Students will begin their final drawings on May 2. This will entail research to compose the subject matter for their final which will be a 3:1 ratio - gridded drawing which will contain the illusion of space, a portrait, and a good composition using the rule of thirds. Full Range of Value, Neatness and good use of material are very important elements to the success of this drawing. Students should approach this assignment with the utmost committment, as it encompasses foundational components which demonstrate the year's learning and curriculum - all rolled into one art piece. The total point value attainable in this assignment is 1000 points which is the equivalent to points gained in 10 normal drawing lessons.

The Final Drawing Lesson Handout (which was given out in class) is attached here in the link below.

Students will take a 30 "multiple-choice" question test to show what they have learned over the course of the year regarding Art Foundations and processes.

This test is worth 100 points.

SIn this lesson, students will be gridding a resource photo (of their choosing) which represents a Heroic Character that is meaningful to them. It could be a family member, super hero, famous athlete, model, actor, celebrity, political figure, etc.

No matter the subject matter, students must use a photograph of an actual person, not a cartoon or previously rendered art portrait. Students may use photos of superheros wearing masks as long as individual facial features are discernable.

Objectives:                                                                     

• Students will be able to create a gridded pencil drawing using a 2:1 ratio to enlarge their photo resource image.
• Students will be able to use a full range of value to execute their drawings, showing depth and dimension through strong contrast.
• Students will be able to show a good understanding of the medium and use of materials. Work will be clean and finished in its presentation.

Process:

1. Students will use a ruler to accurately grid their photos with a 1/2 inch grid structure, as in previous gridded drawings recently completed. They need to make sure that they are only gridding the printed photo and not the white boarders of the paper around the photo.
2. Next, students will need to accurately measure their photos and take the heigth and width and multiply these numbers by 2 in order to find the size that their drawing will be when it is doubled in size to meet the 2:1 Ratio enlargement. For example, if a student's photo is 5"H by 7"W, the math will look like this:  5" x 2 = 10"  and  7" x 2 = 14"
3. Next, students will need to measure the paper that they will be using for their drawings. For this assignment, students will find that the dimension of their paper has been cut to the size of 12" by 18". Students will now need to subtract the  new increased dimensions of their drawing from the size of the paper. Our example is 10" by 14" so the equation will look like this (paper size minus drawing size): 12" - 10" = 2"  and   18" - 14" = 4". The excess amount of inches that are left from the differences between the sizes of the drawing and the paper are 2" and 4".  
4. These numbers must now each be divided by 2 in order to find the dimensions of the borders which will frame the drawing and center it on the paper. The math equation for our example will look like this: 2" ÷ 2 = 1" border on the 12" length of the paper and 4" ÷ 2 = 2" border on the 18" length of the paper.

Drawings are worth up to 100 points and are due on May 1st.

This Lesson starts the final unit of the year in which the students will be recreating drawings directly from photographs using the gridding process. The instructor will talk about the history of grid drawings (dates back to Michealangelo in the Renaissance period). and will show a brief video outlining the basic techniques of measurement and gridding. 

• Students will complete a grid drawing in a 1:1 Ratio. This will be done by using a 1/2" X 1/2" grid structure. Both the photo and the drawing will use the same sized grid to transfer the portrait image to the sketch paper.
• Students will use a variety of pencils to create a full range of value in the shading of their portrait drawings.
• Students will create a drawing that is done with attention to detail, acuracy, cleanliness and craftsmanship.

Assignment is due on April 18th and is worth 100 points.

In recent weeks, students have been studying and practicing the individual features of the face in order to observe how each is structured & located, with regard to the proportions of the head. With this knowledge they are now ready to begin their first Self-Portrait Drawings in a: frontal pose, 3/4 pose, or profile pose. Students may elect to do their portraits in their sketchbooks, or on a 9' x 12' sheet of classroom drawing paper. Digital photo references, taken with cell phone cameras, are allowed as a helpful tool to assist them. Hand-held mirrors are also available for students who would rather draw from life, and are necessary for close-up, detailed observations of their own unique facial features.

The goal of this lesson is for students to begin to draw themselves as accurately as they can, using either graphite pencil or charcoal mediums.

