Creating Vision:! Innovative Hand-Made Sketchbooks

Gregory J. Barry Creating Vision:! Innovative Hand-Made Sketchbooks Education: Arizona State University 93 BFA Art (Drawing/Painting) and Art Education Cambridge College 01 M.Ed. Boston University 11 M.A. Teaching Experience: Interdisciplinary Studies Art Education Gregory J. Barry Oakmont Regional High School Ashburnham, MA gbarry@awrsd.org Middle School High School Arizona and Massachusetts 6 + years Arizona and Massachusetts 18 + years Current Teaching Position: SUMMATION Visual Arts Teacher Art I, Art III (h), Art IV (h), Art V (h), AP Studio Art, Graphic Design and Art History Visual Arts Teacher Positions Held: Visual Arts Department Chair AWRSD K-12 Visual Arts Curriculum Coordinator Integrated Arts Specialist / Teacher Art Director Boys & Girls Club - Phoenix (inner city) This is a continuous unit that spans the duration of the semester on a monthly basis. The design of the sketchbook challenge explores and fosters each student s individual creative problem-solving and innovative thinking. Students solutions will provide ongoing self-assessment among relationships between creative and innovative ideas and concepts with use of materials and media. Additionally, students develop deeper analysis and reflection through the autonomous production of visual solutions generated specifically toward a personalized custom sketchbook. UNIT GOALS Students SHOULD: KNOW The process to practice, manage and complete a series of monthly sketchbook artworks over a prolonged period of time. (Standard: 4) The conceptualization, organization, and completion through multiple stages of a long-term visual problem, responding to criticism and self-assessment (Standard: 4) UNDERSTAND Sketchbook entries are artworks that explore the abstraction of ideas and representations. (Standard: 3) The process of critical thinking regarding an explanation of meaning and visual impact through symbolism and visual metaphor (Standard: 5 & 7) BE ABLE TO Make creative choices with 2D and 3D media, materials, tools, and techniques to achieve desired effects within each sketchbook entry (Standard: 1) Identify and incorporate the elements and principles of art to convey meaning and emotion. (Standard: 2) Demonstrate the ability to use representation, abstraction, or symbolism to create 2D and 3D artwork that conveys a personal point of view about concepts (Standard 3) MOTIVATION When song lists, homework assignments, even our daily routines have become monotonous or mundane, we have choices to make modifications in which new alternatives can be manifested. By altering the images, our behaviors or our surroundings, we can utilize our human instincts of creative thinking. Yet, our creativity and innovation falls to subjected pressures. It is especially true for the adolescent self-esteem to be as picture perfect as can be. There exists too many pressures for young female students trying to live up to media images, and too many young male students trying to be more competitive and mature than is capable. These pressures can stifle the creative spirit at a time when when teens are struggling to let go of childhood and become adults. As a means to ignite, foster and elevate student creativity and innovation, a core unit of choice, challenge and autonomous inspiration has been implemented at the Art III level of instruction. Each month, students engage in creating sketchbook entries that are based upon five open-ended vocabulary prompts. Students are granted autonym to develop unique solutions by combining media choices and technical application to convey the meaning of the prompt through visual imagery. The freedom of choice allows students the opportunity to create successful solutions as a positive tool to engage in deeper meaning as an integral part of the artistic process. 1

