Teacher: Ms. Griffus
Please submit any missing assignments via e-mail or in person. Refer to this webpage to catch up on missing assignments. Worksheets will either be directly pasted into the post or found in course downloads.
Attention: From this point forward, new assignments will automatically display at the bottom of this page!
Those of you who were absent last week wednesday or friday, the critique questions.pdf form in course downloads is what you need to complete by Wednesday. You answer these questions by looking at a classmates artwork. Thank you.
If you know you will be unable to finish your gridded self-portrait on the final work day, you must make personal arrangements with me to finish. I will be after school on Thursday the 22nd, and possibly Friday the 23rd. You can come on your lunch period as well. You must make arrangements if you are taking it home and will be given a 0 if you do not return the artwork to the beginning of your class with me on Monday (for A day) or Tuesday (for B day).
Below is the Study Guide for the Final Exam.
Art 1 First Semester Study Guide:
***Be an expert on these topics. Be able to define, answer questions, and prepared to draw examples of each:
The elements of art- are the ingredients of art. Like words are to an essay.
- Line
- Color
- Shape (2D)-organic and geometric
- Form (3D)
- Space- positive and negative
- Texture- Implied and Actual
- Value
The principles of art- How the elements are arranged in an artwork
- Balance- symmetrical and asymmetrical
- Contrast/Variety
- Pattern
- Rhythm/movement
- Emphasis
- Proportion/Scale
- Unity
What is?
-composition
-continuous contour line drawing
-portraiture
Draw:
- How to draw a human head using the basic underlying forms (block and sphere) in frontal, profile, and ¾ view with eyes, lips, noses, and ears in the correct places. Everything in proportion. Know what the block and sphere represent in human anatomy (skull and jawbone).
-How to shade a sphere. Label where all of the highlights and shadows belong. (Light source, highlight, midtones, core shadow, cast shadow.)
-Draw shading that is smooth, has a range from dark to light, and is gradual.
-How to create a value scale from light to dark.
-How to draw using continuous contour line
-How to complete an observational drawing
-How to complete a zentangle drawing
Artists:
-Nikki Farquharson- What type of artwork?
-Chuck Close- what art movement was he involved with. How did he draw? What did he draw? What did he overcome?
****No gridded-self portraits will be accepted after Monday for A day and Tuesday for B day students, at the beginning of class.
Homework assignment that was assigned at the beginning of this week. The top of the page includes tips for improving your sketchbook and the bottom is the directions for this assignment in your sketchbook. Will accept Mon-Wed of next week (12th-14th)
Ten ways to improve your sketchbook:
- Decorate the cover and make your sketchbook unique. Make every page a work of art.
- Annotate next to your artwork. Write about composition (or the arrangement of stuff). Is your composition dynamic or stable? What went right? What went wrong?
- Use your space. Use front and back of pages, put more than one assignment to a page. Doodle, use cool fonts, and make backgrounds. Think of composition.
- Reflect back to the critiques (comments and suggestions) you have received. In essence “talk back” to the comments in writing. What do you agree with? What do you disagree with? Next steps? What changes are you going to make?
- Copy Master works for practice. (Master works are popular and sometimes recognizable artwork). Learn from paint strokes, mark making, color combinations, etc.
- Add personal artwork to your sketchbook! Draw, paint, and doodle what appeals to you. If you really want to excel in art, your sketchbook should contain more than class assignments.
- Do research because you are interested in an idea, concept, or skill. Not just because you have been given an assignment. Add research about the style or medium that we are currently exploring in class. Look up extra tutorials, etc.
- Use a variety of mediums in your sketchbook. You don’t always have to use just pencil. Unless specified.
- Write down, draw, paint, or glue in images of what inspires you. Songs, images, passages from poems or books, etc. Referring back to these inspirations help to develop ideas for your artwork.
10. Carry your sketchbook with you. Don’t look at your sketchbook as only a “schoolbook.” Your sketchbook is a visual journal or your perception of the world and represents you as an artist. Also, always bring it to class!
7 DAY DRAWING CHALLENGE:
Directions: Drawings should fill half of a sketchbook page (a full page if your sketchbook is small). Include details (texture, value, etc.) unless otherwise specified. These will be included as a formative grade. Do one drawing a day. DO NOT rush them at the last minute. You must label each page with the appropriate date and title. Use the tips above to help you. Grades are based on: completion, criteria met (including size and labels, followed directions), technical skills, and composition/creativity.
