Benchmark Series: Middle School Observational Drawing Includes Descriptive Criteria and Sequential Skill Development • To show larger image of artwork click on the thumbnail • To return to the “thumbnail” page, click on “click to return” Art Education Fulton County Schools 2009
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Benchmark Series:Middle School
Observational DrawingIncludes Descriptive Criteria and Sequential Skill Development
• To show larger image of artwork click on the thumbnail
• To return to the “thumbnail” page, click on “click to return”
Art Education
Fulton County Schools
2009
Emerging
Proficient
AdvancedBenchmarks:
MS Observational Drawing
Descriptive Criteria
• Verbal descriptors of visual benchmarks
• Describe traits of emerging, proficient and advanced artwork
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Emerging Traits
• Attempt at shading but little value range; most values are light
• Incorrect proportions, angles and ellipses
• Lack of technical control; irregular, non-unified mark-making; unintentional and tentative line quality
• Contours not carefully observed; lack of detail and nuances in contour and value observation
• Poor craftsmanship
• Does maintain careful observation, draws what “think” they see
• Little sensitivity to media
• Value changes not smooth on rounded surfaces and sudden on sharp changes to convincingly show the illusion of 3-D form
• Negative space is not divided into interesting shapes
• Weak composition: no border engagement (middle of the page, floating center of interest)
• Trite subject matter
• Unconsidered composition point of view not planned
• Flatness or lack of depth in the development of space
• Teacher driven projects that do not go beyond the assignment
• Rely on stylized symbols
Artistic VisionCompositional SkillTechnical Skill
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Proficient Traits
• Close observation of forms and angles
• Control over media
• Full range of value (9-step value scale)
• Values change slowly on rounded forms and suddenly on sharp edges
• Placement and edges of value shapes create the illusion f 3-D form
• Line quality is intentional and sensitive to the subject
• Contours are sensitively observed in both large forms and details
• Strong awareness of form vs. shape
• Increased mark making for effect
• Increased attention to craftsmanship
• Proportions, size, and shape relationships are mostly accurate
• Center of interest is planned and value, negative space, objects intentionally lead the viewers eye
• Full frontal portrait views with correct facial proportions
• Shallow sense of space
• Perspective is accurate in objects
• Negative space is intentionally divided to create interest in the composition
• Subject matter and composition are carefully considered and selected by student (thumbnails and planning)
• Projects go beyond the assignment but lack personal expression
• Willing to take risks with concepts
• Shows emergence of personal thought and concept and composition
Artistic VisionCompositional SkillTechnical Skill
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Advanced Traits
• Comfort and control over media and technique showing how far material can be pushed
• Proportional relationships are accurate
• Realism is achieved
• Full range of value accurately observed (rich darks and light lights)
• Color usage shows purpose
• Introduction of mixed media
• Value shape and transitions create the illusion of 3D form
• Careful observation of contour, value, lighting and surface
• Variety of mark making and surface texture
• Negative space is integral part of the composition; interesting division of negative space shapes that lead viewers eye to center of interest
• Shallow or deep space is intentionally developed
• Mostly asymmetrical design and space; rule of thirds is successfully used
• Artist intentionally creates center of interest and paths of movement to direct the viewers eye
• Emerging personal voice
• Expressive qualities combine with sensitive observation of objects
Artistic VisionCompositional SkillTechnical Skill
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Sequential Skill Development
A listing of skills, related to this benchmark, that should be developed sequentially as the students receive art instruction at the middle school level.
VIP: Art History, Criticism, Aesthetics Are Woven Into All Units
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Middle School Beginning Skill Set
Note: Art History, Criticism, Aesthetics Are Woven Into All Units
• Basic proportion, shading, value development and technical skills
• Accurate cylindrical forms (parallel top and bottom curves) cubes ( parallel edges), cones ( perpendicular central axis), and how most objects can be seen as variations of basic geometric forms
• Definition of line and elements of art
• Introduction to contour and gesture drawing
• Overlapping and basic composition skills
• Understanding the difference between drawing what you see and what you think you see: Learning to see as an artist
• Beginning still life observation with one or two objects
• Expectation of craftsmanship
• Media specific techniques
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Middle School Intermediate Skill Set
• Greater understanding of perspective, space and depth
• Attempts at foreshortening even if not totally successful
• Definite light source in composition
• Value development and a greater range of values
• Values are broken into shapes or linear concepts
• Render object (s) with 5 values
• Sense of depth with accurate overlapping
• Contour line sensitivity
• Center of interest placed off center: rule of thirds
• Thumbnails with viewfinders
• Understanding of pencil pressure (hold in middle, amount of squeeze in hand affects tone)
Middle School Advanced Skill SetMastery and extension of all previous topics and add:
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• Off centered focal point
• Full range of value
• Use of color for expression
• Cast shadows and reflections are mostly successful
• Correct use of perspective
• Superior understanding of space
• Formal and informal composition
• Principles are evident and purposeful in composition
• Advanced awareness of composition
• Proportional accuracy or intentional distortion
• Positive/negative space awareness
• Render an object with 9 values (full range of values)