INSTRUCTIONAL CONCEPTS LESSONS Provide students with a framework for solving problems at the conceptual stage of art making. (Corcoran and Sim, 2009, p.52) The use of metaphor provides students with cognitive tools for increasing imagination, creativity, and intellectual inventiveness (Egan, 2005). Include formalism (color, line, shape ) that contains the basic components of a work of art (Tuman, p.65) Skills complex association and manipulation of visual forms used in an area of the brain associated with higher order cognition (Solso, 2001, p.34). Egan, K. (2005). An imaginative approach to teaching. San Francisco: Jossey-Bass. Solso, R.L. (2001). Brain activities in a skilled versus a novice artist; an fmri study. Leonardo, 34(1), 31-34. Tuman, D.M. (summer 2008). The changing face of Rembrandt: Pedagogy, politics and cultural values in american art education. Journal of Aesthetic Education, 42(2), p.57-67. 1. Introduction to the Hand built Sketchbook through an aesthetic discussion regarding motivation, creative choice and conceptual thinking. 2. Construction of a personalized hand built sketchbook through manipulation and arrangement of unique materials. 3. The Creative Sketchbook: exploring concepts, expression or ideas through creative solutions in media, technique and imagery. 4. Critical reflection of sketchbook entries through aesthetic discussion, written analysis and summative self-assessment. Corcoran, K. and Sim, C. (2009). Pedagogical reasoning, creativity and cooperative learning in the visual art classroom. International Journal of Education through Art, 5(1), p. 51-61 LESSON: CONSTRUCTION Construction of a personalized hand built sketchbook through manipulation and combination of common and unique materials. MATERIALS: Working Sketchbooks Large (~ 18 x 24) in decorative paper Scrap mat board, compressed cardboard (non-corrugated) pre-cut Duct tape Scissors, rulers, pencils 12 x 18 black construction paper 9 x 12 black construction paper 9 x 12 pads of paper: black, canvas, watercolor, toned, pastel/charcoal, white Glue & glue brushes (Tri-Tix rubber cream OR Elmer s) 2 Hole hole puncher 1 in. or ½ in. screw posts (2 per student) Photo printer, paper, inks Teacher-made handouts, assessments, checklists, notes pages, etc. Various media The Covers The Covers 3. With the decorative side facing down, place each cover on the paper and mark the 4 corners with a pencil. 1. After receiving a pre-cut front and back cover, students select decorative paper use the draw a number from a basket for table order. 2. Aligning front and back covers on the decorative paper to cut full sheet into 2 separate sheets leave an over hang approx. 1 inch for corners and wrapping edges 4. Next, measure ¼ inch away for each corner and mark on a diagonal going off the edges. These are cut lines that allow for professional corners. 2

The Covers 5. Extend each of the corner marks to the edges of the paper on both covers 6. Trim off the 4 corners on each cover to create a dog-eared or beveled angel cut. The Covers 7. Remove the covers. Begin with 1 cover and use glue (Elmer s) to coat the entire board with glue. 8. Awhile the glue it still wet, carefully align the board (glue side down) with the pencil corner marks made earlier use roll technique for smooth alignment to eliminate air bubbles 9. Repeat 7 & 8 using the second cover. The Covers 9. Now that decorative papers are secured to the the covers, add glue to the flaps/tabs of one cover. 10. Pull the glued flaps by wrapping the edges while folding the corners for a tight professional fit. 11. Best results for tight edges and consistent corners are achieved by affixing the opposite edges (flap/tabs across from each other) 12. Repeat 9,10 and 11 using the other cover. 1. To create the binding and complete the front cover, align the front cover and binder strip over-top of the back cover. There will be a gap between the binder strip and the front cover to allow for proper flexibility of the finished sketchbook. 2. With covers aligned, cut a strip of Duct tape longer then the cover ~ 13 in., and carefully tape the binder strip to the front cover partnering for this application is helpful! Be sure to prevent taping to the back cover. The Binding The Binding Black Cover Edging 3. Flip the front cover over and wrap the duct tape. 4. Repeat 13,14 and 15 to add a second piece of duct tape for strength and taping. 1. Adding the black cover edging uses 9x12 construction paper. 2. Place front cover with good side down with the hinge on the left. Measure 4 in. from the outer left top and bottom and mark the location. This the black cover edging exposure. 3. Place construction paper under the cover and align the top and bottom mark with the edge of the paper. 4. Trace around the cover s end onto the black paper to create a rectangle which documents the area and alignment for glue application. 3