Students will be graded on:

• Accuracy in Observation with regard to proportioning of their own facial features
• Full Range of Value 
• Neatness & Good Use of Materials

Project Overview:

• This self portrait drawing assignment is considered to be a sketchbook assignment and will be worth 50 points total.
• Students will have spent 3-4 class periods on it and then it is designated as homework.
• It is due on Monday 4-8. 

We will begin this unit in portraiture by learning about the relevance and impact that images of the human face have garnered through out history, from ancient societies up to our modern day artisans. Classes will view a facinating educational video (and complete a graphic organizer questionairre) on the topic of the portrait offered by the Annenburg Foundation (2017). Video content description:

"Throughout history and across cultures, people have shown a facination with faces, and in turn, with portrait representation. The depiction of an individual likeness is about indentification, but more than that, it is a record of an interaction between an artist and a sitter, both of whom contribute to the portrait's form and content. Far from being mirror reflections, portraits are complex constructions of identity that serve a range of functions from expressing power and declaring status to making larger statements about society at a given point in history."

Week One of Portraiture Unit:

• Day One: Student will view portrait video and discuss observations they have made regarding the importance of the portrait. 
• Day Two: Students will group up in pairs to do a drawing exercise with a classmate to set a "benchmark" that will provide documentation of their skills as they begin their training in portraiture. Students will then recieve and work from an informational packets of diagrams and drawings to assist them in learning the structural elements of the face and head. They will begin by drawing the frontal view of the head which entails locating standard proportions regarding the stucture and location of all facial features.
• Day Three - Five: Students will learn to draw the individual facial features, such as: eyes, ears, noses and mouths.

Students will work on practicing the proportional measurements of the Frontal Face, and then do 5 repetitions of each facial feature for the week. Drawings will begin on Tuesday March 19th. They are due for check-in as a sketchbook assignment on Monday, March 25th and worth 100 points (25 points per feature catagory).

Here are a few selected Youtube Video Tutorials which students may reference to assist them in their practice drawings:

• Face: https://www.youtube.com/watch?v=SYjpkg6vrlg&t=2114s
• Face:https://www.youtube.com/watch?v=pE2-CGTtQzc
• Eye:  https://www.youtube.com/watch?v=UL6QxeVlRrQ
• Mouth: https://www.youtube.com/watch?v=lXv9KzLEZtE&t=18s
• Nose: https://www.youtube.com/watch?v=7ueWr2EseM0
• Ear: https://www.youtube.com/watch?v=R8GWsL5KEW0&t=28s
• Ear: https://www.youtube.com/watch?v=PwEKoFSjSGU
• Ear: https://www.youtube.com/watch?v=FA7aeZNVVeI
• Ear: https://www.youtube.com/watch?v=H0MNN5wCQ_k

Week Two of Portraiture Unit:

In this lesson exercise, students will talk about the concepts of symmetry as found in the human face. They will view a gallery of online photos from an important art exhibit titled, "Symmetrical Portraits" by photographer/artist Julian Wolkenstein.

Exercise Info:

• Students will recieve a photograph image depicting one half of a symmetrical face. They will take this image and glue it to one side of a page in their sketchbooks. They will then begin to copy the face with graphite pencil onto the other side of their paper creating the mirror image which completes the portrait. Students will pay attention to proportions, and accuracy regarding texture and value details found in this particular portrait.
• This assignment will begin on Monday, March 25th
• It is due Friday, March 29th and is worth 100 Points.

Objectives:

• Students will be able to show good understanding and implimentation to mimic accurate proportions of facial features and structure in their half face drawings.
• Students will be able to effectively portray good range of value in portraits, compartive to what is presented in their 1/2 photo.
• Students will be able to show mastery of materials and neatness in their use of graphite pencil drawing and shading.

Art Critiques of Skull & Saddle Drawings

Beginning Art Students will be participating in Classroom Critiques the week of March 4th-8th, prior to Spring Break.

They will present their recent "Skull & Saddle" conte crayon drawings and discuss their work using a series of refective questions which include:

1. How do you feel you were successful in your artwork? Or, what do you like most about your piece, and why?
2. How do you feel you were most challenged in this work? Or, what do you feel was the hardest part of this assignment, and why?
3. How would you revise your artwork? Or, what would you do differently in this piece if you could start over? 

