Art I Assignments
Art 1
Lesson Plans based on the CCSD CEF.
Aug 26 – Sept 6
Lab Fees /
Syllabus/ Rules/Expectations/Supplies/Safety
Students are to copy
last page of syllabus and return to instructor with student and parent
signature. Lab fees due by Friday of the second week. Students that fail to pay
their lab fees will have a hold put on their diploma until fee is paid.
Production:
Self-portrait
collage
Vocabulary: Collage, Focal
Point, Composition, Symbol, Texture, Background, and Foreground.
Homework: Cut up enough pictures to fill an 18X20 poster
board, and bring in a glue stick.
Materials: Books on Romare Beardan, examples of collage,
magazines, scissors, glue Stick.
Learning
Strategy
Sept 23 – Oct 4
Etch
Vocabulary:
Contour, negative and positive space, continuous
line
Homework: Do
KWL on Matisse in class, Have students write
down questions on Matisse and look up at home.
Critical
Thinking Skills
Oct 7 – Oct 18
Grid and Draw
Masterpiece
Objectives: For Homework students will research a
famous or master work of art in the form of a painting, and then pick one they
would like to draw. They will then print it out (8 X 10”) and bring to
class.
Students will then grid the image in 1” squares and do the
same (Lightly) on your drawing paper. Number the squares on the photo as well as
on the paper. Be sure to use light
lines so lines will not appear on the final drawing.
When finished,
use oil pastels to recreate the masterpiece, students need to create the correct
tints.
Investigation
& Retrieval of Information
Homework: Due
Oct 18th. Students can then research their artist. The following Internet sites are useful:
Www.artsednet.getty.edu; www.artcylopedia.com. Students can just type the
artist into the space and find biographical information on the
artist.
Students need to answer the following questions in paragraph format with 5-6 sentences in each paragraph:
RESEARCH:
1) Describe the artist’s
childhood, his parents, where they lived, what his/her family/home/childhood was
like.
2) Describe the artist’s
education, who he worked with, and the famous artists of the
time.
3) Describe the artist’s work, his
famous paintings; describe one of his most famous
paintings.
4) Describe the artist’s style,
the time period, and important events of the time.
5) Add any additional information,
material that interests you, e.g., Van Gogh cutting his ear off and sending it
to his girlfriend. Be sure to write
full paragraph 5-6 sentences.
Oct 21 –
31
End of 1st
Quarter
Drawing
Cartoons Using Hatching / Cross Hatching/ Stipple
Objectives:
Students will grid a cartoon then double or triple the size on their drawing
paper.
They will then use cross- hatching techniques to create darkest darks. Use hatching to create medium darks. Avoid smearing. Use the hatching and stippling techniques to create the shadows. Make sure there’s an identifiable light source.
Homework: Bring
in your favorite comic (good Quality).
Nov 4 – Nov
15
Henri
Matisse
Water
Color
Do KWL in
class /Assign Homework on Henri Matisse Internet Research & Palo Writing
Proc
Internet Research
& Writing Project:
Students are to research Henri Matisse on the Internet and write a 2 page Double spaced essay about the artist.
Prewrite: Brainstorm, outline, cluster, Venn,
Writing: rough draft
Editing: Peer Teacher
Final draft Due Friday Nov 15
a. Paragraphs 1 - 2. Describe 5 facts that are interesting to you the student.
b. Paragraphs 3-4 describe the artists Childhood, date of birth & place of residence, what did the artist’s parents occupation, socio economic factors.
c. Paragraphs 5-6 describe the artist’s style and the time period he lived. Include world events that may have happened during this time period.
Students will work in groups of 4 to check spelling, grammar and sentence structure. Students will use the following format:
Nov 15 – Nov 29
Vincent Van
Gogh
Chalk
Objectives:
Introduce students to the work of Vincent VanGogh.
Research:
the following facts about Vincent Van Gogh
a. Paragraphs 1 - 2. Describe 5 facts that are interesting to you the student.
b. Paragraphs 3-4 describe the artists Childhood, date of birth & place of residence, what did the artist’s parents occupation, socio economic factors.
c. Paragraphs 5-6 describe the artist’s style and the time period he lived. Include world events that may have happened
During this time period.
Production: Students will explore vivid
color and expressive stroke in their re - production of starry Night. Students
are encouraged to use their own color palette and fill the entire picture frame.
