Drawing and Painting

Course Objectives:

   * Develop fundemental skills of application based on the elements and the principles of Art and Design.
   * Explore the characteristics and application of different media.
   * Create finished artworks from the media that are introduced.
   * Study and master the basics of perception and perspective.
   * Critically evaluate specific works of art through comparison and critique.
   * Develop a portfolio which will include completed class projects

Attendance Policy:

     Students must be on time for class.  Tardiness will be noted and the North Attendance Policy will be followed with regard to tardiness. Students excessively tardy will be dropped from class. Tardy students most likely will miss out on completing "bell work" thereby lowering their grade.  Being on time for class shows respect for yourself, your classmates, and your teacher. For a list of other important classroom policies please see Procedures page.

 

Quarter

Content

Skills

Assessments

Michigan Standards

GPPSS Standards

1

Elements of Art (A Review)

Composition, Line, Shape, Form, Space, Color, and Texture are the "elements" of Art.


   * Presentation on Elements of Art and Class Discussion
  
   * Collage/montage assignment (objective/non-objective)

Drawing and Painting Advanced students will assist in the presentation rotating in and out of the role as lecturer assisting the teacher.

Student will understand and identify each design concept.

Elements of Art:

• Line
• Color
• Shape
• Space
• Texture

Principles of Design:

• Balance
• Proportion
• Rhythm
• Emphasis
• Unity

* Sketchbook and/or bell work assignments will be given.

C1, C3, C5, P1, P2, P3, P4,

1, 2, 3,

1

Positive and Negative Space/Composition

 1. Art Historical Reference discussion on balance, symmetry, asymmetry, emphasis, movement, etc. Georgia O'Keefe, Michelangelo, & Escher.

   2. Negative Space contour drawing of an object/chair. (10 points)

   3. Negative/Positive study with natural objects. (pencil, visual texture studies, over lapping shapes, balance, symmetry, asymmetry, emphasis, movement, etc.)  (20 points)

Drawing and Painting Advanced students will create a drawing where emphasis on positive and negative space will create a powerful dynamic.  Each artist will create a different work according to his/her personal style.

Student will develop a personal understanding or “style” in regards to composition:

-Center of interest

-Movement

-Positive and negative space

-Relationships between subjects

-Perspective

-Visual Weight

Bellwork/ Sketchbook strategy will be used to assign work to cover these concepts.

C1, C3, P2,

2, 3

1

Traditional Value Study, Still Life and Introduction to Basic Drawing Media


   1. Art Historical Reference:  Rembrandt, Durer and value.
   2. Value Scale/8 levels (10 points)
   3. 3 small still life value studies (smooth solid, glass, drapery) (10 points)
   4. Final Pencil Still Life Drawing (20 points)
   5. Non-chromatic Still  Life Painting with acrylic (20 points)

Drawing and Painting Advanced use Conte Crayon

Still Life Conte Crayon


   1. AHR's: Georgia O'Keefe, Durer, Vermeer.  London Gallery
   2. 3 quick pencil gesture studies of still life- small 4 x 6 inches (10 points)
   3. Still life rough draft project - Conte Crayon (10 points)
   4. Final Draft Conte Still Life (20 points)

Vocabulary and skills include:

-Value/Shading

-Gradient with pencil

-Visual perception of depth/perspective

-Painting and mixing of paint

-Analysis through written and verbal critique

Point values will be assigned according to the fulfillment of the objectives for the minor assignments

The 20 point (major) still life drawing and painting will be graded with the Evaluation Rubric at the bottom of this page.

Work will be displayed as part of a critique discussion.

C1, C3, C4, C5, P2, P4,

1, 2, 3, 5,

2

Printmaking


   1. Printmaking presentation including Dutch and African American Printmaking Artists.
   2. Film on M.C. Esher and his techniques.
   3. Texture and multiple design practice prints.
   4. Final project: 3 color printing 4" x 6" or larger.

• Design Process (thumbnails, rough draft in pencil before cutting plate)
• Emotive composition that communicates a specific message to the viewer.
• Balanced composition with identifiable COI.
• Visual textures on all surfaces
• Skill/challenge appropriate composition (challenge yourself)
• series of 4 prints signed, numbered and dated in pencil

Advanced D & P use large format printing plate, etc.

Vocabulary and skills include:

-tools used

-multi color print method

-cutting details

-printing

-communication of message (historical, social, mathematical, etc.)

-center of interest

-balance

-Motivation of the Artist (Escher’s imagery and yours?!?)