Oakmont Regional High School Visual Arts Department M/M Barry Definition / Description / Media Drawing # Time Date 11/4/15 Black Cover Edging 6. Next, measure ¼ inch away for each corner and mark on a diagonal going off the edges. These are cut lines that allow for professional corners. 7. Extend each of the corner marks to the edges of the paper on both covers 8. Trim off the 4 corners on each cover to create a dog-eared or beveled angel cut. 5. With traced placement, add glue to the rectangle shape, and then place the cover on the glued area. Flip cover and rub black paper to remove air bubbles. Black Cover Edging 9. Repeat steps 5, 6, 7, 8 with the second cover. 10. Glue the flaps / tabs in the same fashion as the decorative paper corners on both the front and back covers. 11. To complete the covers, affix the inside cover sheet (pre-cut) by gluing the entire paper surface and then rolling the glue side down. Leave a small even reveal along the top, right and bottom edges of the inside cover. Smooth by rubbing out any trapped air. 12. Repeat inside cover sheet application on the second cover. COMPLETED CONSTRUCTION CONSTRUCTION ASSESSMENT Oakmont Regional High School Visual Arts Department M/M Barry Name Block Evaluation: HANDBUILT SKETCHBOOK = 40 points Circle the appropriate number value based upon the construction of your sketchbook. 11. The complete sketchbooks are finalized by aligning the covers as front and back; marking the center along the left edge; then adding a hole punch to each. 12. Affix a pre-sized and printed Name Label to the inside, front bottom, left cover. 13. Lastly, mark and hole punch at least 5 sheets of 9x12 paper (1 of each kind canvas, toned, black, watercolor and white sulfite), and fasten ½ in. screw posts. 4 3 2 1 Decorative paper is affixed firmly on the front and back covers 4 3 2 1 Corners are neatly wrapped and secure 4 3 2 1 Binder with 2 pieces of black duct tape creates a hinge 4 3 2 1 Front cover size is aligned with the size of the back cover 4 3 2 1 Black binder covers are affixed firmly to the front and back covers 4 3 2 1 Black inside covers are neatly and firmly secured to front and back covers 4 3 2 1 Name label is cut neatly and neatly affixed to the inside cover 4 3 2 1 Template is used properly to hole punch and align covers 4 3 2 1 5 minimum 9x12in drawing pages are hole punched and inserted 4 3 2 1 Two screw posts secure the sketchbook together TOTAL POINTS EARNED = 4 = Advanced 3 = Proficient 2 = Developing 1 = Needs Improvement Creating Vision: explores concepts, expression or ideas through innovative solutions using various media, techniques and imagery Each month, students are given the sketchbook list, evaluation and due date. A discussion regarding the creative solutions and possibilities for entries are introduced. Only a few select student examples are presented intentionally when the first month is introduced. Developing unique solutions remains the primary objective. ART III ~ SKETCHBOOK ASSIGNMENTS Instructions: Choose a prompt from the monthly sketchbook list. Copy the description onto the bottom of the sketchbook page. On the top right corner of the page, write drawing #, date and total length of time worked. Create a two inch border on the left edge, and then create a one inch border on the remaining sides (use a straight edge) of each sketchbook page. Within this border will be your drawing area and/or picture plane. Refer to the sample below: (9x12 sheet of drawing paper) 2 in 1 in Drawing # Time Date Definition / Description / Media MINIMUM of 5 entries for each month. (You can always do more!!!! However, extra drawings do not carry over to the next month.) Entries will be evaluated and graded on the following criteria (unless otherwise stated): Composition Asymmetrical balance of images (not centered) Establish a focal point using detail, contrast, placement, and size of images in relation to others on the page. All entries demonstrate a different media, no repeat media. Drawing of image uses Rule of Thirds in the picture plane. Craftsmanship Drawing is neat and clean. No smudges erase marks, paper damages, etc. Details show texture of images. Values range from light to dark, shading is blended with little visible pencil lines. Color pencil is mixed and blended - no straight colors. Originality Drawing reflects your own ideas; theme is represented clearly with a unique approach. Design shows creativity with arrangement, placement, detail and focal point. Push your ideas to capture the viewer s interest. Remember HAVE FUN! IT S ALL ABOUT CHOICES!! Format / Expectations / Requirements Given on the first day of the lesson, the Sketchbook Assignments handout is affixed to the inside back cover of each student s working sketchbook. 4

