Unit 1 Outline - nicolelalonde.weebly.comnicolelalonde.weebly.com/uploads/6/0/4/0/60401203/unit_2_art_10_u… · Unit 1 Outline Art 10: Landscapes and Perspectives In this unit you

Unit 1 Outline Art 10: Landscapes and Perspectives

In this unit you will…

• Understand the origins and strategies for creating linear perspective in order to create the illusion of 3D space

• Discover how different technological advances throughout history have influenced art production

• Learn to draw one and two-point perspective• Use tints and shades to create both mood and atmospheric

perspective in a monochromatic landscape painting• Analyze a number of Canadian landscape paintings,

identifying the artist’s intention and perspective regarding connections to land.

• Create a series of Canadian landscape reproductions using colour theory

• Employ your art to analyze how you see your world and identify your place within it.

———————————————————————————————————————

ObjectivesUpon completion of this module you will be able to...

Apply drawing tools, techniques, as well as positive and negative space to analytically render objects

Employ linear perspective to create the illusion of 3D pictorial spaceSimplify forms to create an abstract landscape paintingsEnhance the mood and meaning of your art using atmospheric perspective and colour theoryUse knowledge of art theory and your artistic skills to create artwork that reflects your personal

experiences, ideas, and concernsUse the vocabulary of art criticism to develop and accept analyses of their own work

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Unit Assignments

EvaluationYour final unit mark will be calculated using the following weighting:

Art 10: Assignments Formative/Summative

Completed/Grade

Assignment #1: 1-Point perspective Handout Formative

Assignment #2: 2-Point perspective Handout Formative

Assignment #3: Imaginary Cityscape (2-point perspective Drawing)

Summative

Assignment #4: Tints, Shades, & Hues Value Scales Formative

Assignment #5: Atmospheric Landscape Painting Summative

Assignment #6: Postcard Landscapes (Emotion & Colour Theory) Summative

Art 10: Summative Assignments Artwork (75%) Reflection (25%)

Final Project & Critique: Connections to Home: Personal Landscape Painting

Sketchbook work: Two Sketchbook Assignments

Final Project 30%

Sketchbook Work 70%

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Assignment 1: Gridded Portrait Drawing Assignment Handout & Checklist

Objectives: • DRAWING:

• A drawing can be a formal, analytical description of an object • COMPOSITIONS:

• Positive and negative space are essential to the descriptions of two- and three-dimensional forms

• Various materials alter representational formats and processes used in achieving certain intended effects

• ENCOUNTERS • Technology has an affect on materials used in image making

Assignment Description: Use a gridded window to draw a proportional portrait of a partner.

Instructions: 1. Draw a grid onto a sheet of acetate. Each square will be 1 inch x 1 inch.

1. Trim the edges. 2. Number the row of squares on the top of the frame; alphabetize the columns of

squares along the sides. 2. Tape the grid onto a cardboard frame of the same size. The border of the frame will be 1

inch thick. 3. Fix the grid into place on a table using plasticine. 4. Close one eye and look at your partner through the window. Reach forward and trace their

shape onto the window using permanent marker. Switch places and repeat when done. 5. Draw a grid onto your paper using a 2H pencil. Each square will be 2inches x 2 inches.

1. Number and alphabetize the rows and columns of the grid as you did on the acetate paper.

6. Begin copying each shape as you see it in the grid. Start at the top left and work your way down. Pay attention to where the lines intersect along the sides.

7. When finished, check over the drawing box by box to catch any mistakes.

Evaluation Criteria All the drawings were done slowly and demonstrate keen attention to detail

Proportions of forms are true to life Angles of the forms are accurate

Variations in line weight and width: Implies shadows/light Directs the attention of the viewer to areas of interest

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Scoring Rubric:

Exemplary (4 points): The drawing demonstrates keen attention to detail as lines are descriptive and the angles and proportion of the subject are true to life. Highly skillful application of line weight and width to imply shadows/light and direct the attention of the viewer.

Proficient (3 points): The drawing demonstrates adequate attention to detail as lines are fairly descriptive and the angles and proportion of the subject are mostly true to life. However, the artist should slow down a bit to better observe their subject and record more details. Proficiently applies line weight and width to imply shadows/light and direct the attention of the viewer, but there are some areas that could use a bit more distinction. As a result, the image is sometimes a bit flat.