1. Discussion AHR’s technique and intent of the artist.  Verbal response on the following questions:

Describe the choices made by the artist in terms of composition, technique, texture, and subject. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. Thumbnail Sketch Worksheet

3. Rough draft to scale of printing plate for transfer and eventual cutting.

4. Cut Plate

5. Final Project: 4 multi-colored prints, numbered and signed handed in on deadline date.

6. Printmaking Evaluation

Fill out Item 2, Universal Rubric for 2 Dimensional Composition/Design and also fill out Item 1, Self Evaluation Rubric and use it to discuss your work in one or two paragraphs.

C1, C2, C3, C4, C5, P1, P2, P3, P4,R1, R2, R3

1 (possible) 2, 3, 4, 5, 6, 7, 8,

2

Color

   1. Color related AHR's and color discussion (color wheel, vibration, warm/cool, simultaneous contrast)

   2. Color Quiz to review information learned in Concepts.

• Exercises assigned as needed (color wheel, mixing, etc.)

Advanced D & P assist with presentation, lecture, examples, etc.

• color wheel
• mixing
• hot/cold
• color as emotive cue
• contrasting
• analogous
• the economics of color in fashion

1. Quiz determines level of understanding of basics.

• Sketchbook color work assigned as needed.

Verbal Discussion: about color with regard to art work, clothing, and product design.

Written assignment: Find one example of current color “fashion” in either the clothing or product design industry.  Identify the color or colors that are popular and explain the popularity.  Is it new or a “retro” trend. Is color an important feature in this product? Research your answer.  visual aids ++ 

C3, P1, P2, P3, P4, C3, C4, C5

4, 6, 7

2

Coca Cola Graphic Design Project



   1. Review of contest rules and past entries/winners.
   2. Deadline date.
   3. Rough draft (10 points)
   4. Final Draft (20 points)
   5. Participation Certificate or Award Ceremony if Final Draft is entered (great food, free coke products, and CASH awarded!)

• brainstorm/ thumbnail sketches
• composition
• center of interest
• movement
• balance
• Working for the “client”
• Society and Art
• Society and Product
• Managing a “Project”
• final draft craftsmanship
• color mixing with pencil and art stix

or

• dynamic color with alternative media including oil, graphite, photoshop, or printmaking

(review of previous winners, color and composition in advertisement design)

1. Thumbnail Sketches
2. Rough Draft
3. Final Draft

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

(1 OR 2 if work includes figure)

3, 4, 5, 6, 7, 8

The Figure and the Portrait

   1. Art Historical Reference Discussion:  E. Degas, Michelangelo, DaVinci, others.
   2. Review of basic face/body proportions
   3. Gesture Drawing Techniques in charcoal/pencil/graphite (mass, line, scribble line, sustained) (20 points)
   4. Sustained Gesture Drawing Project- graphite on paper (10 points)
   5. Tag board practice oil portrait (20 points)
   6. Canvas oil portrait of classmate or self  (40 points)

• Art and it’s place in history
• Proportions
• Composition
• Color
• Gesture Drawing
• Oil Painting Techniques

1. Discussion AHR’s technique and intent of the artist

Written assignment: find a portrait done by another artist that you admire. Analyze this work’s composition, color, and technique. Answer the following questions demonstrating your understanding:

Explain your interest in this work.  Describe the choices made by the artist in terms of color, composition, and technique. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. Basic Proportions Review (from Concepts) and Quiz (exercises assigned as needed)

3. Gesture/ Sustained Gesture Drawings

4. Pencil Rough Draft Composition in sketchbook

5. Oil Study on card board

6.Final Draft Oil Portrait evaluated using rubric below.

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

1, 2, 3, 4, 5, 6, 7, 8

3

Ink Techniques

1. Texture with drawn marks: Durer, Michelangelo's sketch book, Escher, Asian Ink landscapes.

2. Visual Texture Demos (3 points)  Each student creates one original texture using repetition of marks, rhythm, & pattern.  Textures to be presented to the class in one massive textural extravaganza.
  

3. Texture Final Project -

Choice One:  Fantasy Animal Shapes - highlight both negative and positive shapes with ink techniques that illustrate illusion of depth as well as break up space in an interesting way.

Choice Two:  Value techniques within an organic form - work with your new ink techniques within the organic form - treat negative and positive space with intensity.

Choice Three:  Create a landscape using the techniques that you have learned. Be sure to show at least 4 levels of light and dark.

