Standards- VAHSVACU.1 Articulates ideas and universal themes from diverse cultures of the past and present. Discusses the role of art and artifacts as a visual record of humankind’s history and a vehicle for gaining understanding of another culture.
VAHSVAPR.2 Understands and applies media, techniques, and processes in drawing. Uses gesture drawing to portray animate / inanimate subjects and to show mass and movement, quick sketches, and expressive mark-making.
VAHSVAAR.2 Critiques artwork of others individually and in group settings.
VAHSVAPR.1 Uses formal qualities of art (elements and principles) to create unified composition and communicate meaning.
- Uses a viewfinder to develop compositions.
- Uses principles of design to organize elements to communicate meaning and unified compositions concepts, such as activating negative space, visual weight, paths of movement, non-centered focal point, dominance and subordination of design elements, and variety within repetition.
Monday-Due to the 3 snow days last week, we are basically repeating last week.
I will pass back their Paleolithic and Neolithic art quiz. We will then switch gears to art production and start exploring our 2nd Element of Art, shape. We will begin by looking at famous works of art and breaking the forms down in to basic shapes. I will then be introducing students to our shape project, Less is More. Students will be selecting an image of an insect or animal. Students will create a triptych, zooming in on the shapes of the insect or animal until the image becomes unrecognizable or non-objective.
Tuesday-We will begin our unit on Sumerian art. We will just be looking at a brief introduction to the culture and types of art they created. Students will then continue to work on their Less is More projects by continuing to abstract their animals to make them unrecognizable.
Wednesday-We will begin class with a continued discussion of Sumerian art. We will specifically be looking at their votive sculptures and discussing their distinguishing characteristics, big eyes and praying hands. Students will then complete their shape project by going over their compositions with sharpie and darkening in areas to make their design show up as positive and negative shapes. They will then fill out a self-assessment and turn it in.
Thursday- I will introduce students to the element of art, value. Students will learn how to use value to create the sense of 3-dimensionality on a 2-dimesional surface. Students will begin by creating a value scale. Students will then draw a ribbon in an “s” curve and shade it based on a light source.
Friday-We will begin class by finishing our discussion of Sumerian art by looking at their temples, ziggurats. Students will complete the shading of their ribbon “s” curve. Students will then choose a letter that they will draw with a ribbon wrapping around the letter to further practice their shading skills.
VAHSDRPR.2 Engages in an array of drawing processes and techniques.
Creates contour and cross-contour drawings that demonstrate evidence of careful observation. b. Investigates mark-making including, but not limited to, calligraphic line, gestural mark-making,
Uses value to create the illusion of 3-D form on a 2-D plane (cast shadow, form shadow, transitional values, reflected value). e. Incorporates a variety of approaches to build value including: rendering, hatching, and cross-hatching.
VAHSDRPR.4 Keeps a visual/verbal sketchbook journal, consistently throughout the course, to collect, develop, and preserve ideas in order to produce works of art around themes of personal meaning.
VAHSDRMC.1 Engages in the creative process; imagines new ideas by using mental and visual imagery, conceptualizes these ideas by using artistic language and contextual understandings, and accesses learning. The student develops a personal artistic voice that gives unique form to these concepts.
Monday- Students will continue their ribbon wrapped form drawings adding value and texture with pencil or colored pencil.
Tuesday-Students will complete their ribbon wrapped animal drawing and complete a reflection using their self-assessment rubric.
Wednesday- I will give an overview of the 7 Principles of Design. Students will then use their phones to create example compositions of the principles in groups of 2-3. I will also introduce the next drawing assignment, Multiple Views. Students will brainstorm ideas of an object the can bring in to use for the assignment.
Thursday- We will begin class with students presenting their Principle of Design scavenger hunts. Students will then begin working on their Multiple Views assignment, creating 12 zoomed in images of one object. Students will use a variety of angles to create rhythm within their composition.
Friday- Students will continue to work on their Multiple Views assignment.
Monday- We will be in the computer lab part of the period so that some students can finish compiling and editing their first shoot. I will also introduce the students to their next shoot, 6×4. Some students will also finish building their pinhole cameras.
Tuesday-Friday-Students will be split into 3 groups and will rotate days working on different activities. When students are not outside working on pinholes, they will be working on 3 other activities.
Pinhole cameras-Students will first complete a light leak test. They will then begin using their pinhole camera to take four different photographs and develop them in the darkroom.
Critique-Students will have choices of famous photographs to critique and will use Feldman’s Model (describe, analyze, interpret, and evaluate) to complete their assessment of the work.
History of Photography-Students will read pages 6-8 in Focus on Photography and answer the follow up questions on the history of photography.
Colorize a photograph-Students will print a photograph of theirs in black and white and then use watercolor to hand paint selected sections to with color to give it a nostalgic look.