Benchmark Series: Portraits – Color • Slideshow 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 2008
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Benchmark Series: Portraits – Color Slideshow includes Descriptive Criteria and Sequential Skill Development To show larger image of artwork click on the.
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Benchmark Series:Portraits – Color
• Slideshow 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
2008
Emerging
Proficient
AdvancedBenchmarks: Portraits – Color
Descriptive Criteria
• Verbal descriptors of visual benchmarks
• Describe traits of emerging, proficient and advanced artwork
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Emerging Traits
• Color use is simplistic but color theory is introduced
• Appears to be a study rather than a finished work
• Mark making is awkward ; lacks control of media
• Outlining used in place of value shapes and changes
• Still, lifeless or limited expression
• Little understanding of proportions; unsuccessful distortion
• Lack of careful observation in features and value transition
• Awkward or simplistic composition
• Unengaged background
• Flat space/little depth in figure and background
• Large areas of unintentional negative space
• Weak composition
• Viewpoint not considered (often frontal view)
• Lacks intentional communication of mood and expressive quality
• Limited expressions
• No risk taking; teacher led exercises
Artistic VisionCompositional SkillTechnical Skill
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Proficient Traits
• Skillful use of media with a few exceptions
• Technical skills sometimes hinder concept
• Incorporation of mixed media and selection of media is intentionally to communicate ideas
• Color is more sophisticated and chosen to support meaning
• Proportions are correct and foreshortening is successful
• Smooth value transitions and sharp edges as appropriate
• Very little inappropriate outlining
• Starting to add depth to composition
• Conscious choice of pose to match intent of work:face only, shoulders of figure
• Background is considered and is an important part of the composition
• Intentional composition choices
• Viewpoint is considered in composition: normal, ants view, birds view, three quarter
• Emerging personal voice
• Evidence of theme or symbolism; symbolism is not trite or blatant
• Less teacher assignment focus
• More narrative, drama or mood than emerging
• Evidence of risk taking
Artistic VisionCompositional SkillTechnical Skill
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Advanced Traits
• Comfort and control over media and technique
• Media choices enhance final outcome
• Subtle color variations and sophisticated color combinations
• Soft transitions with sharp edges as appropriate
• Textural contrast of media is purposeful
• Sensitive observation;images are not generalized
• Accurate proportions including foreshortening
• Intentional composition/cropping/pose selection to communicate meaning
• Point of view is a deliberate choice
• Shallow space or deep space is intentional and fully realized
• Unity achieved
• Component use of theme or expressive color
• Expressive value and/or lighting/value is controlled to enhance artwork
• Evocative mood and/or idea
• Narrative captures students personal voice
• Risk taking pays off
Artistic VisionCompositional SkillTechnical Skill
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Sequential Skill Development
A listing of skills, related to this benchmark, that should be developed at each level:
– Middle School Art Courses
– High School Introduction to Art
– Draw/Paint 1 and 2
– Advanced Draw/paint & Advanced Placement
VIP: Art History, Criticism, Aesthetics Are Woven Into All Units Return to thumbnails
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Middle School Drawing Skills
Note: Art History, Criticism, Aesthetics Are Woven Into All Units
• Teaching in small Segments
• Basic rules of proportion and size relationships
• Composition- rule of thirds, placement, focal point
• Contour line drawing
• Facial features in generic standards
• Simple mark making techniques/ implied texture
• Range of values
• Focus on technical skills with basic media introduction
• Frontal views
• Art History- simple portraiture exposure
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Intro to Art Portrait Skills
• Integrating small segment of instruction into a final whole
• Perspective and foreshortening
• Proportion of face and facial features
• Composition- point of view with the use of viewfinders
• Mark making techniques/implied texture in a greater variety of media
• Correct observational drawing of multiple facial features
• Awareness of the effects of lighting on the face and facial features
• Full range of values in black and white and color media (nine step value scale)
• Art History: more complex portraiture interpretations and observations
Draw Paint I and II Mastery and extension of all Intro topics and add:
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• Seeing and Portraying a more subtle value range
• Effect of technique learned on the content expressed
• Introduction of color mixed media techniques
• Risk Taking
• Two and multiple point perspective
• Greater emphasis on a complete composition with items in the background
• Greater control over techniques and media
• Development of personal voice and concept in sketchbook
• Color theory used to express content in portrait
• Three quarter and manipulated views to express mood
• Non- Static pose
• Advanced/sensitive mark making techniques
• Lighting to show technical control and push values
• Proportions are accurate in the facial features to a specific person (non generic)
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• Working holistically by connecting components
• Breaking the rules of composition to create dramatic effects
• Everything in painting• Personal voice is evident in design and
technical choices• Interpretive exploration of features• Proportional variations and positioning
viewpoints-positioning/tension/controposto• Art history- historical/contemporary
portraiture with interpretive and expressive comparisons
• Lighting to show greater sensitivity to subtle changes and greater contrast and values- sfumato, atmospheric perspective, dramatic lighting
• Students make personal choices about content and media