Due: January 12th for 1st- 3rd. January 13th for 5th-8th periods
Day 1: Do an observational drawing (looking at the object) of one thing that you received for the Holidays. If this doesn’t apply to you- draw one thing that is special to you. Use at least 3 values in this drawing (shading) with pencil or pen (studio).
Day 2: Write a list of 20 things that make you happy. (include the list) Illustrate 3 of these things. You can illustrate from the top of your head or use reference (something you look at). The list and drawings should be made into an artistic and creative composition. Medium is up to you.
Day 3: Draw the contents of your purse, backpack, or pockets using pen and continuous contour line. (Meaning don’t pick up your pen, and you are just focusing on the outlines)
Day 4: Create a campaign poster for or against a particular issue. Media of your choice. Include text and image.
Day 5: Design a tattoo. Shade or use color based on what the tattoo calls for.
Day 6: Draw the letter of your first name morphed into something that starts with that letter. Example: S, snake make an S. Media of your choice.
Day 7: Choose any 2 of these words from the list to combine together in one image: Turtle, octopus, snake, bird, bee, rat, fish, pencil, saw, hammer, pliers, scissors, tire, clock.
We are currently working on gridded self portraits in ART 1. You will need to send me a "selfie" or a picture of yourself-clear, large enough to be blown up to 8x10 and not be blurry, and showing most of your face.
to smgriffus@cps.edu
I will edit it and add the grid for you.
1. You will create a grid of one inch increments across your paper (18x24 paper). Mark every inch, ever side of your paper. Connect the inch hash marks into a grid. Number 1 first column 1-22, Letter the first row across the top a-q. Remember your grid should be drawing LIGHTLY so you can later erase it.
2. You will look at your photo box by box and row by row and transfer a line drawing into the correct boxes on your paper. Slow down in complicated areas like your eyes, nose, and lips... so that they are accurate.
3. Once your line drawing is complete you will start shading. Refer to your self-evaluation rubric (attached in documents) for criteria guidelines. Shading should match the values of your photo, be blended gradually, and smoothly. Create outlines with your shading. Dark outlines in a drawing make your portrait look cartoonish, and we are going for realism.
MAKE SURE YOUR I AM POEM IS FINISHED! We will be using our I am poem in the next steps.
If you missed class today we learned about the portrait artist Chuck Close through a powerpoint, and watched a couple of quick videos about him.
Look over the powerpoint, and watch the three videos. The PowerPoint is in the "downloads" section of this page.
Answer these two questions in your sketchbook: Title: Chuck Close Videos Date: (current date)
1. Why did Chuck Close use grids to draw? How are they helpful?
2. If you were to make the ideal self portrait what would you do? (explain materials you would use, would there be other images/symbols/words, and would there be a meaning that you are trying to express?
Video 1: http://www.youtube.com/watch?v=ixCWVTt1P94 -- watch the whole video
Video 2: http://www.youtube.com/watch?v=Gu2Dir1AOjI--watch the whole video
Video 3: http://www.youtube.com/watch?v=Gu2Dir1AOjI--watch from 15:55 to 19: 50
Video 4: https://www.youtube.com/watch?v=Gsmjdx0ArVk- whole video. This one will help you with your gridded drawing!
After you have watched the videos and answered the questions, please complete the "self-portrait worksheet" in your sketchbook. You should have a table with 10 boxes, the name of the artist in each box, and answer 1-4 for each portrait. Number 5 and 6 will be answered for the portraits overall.
If you missed class on Wednesday, or did not finish what we are working in class, we worked on an "I am" poem that will be incorporated into your self-portrait drawing coming up.
You have a choice of how to write your "I am" poem. You can use one of the two templates that I provided below, or write your own format. If you write your own, then it should be similar in length to the templates (three stanzas, 4-5 lines each stanza.)
p.s.: If you have not sent your selfie to : smgriffus@cps.edu then we will take a picture of you in class for the self-portrait.
Below are the templates for the I am poem, as well as examples of the poems completed.
