ART 7 Summer WRITERS Nick Giordano Sarah Ritchie. SUPERVISOR Cheryl Fontana

Transcription

1 ART 7 Summer 2017 WRITERS Nick Giordano Sarah Ritchie SUPERVISOR Cheryl Fontana

2 N BELLMORE-MERRICK CENTRAL HIGHH SCHOOL DISTRICT BOARD OF EDUCATION Dr. Nancy Kaplan, President Nina Lanci, Vice President Marion Blane John Ferrara Janet Goller Steven Enella Wendy Gargiulo Gina Piskin CENTRAL ADMINISTRATION John DeTomm maso Superintendent of Schools Dr. Mara Bollettieri Deputy Superintendent Kate Freeman Assistant Superintendent for Business Michael Harrington Assistant Superintendent for Curriculum m, Instruction & Assessment 2

3 7th Grade Art Course Overview Seventh Grade Art is a visual arts course that introduces students to basic design and drawing skills. In this course students are exposed to a broad base of concepts and skills necessary for creative expression and an appreciation of successful design. The goal of this 40-week every other day course is to introduce students to the visual arts and guide them to becoming visually literate adults. The visual arts employ students with the critical thinking and problem solving skills needed in everyday life. Seventh Grade Art students will develop an understanding of essential component of visual communication such as the Principles of Design, the Elements of Art and basic drawing and painting skills. This course will prepare students for a continuation of art study in Eighth Grade Art/ Eighth Grade Advanced Art as well as the various art courses they are exposed to at the high school level and beyond. This Curriculum Guide will present the concepts and skills that the Bellmore-Merrick Central High School District requires each Seventh Grade Art student to know and understand. Each unit includes sample lessons and handouts that may be used to achieve the unit goals. Many of the included sample lessons may achieve more than one curricular goal and may be used across multiple units. The teacher is encouraged to explore Art History and historical styles that demonstrate the concepts discussed in each unit. The sample lessons are a starting point for dynamic student centered teaching which allow the teacher flexibility in the development of new projects or methods of teaching the curriculum utilizing his or her own passions and creativity. 3

4 Units of Instruction- Content / Skills Observation Drawing o Contour line o Shading and Value o 3D Form Design Theory o Principles of Design o Elements of Design Color Theory o Color wheel o Color mixing o Color harmonies Sketchbook H.W. o Ideas and Suggestions Art Final: End of Course Assessment o Written Final Exam o Performance Based Final Assessments/ Rubrics o Student curriculum questionnaire o Grading Rubric 4

5 Unit: Observation Drawing appx. 10 weeks Overview: This unit introduces students to the basic Elements of Art and Design: Line, Shape, Form & Texture. Students will use contour line to draw objects from observation. They will explore how to create the illusion of 3D form by using only line. They will build upon this understanding of form when they are introduced to shading. Students will experiment with various shading pencils to create value scales as well as gradient scales. They will apply this knowledge to a shaded drawing from life. As they scaffold upon these drawing skills, students will also study the texture of 3D form. Unit Goals Develop an understanding of the importance of direct observation and apply this understanding to honing skills when drawing from life Explore drawing techniques such as contour line, blind contour line, and shading to create the illusion of 3D form in drawings from direct observation Specific Unit Content/Terms Direct Observation: draw what you see, not what you know (or what you think you know) Contour Line: using only line to map the outer edges of 3D from Blind Contour Line: drawing an object from direct observation, using only contour line and not looking at the paper Shape Form: turning 2D shape into 3D form Value: the amount of light or dark in a shade Gradation: a smooth even transition from light to dark Categories of Light and Shadow: Highlight, Mid-tone, Core Shadow, Reflected Light, Cast Shadow Shading Techniques (4 Laws of Shading): Build in layers Change pressure Change direction of mark Change pencils (HB-6B) 5

6 Sample Lessons Title: Contour Drawing Time: 3 periods Objectives: - to introduce drawing skills at a very basic levell - to teach contour as an essential element of the artist s skills - to encourage students to LOOK and SEE what they are drawing Motivation - discussion of what contour is and why it is important to the artistt - show student work - have students do blind contour drawings by placing a paper plate with a hole in the center over the student s pencil obscuring the view of the drawing - show Picasso s contour drawing Content: - Contour - the illusion of a line enclosing a form. well drawn contour line communicates volume, space and form -Contour is not shaded 6