Homework:
Handout
elements project and have students make it at home due Dec. 5th or
6th
Dec 2 –
Dec 20
Holiday season Linocut
Cards
Objectives. Students will divide 2, 8 x 10 pieces of white paper into four
squares. In each square (16 total),
on both sides of the paper students will draw holiday themed images with only
three colors per image.
Next students
will draw one of their images on an easy cut (lino = block) and proceed to cut
away the material that is not going to be inked.
Students will
then fold white paper into quarters and rip into four separate
pieces.
With a brayer,
students will lay in a background color wait until it dries then ink their block
and lays their main image on the paper.
Then students will add raffia and
a colored piece of construction paper to complete.
Materials:
White 81/2 X 11 drawing paper, Easy cut blocks cut in half, lino cutters, block
holders, red, blue, yellow, ink, raffia, green, red, yellow construction paper.
Dec 23 – Jan 5
Christmas Vacation
Jan 6 – Jan
14
Exam
Review
PERSONAL
PROJECT:
PASTEL
Objective:
Have students
bring in a colored image they’d like to draw. Give each student a large piece of
colored paper…good quality. Have
students draw in image lightly.
Go into
background with color. Add color in
image. Spray on a continual
basis.
. This project
should take one weeks. As a final
project, it should represent what students have learned, the skills they’ve
acquired.
Nov 22 – Dec 13
Pointillist Unit
/Stippling
Objective:
**To use dots to create values.
**To create image using dots for
values.
**To research, study, and use stippling in
drawings
**To study pointillist artists such as Liechtenstein,
Seurat, and Signac
**To understand the methods of Impressionist painters and
compose an Impressionistic landscape painting
Materials:
black/white photos, drawing paper, pencils/erasers, black
markers
Directions:
1) Have students bring in a black
and white photo.
2) Draw lightly on paper. Fill the
entire paper. Draw the
realistically avoid shading.
3) Go over image with dots. Don’t stab at the paper; draw small
circles evenly on paper. Begin with
the darkest areas; keep the dots close together for the darkest values. Leave white areas fairly open with a
spattering of dots.
4) When finished, crop and mount
on black poster board.
Pointillist drawing and painting
Materials:
poster board, acrylic paint, small brushes, colored
pencils.
1) Have students make four drawings: two interiors, two exteriors, with
shading, background.
2) View samples of Impressionist
paintings.
3) Review one-point perspective, vanishing point, and
horizon lines.
4) Students find nature
photographs, landscapes, and buildings.
5) Students paint ground or under
painting on 8X10 poster board and let dry.
6) Students sketch landscape from
their photograph.
7) Fill in outlined areas with
dots, dashes or specks of color.
Pay special attention to values, tints, and shades of
colors.
8)Students AVOID BLACK…and try to
hide browns and greens…use a variety of colors. Shadows are colors, not
black.
9) Look at impressionist
landscapes to decide on color scheme. Paint the background with a solid color,
preferably a cool color. Cover with dots to create image. Work from dark to
light.
10) Finish painting with lightest
colors, highlights.
11) Crop and mount on white poster
board.
Drawings:
1) Students choose one of their
sketches, draw onto 8X10 drawing paper, use colored pencils and impressionist
style to recreate image. Begin with
colored background, sketch in design, and go over with colored pencils in dots,
dashes, or specks of color.
Jan
13 – 17
EXAM
WEEK
Jan 22 - 31
Found Object, Mixed Media
Sculpture
Pop
Art
OUTCOMES:
**To investigate the direction of pop art from it origin
and familiarize the student with the concept of mixed media and found object
sculptures
ACTIVITIES:
1) Show slides of Robert
Raushenberg
2. Show Movie on Pop
Art
DIRECTIONS:
1) Collect found objects around
you home and sort them according to the following themes:
Colors, Materials, Use, Area
2)
Get three cups assorted sizes that are paper
with wax coating (McDonalds) so they can be torn.
3)
Compose your materials for each cup and place
object into cup not only from the top but also from the sides. Make sure you
keep at least an inch from the bottom of the cup without holes; this will be
filed with plaster
4)
Remove objects mix plaster with water to a
pudding consistency then place in the object. Make sure all object are imbedded
in the plaster, even the ones you place in from the side of the
cup.