Template 1:
Name: ___________
Period:_________
I Am Poem Template (yourself)
specific ordinary item: _____________________________________
product name:___________________________________________
another product name: ____________________________________
home description... adjective, adjective, sensory detail: _____________________________________________________________________________________________________________________________________________________________________
plant, flower, natural item: __________________________________
another plant, flower, natural item: ___________________________
family tradition: _______________________________________________________
family trait: ______________________________________________
name of family member: ___________________________________
another name of family member: _____________________________
another name of family member: _____________________________
description of family tendency: ______________________________
description of another family tendency: ________________________
something you were told as a child: _______________________________________________________
another thing you were told as a child: _______________________________________________________
religion you were raised with: _______________________________
explain the religion in one word or sentence: ___________________
place of birth and family ancestry: ____________________________
two food items representing your family: _______________________
specific family story about a specific person and detail: ___________ ______________________________________________________________________________________________________________
another detail: ______________________________________________________
another story about different family member: ___________________ ______________________________________________________________________________________________________________
Any other description you want to add about your family, what have you not said yet: _________________________________________ _______________________________________________________
I am from _______ (specific ordinary item), from _______ (product name) and _______.
I am from the _______ (home description... adjective, adjective, sensory detail).
I am from the _______ (plant, flower, natural item), the _______ (plant, flower, natural detail)
I am from _______ (family tradition) and _______ (family trait), from _______ (name of family member) and _______ (another family name) and _______ (family name).
I am from the _______ (description of family tendency) and _______ (another one).
From _______ (something you were told as a child) and _______ (another).
I am from (representation of religion, or lack of it). Further description.
I'm from _______ (place of birth and family ancestry), _______ (two food items representing your family).
From the _______ (specific family story about a specific person and detail), the _______ (another detail, and the _______ (another detail about another family member).
I am from _______ (Any other description you want to add about your family, what have you not said yet).
Rewite the poem by coping the above, and filling in the blanks with what your have written on the other side. (feel free to attach an additional page if needed)
____________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Example of template 1:
Mr. Mitchell’s “I Am” Poem
I am from clay bowls and knitted scarves, from Diet soda and Budweiser beer.
I am from a porch filled with lettuce boxes and sunlight.
I am from a backyard full of trees, and sunsets over the garage
I am from cracking Easter eggs on teeth.
I am from dark eyes and dark hair, from Nancy and Brian and Sarah.
I am from the never ending stories and interruptions.
From you can do anything and be good.
I am from Catholicism with a strong underlying of social justice.
I'm from Detroit, frozen spinach, and ripe tomatoes
From the grandpa who ran way to join the circus, after he graduated high school two years early at the age of 16 and the grandma I never know who grew vegetables and made pottery.
I am from my grandparents upstairs hallway, 60 years of marriage, 3 boys, 6 grandkids, tree houses in the backyard and warm fires in the living room.
Template 2:
I AM Poem
FIRST STANZA
I am (two special characteristics you have)
I wonder (something you are actually curious about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I am (the first line of the poem repeated)
SECOND STANZA
I pretend (something you actually pretend to do)
I feel (a feeling about something imaginary)
I touch (an imaginary touch)
I worry (something that really bothers you)
I cry (something that makes you very sad)
I am (the first line of the poem repeated)
THIRD STANZA
I understand (something you know is true)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you really make an effort about)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
Example template 2:
|
I am sharp and focused |
Free form examples from other high school students:
Free form/choice I am poem format example:
If you missed 5th or 6th period Art Class on November 6th, or will missed Art 1 in the next week then you missed the video below and 2 questions in your sketchbook.
Please watch the video below or google search "Danger of a single story, TED talk" and answer the following questions in your sketchbook:
1. What stood out to you about the video? What is something you can take from it and apply to your own life?
2. How does her story apply to your life? What is one time you have experienced a stereotype (either aimed towards you or another person?)
Link:
http://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story?language=en
Below is the sketchbook assignments and criteria due for the first quarter. Each assignment is worth 15 points for a total of 90 points in your formative grade. Make sure these are in by Tuesday. I attached the file for the upside down drawing in the files section. "Origpicasso." Practice hands are part of the sign language contour hands project, you look at your hand in two different "gestures," and drawing using a continous line (not picking up your pencil from your paper). Look at instructions for the sign language contour directions for help (an assignment below). For features practice you can look up tutorials on how to draw the lips, nose, eyes, and ear online to complete the assignment, you need 3 different drawings for each facial feature. For shaded forms you would either complete the worksheet from the value assignment on this webpage, or draw three different forms (3d shapes) full shaded and labelled with the correct highlights and shadows. Profile, 3/4, frontal views is part of the portraiture assignments mentioned in an assignment below.