Developing (2 points): The drawing demonstrates only some attention to detail: lines are hurried, somewhat descriptive, and the angles and proportions of the subject are only roughly in proportion. The artist should slow down a lot to better observe the subject and accurately record more details. Some evidence of using line weight and width to imply shadows/light, create the illusion of space, and direct the attention of the viewer. As a result, the image is fairly flat.

Incomplete/Insufficient (redo assignment): The drawing demonstrates little to no attention to detail: lines are very hurried, non-descriptive, and the angles and proportions of the subject are only roughly in proportion. The artist should slow down considerably to better observe the subject and accurately record more details. Line weight and width remains consistent throughout; as a result, there is no suggestion of shadow/light, space, or areas of interest. Some evidence of using line weight and width to imply shadows/light. The image is very flat.

Total: _____/4

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Assignment 1: Linear Perspective Cityscape Assignment Handout & Checklist

Objectives: • DRAWING:

• A subject matter and expressive intention can be depicted with a variety of notational marks

• Tactile qualities of surface can be rendered through controlled use of line • A drawing can be a formal, analytical description of an object • Linear perspective is a representational device that gives the illusion of 3D pictorial

space • ENCOUNTERS:

• Technology has an affect on materials used in image making

Assignment Description: Using 2-point perspective, create an imaginary city-scape in the theme of your choice.

Instructions: 1. Choose your own theme for the type of city you would like to draw 2. Use 2-point perspective to create the illusion of 3D space on a 2D surface 3. Add textures to the buildings to show that they are made of 4. Add other details to give your city life and character (e.g. lights, signs, billboards, traffic,

etc.)

Evaluation Criteria Proper use of two-point perspective to create the illusion of space.

All orthogonal lines properly recede the proper vanishing points. All parallel lines are correct.

Drawing includes plenty of details (signs, billboards, traffic lights, textures, siding, etc.) High level of craftsmanship: All lines are carefully drawn and straight.

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Scoring Rubric: Exemplary (4 points): • Drawing demonstrates excellent use of two-point perspective to create the illusion of depth.

All the orthogonal lines (buildings, doors, windows, and roads) perfectly recede to the proper vanishing points. All parallel lines are correct.

• The artist included plenty of details (signs, billboards, traffic lights, textures, siding, etc.) to push the drawing to the fullest potential.

• Excellent craftsmanship! The final product is neatly and carefully drawn, as the lines are crisp and straight.

Proficient (3 points): • Drawing demonstrates good use of two-point perspective to create the illusion of depth.

Nearly all of the orthogonal lines (buildings, doors, windows, and roads) recede to the proper vanishing points and the parallel lines are mostly correct. However, some objects are a bit simple and have inaccuracies in their execution

• Good attempt to add details (signs, billboards, traffic lights, textures, siding, etc.) to enhance the cityscape. Adding more would help the artist achieve a more successful drawing.

• Good craftsmanship! The final product is drawn relatively carefully, as the lines are primarily crisp and straight - though there are some sketchy and wobbly lines.

Developing (2 points): • Drawing demonstrates somewhat improper use of two-point perspective, resulting in very

little depth. Most of the orthogonal lines (buildings, doors, windows, and roads) do not recede to the proper vanishing points and many of the parallel lines are incorrect.

• Little attempt to add details (signs, billboards, traffic lights, textures, siding, etc.) to enhance the cityscape. Adding a lot more would go a long way in helping the artist achieve a more successful drawing.

• Craftsmanship could be better: the final product is drawn hurriedly, as the lines are most sketchy and not very straight.

Incomplete/Insufficient (redo assignment): • Drawing demonstrates little to no use of two-point perspective, resulting in next to no depth.

Nearly all of the orthogonal lines (buildings, doors, windows, and roads) do not recede to a vanishing point and most of the parallel lines are incorrect.

• Next to no attempt to add details (signs, billboards, traffic lights, textures, siding, etc.) to the cityscape, resulting in an overly simplistic drawing.

• No attempt at proper craftsmanship: drawing done hurriedly and carelessly, causing the lines to appear sketchy and wobbly.

Total: _____/4

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Assignment 2: Atmospheric Landscape Painting Assignment Handout & Checklist

Objectives: • COMPOSITIONS:

• Colour and value concepts are important components of an artist’s compositional skills • Image making is personal experience created from ideas and fantasies • Mood is created by tools like atmospheric perspective

• ENCOUNTERS: • Works of art contain themes and images that reflect various personal and social conditions • Technology has an affect on materials used in image making

Assignment Description: Employ your knowledge of tints, shades, and hues to create atmospheric perspective and the illusions of space in a monochromatic landscape painting.