Mixed media box
& Louise Nevelson: research
OUTCOMES:
**To compose each box using your found objects, each box
should say something about you as a person, student, daughter, son
etc…
DIRECTIONS:
1.Compose each box with the
central theme "you"
2.Hot glue each item so that the
composition is not only inside the box but breaks the plane of the sides of the
box
3 make sure you box are composed
using overlapping objects, so that the objects placed into the box "lose their
identity". The object place in and outside the box should be altered as to lose
its "original" purpose and becomes that of aesthetics.
Look up Louse Nevelson and
research her work. Write a 2 page double spaced paper on what "you" feel are
important aspects of her life. "Do not plagiarize or cut and paste, write the
paper "layman’s" terms not something that is of higher education. I want to now
what and how "you feel about her works and accomplishments. Include specific
example of her work.
Materials: 2 box the size of shoeboxes, found
objects, and hot glue
Feb 3 - Feb 7
German
Expressionists / Kandinsky
Objective:
Use basic elements of Line, Shape, Form, Color, and
Texture, to create a design with a Radial & Triangular focal
point
To look at the work of Kandinsky, Kollwitz,
Nolde
Materials; Paper,
colored pencils, rulers.
Directions:
4. Have students create an organic
design, i.e. let design grow without planning too much
ahead.
5. Avoid realistic imagery focus
should be on abstract shapes.
6. Required are: 50 small shapes,
25 medium, 5 large.
7. Students will begin with small
paper to compose a sketch of their final project. They will draw Overlapping,
Weaving around a focal point so the eye moves around the picture plane. Once
drawn color with colored pencils
8. After completion of small
drawing students will then draw on large paper and color with
markers
Feb 10 -
14
Art Institute
Presentation
RM
200
Feb 17 -
28
CHUCK CLOSE
PORTRAITS
OUTCOMES:
***To draw portrait;
***To use colors to create variety of
tints.
***To use cool and warm colors to create skin tones, tints,
etc.
MATERIALS: 1/2 sheet of paper, 11X14, hand mirrors,
rulers and pencils, and colored pencils.
RESEARCH:
1) What is his cultural/family
background?
2) What is his educational
background?
3) What were his other
professions?
4) Describe his personal
life. Was he married? Does he have
children?
5) Describe his
style.
6) How did his style
evolve?
DIRECTIONS:
1.
Look at Chuck Close portraits. Have student’s research questions on
Chuck Close.
2.
On a half sheet of paper, have students draw
their portrait…head, neck and shoulders.
3.
Then, students will grid their portrait in
1/2-inch squares lightly.
4.
In the squares, students will use colored
pencils and at least two colors per square. They should fill the square in with one
color and add a circle of another color on the top. If the area is a shadow, they should use
a cool color to fill in the square and then add a warm color in a circle on
top.
March 3 -
28
Georgia
O’Keefe Flower Unit
Objectives:
Students are to use analogous and complimentary colors to re-create in oil
pastel an image similar to that of Georgia O’Keefe.
Students will select a close up flower image and draw it close-up on colored
paper. They can grid or draw by
hand. Using analogous colors in petals and Leaves…. three colors in the same
family. Color center of design with
a bright color…
Color
in the background with complimentary colors…the opposite of the main color in
flower.
MATERIALS: Close-up flower images, white 11X14"
drawing paper, pencils, oil pastels.
April 1 -
14
Andy
Warhol Repetition, Color
schemes
Objective: Students will
draw a multiple image drawing as Andy Warhol did, utilizing a variety of mediums
as per below. The students will copy nine headshot Images of Marilyn Monroe and
design each with the following color schemes:
Analogous –
monotone
Complimentary – Orange &
Blue, Purple & Yellow, Red & Green
Primary – Red, Yellow,
Blue
Secondary – Purple, Orange,
Green
Value – Black to white w
shades of gray
Materials:
16 x 20 drawing paper, assorted mediums colored pencils, markers, oil pastels,
chalk pastels, pencil,
April 21 –
May 9
Salvatore
Dali
Surrealism
Objective: Students will
view a movie “Yellow Submarine” Then write 25 facts about
the
Movie. We will then discuss
Surrealism, Dali, Magritte, and the concept of “dreamlike state”. Student will
then draw a Dali or Magrite reproduction that will be posted on the wall and
modify at least 10 objects in the image and color in with marker.
Materials: 11 x 14 white
draw paper, markers, erasers, Dali & Magritte images.