In the past week we have been studying value in ART 1. Value is the lightness and darkness of a color.
We have been creating value with graphite pencils. The harder you press with your pencil the darker the value will be, the lighter you press, the lighter the value. When you create value there should be a nice range of at least 5 shades, and the shades should smoothly and gradually blend together (you shouldn't see the line where a dark value ends and a lighter value starts).
Here are some examples of the highlights and shadows in a value drawing. I refer to the halftones-middle shadows as "midtones"
Using these general ideas, you can shade anything with pencil. Always locate your light source first and all of the highlights and shadows will follow.
Students first completed the worksheet below. They used a tortillon (blender) to smudge and blend the values together smoothly, you can also do this with your finger. They used kneaded erasers to take away value in areas that were too dark.
Next we learned what a still life is and are currently in the middle of drawing and shading our still life. If you want to do a still life at home, you need to choose 3 or more objects and place them together into an interesting arrangement. Make sure you have a clear light source and can identify where the highlights and shadows are. Start with a line drawing of your still life and then shade with pencil. The directions for a still life are attached below:
Still Life Value Drawing: Directions, Examples, and Tips
- Observe the objects that you will be drawing for a minute or two. Consider these questions: where is the light coming from? (The light source), where is the lightest area on the object (the highlight), where is the darkest area of what you will be drawing? What are the forms you will be drawing? What are the textures that you see?
- Start by using light lines to draw the forms, shapes, and textures that you see.
- Lightly draw any details that you see.
- Begin building up value: there should be a value range of at least 5 values (core shadows, mid-tones, highlight) as we have used before, but there could be more. Use dark values (close to black) for dark shadows; leave the highlighted areas white, or very light gray. Gradually change from dark, to medium, to light gray, to white in the correct areas.
- Begin blending the values together using the tortillon. Remember to make the value blend smoothly and slowly (gradually). Use the kneaded eraser to remove areas that are too dark, or to make your value change more gradually.
- Darken and sharpen any details and values to finish your drawing. Make sure that areas stand out from each other with value. Correct any areas that get lost. A range of darks and lights will help areas to stand out next to each other.
- EXTRA TIPS: pay attention to the areas around your forms (the negative space) to determine shapes, simplify the background (like in the examples- for example: draw where the table is but do not draw everything you see in the background, rather you can add value to the background), slowly change from one value to the next! Use guidelines that you can later erase when drawing. Do not leave areas of your paper blank, unless it is purposeful (like a highlight).
- Examples of still life:
If you did not finish your still life during class time, you can e-mail me at smgriffus@cps.edu and have a picture of your still life sent.
We have just finished a portraiture and proportion lesson in class. Students learned the basic proportions of the face. The basic forms the head is made up of, and the three important views of the head.
The head is made up of a sphere and a block. The sphere is the top rounded area of the skull, the block is the jaw bone. The three views of the head that we learned are frontal (facing forwards), profile (facing to the side), and 3/4 view (not quite frontal and not all the way to the side).
The basic rules to remember are that the eyes are in the very middle of the head. Between the top of the sphere and the bottom of the block. The bottom of the nose is half way between the eyes and the chin, the middle of the mouth is halfway between the nose and the chin. The ears are in between the eyes and the bottom of the nose. The hair starts a little above the skill line, the eyes are an eye's width apart, etc. The neck comes out from behind the ears. I have attached the portraiture assignments we completed in class, along with some helpful sheets on proportions and the three views in proportion. The last assignment students used these guides and completed a full head with details to show what they had learned.
Portraiture Assignments:
*Complete these assignments in your sketchbook unless stated otherwise
*Draw guidelines LIGHTLY, so that you can erase them when doing a final drawing
*Take your time and really try to follow the tutorials and get the likeness of features/proportions correct
*In these assignments you will be marked down if it is noticeably rushed and sloppy
- Find three pictures of different human heads in a magazine. Make sure to find 3 different views of the head/face. They can be facing forwards (frontal), to the side (profile view), or somewhere in between (3/4). Glue the images into your sketchbook, all on the same page.