Requirements: Painting must have a minimum of 4 layers. It will be done in tints, shades, and hue of just one colour (monochromatic)

Instructions: 1. Decide on a mood you want for your image. What kind of colour will you use to emphasize the

mood? 2. Find a reference photograph of a landscape of your choice showing atmospheric perspective. 3. Create an outline that breaks it down in at least 6-8 simple shapes (some should overlap and

get smaller as they recede into the distance) 4. Select one colour that you would like your painting to be. Get a piece of canvas paper and

draw your landscape lightly in pencil. 5. Begin adding your values:

1. Start with white. Add a small amount of hue, and paint your entire canvas 2. Add more hue to your first tint. This will be used to create your next layer. 3. At a certain point, one layer will be your true hue (no white or black added to it) 4. After the hue layer, add a small amount of black into your hue and continue with the

layers - adding more as your shaded layers continue.

Evaluation Criteria The darkest shades are in the foreground; the lightest tints are in the background Values gradually lighten as they recede into space to create depth.

• They are not too similar so that they flatten the image • Nor too abrupt so that the image feels jarring and unbalanced.

High level of craftsmanship: painting is neat, brushstrokes are clean, and pencil lines are barely visible.

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Scoring Rubric: Exemplary (4 points): • The artist accurately places the darkest shades in the foreground and the lights tints in the

background. • The values gradually lighten as they go back into space. As a result, changes in value masterfully

create a sense of depth. • Artist clearly puts in their best effort: painting has been done very neatly. Brushstrokes are clean

and pencil lines are barely visible

Proficient (3 points): • The artist, for the most part, places the darkest shades in the foreground and the lights tints in the

background. • Changes in value are either a bit too similar in places and somewhat flattens the image or the colour

change is a bit abrupt and a little unbalanced. • Artist appears to have put in his/her best effort; painting is neat and brushstrokes are mostly clean.

Some pencil lines are visible

Developing (2 points): • The artist uses tints and shades of the hue, but sometimes places them out of order (i.e. darkest

shades are not always closest to the foreground and the lightest tints are not always closest to the background)

• Changes in value are either too similar (resulting in a mostly flattened image) or the changes in contrast is abrupt and unbalanced.

• Artist could have put in more effort: Painting is a bit sloppy and pencil lines are visible.

Incomplete/Insufficient (redo assignment): • Artist did not include either the tints or shades of the hue, or had placed them randomly on the

page. • Tints and shades fade far too abruptly, or not nearly enough. As a result, the artist inaccurately

displays atmospheric perspective, meaning their landscape appears completely flat (no depth) or highly unbalanced.

• The artist clearly did not put in much effort: Painting is too sloppy, or there are areas missing paint.

Total: _____/4

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Assignment 3: Postcard Landscapes Assignment Handout & Checklist

Objectives: • DRAWINGS:

• Natural forms can be used as sources of abstract images and designs • Drawing can express the artist’s concern for social conditions • Discussing the components of composition is part of learning to talk about art

• COMPOSITIONS: • Colour and value concepts are important components of an artist’s compositional skills • Image making is personal experience created from ideas and fantasies • Mood is created by tools like atmospheric perspective

• ENCOUNTERS: • Artists simplify, exaggerate, and rearrange parts of objects in their depictions of images • Works of art contain themes and images that reflect various personal and social conditions • Technology has an affect on materials used in image making

Assignment Description: Employ use of colour theory when reproducing a landscape painting by Emily Carr or the Group of Seven in order to alter the mood of each image.

Requirements: • Reproduce a single image by Emily Carr or the Group of Seven 2 times on 2 separate sheets

of postcard-sized watercolour paper. • Use 3 different colour schemes when repainting the image to alter the mood of each image.

Instructions: 1. Choose an image by Emily Carr or the Group of Seven that has been provided by the teacher. 2. Break it down into simple shapes. Outline the landforms on the picture using a 4B pencil 3. Press the paper against a piece of watercolour paper so that the image faces downward. Rub

the back to transfer the graphite onto the paper. 4. Begin painting in the shapes using the colour scheme you selected. Remember to change the

values to create atmospheric perspective. 5. Repeat for the next drawings, using a different colour scheme each time.

Evaluation Criteria Paintings demonstrate keen knowledge of colour theory using one of the three colour theory schemes The darkest shades are in the foreground; the lightest tints are in the background Values gradually lighten as they recede into space to create depth.