III FEBRUARY Evaluation = 100 possible points = earned points Grade your overall exercises on the following requirements: 5 4 3 2 1 Drawings consist of 5 different entry themes. 5 4 3 2 1 All drawings exceed 1 hour of quality time. 5 4 3 2 1 All entries exhibit accurate and precise borders 5 4 3 2 1 Properly labeled time, date and descriptions. 5 4 3 2 1 Each term / theme is defined on the evaluation sheet and on each entry. 5 4 3 2 1 Images clearly support the term / theme it is visually defining. 5 4 3 2 1 Each entry is created in black & white from observation. 5 4 3 2 1 Each entry shows a different use of media. 5 4 3 2 1 Images are accurately displaying strong composition with Rule of Thirds. 5 4 3 2 1 Images are drawn with modified contour for accuracy and proportion 5 4 3 2 1 Strong asymmetrical or symmetrical balance with each entry. 5 4 3 2 1 Each entry demonstrates a full range of values. 5 4 3 2 1 Strong focal point is exhibited in each entry. 5 4 3 2 1 Details show texture of images. 5 4 3 2 1 Media is blended with consistency. 5 4 3 2 1 Drawing is neat and clean. No smudges erase marks, paper damages, etc 5 4 3 2 1 Each drawing entry is original to the artist s ideas. 5 4 3 2 1 Image is creatively placed to capture the viewer s interest and strong composition. 5 4 3 2 1 High quality effort / follows instruction. 5 4 3 2 1 Sketchbook is submitted with correct organization, monthly list and completed evaluation. Choose the 2 entries from the month that reflect your most technical, favorite media or most convincing theme. Write a brief paragraph describing why you choose these entries. Support your writing with examples and facts from the artwork you choose. (Use a 7 sentence min., proper grammar and complete sentences) Block Art III: FEBRUARY Sketchbook 11/4/15 ART III FEBRUARY - Choose a MINIMUM of 5 different entry themes from the following list. Any order is acceptable. Refer to SKETCHBOOK ASSIGNMENTS -handout for instructions, sample format and evaluation criteria. REQUIREMENTS: EACH entry must be created in BLACK & WHITE from observation. A variety o media will be used that includes graphite, pen & ink, black & white colored pencil on toned paper, black and white Cray-pas, crayons, white colored pencil on black paper ink wash, watercolor/watercolor pencil on watercolor paper, B/W digital photography (your own camera with editing software) or cut paper collage. Each entry mus demonstrate a full range of value. Place your objects with a strong light source/spo light coming from 1 direction. Each entry will demonstrate a minimum working time o 1 hour documented on your formatted page. TEXTURE SHADOW REPETITION CHAOS FORESHORTENING NOTES / DEFINITIONS / IDEAS TEXTURE: SHADOW: REPETITION: CHAOS: FORESHORTENING: Monthly Inspiration / Evaluation ART III 5 = Superior 4 = Advanced 3 = Proficient 2 = Needs Improvement 1 = Unacceptable Monthly Inspiration Choose a MINIMUM of 5 different entry themes from the following list. Any order is acceptable. Refer to SKETCHBOOK ASSIGNMENTS -handout for instructions, sample format and evaluation criteria. REQUIREMENTS: EACH entry must be created in BLACK & WHITE from observation*. A variety of media will be used that includes graphite, pen & ink, black & white colored pencil on toned paper, black and white Cray-pas, crayons, white colored pencil on black paper, ink wash, watercolor/watercolor pencil on watercolor paper, B/W digital photography (your own camera with editing software) or cut paper collage. Each entry must demonstrate a full range of value. Place your objects with a strong light source/spot light coming from 1 direction. Each entry will demonstrate a minimum working time of 1 hour documented on your formatted page. Name TEXTURE SHADOW REPETITION CHAOS FORESHORTENING Texture Taylor graphite on white sulfite Texture Karin white scratchboard Dylan black & white colored pencil on toned paper Texture Repetition Michael digtial photograph 5

Mariah collage with text Taylor white colored pencil on black paper Repetition Repetition McKayla graphite on white sulfite Foreshortening Foreshortening Kaarin digital photography Shadow Foreshortening Mariah acrylic on canvas paper Kelly manipulated digital photography 6

Shadow Amber sharpie on toned paper Monthly Inspiration Choose a MINIMUM of 5 different entries from the following list. Any order is acceptable. Refer to SKETCHBOOK ASSIGNMENTS -handout for instructions, sample format and evaluation criteria. REQUIREMENTS: EACH entry must be created in COLOR from observation*. A variety of media can be used that includes colored pencil, marker, Cray-pas, pastels, crayons, watercolor/watercolor pencil on watercolor paper, color digital photography (your own camera with editing software) or cut paper collage. Each entry must demonstrate a full range of color value. Place your objects with a strong light source/spot light coming from 1 direction. Each entry will demonstrate a minimum working time of 1 ½ hour documented on your formatted page, AND a Pulled Palette of Color. Use a sheet of sketchbook paper to label each palette entry s colors and the media you use. MOVEMENT ORDER REFLECTION FRAGMENTATION DISTANCE Distance Distance Meghan watercolor pencil Nikki cray-pas oil pastels Order Nikki colored pencil Movement Shelbi manipulated digital photograph 7

NOVEMBER / APRIL Monthly Inspiration Movement Sarah colored pencils Choose a MINIMUM of 5 different entry themes from the following list. Any order is acceptable. Refer to SKETCHBOOK ASSIGNMENTS -handout for instructions, sample format and evaluation criteria. REQUIREMENTS: EACH entry must be created combining a balance of COLOR and BLACK / WHITE in each entry from observation. A variety of media will be used that includes graphite, colored pencil, marker, pen & ink, Cray-pas, pastels, crayons, watercolor/watercolor pencil on watercolor paper, color/ BW digital photography (your own camera with editing software) or cut paper collage. Each entry must demonstrate a full range of color value. Place your objects with a strong light source/spot light coming from 1 direction. Each entry will demonstrate a minimum working time of 1-½ hours documented on your formatted page. AND a Pulled Palette of Color. Use a sheet of sketchbook paper to label each palette entry s colors and the media you use. SOLITUDE CONNECTIONS RENEWAL RELATIONSHIPS TENSION Narrative Narrative Brendan sharpie on white sulfite Tension Brendan graphite and colored pencil Connections Narrative Narrative Brendan colored pencil on black paper Relationship Brendan digital painting Solitude 8

