Art Essentials: 7 th Grade Project #1: Impressionist Sketchbooks

Transcription

1 Name: Period: Due OBJECTIVES: Art Essentials: 7 th Grade Project #1: Impressionist Sketchbooks Students will explore the Impressionism art movement, in the creation of sketchbook covers. In doing so, students must: Learn about Impressionism and its contributors Sketch and plan a sketchbook cover design Create a color wheel, to practice color mixing Paint composition using short, quick, brushstrokes Once cover is dry, glue it to cover boards, and bind sketchbook Hint: Check these off as you complete them! What techniques might have been used to create Water Lilies, by Claude Monet? PLANNING QUESTIONS: What did you notice about art, or artists, from the Impressionist movement? What s your personal connection to the subject matter you ve chosen to paint? Why did you choose it? VOCABULARY: Impressionism - Composition - Elements of Art - Thumbnail Sketch Color Mixing - Complementary Colors - Color Wheel - Primary Colors - Secondary Colors Circle two terms from above to define here: 1. : 2. : 27

2 Create 4 thumbnail sketches of a cover design you may use, in the spaces below: Option 1 Option 2 Option 3 Option 4 Circle the thumbnail sketch you will use for your final composition, above REFLECTIVE PRACTICE: List and explain 3 Elements of Art that you utilized in your final composition: 28

3 Rubric for Assessment Impressionist Sketchbook Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.) Use this number scale to assess the artwork on each category 5 Excellent 4 Very Good 3 Good 2 Basic 1 Needs Improvement Your Assessment: Write the number (1-5) that you believe you deserve for each category below Teacher s Assessment: Ms. Bongiorno writes here ART PRODUCTION Illustrates the essence of the chosen subject matter, with Impressionist-inspired brushstrokes Utilizes wet on wet painting Uses only complementary colors when mixing dark tones Incorporates a minimum of 3 Elements of Art, creating an interesting composition (2 pts) CREATIVE THINKING Clever interpretation of the assignment for a creative product Unique subject matter Pulls inspiration from personal interests and background (3 pts) SELF-DIRECTED LEARNING Submits the assignment by deadline (2 pts) Utilizes checklist to meet goals Shows self-motivation Demonstrates studio citizenship ART CRITICISM Detailed writing: planning & reflection (2 pts) Demonstrates a knowledge of Impressionism High participation in critique Thoughtful self-assessment Additional Comments: FINAL GRADE: /20 x 5 = 29

4

5 Name: Period: Due Art Essentials: 7 th Grade Project #2: Embossed Eagle OBJECTIVES: Students will explore the importance of markmaking and actual texture in art and design. In doing so, students must: Learn about the significance of Pointillism, and the Arts and Crafts Movement, while learning the history of Repoussé Practice embossing techniques to create a well-crafted design in metal Create a mark, symbol, or pattern Add this textured mark/design to the final piece of collaborative artwork Can you tell if this Repoussé tray from India uses implied, or actual texture? Hint: Check these off as you complete them! PLANNING QUESTIONS: What is the significance of the Art and Crafts movement? What mark will you use? Draw the mark in the space provided Why have you chosen this mark? 30

6 VOCABULARY: Identity - Mark Making - Chasing - Repoussé - Embossing - Actual Texture Implied Texture - Craftsmanship - Collaborative Art - Warm Colors - Cool Colors - Ink Circle three terms from above to define here: 1. : 2. : 3. : REFLECTIVE PRACTICE: Describe your final tooling foil piece, and the level of craftsmanship used: What was challenging about this piece? What would you change, or do differently? 31

7 Rubric for Assessment Embossed Eagle Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.) Use this number scale to assess the artwork on each category 5 Excellent 4 Very Good 3 Good 2 Basic 1 Needs Improvement Your Assessment: Write the number (1-5) that you believe you deserve for each category below Teacher s Assessment: Ms. Bongiorno writes here ART PRODUCTION Neat, well-crafted design Incorporates detailed mark/pattern Demonstrates skilled technique in both Repoussé and chasing Successful use of Elements & Principles of Design Clearly incorporates a specific color scheme CREATIVE THINKING Clever interpretation of the assignment for a creative product Chose and executed a mark that fit personal interests Unique concept for a mark (3 pts) SELF-DIRECTED LEARNING Submits the assignment by deadline Utilizes checklist to meet goals Is a positive member in the collaboration Shows self-motivation Demonstrates studio citizenship ART CRITICISM Detailed writing: planning & reflection (3 pts) Demonstrates a knowledge of the Arts and Crafts movement High participation in critique Additional Comments: FINAL GRADE: /20 x 5 = 32

8

9 Name: Period: Due OBJECTIVES: Art Essentials: 7 th Grade Project #3: Perspective & Space, pt. 1 Students will explore value and form while learning how to utilize one-point perspective. In doing so, you must: Understand the difference between abstract, and realistic artwork Draw a minimum of 2 shapes, and transform them into forms Include or disguise a symbol that represents your own identity; for instance, you could use a letter or initial from your name, jersey number, or another symbol Utilize one-point perspective to create unity between all forms Use hatching, crosshatching, or tonal shading Add line detail with a fine tip illustration marker Use your composition as a page in a collaborative star book Does this artwork meet all of the project criteria? PLANNING & PRACTICE: Draw and label the image to the right Include the following terms o Horizon Line o Vanishing Point Turn the following shapes into forms: VOCABULARY: Unity - Vanishing Point - Horizon Line - Hatching - Crosshatching Tonal - Value Scale - Color - Colored Pencil - Atmospheric Perspective Circle one term from above to define here: 33

10 Name: Period: Due OBJECTIVES: Students will continue to explore value and form while learning how to utilize two-point perspective. In doing so, students must: Practice two-point perspective Complete 1 watercolor practice page Select a subject matter that shows twopoint perspective: o Use a sample provided by Ms. B. OR o Bring in a printed image of your own Draw your scene using two point perspective Art Essentials: 7 th Grade Project #3: Perspective & Space, pt. 2 Add color to the scene using appropriate watercolor techniques, and at least one wash Include changes in value to emphasize form and depth (tonal value, hatching, or cross-hatching) o Optional addition of line detail or hatching with a fine tip illustration marker Can you find the 2 vanishing points, and the horizon line? PLANNING: What scene have you chosen to draw, and why? VOCABULARY: Two-Point Perspective - Proportion - Wash - Focal Point - Foreground Middle Ground - Background - Color Wheel - Primary Colors - Secondary Colors Circle two terms from above to define here: 1. : 2. : 34

11 Rubric for Assessment Perspective & Space Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.) Use this number scale to assess the artwork on each category 5 Excellent 4 Very Good 3 Good 2 Basic 1 Needs Improvement Your Assessment: Write the number (1-5) that you believe you deserve for each category below Teacher s Assessment: Ms. Bongiorno writes here ART PRODUCTION Forms are detailed, with accurate value Free of unintentional color bleeding Utilizes a watercolor wash Includes a foreground, middle ground, and background Successful use of two-point perspective and atmospheric perspective CREATIVE THINKING Unique interpretation of the assignment for a creative product Chose and executed a scene or design that fit personal interests (3 pts) Clever use of space to create depth SELF-DIRECTED LEARNING Submits the assignment by deadline (2 pts) Utilizes checklist to meet goals Shows self-motivation Demonstrates studio citizenship ART CRITICISM Detailed writing: planning Demonstrates a knowledge of Surrealism or Regionalism High participation in critique (2 pts) Thoughtful self- assessment Additional Comments: FINAL GRADE: /20 x 5 = 35

12

13 Ready for Bisque Fire, Due: Ready for Final Glaze Fire, Due: OBJECTIVES: Art Essentials: 7 th Grade Project #4: Ceramic Picnic Students will learn how artists show personal, or cultural identity through their artwork. In doing so, students must: Sketch a food that represents personal, or cultural identity PLANNING: Create a sculptural clay piece around this food design, at least 6 inches tall, wide, OR long Use handbuilding techniques and understand the properties of clay Show the use of craftsmanship in the creation of your sculpture, smoothing unintentional marks, roughness, and jagged edges Glaze the final product, to enhance detail and interest Consider Claude Monet s Apples and Grapes. Why might food be a common inspiration for artwork? What food have you chosen to sculpt? What personal, or cultural significance does this food have for you (why have you chosen it)? VOCABULARY: Sculpture - Still Life - Ceramics - Handbuilding - Craftsmanship Slip & Score - Kiln - Glaze - Underglaze Circle two terms from above to define here: 1. : 2. : 36

14 Sketch two potential designs in the spaces provided Option 1 Option 2 Circle the sketch you will use for your final composition, above REFLECTIVE PRACTICE: Describe the method of construction (slab, coil, pinching) that you used, start to finish, and include the tools used for this process: Describe how your piece shows good craftsmanship: 37

15 Rubric for Assessment Ceramic Picnic Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.) Use this number scale to assess the artwork on each category 5 Excellent 4 Very Good 3 Good 2 Basic 1 Needs Improvement Your Assessment: Write the number (1-5) that you believe you deserve for each category below Teacher s Assessment: Ms. Bongiorno writes here ART PRODUCTION Neat, well-crafted piece with strong connections/clay attachments Unintentional marks, roughness, and jagged edges have been smoothed One dimension of the piece is 6 Clearly sculpted food item Demonstrates advanced ceramic and glazing techniques in achieving detail CREATIVE THINKING Unique interpretation of the assignment for a creative product Chose and executed a ceramic design that fit identity Clever use of techniques (pinch, coil, and/or slab) to create forms (3 pts) SELF-DIRECTED LEARNING Submits the assignment by deadline (2 pts) Utilizes checklist to meet goals Shows self-motivation Demonstrates studio citizenship ART CRITICISM Detailed writing: planning & reflection (2 pts) Demonstrates a knowledge of chosen artist/artistic style High participation in critique Thoughtful self- assessment Additional Comments: FINAL GRADE: /20 x 5 = 38