- Take a sharpie and draw the basic forms (sphere and block) directly onto the images. Then add the proportion guidelines. Use what you learned from the demonstration as well as the handouts in the table folder.
- Now draw these three views on the same page, or on a new page in your sketchbook. There should be a frontal view, profile view, and ¾ view. Use the same techniques that you learned in demonstration. Include the basic forms and the guidelines in these drawings.
- Now you will practice drawing the features of the face. These features include the ears, nose, eyes, and lips. You must draw each detail at least 3 times. Use three different techniques (ways of drawing, or learning to draw) for each facial feature. For example: you can use the tutorials given to you, observe an image, or look up your own tutorial online to draw three different 3 different versions of a nose. The nose can also include different views. Do this for the ear, the nose, the lips, and the eyes.
Outside of sketchbook:
- Now take what you have practiced and create a full-page drawing (outside of your sketchbook) of a person’s head and face. It can be male or female. Draw the entire face, first using the guidelines and basic forms, add the details of the face, and finish the drawing- this should include shaping up the chin and jawline, completing the eyes, adding eyebrows, cleaning up cheek bones/forehead, adding hair, and any other details that would make it a completed drawing. Do not worry about adding value yet, unless you already know how. Make sure to erase your guidelines when finishing up.
- Now take your time and draw a full page EYE. Really pay attention to the anatomy (parts) of the eye and try to include those details. Do not guess what an eye looks like without following a tutorial or doing an observation. Leave the eye uncolored and not shaded, we will be adding value to the eye later.
If you have been absent, please refer to the directions and rubric for the Zentangle project we are finishing up in class this week.
Directions: Zentangle Designs inspired by Nikki Farquharson
- Find and cut out one picture from a magazine. It can be a person, animal, or an object. You will be creating a “zentangle” (abstract design) around this image, so make sure the picture is something that you will are interested in.
- Chose to either glue down your image as a whole, to cut the image in half, or into pieces and glue it onto your white paper. (Think about how Farquharson’s models have bodies, sunglasses, etc. completed by a drawing. Glue down onto a minimum 8.5x11 sheet of paper.
- Start in pencil and draw sections around the glued down image. Use straight lines, curvy lines, zigzag lines, shapes, etc. to create these sections. Remember you will be filling in each section with a design. (Tip: to add contrast/interest do not have the same designs right next to each other on the paper.) You can always add/divide more sections as you go, if you decide you want more patterns/details/designs. If relevant, make sure to finish the glued down picture as part of your drawing.
- Choose patterns, textures, and designs either from the examples you have been given or that you have created yourself to fill in the sections. Use a variety of designs (no less than 10) in your background to create contrast/variety/detail and interest. It is your choice whether you start with pencil or marker for the designs.
- Go over all of your pencil lines with sharpie. It is your choice whether you draw your designs in pencil first, or marker as well as if it remains black and white, in color, or both. Think about the design and what will make a balanced/unified composition. (tips: if you color with marker, color in the same direction and be careful to fill in white gaps and stay inside of the lines).
- Refer to the rubric for grading procedures and expectations.
If you are doing this as homework: google search "zentangle patterns" or "zentangles" and there are many examples of patterns/designs you can use to fill in your zentangle. If you do not have magazines that you can cut from, you can also print an image to use on this project.