Narrative Monthly Inspiration DECEMBER & JANUARY / MAY & JUNE Choose a MINIMUM of 5 different entry themes from the following list. Any order is acceptable. Refer to SKETCHBOOK ASSIGNMENTS -handout for instructions, sample format and evaluation criteria. REQUIREMENTS: EACH entry must be created of COLOR AND/OR BLACK & WHITE in each entry from observation. Choose variety of media you have not yet used that includes graphite, colored pencil, marker, pen & ink, Cray-pas, pastels, crayons, watercolor/watercolor pencil on watercolor paper, color/ BW digital photography (your own camera with editing software) or cut paper collage. Each entry must demonstrate a full range of color value &/or value. Place your objects with a strong light source/spot light coming from 1 direction. Each entry will demonstrate a minimum working time of 2 hours documented on your formatted page. AND a Pulled Palette of Color. Use a sheet of sketchbook paper to label each palette entry s colors and the media you use. Brendan manipulated digital photograph Renewal INTERIOR /EXTERIOR CONTEMPT NOSTALGIC PERSONIFICATION CLICHÉ DECEMBER & JANUARY / MAY & JUNE DECEMBER & JANUARY / MAY & JUNE Cliché Chantal graphite and colored pencil Cliché Taylor digital photograph LESSON 4: Critical reflection of sketchbook entries through aesthetic discussion, written analysis and summative self-assessment. At the conclusion of each month, students are asked to submit their the sketchbook solutions, completed self-evaluation and critical response writing. Students are given the time to reflect on their monthly entries to evaluate their work and creative solutions. Formative and Summative Assessment LESSON 4: EVALUATIONS ART III Evaluation = 100 possible points = earned points Grade your sketchbook entries based on the following requirements: 5 4 3 2 1 Drawings consist of 5 different entry themes. 5 4 3 2 1 All drawings exceed 1 hour of quality time. 5 4 3 2 1 All entries exhibit accurate and precise borders 5 4 3 2 1 Properly labeled time, date and descriptions. 5 4 3 2 1 Each term / theme is defined on the evaluation sheet and on each entry. 5 4 3 2 1 Images clearly support the term / theme it is visually defining. 5 4 3 2 1 Each entry is created in black & white from observation. 5 4 3 2 1 Each entry shows a different use of media. 5 4 3 2 1 Images are accurately displaying strong composition with Rule of Thirds. 5 4 3 2 1 Images are drawn with modified contour for accuracy and proportion 5 4 3 2 1 Strong asymmetrical or symmetrical balance with each entry. 5 4 3 2 1 Each entry demonstrates a full range of values. 5 4 3 2 1 Strong focal point is exhibited in each entry. 5 4 3 2 1 Details show texture of images. 5 4 3 2 1 Media is blended with consistency. 5 4 3 2 1 Drawing is neat and clean. No smudges erase marks, paper damages, etc 5 4 3 2 1 Each drawing entry is original to the artist s ideas. 5 4 3 2 1 Image is creatively placed to capture the viewer s interest and strong composition. 5 4 3 2 1 High quality effort / follows instruction. 5 4 3 2 1 Sketchbook is submitted with correct organization, monthly list and completed evaluation. 5 = Superior 4 = Advanced 3 = Proficient 2 = Needs Improvement 1 = Unacceptable Choose the 2 entries from the month that reflect your most technical, favorite media or most convincing theme. Write a brief paragraph describing why you choose these entries. Support your writing with examples and facts from the artwork you choose. (Use a 7 sentence min., proper grammar and complete sentences) 9

Student Reflections LESSON 4: EVALUATIONS Student Reflections LESSON 4: EVALUATIONS CONCLUSION Although the Hand-Made Sketchbooks have been a substantial component to the Art III curriculum, its success is founded upon the work ethics, technical skill building, media exploration, nurturance and motivation developed and fostered at the Art I and Art II levels. The students who progress to the advanced levels create new opportunities for their work through creative challenges and risk-taking. It is their unique experiences as art students developing a deeper analysis and reflection through the autonomous production of visual solutions generated specifically toward a personalized custom sketchbook. Thank you. Contact information: Let s Connect and Collaborate! Gregory J. Barry Visual Arts Department Oakmont Regional High School gbarry@awrsd.org LinkedIn facebook pages: Oakmont Art Department News and Events Forum - Oakmont Art & Literary Journal Oakmont Art Alumni Network 10