Students will also review 3 other classmates' critiques each day, as audience participation. 

They will recieve daily points for these reveiws and can earn extra credit points if they choose to do additional work.

• Points assessed for Critique Questionairre of 3 Questions = 15 points
• Points assessed for Daily Reviews of 3 Critiques = 15 points per Day
• Extra Credit points assessed per critique review = 5 points each

Written Critique of Artworks by Artist, Janet Fish

Students will work on an AZ Merit Practice Essay this week which focuses on learning how to evaluate artworks in a formal manner.

They will learn about the process of formal critique, using the four step process model (describe, analyze, interpret, evaluate/judge) of critical analysis to evaluate their selected painting sample by well known oil painter, Janet Fish.

• Essays must be typed and written in MLA format.
• Essays must be 5-6 paragraphs.
• Essays are due at the end of class on Friday, March 1, but may be also emailed to teacher or printed and turned in at the beginning of class on March 4th for full credit.
• Small sample color copies of paintings used in the critique process must be stapled to the essay when submitting for grading. 

This assignment is worth 100 points.

In this Skull and Saddle Still Life drawing lesson, students will be using all the concepts and Elements of Art that they have learned thus far in their Beginning Art Classes. They will refer to their prior knowledge of Placement, Proportion, Perspective, Overlapping, Full Range of Value, Local Value, Smudging and Shading, as well.

In addition, they will be introduced to a new artist's medium called Conte, which is a bit similar to charcoal. They will be using black and white value tones, with added colors of brown and terra cotta, 

They will also learn the about the "Rule of Thirds", an artists and photographers technique of composing subject matter on the picture plane by dividing the surface into a grid pattern which helps to place the objects for a dynamic and balanced presentation.

This assignment is an important drawing exercise which synthesizes all of tools and techniques which students learned in the previous charcoal drawing exercises. It will also be used as the focal point for for each student in an upcoming Art Aesthetics unit assignment which showcases individual students' artwork in a Formal Art Critique presentation and analysis, given in a group setting.

• The Skull & Saddle Still Life Drawing is worth a total of 300 potential points.
• The planning sketch is worth an additional 50 points.
• There will also be a 50% Check-in for 50 points on 2-14 only.
• The Due date for the Drawing is currently set as Tuesday 2-20-19, but may be extended to Friday 2-22-19 if extra time is needed for students to complete well crafted drawings.

    Conte Crayons

Charcoal Drawing Lessons:

During the first few weeks of this new semester students will begin learning the basic techniques of drawing with charcoal. They will experiment with compressed charcoal, vine charcoal (aka-willow charcoal), and white chalk to create "light-based" value studies of familiar 3-D geometric objects such as spheres, cubes and cylinders.

The emphasis in the charcoal drawings will be to further develop their visual sense with a clear identification of tthe varying values that are generated by the light source as it creates unique shadows and highlights showing the artistic concept of "local value." 

Students have learned that Values are the different shades of gray between white and black. Artists use value to translate the light and shadows they see into shading, thus creating the illusion of a 3rd dimension.

In these drawings, Students will start off experimenting with the Charcoal Medium to become familiar with its properties and workability. They will then move onto a small Still-life Study which is composed of simple black, white and grey objects to familiarize themselves with new medium. 

This Still-life Study will be their first assignment in charcoal and will serve as their sketch book assignment. It will be drawn on a "tinted" 1/4 sheet of charcoal paper, sized at approx. 9" x 12".

Once the study is completed, students will then move on to a larger "Drapery Still-Life" charcoal drawing which is 12"x 18" in dimension. Drapery is a classical subject in still life drawing due to it's nuanced value, dimension, and hard and soft edges. It does take attention to detail as well as concentration to master. Watch this Charcoal Drappery Video Tutorial to get a sense of the process. Drapery Still-lifes will also include some familiar geometric objects for enhanced composition.

Students will watch in-class demonstrations & Youtube tutorials which reveal a variety of techniques associated with the concepts of local value, and the "dramatic effects of lighting in art" also known as "chiaroscuro."