Example of Nikki Farquharson's artwork (who inspired the project- planned artwork)
example of a zentangle (not planned)
You may also refer to the powerpoint download :nikkifarquharson, above
| 0-0.5 (59-64%) Even with help, no success to with help partial success | 1-1.5 (65-74%) Partial success to with help-partial success at simple content | 2-2.5 (75-84%) Simple/foundational to simple/some target | 3-3.5 (85-94%) Mastery/target goal to target and some complex | 4 (95-100%) Complex content |
Quality and neatness of Construction | Shows no consideration to construction | Shows minimal attention to construction | Shows some attention to construction | Shows considerable attention to construction | Exceeds expectations with construction. |
Creativity/originality | Shows no creativity/originality. Copied or incomplete. | Showed little to no risk taking. Images are typical and uninventive. | Shows little risk taking some images are innovative. | Shows some risk taking but some images are typical. | Shows advanced creativity. Images are innovative rather than typical. |
Time and Effort in class | Time not used wisely, not working during class time. | Time not always used wisely, needed more effort. | Time used mostly wisely, some effort. | Time used wisely, with much effort. | Time used wisely, much effort, put additional effort into work. |
Overall Design (Composition/Unity/Cohesion) | Didn’t attempt cohesion or design. Threw random things together or did not try at all. | Inappropriate/uninteresting. Little attention to cohesion. | Somewhat attractive/interesting. Slightly balanced/unified. | Mostly appropriate/interesting. Mostly arranged/balanced/unified. | Appropriate/interesting. Well arranged/balanced/unified. |
Detail/Sections for drawings | Did not attempt any details | Put minimal effort into adding details. | Has 5-10 different designs, but not well implemented, some effort. | Has details, at least 10 designs. Mostly detailed. | Appropriate use of details to unify the artwork. |
Directions for Continuous Contour Line hands:
1. Put your hand in the position of a sign language hand gesture. Observe your hand closely (imagine you are tracing the hand, use your eyes). Practice at least two continous line hand drawings in your sketchbook for a sketchbook assignment grade. Remember continuous line means that you have a solid continuing line (you aren't picking up your pencil). Once you feel you have the technique down, move onto the drawing paper (outside of sketchbook). 12x18 sheet of paper. Anytime you want to practice a technique, do so in your sketchbook.
Contour Drawing tips:
- Move your eyes at the same speed as your pencil
- If your eyes are moving, your pencil should be too
- If your eyes stop moving, your pencil should stop too
- Follow both edges and ridges of your hand (inside and outside lines)
- Leave your modeling hand in the same position the entire time
- Keep your pencil down on your paper, retrace the same line if you have to go backwards or get to a detail in your drawing
- Move slowly
- Be patient
2. Select a 4 or more letter word (school appropriate) or a name.
3. Find the sign language hand gestures that match each letter of your word, put your hand in that position, and create a continuous line drawing of your hand by looking at your hand, for each letter of your word. Do this step in pencil. Practice if you need to in your sketchbook. Make every hand gesture drawing the same size. Keep the hands as close to life size as possible.
4. Trace all of your pencil lines with a black marker once your hand gesture drawings are satisfactory.
5. Cut hands out of white paper (contour cut/cut around the outline)
6. Paste hands onto colored construction paper into an interesting arrangement
7. Add your own “personal touch” to the background of your artwork. You can either directly illustrate the word, add a design, or even add contrasting pictures or drawings to the background. This is your choice. Use drawing, collage, or cut paper to create your background. Consider the elements of art when creating your artwork (unity, balance, etc.).
8. Sign your name in the lower right hand corner (or on the back)
Sign language alphabet:
Hello, If you were absent, or need a copy of the template for the Van's shoe design, please download "106.pdf" under course info, documents.
The shoe must be on the topic of art, music, local flavor (Chicago) ,or action sports (sports such as BMX, skateboarding, snowboarding, surfing). For the template you can have a combination of themes. Please write your name and the theme on the paper and submit it by Friday February 13th, 2015.
All art classes for Ms. Griffus and Ms. Zionts will choose the winners who will paint the blank shoes that the school is sent.
Thank you.
If you were absent for the start of the one point perspective intro, please view the intro to perspective powerpoint above as well as the video links I have provided below.
One minute overview of linear perspective:
-https://www.youtube.com/watch?v=ROlHybuf7cs
Definitions with visuals:
One point perspective: https://www.pinterest.com/pin/147000375313514211/
Linear perspective: https://www.pinterest.com/pin/147000375313514209/
Foreground/middleground/background: https://www.pinterest.com/pin/147000375313514197/
Overview/step by step of how to draw in perspective as well as visual examples:
https://www.pinterest.com/pin/147000375313047953/
Words to know/Vocab:
linear perspective, one point perspective, foreground, middleground, background, depth, 2-dimensional, 3-dimensional, horizon line, vanishing point, vertical lines, horizontal lines, orthogonal lines, parallel, recede, converge.
Once you have viewed these. Download the 4 perspective worksheets in the courses section: boxes, room, letters, and shapes, complete them and turn them in.
Once that is complete: watch the video below.
https://www.youtube.com/watch?v=cleMc9hNwIU
Read the directions and get started on the one-point perspective phrase-formative art project.