1. Discussion AHR’s technique and intent of the artist.  Verbal response on the following questions:

Describe the choices made by the artist in terms of composition, technique, texture, and subject. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. 10 Thumbnail Sketches

3. Rough draft to scale of finished drawing for light pencil transfer with light table if necessary

5. Final Project: large format ink drawing on final draft paper

6. Ink Drawing Evaluation

Fill out Item 2, Universal Rubric for 2 Dimensional Composition/Design and also fill out Item 1, Self Evaluation Rubric and use it to discuss your work in one or two paragraphs.

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

1, 2, (if figurative), 3, 4, 5, 6, 7, 8

4

Cartooning and Graphic Design



   1. Cartoon Hunt (10 points)
   2. Character rough draft (10 points)
   3. Storyline (10 points)
   4. Progress grade on cartoon (10 points)
   5. Cartoon Final (20 points)
 

1. Discussion AHR’s technique and intent of the artist

Written assignment: Analyze this work’s composition, commentary, and technique. Answer the following questions demonstrating your understanding:

Explain your interest in this work.  Describe the choices made by the artist in terms of subject, composition, and technique. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. Pencil Rough Draft Composition in sketchbook

3. Oil Study on card board

4.Final Draft Oil Portrait evaluated using rubric below.

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

1, 2, 3, 4, 5, 6, 7, 8

4

Watercolor Techniques


   1. Visiting watercolor artist: demonstrations and artworks.
   2. Paper stretching (tape or staple w/board)
   3. Technique Sheet - wash, graded wash, wet on dry, wet on wet, and dry brush. (15 points)

Watercolor Project/Plant Study

   1. Discussion:  Impressionists: Monet, Cassatt, 20th Century:  O'Keefe.
   2. Thumbnail sketches 3 required before you begin final project (#3).
   3. Large format watercolor project - plant/still life imagery.  (20 points)
 

• color theory
• paper stretching
• brush techniques
• art and it’s place in history
• composition

1. Discussion AHR’s technique and intent of the artist.  Verbal response on the following questions:

Describe the choices made by the artist in terms of composition, technique, texture, and subject. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. 10 Thumbnail Sketches

3. Rough draft to scale of finished painting for light pencil transfer with light table if necessary

5. Final Project: (large format)

6. Watercolor Evaluation

Fill out Item 2, Universal Rubric for 2 Dimensional Composition/Design and also fill out Item 1, Self Evaluation Rubric and use it to discuss your work in one or two paragraphs.

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

3, 4, 5, 6, 7, 8

Multi-Media Project (acrylic, ink, found objects)


Art Historical References/ Dada collage/Montage: Discussion will include political issues and art.

   1. Terms: collage, montage, juxtaposition, composition, placement...
   2. Final  project (acrylic, ink, found objects) use the art materials, collaged, drawn, and painted imagery to communicate a message (political, social, or otherwise- note: everyone must get prior approval on imagery before the work is done) (20 points)
 

Art and it’s place in history

Composition

Movement

Repetition and Rhythm

Visual Texture

Value

Juxtaposition of visual elements to create interest and humor

1. Discussion AHR’s technique and intent of the artist.  Verbal response on the following questions:

Describe the choices made by the artist in terms of composition, technique, texture, and subject. How could your work have the same impact? How would you go about doing this?  How will your work ALSO express your point of view dynamically?

In addition to admiring this work’s technical qualities, identify and explain the historical/ societal impact of the work. (daily life, political or economic concepts,  cultural environments, etc.) How does it fit into the time period as pertains to society and history?

2. Final Project: (large format)

3. Collage Mixed Media Evaluation

Fill out Item 2, Universal Rubric for 2 Dimensional Composition/Design and also fill out Item 1, Self Evaluation Rubric and use it to discuss your work in one or two paragraphs.

C1, C2, C3, C4, C5, P1, P2, P3, P4, R1, R2, R3, R4

3, 4, 5, 6, 7, 8

Final Exam Project

Part One:  (20 points)

Written Response:  Write an Artist Statement about your portfolio outlining how your work reflects your own personal vision.

Write a three paragraph artist's statement. Keep your sentences authentic and direct. Use the present tense ("I am," not "I was," "I do," not "I did.") Be brave: say nice things about yourself. As a rule, your artist's statement should be written in the first person. Refer to yourself with the pronouns "I, me, my." Write three to five sentences per paragraph.

____(5) First paragraph. Begin with a simple statement of why you do the work you do. Support that statement, telling the reader more about your goals and aspirations.