They will also learn about different charcoal drawing techniques such as smudging and medium subtraction which will allow them to create subltly defined local value regarding "core shadows, cast shadows and highlights" of the objects in their individual drawings.

Students will also continue to apply drawing concepts learned in previous units, including: placement, proportion, perspective, overlapping, plumming, and full range of value.

• Small warm-up Local Value Still-Life - 50 point. Due on 1-11-18.
• Large Drapery Still Life - 100 points with a projected due date of 1-25-18.
• There will be a 50% for 50 points check in on the Drapery Still-life on  January 23rd.

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In this portion of the Value Unit, students will take all the skills which they have learned to date (illusion of space, overlapping, foreground, middle ground, background, placement, proportion, perspective, value scales, gradient value, flat value, negative space, and circular motion shading) and put them to use in the competency of drawing and shading 3-D Geometric Objects, arranged in still life groupings under dramatic lighting, for their Midterm Art Assessment.

Students will first be taught a series of small warm-up drawings in their sketchbooks to gain understanding of the volume of objects and how important light and shadow are to the perceived dimension of simple objects. These sketchbook drawings will include rendering and shading spheres, cubes and cylinders. They are essential to building the skills needed to succeed in the larger Midterm Geometric Still Life Drawing which will take place during the final 2 1/2 weeks prior to the Christmas Holiday Break.

Midterm Geometric Still Life Drawing - In this assignment students will work with a more complex arrangement of multiple shapes (as shown in the drawings below) which will provide a thorough artistic assessment of all art concepts and skills covered during this first semester of Beginning Art.

Completion and check-off of in-class sketchbook drawings is worth 50 points and required in order for students to move on to receive the large paper to begin their Midterm Drawing project on Thursday, Dec. 6th.

There will be a midway 50% check-in on December 14th. Students that are working steadily and have completed at least 50% of their drawing will receive an additional 50 points. These points are only available on that day!

Total grade possible for combined sketches & Midterm Still Life Drawing is 1000 points.

All work is to be completed and turned in no later than Dec. 21st.

Here is what students will be graded on:

• Neatness and good use of materials including circular shading technique and clean surface, free of excessive smudging.
• Proportion, Placement, Perspective in the structuring of space and dimension in their drawing. Proper Overlapping of objects.
• Full Range of Values and good solid sense of light source for highlights, core shadows and cast shadows.
• Using the Rule of Thirds to place Objects in the Picture Plane with interest and solid composition. 

     How to Shade an Object                            Midterm Geometric Still Life 

VIEW HELPFUL VIDEO TUTORIALS FOR DEMONSTRATIONS ON DRAWING & SHADING 3-D OBJECTS:

• https://www.youtube.com/watch?v=gE1CmIzQzgE 
• https://www.youtube.com/watch?v=maejnk9tF5Y 
• https://www.youtube.com/watch?v=vMr6eimcolc 

n this lesson, students will be learning about the Abstract Art Movement of the 20th Century. They will learn about the cultural phenomenon of Abstract Art and the role that it plays in Art History. Students will view a powerpoint on the assignment topic and also watch a short Youtube video on Abstract Art.

Students will create an Abstract Drawing that is non-representational in nature by creating a composition which incorporates a series of: lines, shapes, patterns and textures as the main subject matter. This drawing will have a full range of values to create depth and dimension, allowing them to put into use the skills which they have developed during the Value Scale Exercise of the previous week.

• This Abstract Art Drawing assignment will be done on the Classroom Drawing Paper.
• Drawing is worth up to 100 points and is due on Tues., November 20th.
• Midway 50% Completion Check-in will be on November 15th

Graphic Organizer Handout for this Assignment is attached here below.

This week, Beginning Art Students will be starting a unit on "Value" in Art.

Value is one of the 7 Elements of Art (see attached vocabulary list) and is key in building volume, depth and dimension in drawing and painting, and other forms of 2-D Art.

The skills learned in the Value Unit will be an integral foundation to all projects, in upcoming lessons, from here on out through to the end of the year.

We will now be moving on to drawing techniques in 2-Point Perspective, which basically means students will be using 2 vanishing points on their horizon line.

Students will watch guided demonstrations on how to draw in 2-point perspective and be given a step-by-step handout in class which outlines the process (handout file is attached here below). In addition, students may also watch YouTube video as tutorials on this drawing process when working outside the classroom. The following link provides a good and simple example to work from:  https://www.youtube.com/watch?v=29-bPAhvzFI 

All Assignments in 2-Point Perspective:

1.)  “50 Boxes" in 2-Point Perspective- Students will be introduced to the assignment in class on Wed. & Thurs, Oct. 3rd & 4th . During Classroom instruction, students will follow along with a teacher-led guided drawing in order to master the process. After this, they will spend the class period working a variety of sizes of boxes and also learn to overlap their boxes.  50 Boxes will be due on by Friday Oct 5th for the end of the Quarter Grade Posting. Each well drawn box is worth 1 point. Extra boxes over the amount of 50, will receive 1 extra credit point per box.

2.)  “The Dream House” – another 2-Point Perspective Assignment will begin on Monday, October 15 upon returning from Fall Break. This is a homework assignment that student will be given class time to work on and it will be due the following   ^- This assignment is worth up to 100 points. You Tube tutorial on drawing houses in 2 point perspective:  https://www.youtube.com/watch?v=M7L6VrGbQvw&t=388s.

Students will do a preliminary planning sketch at the beginning of this assignment to begin to visualize the design of their Dream House and then use classroom drawing paper for the final exercise. This drawing will be worth 100 points and is due by the end of the week on Friday October 19th.

3.)  “Courtyard Buildings" Drawing (October 22nd-31st) - during this lesson, students will go out into the school courtyards to work on drawing the exterior of the class building using 2 point perspective. They will utilize the method of “plumming” to estimate building angles and establish their vanishing points. This drawing is a culmination of everything that the students have learned about 2 point perspective drawing to date and is the final drawing in the unit.

Due date for the Courtyard Drawing will be Oct. 31st. with a total value of a possible 100 points.

Students will also take a Perspective Drawing Quiz on 10/31 to finish up the unit.

In this assignment, students will continue to work in One-Point Perspective by doing an "on site" realistic drawing in the hallways of the 200 Building, just outside their classroom. They will use skills they have been honing in the previous Linear Perspective assignments.

Students will need to pay close attention to their physical position in the hallway when placing their vanishing point. It will not be in the center of the paper as it had been in the Room Drawing.

Students will be graded on the following:

- Understanding of One-Point Perspective and overall attention to the processes involved in one-point persective drawing such as accuracy of orthogonal lines, use of vanishing point and horizon line.

- Attention to detail regarding spacing, proportion, placement and perspective. Also details of bricks, doorways, corridors, exit signs, window frames, pillars, trash cans,carpet squares, ceiling tiles, light fixtures, wall posters, lockers, locks, baseboard molding and other architectural elements. 

- Neatness and good use of materials- clean up all orthogonal line trails and any smudges, Try to press out any wrinkles and tape up any tears.

This assignment will be completed in sketchbooks or on classroom sketch paper 12X 9 inches in size.

It is worth up to 100 points and due Thursday, Oct. 4th.

Students will be working on learning to draw a room in 1 point perspective. They will begin with a series of steps including:

Step 1- Create the Back Wall of your Room by creating a rectangle in the center of your picture plane.

Step 2 - Place your vanishing in the center of the Back Wall.

Step 3 - Use orthogonal lines to connect the vanishing points with the corners of the Back Wall and extend them outward using a ruler until you reach the end of the page. These lines will be your ceiling and floor lines. 

Step 4- Now begin to place your Accessories and Details like furniture and doors and windows, rugs and curtains, etc. You must use the vanishing point and parallel lines that aline with the sides and top and bottom of the Back Wall. 

Step 5 - Color your room with colored pencil or outline in thin black sharpie marker to complete the drawing for an additional 10 points extra credit. 

This is a pencil drawing to start so make sure you are able to create light lines that can be easily errased if need be. Then outline in darker value. 

Here are some images that illustrate the project. I will also include video clips to link into and watch the process on Youtube and follow along if you like. 

This drawing is worth 100 Points and is due at the beginning of the period on Tuesday, September 25th.

Video Tutorials for help with 1 Point Perspective Room Drawing:

https://www.youtube.com/watch?v=XuqvIOuWAPU

https://www.youtube.com/watch?v=7ZYBWA-ifEs

https://www.youtube.com/watch?v=Ok58EFWIdDQ       

In this lesson, students will craft a creative word drawing using Linear Perspective and Lettering. Students will be asked to think of either-

1. a unique adjective or noun to illustrate
2. an interesting word that describes them personally
3. or they may simply choose their own name 

Once they have their word selected, they will do an initial planning sketch, in their sketchbooks, using the techniques of one-point-perspective that they have just learned  through the "50 Boxes" exercise. 

Students will want to pay attention to the following:

• the type of letters they are designing because different types of fonts will convey different moods.
• all lettering should be a form of "block letter" construction to maximize the effect of the illusion, but there are many ways to alter the stylings of the letters to enhance design.
• that once the letters are drawn onto the picture plane, students will begin to connect the corners to the vanishing point on the horizon line, using orthogonal receding lines.
• students will then decide where the back edges of their letters are, and add defining lines accordingly. All extra orthogonal lines should be erased now.
• students will now add additional details and images to their creative word picture to make it unique, balanced and complete. Other shapes may be added in one point perspective also.
• students will finish their art pieces by adding colored pencil, or black & colored sharpie marker to embellish and pattern.

 Creative Word assignment is due on Monday, Sept 17th is worth 100 points. 

Creative Word planning sketch is due for Check-in on Sept. 12th and is worth 50 points.

"50 Boxes" Sketchbook Assignment (Sept 1st - Sept 5th)

One Point Perspective is a drawing method or technique which conveys 3-Dimensional depth on a 2-Dimensional surface. It shows how things appear to get smaller as they get farther away - converging toward a single "vanishing point" on the "horizon line."

 In their Sketchbooks, students will draw 50, or more, geometric box shapes (or cubes) using One Point Perspective. The purpose of this exercise is to familarize students with the practice of drawing geometric style boxes - through the proper placement on the Horizon Line, using a Vanishing Point and Orthogonal Lines. This project is a homework assignments, however, 2 days of classroom time will be allotted for students to assist them in the process.

The Big Drawing (Aug 23rd - Sept. 6th) 

Your Classroom assignment this week is to take all the information you learned last week (in the 1st half of the project's 4 Drawings) and bring it all together in a larger picture that clearly depicts the Illusion of Space through the use of Placement, Proportion, and Perspective - with Overlapping.

Guidelines for the Big Drawing Assignment:

• First, start off with a brief visual "research exercise" where you will look up example images of: Placement, Proportion, Perspecitve and Atmospheric Perspective on classroom laptops and then print out examples to show that you understand the visual concepts associated with building space in the Big Drawing Assignment. (See the "Your Turn" Handout attached below)
• Then begin a planning sketch to envision your idea for your Big Drawing. Your entire piece of paper must be filled with the objects which you choose to draw.
• You should organize your composition with some of your objects going off the sides of the picture plane even.
• Your drawing will consist of lines, only. No shading of objects. You can use a variety of linear details to enhance the shapes and thickness of line to give dimension and interest to the subject matter which you are repeating in your overlapping design. 
• You will have a strong use of both black and white space in your artwork.

You may select from 2 catagories of subjects for this drawing. These include "mechanical" and "organic" objects, which are provided in the groupings on pedestals in the center of the room. They will include:

• Mechanical options:  Antique Fans, Cameras or Scales
• Organic options: Acorn Squash, Plantains, or Sunflowers

Note: If you would like to select and bring in another object to draw, that is fine, but it must be either Mechanical or Organic and approved by the teacher.

Extra Credit Option: If you are interested in earning extra credit points, you can select to draw a combination of both types of objects- mechanical and organic- in repetition, overlapping in your picture.

Visual Space & The Illusion of Space (August 15-22)

In this lesson, students will build upon their understanding of how to depict the illusion of 3 dimentional space on a 2 dimensional surface. Students will begin by reviewing concepts of Background, Middle Ground & Foreground with Overlapping. In addition, students will view a powerpoint on the Elements of Space:  Proportion, Perspective, Placement, and Atmospheric Perspective, all visual "tools" which will help to create depth and space in their art pieces. 

