each box with a texture. NO OBJECTS just textures fish scales, hair, fur, metal, stitching, water, stones etc Before you begin your texture activity practice making marks with your pen until, you become accustom to using it. Wood water and stone 4

21 5/31/2017 Exercise Three: Creating forms With line Draw Four spheres on piece of poster board. Begin with a pencil. Draw a square first, and then round the edges if you have difficulty creating a perfect circle. Each circle should use a different technique. Scumbling Stippling Cross-hatching Parallel lines 5

22 5/31/2017 LOOKING AT EDWARD GOREY S ART 1

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27 Lesson Plan: Surreal -Absurd Pen and Ink Project Cumulative Activity Time Frame: One week-or more Teacher Seay Subject Art. Objective: Using pen and ink you will come up with an interesting composition that employs at least five textures. Be sure to use all the space on the paper considering negative space as part of the composition. Students will develop a unique idea through forced association and visual brainstorming. The final product will have value contrast, texture and strong compositional elements..students will look at Edward Gorey and used brainstorming ideas in class to come up with thumbnails. Agenda/Activity: See Calendar TEKS: Fine Art I Perception: a. Illustrates ideas for artwork from direct observation, experiences, and imagination; b. Compare and contrast the use of art elements: color, texture, line, space and value and art principles : emphasis, pattern, rhythm, balance, proportion, unity, ) in personal artworks and those of others, using vocabulary accurately. Creative expression/performance: a. create visual solutions by elaborating on direct observation, experiences, and imagination; b. create designs for practical application c. demonstrates effective use of art media and tools in design, drawing, painting, printmaking and sculpture. Historical/cultural heritage: a. compares and contrast historical and contemporary styles, identifying general themes and trends. b. describes general characteristics in artworks from a variety of sources c. compare and contrast careers and avocational opportunities in art. Response/evaluation: a. interpret, evaluate, and justify artistic decisions in

28 personal artworks; b. select and analyze original artworks, portfolios, and exhibitions by peers and others to form a precise conclusion about formal qualities, historical and cultural context, intents and meanings. Motivational Resources: 1. Examples of student artwork 4. Films/Video 2. Reproduction of artwork 5. Books 3. Slides 6. Demonstration Materials or Tools Needed: Paper Pencils Tools Paints Misc Other 81/2 x 11 Watercolor Erasers Brushes Acrylic Tape 9 x 12 Poster board Ebony Brayers Watercolor Fabric 20 x 24 Scratch board Colored Rollers Tempera Thread/yarn White Canvas board Pastels Scissors Gesso Wire Newsprint Sketch book markers Glue Gouache Clay tools Manila Pen & Ink Xacto Knives View finder Tissue Charcoal Rulers Sharpie Construction Pastels Pliers Notes/ Vocabulary: Elements of art: Line, shape, color, form, value, texture, space. Principles of Art: unity, variety, emphasis, rhythm, movement, balance, pattern, proportion. Types or variations: contour line linear perspective analogous stippling coil positive space horizon line complement crosshatching slab negative space birds-eye view primary colors composition pinch symmetrical worms eye view secondary colors gradation slip & score asymmetrical vanishing point intermediate tint-shade-tone weld radial 3-D or 2-D contrast Critique glaze, kiln Evaluation Devices/ Assessment: 1. Teacher 5. Critique- written, oral, class 2. Written Test 6. Participation grade only 3. Grading scale, Rubric See self critique and Assignment 4. Checklist

29 Adjustments for special students: One on one monitoring Shortened assignment, less requirements: Ex:

30 Lesson Plan: Pen and Ink Skill exercises Time Frame: 3-4 days Teacher Seay Subject Art Objective: Students will be able to create a variety of textures using pen including water, wood, grass etc. Students will learn how to use a pen nib with well ink. Agenda/Activity: Activity one: Introduce Pen and Ink-procedures for care. Students will do a rubbing of five textures from a variety of textures( shoe, leaf, chair etc.) Using the quill and nib students will try to recreate those textures using the new pen. Explain this is a translation or interpretation of the marks Activity two: Explain this is a translation or interpretation of the marks Give students example handout and have them create some original textures and copy some example textures. Students create to columns of boxes using the width of the ruler. Each column should be subdivided into rows of two creating ten squares. Students will fill this with ten different pen textures. TEKS: Fine Art I Perception: a. Illustrates ideas for artwork from direct observation, experiences, and imagination; b. Compare and contrast the use of art elements: color, texture, line, space and value and art principles : emphasis, pattern, rhythm, balance, proportion, unity, ) in personal artworks and those of others, using vocabulary accurately. Creative expression/performance: a. create visual solutions by elaborating on direct observation, experiences, and imagination; b. create designs for practical application c. demonstrates effective use of art media and tools in design, drawing, painting, printmaking and sculpture. Historical/cultural heritage: a. compares and contrast historical and contemporary styles, identifying general themes and trends.

31 b. describes general characteristics in artworks from a variety of sources c. compare and contrast careers and avocational opportunities in art. Response/evaluation: a. interpret, evaluate, and justify artistic decisions in personal artworks; b. select and analyze original artworks, portfolios, and exhibitions by peers and others to form a precise conclusion about formal qualities, historical and cultural context, intents and meanings. Motivational Resources: 1. Examples of student artwork 4. Films/Video 2. Reproduction of artwork 5. Books 3. Slides 6. Demonstration Materials or Tools Needed: Paper Pencils Tools Paints Misc Other 81/2 x 11 Watercolor Erasers Brushes Acrylic Tape 9 x 12 Poster board Ebony Brayers Watercolor Fabric 20 x 24 Scratch board Colored Rollers Tempera Thread/yarn White Canvas board Pastels Scissors Gesso Wire Newsprint Sketch book markers Glue Gouache Clay tools Manila Pen & Ink Xacto Knives View finder Tissue Charcoal Rulers Sharpie Construction Pastels Pliers Notes/ Vocabulary: Elements of art: Line, shape, color, form, value, texture, space. Principles of Art: unity, variety, emphasis, rhythm, movement, balance, pattern, proportion. Types or variations: contour line linear perspective analogous stippling coil positive space horizon line complement crosshatching slab negative space birds-eye view primary colors composition pinch symmetrical worms eye view secondary colors gradation slip & score asymmetrical vanishing point intermediate tint-shade-tone weld radial 3-D or 2-D contrast Critique glaze, kiln Evaluation Devices/ Assessment: 1. Teacher 5. Critique- written, oral, class

32 2. Written Test 6. Participation grade only 3. Grading scale, mastering the illusion below 5 needs to be redone Verbal critique often during exercise 4. Rubric 5. Checklist Adjustments for special students: One on one monitoring Shortened assignment, less requirements: Ex:

33 Name Surrealist Absurd Pen And Ink Final Project Self critique: What are the strong points of my ink project? List some of the techniques you learned from using ink? If you could start again what would you do differently?

34 Rate yourself on the following: 10pts Craftsmanship- Neatness, cleanness of line, no splatters, craftsman s of pen marks etc. intricacy. Explain: 10pts Design elements-composition is interesting-good use of shapes keeping the viewer interested-negative space employed and considered values at least five. Explain: 20pts Textures- Student uses five textures that are contrasting (variety) and well executed marks. Explain: 10pts Idea is strong with a well thought out concept-no clichés Explain: