City of Angels School Student Field Test Independent Study Teacher 01/09 Los Angeles Unified School District Beg. Date Drawing B 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. 9-12 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 6 The Built Environment 1. Explain how linear perspective can create an illusion of space in drawings of the human-made environment. 2. Explain the purpose of monuments and memorials. **Give examples to support your answers. Minimum length for each question is two (2) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 6, pages 110-131. the following vocabulary words: built environment, vanishing point, linear line, one-point perspective, two-point perspective, three-point perspective, environmental art, interior, and Pop Art. A. For Your Sketchbook, page 129 (Sketchbook Connection - complete this AFTER Studio Experience) B. Try Its on page 112, 113 (How to: Use One-Point Perspective), 114, 115 (How to: Use Two-Point Perspective), 117, 119, and 126. Write down page number for each sketch. III. Chapter Review on page 131 Complete the following: IV. Aesthetics Complete a list of 5+ one-point perspective locations in your community. Complete a list of 5+ two-point perspective locations in your community. Complete a list of 5+ three-point perspective locations in your community. V. Studio Experience page 128-129 Review Rubric: Studio Assessment Page 1 of 9 3/6/10
VI. Student Rubric and Final Grade for Assignment #1 Page 2 of 9 3/6/10
Assignment No. 2 Assignment/Activity: Chapter 7 - Portraits 1. Describe what makes a successful portrait. 2. Explain the difference purposes and styles of portraits. **Give examples to support your answers. Minimum length for each question is two (2) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 7, pages 132-157. the following vocabulary words: portrait, self-portrait, contour portraits, frontal portrait, profile portrait, and three-quarter portrait. A. For Your Sketchbook, pages 139, 142, 144, 145 (How To: Draw the Eye), 147, 148, 149 (How To: Portrait Basics), and 153 (How To: Draw Facial Expressions). B. Try Its on page 141, 145, and 152. Write down page number for each sketch. III. Chapter Review on page 157 Complete the following: IV. Studio Experience page 154-155 - Review Rubric: Studio Assessment V. Student Rubric and Final Grade for Assignment #2 Page 3 of 9 3/6/10
Assignment No. 3 Assignment/Activity: Chapter 8 The Figure 1. Explain why an understanding of anatomy is needed for a good figure drawing. **Give examples to support your answer. Minimum length is three (3) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 8, pages 158-181. the following vocabulary words: cartoon, canon, humanism, mannequin, anatomy, foreshortening, ideal figure, and negative shapes. A. Try Its on page 166, 168, 171, 172, 174, and 175. Write down page number for each sketch. III. Chapter Review on page 181 Complete the following: IV. Studio Experience page 178-179 - Review Rubric: Studio Assessment V. Student Rubric and Final Grade for Assignment #3 Page 4 of 9 3/6/10
Assignment No. 4 Assignment/Activity: Chapter 9 Drawing Animals 1. Describe the different purposes of animal drawings. 2. Explain why animal drawings are created from observation, memory, or a combination of each? 3. Make a list of at least five (5) contemporary animal stories. For each story, explain how well the artist understood the animals they drew. **Give examples to support your answers. Minimum length is for each question is two (2) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 9, pages 182-199. the following vocabulary words: domestic, exotic, symbolic form, and thumbnail sketch. A. For Your Sketchbook, page 187 (Animal Value Study). B. Try Its on page 184, 190, 191, 192, and 194. Write down page number for each sketch. III. Chapter Review on page 199 Complete the following: IV. Studio Experience page 196-197 - Review Rubric: Studio Assessment V. Student Rubric and Final Grade for Assignment #4 Page 5 of 9 3/6/10
Assignment No. 5 Assignment/Activity: Chapter 10 The Expressive Language 1. Describe how an artist might combine observation and imagination in their work of art. **Give examples to support your answer. Minimum length is three (3) paragraphs. Assignment: Read: Discovering Drawing Ted Rose & Sallye Mahon-Cox, Chapter 10, pages 200-219. the following vocabulary words: formalism, conceptual art, rhythm, nonobjective art, abstract, symbolism, and aesthetic experience. A. For Your Sketchbook, page 205 (Abstract Drawing) and 217 (Sketchbook Connection). B. Try Its on page 202, 210, 211, and 213. Write down page number for each sketch. III. Chapter Review on page 219 Complete the following: IV. Studio Experience page 216-217 Review Rubric: Studio Assessment V. Student Rubric and Final Grade for Assignment #5 Page 6 of 9 3/6/10
Assignment No. 6 Assignment/Activity: Final Project Assignment: Self-Portrait The Face in the Mirror Self-Portraits Facial features are aligned, well proportioned, and realistically relate to one another. Pencil grades are varied to achieve a full range of values from light. Values are created by using different graduations from black to white (page 221) Review Chapter 7 Portraits See examples on page 141, Fig. 7-14 Self Portraits of Kathe Kollwitz, page 152, Fig. 7-30 Rembrandt van Rijn Self Portrait in a Cap, and page 154, Fig. 7-34 Jade Fiedtkou-Leonard Self Portrait. Purpose: To document your face. Materials: Sketch paper Drawing paper - minimum size: 8 1/2 x 11 Drawing pencils Eraser Mirror Chair Procedure: 1. Find a mirror large enough to sit in front of it and still be able to see your entire face. 2. Spend time observing your face in the mirror. Look for creases, folds, bends, and shadows. Do you have freckles or tan lines? What about your eyes, mouth, bone structure, hairlines, or facial lines? 3. List all the facial details you observed on a piece of scratch paper. 4. Practice sketching your face until you are able to record all facial details in your drawing. 5. Look and Touch! 6. The portrait must include a hat (without logos) and/or shawl. 7. The portrait will also include a hand resting against your face. 8. No letters, numbers, or gang symbols are allowed in your self-portrait. 9. The portrait can be drawn from a frontal, side, or three-quarter view. 10. Decide which direction the light will come from so that parts of your face will be darker than other areas. 11. Draw lightly so that if you need to erase, your pencil lines will not show. 12. Add detail after you have sketched your basic face. 13. If parts of the face are difficult to draw such as the eyes, practice on a piece of scratch paper and return to the drawing when comfortable. 14. Smearing pencil lines with fingers or an eraser to shade is not allowed. All negative spaces are to be filled with different types of line. The closer lines are placed together, the darker areas will appear. The further away lines are drawn, the lighter the areas will appear. 15. Must include at least four (4) different types of line in your self portrait such as gesture, straight, contour, cross-hatching, stipples (dots), side of the pencil, back-and-forth marks, round, or scribbles. 16. Work slowly and carefully. 17. Observe. Observe. Observe. 18. You may stop anytime during the process and return where you left off at a later time. Analysis: Explain why you choose each of the items, your pose, and expression for your self portrait. What feelings were you trying to evoke? Give examples to support your answer. Minimum length three paragraphs Complete Generic Visual Arts rubric Page 7 of 9 3/6/10
Vocabulary Collection Form Vocabulary Word Definition of the Vocabulary Word Vocabulary Word Used in a Sentence Memory Cue Page 8 of 9 3/6/10
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 9 of 9 3/6/10