Part One: Sketchbook Assignment - Four 6" x 6" Drawings: 

Students will be completeing a series of 4 Drawings that utilize the Elements of Space. The drawings include the following topics: 1) Birds Eye View,  2) Ant's Eye View,  3) Underwater,  4) Alien Landscape. Drawings will use Background, Middle Ground & Foreground with Overlapping. They will also include the Elements of Space:  Proportion,  Perspective, Placement. and Atmospheric Perspective.

Drawings are to be done in Students' sketchbooks with each drawing on a separate page. Students should choose to measure a 6" x 6" square for the drawings or may choose to complete each one in the size of a full sketchbook page. Whichever format is chosen, all 4 drawings must be the same size and format.

Students will work on the 4 Drawings for 2 days in class (August 20th-21st) and after that they become homework.  Drawings will be due on or before Friday, August 24th. Each drawing is worth 15 points for a total of 60 points for their sketchbook assignment.

Students- You will need color magazine photo resources for this assignment. If possible bring in items that align with your likes and interests. We will be cutting them up so don't bring anything that you wish to save or preserve.

Assignment:

Students will be working on a Photo Montage as their first project. This is a cohesive scene that is comprised of colorful, found photo images which are cut from magazines and other printed references.

Objective: The objective in this art exercise is to instruct students in the process of creating the illusion of 3 dimensional space on a 2 dimensional surface, by using the concepts of: foreground, middleground and background. Students will use scissors and exacto knives, and rubber cement to adhere their organized images onto the picture plane.

Vocabulary:   2- dimensional space & 3 dimensional space, foreground, middleground, overlapping, composition, picture plane, x-acto knife, rubber cement & rubber cement pickup.

The photo montage will have a preliminary sketchbook assignment that will be worth 50 points and is due for check in at the halfway point of the project on Aug. 10th.

This final project assignment is worth 100 points and is due on August 17th.

Note: In this lesson we will also talk about terms and concepts for art projects that will carry throughout the year. These include:

• Planning Sketch: A planning sketch is a thinking process where descisions are made and evaluated. It does not need to be perfect, or particularly cleaned - up. It is a process that reveals the steps to the final product. It is where the creativity begins and techniques can be developed. A Quick Planning Sketch is a more rapid capturing of ideas and may be looser in detail, but still conveys intent. All planning sketches are generally worth 50 points.

• Good Use of Materials: This means that a student has understood and masterd the materials for the project whether they be: gluing down edges neatly with rubber cement and removing excess glue with a rubber cement pick-up; crisply cut and clean edges of magazine cut outs; or pencil and charcoal smudges cleanly erased for a neat presentation of the final project. Good Use of Materials is required for Final Project Submission. It is not necessarily required for sketchbook assignments which are in the planning stages of art making. Good use of materials is part of the grading process for each Project.

• Cleanliness: This means turning in assignments that have been thoroughly looked over for any smears and smudges to give the best overall presentation possible. It also means that artwork is not crumpled and torn and in bad condition, to the best of the students ability. We understand that sometimes projects get torn and crumpled from being in lockers and backpacks, etc. But it is the hope that the student will try to keep projects in the best possible condition while they are working on them. Cleanliness and good presentation are part of the overall project grade.

ART SUPPLIES are required by the end of the 1ST full week of classes. A printed supply list will be given out on the first day of school. You will be using your supplies when working on your homework and sketchbook assignments outside of class, off campus. When in class, you may elect to use the school's art supplies provided.

Students who have their supplies purchased and in class by Aug. 17th will recieve 10 extra credit bonus points in the gradebook!

See a printable PDF file of Beginning Art Supply List attached here below for your convenience. A paper copy will be handed out in class on the first day of school.

The PARENT / STUDENT CONTRACT is an overview of classroom rules and proceedures that students are required to follow. It is basically an agreement outlining what is expected behaviorally and academically of students in the Art classroom environment. The contract will be sent home with students on the first day of school for parents to review with their students. Contracts must be signed by both, parents and students and returned by August 17th for 10 extra credit points. Contracts are manditory - so get them in early to score points.

For your convenience, please see an attached PDF of the Parent Contract posted here below for easy printing.