Greenwich Visual Arts Objectives Introduction to Drawing High School

Transcription

1 Media, Techniques and Processes 1. Uses a pencil to create a value scale depicting a range of values (e.g. from the darkest dark to the lightest light) (*1a) 2. Experiments with different types of drawing media (e.g., charcoal, ink, pastel) to discover their advantages and limitations (*1a) 3. Draws objects from observation by breaking them down into basic shapes and forms (e.g., square, cube, cone, triangle, cylinder, rectangle, circle, sphere) (*1a, 1b) 4. Uses charcoal and white chalk to create a range of basic values on a neutral colored paper (e.g. brown, black, gray (*1a) 5. Uses markers to produce a fluid, continuous line that captures the essence of the subject while doing a contour drawing from observation (*1a) 6. Creates a drawing using 1-point perspective from observation (e.g., interior space) (*1a, 1d, 2c, 6a) 7. Creates a balanced composition by choosing a particular section of a still life to draw (*1a, 1b, 1d, 2c, 3d) 8. Draws a variety of thumbnail sketches in order to plan a well balanced composition (*1a, 1d, 2e) 9. Selects the most appropriate composition from thumbnails sketches specifically drawn for the assigned project (*1a, 1b, 1d, 2c, 2e) 10. Explores basic blending techniques in order to achieve colors with a variety of media (e.g., colored pencils, markers, pastels) (*1a) 76

2 11. Uses a controlled light source to draw an exaggerated contrast of lights and darks in order to understand depth (*1a, 1b, 2c) 12. Uses gesture drawing to understand the nature of the form and weight of the figure/s (*1a, 1b) 13. Uses gesture drawing to capture the essence of the pose in figurative subject matter (*1a, 1b) 14. Employs the use of a sketchbook or journal to record ideas (*1a, 1d) Elements and Principles 1. Draws from observation using blind (e.g. without looking at the page) contour lines to develop the student s confidence and observational skills (*2a, 2e) 2. Draws from observation using wrong hand (e.g. hand that student does not naturally draw with) contour lines to help students slow down to draw what they see rather than to draw from memory (*2a, 2e) 3. Draws basic subject matter using line, value and texture from observation (e.g. boxes, basic shapes, spheres) (*2a, 2e) 4. Develops a basic understanding of the human body and its proportions by drawing people from observation (*2a, 2e, 6a, 6b) 5. Draws a self portrait using the basic elements and principles to create a likeness (*1a, 2b) 6. Applies an understanding of 1-point perspective and begins to use 2-point perspective by using directional lines and vanishing points to create depth in his or her drawing (*2b) 7. Uses the elements and principles of art (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) to create a drawing with a balanced composition (*1a, 2b, 2c) 77

3 8. Uses appropriate art vocabulary (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) to identify components of the drawing (*2a, 2b). 9. Applies a basic understanding of color theory (e.g., primary, secondary, neutral) while creating a drawing using pastels or other color drawing media (*1a, 2b, 2c) 10. Uses line expressively while creating an abstract drawing (e.g. using the technique of automated drawing) (*1a, 2c, 6b) 11. Uses value to create the illusion of depth while drawing from observation under a controlled light source (e.g. light, medium, and dark) (*1a, 2c) 12. Creates artwork that is original versus artwork that is copied from a photo or other source through the use of elements and principles of art (*1b) 13. Discusses the importance of artwork using the elements and principles of art that is original versus artwork that is copied from a photo or other source (*1b) 14. Uses appropriate art vocabulary to compare and contrast drawings (e.g., color, line, space, shape, form, pattern, texture, contrast, rhythm, composition, balance, movement, unity) (*2a, 2b, 2d) 78