7 Art History: Picasso contour drawings Process: students take off one shoe and place it on the table looking carefully at the shoe, draw the basic contour (outline and the shapes within the shoe) details are then added such as stitching, laces, holes and scrapes Materials/Resources: pencil sketchbook and 9 x12 white drawing paper Homework: draw two objects using only contour lines - no shading 7

8 Title: Shading Simple Forms Time: 5-7 classes Goal: -Study the basic shading techniques to create the illusion of 3D form Learning Objectives: -Definee terms: shape, form, value,, gradation -Identify shading techniques: - Use drawing pencils (HB-6B) to create a value scale and a gradation scale in their sketchbook - Identify Categories of Light and Shadow: : Highlight, Midtone, Core Shadow, Reflected Light, Cast Shadow - Apply understanding of value, gradation and categories of light and shadow to shading simple forms (sphere, cylinder, cone, cube) Motivation: Look at examples of shaded still life drawings (student examples and masters works) and discuss how the illusion of 3D form was created. Materials: Drawing Pencils (HB, 2B, 4B, 6B) White Erasers Kneaded Eraserss Sketchbooks Printed Value Scale (for students reference) Value Scale Template (1inx3in rectangle of scrap paper) Visualss Simple Forms Categories of Light and Shadow worksheett 8

9 Procedure: 1. Introduce motivation 2. Define terms in sketchbook; shape, form, value, gradation 3. Trace value scale template into sketchbook and apply shading techniques to create a value scale exploring varying values ranging from dark to light Shading Techniques (4 Laws of Shading): Build in layers Change pressure Change direction of mark Change pencils (HB-6B) 4. Trace template a second time to create a gradation scale ranging from dark to light 5. Identify categories of light and shadow and apply this understanding along with shading techniques to drawing and shading simple forms in sketchbook Homework: Draw a simple form found at home and apply understanding of shading 3D form Closure: Turn in sketchbook at completion of lesson Assessment: Collect sketch book and use grading rubric to assess students understanding of shading 9

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11 Title: Surrealism Still Life Time: 8-10 classes Goal: Apply the basic shading techniques to a surreal still life drawing Learning Objectives: -Review terms: line, shape, form, value,, gradation -Review shading techniques: -Review Categories of Light and Shadow: Highlight, Midtone, Core Shadow, Reflected Light, Cast Shadow - Explore Design Theory and Composit ion -Apply understanding of composition, contour line, value, gradation, and creating the illusion of simple 3D form to shading a still life drawing that studies light, shadow and more complex forms from life. Motivation: Analyze Giorgio de Chirico painting and define surrealism. Materials: Drawing Pencils (HB, 2B, 4B, 6B) White Erasers Kneaded Erasers Sketchbooks Visuals/ Artist Examples (Geiorgio de Chirico) Drawing Paper View Finders Procedure: 1. Introduce motivation and discuss the art movement Surrealism. 2. Define surrealism: 20th-century avant-garde movement in art and literaturee that sought to release the creative potential of the 11

12 unconscious mind, for example by the irrational juxtaposition of images. 3. Have students close their eyes and remember a vivid dream, discuss the juxtaposition they notice in their dreams. 4. Introduce homework: bring in a small object from home to juxtapose with classroom still life objects. 5. Show student examples of surreal still life drawings. 6. Practice drawing small objects in sketchbook. 7. Set up a still life of folded white paper/ simples forms at each table. Invite students to add their small objects to the still life. 8. Introduce Principles of Design such as Emphasis, Balance and Movement. Instruct students to use viewfinders to zoom in on the still life and draw various thumbnail drawings that explore successful composition using the Principles of Design. 9. Enlarge most successful thumbnail sketch to final copy paper. Apply understanding of contour line and shading to create surreal still life drawing. 10. Further the challenge by inviting students to add a pop of color and/or challenge themselves with a more complex object. Homework: Bring in a small object to draw from observation Closure/ Assessment: Students will turn in final drawing along with a reflection sheet. Use grading rubric to assess student s success at meeting the lessons criteria. 12