Directions for One Point Perspective Phrase
-Choose a 3-5 word (or more) statement. For example: “Have a nice day,” “Go away,” “Thinking of you.” or even your full name, even including middle name. Be creative with this. It can be a part of a poem, song lyrics, a funny statement, in a different language, or a collection of words put together with periods in between. “Dream. Discover. …?” Think of words that will mean something to you. You can have some attitude behind it, but be school appropriate!
-Start by drawing a horizon line in the middle of your white paper
-Draw a vanishing point in the middle of the horizon line
-You must draw at least one word above the horizon line, and one word below the horizon line. (or more than one depending on the size of your phrase).
-Take your ruler and connect the correct corners to the vanishing point to form orthogonal lines.
-Finish your letters, remember to keep the height lines parallel (they will be vertical or diagonal), and the width lines parallel (they will be horizontal or diagonal).
2nd part:
-Cut out the words form the paper.
-Glue onto a piece of construction paper or decorative paper of your choice
-Design your letters, patterns, zentangles, floral, galaxy, shading, etc.
-Add any extra touches you feel will add that extra creative flair.
Hello,
The last two days in ART 1 we have worked on 2 point perspective. You can download the files from the course description on this page. there are 4 pages. 1. boxes 2. dice 3. letter 4. house. Please get to me by Friday.
I have posted links to demonstrations below.
Also, our quiz on perspective will be Friday and Monday: Make sure you know the following vocab- foreground, middleground, background, linear perspective, overlapping, converging, orthogonal lines, one-point perspective, two-point perspective, horizon line, vanishing point, recede, vertical, horizontal, diagonal, parallel. Know how to draw using one and two point perspective and the purpose of perspective drawing.
Demonstration on how to do two-point perspective:
https://www.youtube.com/watch?v=RpLJT_SHqpU
Slide demonstration on 2 point perspective:
https://www.pinterest.com/pin/147000375313047953/
We are currently working on artwork inspired by Roy Lichtenstein/Comic Art.
If you were absent. You missed a PowerPoint introduction to pop art (I have attached it under course documents)
Here are the requirements for the project, please make a thorough sketch to show to me, during the beginning of the week. I will give you the final paper once your sketch is graded and OK:
-Find a Shakespeare Quote that you like
-Find a Character that go es with the Shakespeare quote, this can be a character from Dr. Seuss or a character that you like
(If you find a character first and a shakespeare quote that fits the character that is fine as well).
-Draw a composition (layout) that includes the quote in a thought bubble, a word bubble, or a caption. This must work together with your character to make a composition that comes together.
-Your final painting will only have the primary colors, plus black and white. On your sketch, specify exactly where each color will go with labels.
**Please ask me if you have an idea that doesn't fit into this criteria.
Search pop art, comic book layouts, comic book panels, comic book compositions, thought bubbles in comics, etc. to help you with your drawing.
P.S. If you need to retake or take your perspective quiz please see me for practice work and schedule a retake.
We are currently working on practice leading up to our one point perspective room summative.
If you missed the last two classes we: made a reference book with the steps to create a room in perspective.
We completed a guided demonstration of the room from the booklet.
Students created a sketch (plan) of the summative room based on the rubric attached in course documents (dream room).
Checked the practice room and sketch in with me, and then received the final paper based on success of the practice assignments.
If you were missing: complete a sketch of your room and bring it to me. Come to class (outside of class time) to complete the booklet and start the practice room. We will be doing the summative room in class for the next week +
Hello,
Just a reminder that any one point perspective rooms not finished in class- are due to me on Monday and Tuesday (May 18th, and 19th).
Make sure your rubric is filled out and turned in with your artwork.
If you missed class on Wednesday May 13th, you missed an introduction to printmaking.
I attached the powerpoint, and worksheet that we started in the course documents part of this website: titled "intro to printmaking and printmaking art talk"
You will need to use an ART Talk book from my classroom to fill in the first part of the worksheet for printmaking vocabulary, and the other part of the worksheet is planning the idea for your project.
The prints will be based on a social issue of your choice. Social issues effect large populations of people socially from community wide to world wide. I have attached a list of social issues in the course documents as well.
I showed the artists "Banksy" and "Shepard Fairey" as well as some street art that I saw in Greece. These artists deal with social issues themselves, as well as printmaking (stencilling).
Seniors: This printmaking project is your final.