4 Content 1. Interprets the subject from observation in an individual way (*3a, 3b) 2. Begins to develop a personal style by the continued production of his or her studio artwork (*3a, 3b) 3. Initiates personal preferences and aesthetics through the analysis of his or her own artwork and that of others (*3a, 3b, 3c, 3d, 5a, 5b) 4. Describes their own personal experience through the direction of developmentally appropriate concepts in his or her art-making (e.g., transitions, fears, fantasies, dreams, and other issues specific to the growth and maturity of adolescents) (*3a, 3b, 3c, 3d, 5b) 5. Records and translates his or her world into the creative process through the routine use of a sketchbook. (*6a, 6c) 6. Conceives and creates drawings that communicate ideas (*1a, 1b, 1c, 3a, 3b, 3c) 7. Draws subjects, symbols and ideas to create a composition that has a personal meaning (*1a, 1b, 1c, 3a, 3b, 3c) History and Cultures 1. Analyzes and discusses the contour drawings of Rembrandt van Rijn ( ) for his or her line quality and attention to detail (*4a, 4c, 4e) 2. Investigates how French artist Honore Daumier ( ) used gesture drawing to capture the essence of the pose in figurative drawing (*4a, 4c, 4e) 3. Examines the drawings of High Renaissance artists (e.g., Raphael Sanzio ( ), Michaelangelo Buonarroti ( ) and how they used gesture drawings to show the form and weight of the figures (*4a, 4c, 4e) 4. Analyzes the development of the system of 2-point perspective in art through Filippo Brunelleschi s ( ) role in the development of the science of perspective during the Renaissance (*4c, 4d, 5a, 5b, 6b, 6c) 79

5 5. Analyzes and identifies how Paul Cezanne ( ) used basic shapes to describe objects in his drawings and paintings of still lifes (*4a, 4b, 4c) 6. Analyzes the use of perspective in the artwork and architecture of Renaissance artists (e.g., Leonardo da Vinci ( ) and Michaelangelo Buonarroti ( ) (*4c, 4d, 4e, 5d) 8. Examines the artwork of Edgar Degas ( ) to gain an understanding of balanced composition (*4a, 4b, 4c) 9. Discusses the drawings and etchings of Albrecht Durer ( ) to gain an understanding of value, emphasis, and contrast (*4a, 4b, 4c) Evaluation 1. Judges the quality of an artwork by describing and evaluating it using specific art vocabulary (*5c) 2. Judges the degree to which a given work is truly representative of its assignment s objectives (*5a) 3. Compares works of art done by the same artist using appropriate art vocabulary (*5a, 5b) 4. Evaluates works created by others through the identification of different styles of drawing in order to have a basis for judgments and interpretations (*5a, 5b) 5. Evaluates the artwork of his or her classmates, based on rubrics supplied by the teacher (*5c) 6. Evaluates his or her own artwork over time, based on rubrics supplied by the teacher (*5d) 7. Reflects on techniques and processes in order to improve drawing skills (*5d) 80

6 8. Writes about his or her own artwork, using appropriate art vocabulary (e.g., explaining the purpose, describing the process of creating the work, judging the success of the techniques used) (*5d) 9. Discusses the proficiencies and limitations of his or her own work using appropriate art (*5d) 10. Identifies specific elements and principles of art and design that are used in his or her artwork (*5d) Connections 1. Sketches in a journal to record the world and experiences that inform his or her ideas and inspirations (e.g., diary) (*6a, 6c) 2. Expresses a concept, that communicates a belief, idea or thought through his or her drawings (e.g., story, essay) (*6a, 6c) 3. Derives inspiration from the media by making decisions about the content and meaning (e.g. takes a stand or position) (*6d) 4. Uses a system of measurement to display artworks on board (e.g., dry mounting) (*6c) 5. Uses mathematical principles to inform the drawing concepts of perspective, proportion, symmetry, and length, width, and depth. (*6a, 6c) 6. Correlates works of art from various historical periods to make connections to different cultures to enlighten their artwork (*6b, 6c) 7. Applies a basic understanding of the human form from a scientific perspective in order to create figure drawings that are convincing (*6c) 81

7 Aesthetic Appreciation 1. Believes that it is important to give his or her best effort in order to create artwork (*5d) 2. Wants to improve his or her technical skill in the arts (*5d) 3. Enjoys experimenting with new art techniques (*5d) 4. Enjoys reading art criticism and art history (*5a) 5. Appreciates the influence that one artist can have on another (*6b) 6. Appreciates the great range of works that are considered to be art and the incorporation of aesthetics into everyday life. (*6a, 6c) 7. Values the creative process used by artists in many fields (*6b) 8. Understands that art is an integral part of the human experience for all peoples (*2a) 9. Appreciates the enrichment that art brings to his or her own life experience (*3b) 82