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14 Title: Pastel Animal Portrait Time: periods Objectives: at the conclusion of this lesson students should be able to: - draw a naturalistic / realistic drawing from a reference - create the illusion of texture on the picture plane - experiment with pastel as a medium - identify warm and cool colors Motivation: Prerequisite homework- students research and print a photograph of an animal of his/her choice focusing on composition and the texture of the animal. - demonstration on the techniques of using oil pastel - show student work and other examples of the project Content - contour drawing - texture - the surface qualities - warm colors - red, orange, yellow - cool colors - green, blue, violet Process: Day 1: - draw animal studies from reference on newsprint or in sketchbook paying close attention to texture and composition Day 2:- Oil pastel color/texture worksheet to learn oil pastel techniques and practice textures studied the day before that will be used on the final drawing. Day 3: - choose warm or cool colored pastel paper as dictated by the image - lightly draw contours on pastel paper Day 4 color demonstration on the final drawing paper - students begin to add basic color blocking with pastel Days 5-completion - students continue to add color with pastel, defining details with colored pencil - teacher circulates the room checking for student understanding - teacher provides individualized instruction based upon student needs 14

15 Materials/ Resources: - newsprint and pastel paper - pastelss and colored pencils - pastel animal portrait worksheet Extra Credit: - abstract animal based on Franz Marc s sheep 15

16 Title: Zen-tangle Animal Portrait Time: 8-10 classes Goal: Use observation skills to create a line drawing portrait of an animal. Apply Zen-tangle designs to explore Design Theory as well as texture and the power of optical blending. Objectives: -Review terms: line, line weight, shape, form, value... -Understand terms such as Zen-tangle, texture, optical blending, objective/ non-objective drawing -Explore/ review understanding of Design Theory and Composition -Apply understanding of composition, contour line, Zen-tangle to Zen-tangle Animal Portrait drawing -Use critical thinking skills to make sophisticated choices when creating a stylized objective drawing that applies non-objective Zen-tangle designs Motivation: Student examples of Zen-tangle Animal Portraits Materials: Pencils White Erasers Sharpies Sketchbooks Visuals/ Artist Examples Final Copy Paper Procedure: 1. Introduce motivation and homework; discuss the art technique of Zen-tangle and practice Zen-tangle techniques. 2. Use observation skills to draw the outline of animals from photo reference. Discuss anatomy proportions and the importance of looking at more unique contour line AFTER plotting basic shapes/ forms (skeletal, underlying structure). 3. Use pencil to divide outlined proportions into chunks based on the texture of the animal being drawn. Fill these chunks with Zen-tangle patterns. Consider the direction the fur/ feathers/ 16

17 scales when choosing a pattern. Also, consider how dark or light that chunk is when choosing a pattern. 4. Use various sharpies (ultra fine point, fine point, etc..) to go over patters and further stylize this portrait. Experiment with various line weight to create the illusion off 3D form and depth. 5. Students can push this project further by applying shading, color, and/or a background design Homework: Bring in a clear photo reference of a portrait of an animal Closure/ Assessment: Students will turn in final drawing along with a reflection sheet. Use gradingg rubric to assess student s success at meeting the lessons criteria. 17

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19 Unit: Design Theory appx. 20 weeks Unit Content In this unit students will be introduced to the Principles and Elements of Design and learn an understanding of successful compositions. Composition is an essential part of every style and media of art, and therefore is the basis of all art and design. The Principles and Elements are central to strong design and should be reinforced not only for the duration of the unit, but throughout the course. Unit Goals To identify and define the Principles of Organization. To identify and define the Elements of Design. To define composition as how the Elements of Design are arranged. To gain an understanding of the importance of composition to design. To challenge students to creatively solve design problems by applying acquired knowledge of the Principles of Organization. Specific Unit Content/Terms Design Theory A design is the organization of the ELEMENTS of ART into a unified composition, in accordance with the PRINCIPLES of DESIGN. Composition - the placement or arrangement of visual Elements in a work of art Elements of Design: the materials used to create a design/ work of art. One, two, three or any number of the Elements may be used in such a way as to achieve the desired design. LINE length- 1 dimension SHAPE height and width - 2 dimensional - a closed line FORM height, width and depth- 3 dimensional TEXTURE surface quality COLOR The name given to a specific wavelength of light 19

20 Principles of Design: the rules or guidelines to creating a successful/ strong work of art. The Principles are the basis of all works of art, and are used in various ways in every style of art. BALANCE - a sense of evenness EMPHASIS - one or more parts of a design that stand out RHYTHM - a sense of movement MOVEMENT- the direction the viewer's eye moves through a work of art UNITY - when all parts fit together to form a whole 20