____(5)  Second paragraph. Tell the reader how you make decisions in the course of your work. How and why do you select materials, techniques, themes? Keep it simple and tell the truth.

____(5)  Third paragraph. Tell the reader a little more about your current work. How it is grew out of prior work or life experiences. What are you exploring, attempting, challenging by doing this work.

____(5)  Summary Paragraph Reflect on this past semester and the work that you did in Drawing and Painting. Evaluate your participation in class.  Tell the reader what you learned and how you would like to grow in the future.

____(20) Total for Artist Statement

Final Art Project: (46 points)  Choose one project from the following:

1. Create a composition in watercolor.

Size:  Minimum 12”x10”

Materials: Water color paint, brush, and paper.

Topic/Theme: Use a topic of your own or choose from the list below:

n Perceptual Topic:

n Landscape or portrait (because we cannot easily leave the studio, original photos may be used as reference)

n Still Life from arrangement in room (frame in a composition of multiple objects and draw with attention to texture, perspective and value)

n Conceptual Topic

n Surrealism (juxtaposition of related or unrelated elements to create a composition with attention to the elements of texture, perspective and value)

n Abstraction of a (traditional) topic

Emphasis on the following:

• Use the paint in a way that demonstrates your understanding of the dynamics of light and therefore have a full range of VALUE in your composition
• Good composition is a must!  Center of Interest is easily identified.
• Craftsmanship  (skill demonstrated in getting the ink to do what you want it to do)
• Textures (must have a variety of visual textures)
• Interesting subject matter (multiple objects create a sense of interesting “space”)

Both rubrics (Item 1 and 2 below) will be used to evaluate your project and may provide adequate feedback therefore, prior to handing in your written statement and finished art project, fill out the crit form provided and attach. Total possible for Item 1 is 32 and total possible for item 2 is 14.

____(66) Total Possible for Exam Grade

Item 1, Self-Evaluation Rubric     Lacking (0 – 1) Average (2) Better (3) Best (4) Subject Matter Inappropriate subject or lacking concept. Some attempt at expressing subject. The subject has been dynamically expressed. The subject shows wit, character and personal interpretation. Completeness The project was never started or never finished. The basic work was done with minor flaws. The work has covered all of the project requirements. The work shows good use of the design elements and principles in addition to all the project requirements. Creativity The image is trite, copied or without personal interpretation. There was some planning and original thought reflected in the work. The work includes personal reactions that are descriptive and insightful. The work shows a fresh and personal interpretation with historical or artistic basis that speaks to other artists. Design Little or no thought went into the placement of shapes or forms in the project. The work has little in the way of composition or balance. Shapes or forms have been arranged to support the design. Nothing can be added or subtracted without hurting the design. Technique Inconsistent use of techniques. Clear understanding of techniques but the work lacks refinement. Use of techniques is evident and consistent in the work. Skills and techniques are used to create a purposeful, emotional or intellectual impact in work. Effort Often off task, disruptive or talking. Little class time used on the project. Materials often forgotten. Occasionally off task, unfocused, work sometimes forgotten. In a rush to complete assignments. Work done last minuet. Class time used effectively and always on task. Some extra effort was given to the work. Totally absorbed with work and a great deal of time was spent thinking and working outside of class. Productivity Not all assigned work was completed. The work was completed but with low quality. Everything was completed and some work was redone or extra effort was given to the work. There is excitement about the art assignments so all work is finished to the best ability over and above the assigned expectations. Knowledge There is confusion about the concepts and vocabulary associated with this art form. There is some awareness of the terms and concepts but can not discuss in own work or that of others. Able to critique own work and that of others based on design elements and principals. Articulation of the historical and contemporary art influences as well as design elements and principals that have informed the work. Item 2, Universal Rubric for 2 Dimensional Composition/Design DOES YOUR DESIGN/COMPOSITION   1. Have variety in shape, size, direction, contrast in value, color,etc.? 2. Connect with the edge or run to and off the edges of the paper or frame? 3. Have a strong and recognizable focal point or center of interest? Where?________________________________ 4. Show balance? 5. Not have itself cut in half:: horizontally, vertically, or diagionally? 6. Use both positive and negative space? 7. Create a sense of depth? 8. Encourage the viewer to use imagination? 9. Show unity by having some repetition of some visual elements (line, shape, color,etc) ? 10. Encourage the viewer's eye to move through the design? (eye flow) 11. Not have the eye directed out of the picture plane (frame)? 12. Have a sense of organization? 13. Show originality and creativity? 14. Have enough small detail to be visually interesting? P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E P F G VG E