16

17 Name: Period: Due OBJECTIVES: Art Essentials: 7 th Grade Project #5: Motifs & Abstractions Students will explore how artists can visually interpret their surroundings in abstract ways. In doing so, students must: Draw material objects from life, creating 6 thumbnail sketches Learn about the art historical significance of Expressionism and Cubism Select one object sketch to use in an abstraction Transform the original object, through deconstruction/reconstruction, repetition, pattern, line, and markmaking Use one of the finished abstractions to create a blockprint Pull at least 3 prints from your printmaking block Notice how Picasso abstracts this violin through deconstruction PLANNING: After seeing examples of Expressionism, Cubism, and Abstract art, what are some things that artists did to alter the original object s appearance? After working through the drawing stations, which object did you like best? VOCABULARY: Motif - Expressionism - Cubism - Transformation - Pattern - Line - Repetition Markmaking - Composition - Blockprinting - Artist s Proof - Newsprint Circle one term from above to define here: 1. : 39

18 Sketch the object that you will be abstracting in Box 1. In Box 2, abstract the object from Box 1, using repetition. In Box 3, abstract the object using line designs. In Box 4, abstract the object through deconstruction and reconstruction Box 1 Box 2 Box 3 Box 4 39

19

20 HOW TO LABEL A PRINT: PRINTMAKING TERMS: ( Use this as an example! Your signature/name Sign your prints neatly Make sure your name is legible Impression Number Hint: This print would have been the 8 th print, in an edition of 10 prints; meaning, 10 prints total were made, and this is 8 out of 10 If the print is an Artist s Proof, or a practice print, simply write: AP 40 8/10 Octopus Sarah Smith Title of your piece Hint: Use Untitled, if you do not have a title Always use quotation marks

21 TURNING YOUR DRAWING INTO A BLOCKPRINT: 1. Lightly trace one of your finished abstractions on a new piece of paper 2. Place your tracing over your Styrofoam printmaking block 3. Press into your tracing with a stylus or pencil (redraw the lines again, pressing into the block) 4. Reveal your block, and indents should show your design has transferred; If not, repeat step 3 5. Continue to press into your block until your design is clear 6. Add value to your block with patterned lines, hatching, and crosshatching Now you are ready to print with you block REFLECTIVE PRACTICE: Which was your favorite finished product, and why (your drawing, or your prints)? What was challenging about this piece? What would you do differently? 41

22 Rubric for Assessment Motifs & Abstractions Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.) Use this number scale to assess the artwork on each category 5 Excellent 4 Very Good 3 Good 2 Basic 1 Needs Improvement Your Assessment: Write the number (1-5) that you believe you deserve for each category below Teacher s Assessment: Ms. Bongiorno writes here ART PRODUCTION Motif is created using careful abstraction techniques in deconstruction, line detail, pattern, and repetition Creates at least 2 final abstract drawings Varied use of value, and color in final drawing&prints Prints a minimum of: 1 Artist s Proof & 2 final copy prints Prints are clean, free of smudging, with appropriate amount of ink CREATIVE THINKING Unique interpretation of the assignment for a creative product Chooses interesting composition for final designs (3 pts) Creative marks are used to demonstrate value in final prints SELF-DIRECTED LEARNING Submits the assignment by Utilizes checklist to meet goals Shows self-motivation Demonstrates studio citizenship deadline (2 pts) ART CRITICISM Detailed writing: planning & reflection (2 pts) Demonstrates knowledge of Expressionism &Cubism High participation in critique Thoughtful self- assessment Additional Comments: 42 FINAL GRADE: /20 x 5 =

23 Hatching Drawing Post-Test: Create value scales in the empty rectangles; match the shading techniques shown 1. Crosshatching 2. Tonal/Blending 3. Stippling 4. 43

24 5. Circle the form/s shown below: 6. Turn this shape into a form, using line, one-point perspective, value, and/or shading: 7. Turn this shape into a form, using line, one-point perspective, value, and/or shading: 8. Create a composition in the space provided. Show a foreground, middle ground, and background: 44

25 Exit Survey Directions: Answer the following questions honestly, and critique the course. Your feedback will be used to frame future classes! 1. What was your favorite project? (you may circle your response, or write another option) Sketchbook Painting Metal Embossing Clay Sculptures One and/or Two-Point Perspective Motif Drawing/Prints Other: Explain why: 2. What was your least favorite project? (you may circle your response, or write another option) Sketchbook Painting Metal Embossing Clay Sculptures One and/or Two-Point Perspective Motif Drawing/Prints Other: Explain why: 3. Fill in the blank: It drove me nuts when Ms. B. 4. What would you change about the class /projects? 45

26 5. What did you enjoy about the class? 6. If you could do it again, what would you do differently in class, or on a project? 7. What letter grade did you earn in class? (circle your response) A B C D F IDK? 8. Complete the sentence: Next year in art, I hope I can. 9. Complete the sentence: In art, I wish I knew how to. 10. Complete the sentence: This summer, I want to! 11. Additional comments (optional): 46

27 Do Now

28 Do Now

29 Do Now

30 Do Now

31 Do Now

32 Do Now

33 Do Now

34 Do Now