21 Sample Lessons Title: Introduction to the PRINCIPLES OF ORGANIZATION / DESIGN Time: 2 days Objectives: at the conclusion of this lesson students should be able to: To identify and define the Elements of Design. To identify and define the Principles of Organization. To define composition as how the Elements of Design are arranged To challenge students to creatively solve design problems by applying acquired knowledge of the Principles of Organization. Motivation: discussion of the principles using terms and ideas the students can relate to. Content: -see attached Design Theory handouts Art History: -every style of art uses the principles to create strong compositions. The teacher may draw upon his/her knowledge of art history to show examples of the Principles and Elements being used in painting, sculpture, fashion, automobiles, interior design, advertising, webpage design or any other visual media. Process: -discuss the principles in terms relevant to student s lives. (Balance: riding a bike, Unity: sports teams wearing the same uniform, ect.) -show examples of each principle in a painting or other media and by drawing on the board using line and shapes. -students draw an example of each principle on a worksheet as mini abstracts or create cut paper designs like Matisse. 21

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24 Title: Abstract Expressionism Time: class periods Objectives: at the conclusion of this lesson students should be able to: - create abstract compositions that follow the Principles of Design - addd color and blend using colored pencils - understand what makes a strong compositio on Motivation: -discussion of pure composition in art and music - show work by Kandinsky and studentt work - history of abstract art Content: - Principles and Elements of Design - Abstract art - non-objective, non-representational, pure composition Art History: - Abstract Expressionism - Wassily Kandinsky and other Abstract artists Process: - gather ideas from studies of the principles of design worksheet - draw an abstract composition study inn a sketchbook 24

25 - transfer image to 12x18 white drawing paper - teacher demonstration of color mixingg process - add color using colored pencils blending as desired Materials/ Resources: - 12x18 white drawing paper - prismacolor pencils Extra Credit: - abstract design using only the letters of your name Student examples: 25

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27 Title: Object Portrait Drawing (Cann be linked with Contour Line Shoe Drawing Lesson) Time: 10 Periods Objectives: Analytically assess works of art Review/ hone observed contour line drawing skills Apply an understanding of the principles and elements of design to the creation of a strong finall composition Materials/ Resources: Visual references (ex. Van Gogh's Shoe paintings) Pencils Newsprint paper Final copy paper Sharpies Lightbox Colored pencils Motivation: Observe and analyze Van Gogh s shoe paintings and discuss stilll life drawing as portraiture Procedure: 1. What is a Portrait?: Discuss the classic definition of a portrait and how a portrait of someone does not need to be an image of their face. Analyze drawings/ paintings of objects as portraits by various artists. Discuss what these objects might tell us about the owners. Assign homework to bring in an object that would make an interesting Self Portrait 2.Contour Line: Practice various contour line approaches; blind contour, partial blind, observed. 3. Plotting Portrait : Review observation techniques and begin to lightly plot where the object goes on the paper. 4. Line Weight: Experimen nt with various line weights to create more depth/ form. Look at successful examples. 5. Design Theory Background: Introduce/ Review the Elements and Principles of Design. Show examples of compositions with strong 27

28 balance, emphasis, rhythm, movement and unity (discuss some or all of these principles). Students create thumbnail drawings that explore successful compositions using basic line and shape. On the back of their drawings student will divide the page by drawing various lines that move horizontally and vertically across the page. They will also use a circle-tracing tool to add visual elements that move the viewers eye around the page as well as emphasize where the shoe is placed on the other side of the paper. Students will use a light box to transfer this design to the front of the paper. They will trace all lines except for those that run through the object drawing. They will then fill the shapes in following a checkerboard pattern using either an analogous or complementary color schemes. 6. Extension: Draw a contour line portrait of a family member or friend. Apply what you know about principles of design to create a background of your choice. Homework: Bring in an object to draw. Assessment: Students will turn in final drawing along with a reflection sheet. Use grading rubric to assess student s success at meeting the lessons criteria. 28

29 Unit: Color Theory appx. 10 weeks Overview Color is the element that elicits an immediate emotional response from the viewer more than any other element. In this unit we will explore the element of color, the color wheel, color mixing and color harmonies. Unit Goals Mix primary colors to make secondary and tertiary colors on a color wheel Create color studies that demonstrates a knowledge and understanding of Color Theory Apply knowledge of value to create tints, shades and tones Specific Unit Content/Terms Color -The name given to a specific wavelength of light Hue the basic color on the color wheel Value the lightness or darkness of a color Intensity or Saturation how much of the hue is in the color Color Harmonies Complementary Colors- Colors across from each other on the color wheel Analogous Colors- Colors next to each other on the color wheel Primary Colors- Colors that can not be made by mixing colors (Red, Blue, & Yellow) Secondary Colors- Colors that are made by mixing two primaries (Green, Orange, & Violet) 29

30 Tertiary Colors (Intermediate)- Colors that are made by mixing a primary and secondary Warm Colors- Red, Orange, & Yellow Cool Colors- Blue, Green, & Violet Monochromatic Colors- Different values of one color Using tones, tints and shades. (Add white + black) Neutral Colors (Grayscale)- Shades ranging from white to black 30

31 Sample Lessons: Title: Mixing Primary Colors Found in the Everyday World: Introduction to Color Theory Time: 2 Periods Objectives: Explore color variations/ relations Mix and create new colors (secondary, tertiary, shades, tints ) using the 3 primary colors Review/ learn terms: Primary, secondary, tertiary, complimentary, contrasting, value, gradation Materials/ Resources: Color Ditto Color wheel Red drink, yellow drink, blue drink, clear drink Clear Cups Paper towels White Paper Motivation: Mix a color wheel using red, blue and yellow fruit punch (Gatorade or food color) Activity/Procedure: 1. Review what students already know about color theory. Discuss the way we see color by looking at colors around the room. What colors stand out? What colors blend in? Why? 2. Introduce motivation: Can we use red, blue and yellow fruit punch to make the color wheel? Why/ Why not? 3. Demonstrate how mixing two primary colors will make a secondary, mixing a primary and secondary will make a tertiary, mixing compliments will make shades, mixing clear will make tints and so on NOTE: Students seemed excited by the drinks. The next time the lesson is done the teacher should consider bringing in small Dixie Cups to allow students to sample color combinations. To reinforce this lesson, students can select a color combination they would like to sample by stating: the proper name of the color, if it is a primary/secondary/ tertiary/shade, and the colors used to mix it 4. Students will complete their own color mixing worksheet using colored pencils or paint 31

32 Assessment: Student question and answer opportunities. Student level of engagement and participation in the class debates and discussions. Student completion of color mixing worksheet 32

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34 Title:Optical Illusions / Op Art Time: 5-6 periods Objectives: at the conclusion of this lesson students should be able to: - create an optical illusion based on a pattern - discover the effects of color on our perception - apply complimentary pairs to create a visual tension Motivation: - perception test - discuss complimentary colors - show examples of and discuss Op Art - show the Magic Eye books - talk about M.C. Escher and show his work (tessellations) Content: - illusions / perception - Complimentary colors - colors directly across from each other on the color wheel. - Analogous colors - colors next to each other on the color wheel Art History: - Op Art s - Painting based on optical illusion, perception and their physical and psychological effects. Op Art is non-objective and hard-edge style. Process: - on 12 x12 white paper, students develop their own Op Art -it may in part be based on existing optical illusions - add color with complimentary colored markers Materials/ Resources: - 12 x12 white paper - rulers and compasses - colored markers Extra Credit: - a design using analogous or neutral colors 34

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36 Title: Pointillism Time: periods Objectives: - to introduce pointillism as a study of color - to demonstrate the theories of optical mixing and color separation. - to integrate contour drawing into a new experiencee Motivation: - build on the lesson of contour drawing - examine works by Georges Seurat and student work - compare computer printed and newspaper images to pointillism and Lichtenstein s Pop Art - discuss optical mixing and color printing process Content: - contour - the illusion of a line enclosing a form - optical mixing - colors mixing in the eye Art History: - pointillism - image painted entirely of dots of color - Georges Seurat - popp art - art of and for the popular culture. - Roy Lichtenstein Process: - students bring in image for homework (landscape or comic frame) - draw contours on white drawing paper - demonstrationn of dotting techniques 36

37 - students add color, mixing colors to achieve desired effect Materials/ Resources: - reference - pencil and fine tip colored markers - white drawing paper Extra Credit Option: - comic character in stipple 37

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39 Title: Kaleidoscope Color Study Time: 10+ classes Objectives: Define radial symmetry and portray it in a painting Mix and createe new colors (secondary, tertiary, shades, tints ) using the 3 primary colors Review terms: Primary, secondary, tertiary, complimentary, contrast, value, gradation, balance and movement Create a final painting that explores four different colorr schemes: Monochromatic, Analogous, Complementary and Split Complementary Use the 3 primary colors and knowledge of tints, shadess and tones to create a dynamic painting that demonstratess an understanding off successful design theory (balance/contrast, movement, etc ) Materials/ Resources: Color Wheel Visuals with Color Theory Terms Heavy paper for painting (watercolor) (9x9in) Rulers Pencils Sharpies 4x4 cut square computer paper Carbon Transfer and/or Lightbox/ Window Tempera Paint Paint Brushes Palette paper (waxed paper/ magazine pages/plastic lids) Water Cups Paper towels Motivation: Color Mixing intro/ Student examples Activity/Procedure: 1. Discuss the meaning of non-objective art and introduce students to the Kaleidoscope painting assignment. Each student will have the opportunity to create a painting that follows the same steps as their classmates s but will come out very different based on their aesthetic choices. 39

40 2. Students will use the Radial Symmetry worksheet too explore various quadratic radial designs. They should aim to make a design that is bold and uses few shapes (each quadrant should have about shapes in each, we will be painting these so the edges should be clear). 3. Students will select one of the designs for their finall painting. They will enlarge only one of the quadrants from the design onto 4x44 inch paper. They will outline it in sharpie and then used carbon paper or a light box to transfer it onto final copy paper that they have divided into four parts. Each time the design is transferred it should be mirrored along the axis line. Once the design is transferred students cann measure (or eyeball) a half inch border. 4. Review/ introduce painting techniques and discuss terms such as tints, shades and tones. 5. Students will paint one quadrant at a time, monochromatic, analogous, complementary, and split complementary. They will apply their knowledge of color mixing to create a dynamic design that has balance/contrast, movement, etc 6. Students will turn their completed work in along with a reflection sheet when the work is finished. If students are done early they can take a small square of paper to exploree a non- objective color design using watercolor paint. Assessment: Student question and answer opportunities Students levell of engagement and participation in the class debates and discussions Students completion of Kaleidosco pe assignment and reflection sheet 40

41 Sketchbook H.W. Ideas and Suggestions HOMEWORKS You must do one homework drawing each week All homework must be done in your sketchbook with pencil (unless specified as in color) Each drawing should take a minimum of 20 minutes You MUST draw from a reference. Look at the object or a photograph of what you want to draw 1. yourself 2. favorite food 3. stuffed animal 4. Leaf in color 5. FREE DRAW 6. cartoons/ comic 7. sports equipment 8. your hand 9. What inspires you 10. FREE DRAW 11. animal or pet 12. a landscape 13. your bedroom 14. clothing 15. FREE DRAW 16. favorite movie 17. candy 18. flower 19. a window 20. FREE DRAW 21. something in light 22. black and white 23. something colorful 24. container 25. FREE DRAW 26. favorite place 27. something in water 28. a family member 29. your dream home 30. FREE DRAW 31. Summer fun 32. FREE DRAW 41

42 Final Assessment Suggestions Teachers are encouraged to assess students learning by giving a final assessment. This may take the form of a written reflection, exam, a drawing or other assessment. Written exam: sample questions- 19. Hue is: a. color on the color wheel b. the lightness or darkness of a color c. how much red is in a color d. all of the above 20. Composition is: a. a style of painting b. how the Elements of Design are arranged c. an artist from the Renaissance d. all of the above 21. Monochromatic colors are: a. one color plus tints and shades b. colors next to each other on the color wheel c. colors across from each other on the color wheel d. all of the above 42

43 Sample drawing assessment #1: Draw your hand using contour lines. Draw it in an interesting and appropriate gesture. *NO CREDIT will be given if drawn flat or traced. *Value rendering will be considered if used. Sample drawing assessment #2: 2-3 Day Observed Drawing: On final copy paper you will demonstrate your understanding of shading 3D form on a 2D surface. Use what you know about the Elements and Principles of Design to make an interesting and dynamic composition. Apply techniques we have used throughout this year to make the drawing unique to you. Requirements: Bring in a printed photograph or still life object of your choice Choose a subject that you feel confident will take about 2-3 days to draw to the best of your ability Students can review notes and reference classroom resources as they work independently on this final drawing assignment. Students should use all class time given. Unfinished work can still receive a passing grade so long as student used all of the class time given. 43

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45 Sample Assessments/ Rubrics: 45

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