• They are not too similar so that they flatten the image • Nor too abrupt so that the image feels jarring and unbalanced.

High level of craftsmanship: painting is neat, brushstrokes are clean, and pencil lines are barely visible.

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Scoring Rubric: Exemplary (4 points): • Student demonstrates keen knowledge of colour theory by effectively employing one of the three

colour schemes in their painting. • Artist accurately places the darkest shades in the foreground and the lights tints in the background. • The values gradually lighten as they go back into space. As a result, changes in value masterfully

create a sense of depth. • Masterful and deliberate application of paint. Artist clearly puts in their best effort: painting has

been done very neatly. Brushstrokes are clean and pencil lines are barely visible

Proficient (3 points): • Student demonstrates a good knowledge of colour theory by accurately employing one of the three

colour schemes in their painting. • Artist, for the most part, places the darkest shades in the foreground and the lights tints in the

background. • Changes in value are either a bit too similar in places and somewhat flattens the image or the colour

change is a bit abrupt and a little unbalanced. • Skillful and thoughtful application of paint. Artist appears to have put in his/her best effort;

painting is neat and brushstrokes are mostly clean. Some pencil lines are visible

Developing (2 points): • Student demonstrates some knowledge of colour theory by employing one of the there colour

schemes in his/her painting with few errors. • Artist uses tints and shades of the hue, but sometimes places them out of order (i.e. darkest shades

are not always closest to the foreground and the lightest tints are not always closest to the background)

• Changes in value are either too similar (resulting in a mostly flattened image) or the changes in contrast is abrupt and unbalanced.

• Simplistic but intentional application of paint. Artist could have put in more effort: Painting is a bit sloppy and pencil lines are visible.

Incomplete/Insufficient (redo assignment): • Student demonstrates little to no knowledge of colour theory. Colours are chosen randomly and does

not meet the requirements of the assignment. • Artist did not include either the tints or shades of the hue, or had placed them randomly on the

page. • Tints and shades fade far too abruptly, or not nearly enough. As a result, the artist inaccurately

displays atmospheric perspective, meaning their landscape appears completely flat (no depth) or highly unbalanced.

• Control of paint is somewhat lacking. The artist clearly did not put in much effort: painting is messy, applied without thought, or there are areas missing paint.

Total: _____/4

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Performance Task: Personal Connection to Land Assignment Handout & Checklist

Objectives: • DRAWINGS

• Linear perspective is a representational device that gives the illusion of three-dimensional pictorial space

• Drawing can express the artist’s concern for social conditions. • COMPOSITIONS

• Colour and value concepts are important for developing an artist’s compositional skills • Art making is a personal experience created from ideas and fantasies. • Mood is created by tools like atmospheric perspective.

• ENCOUNTERS • Artists simplify, exaggerate, and rearrange parts of objects in their depictions of images.

Assignment Description: Create a personalized landscape demonstrating your connections to place. Explore what you personally define as “home” and demonstrate your connection to the that place.

Requirements/Directions: 1. Think about a place you call home. What feelings or sense of attachment do you have to this

place? 2. Find a picture of the place you’re thinking of, sketch a plan for your landscape drawing

• Think about what colour scheme, lines, and value contrast might work to best show how you feel about this place.

3. Come talk to Ms. Lalonde to explain your ideas and brainstorm more possibilities. 4. Once you’ve got a plan, start working on your canvas. Draw in the lines with an H pencil so

that corrections can easily be made. 5. Begin painting. 6. Once done, we will go over how to write an artist statement.

Evaluation Criteria: High level of craftsmanship: A great deal of thought and care went into composing the image Symbolic Meaning/Content:

• Demonstrate keen knowledge of colour theory: The colour scheme adds to the meaning and mood of the artwork overall.

Space & Volume: • Proper use of atmospheric and/or one-point perspective to create the illusion of

space. • Values are well balanced to make forms look 3D: not so similar that they flatten the

image, nor abrupt so that the image feels jarring. Artist Statement:Artist statement clearly articulates the symbolic meaning of formal elements and how they contribute to the meaning of the work overall

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Rubric

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Excellent 4

Good 3

Satisfactory 2

Needs Improvement

1

Craftsmanship 25%

Highly skillful application of media & exemplary

attention to detail, resulting in highly

sophisticated imagery.

Skillful application of media & good attention to detail, resulting in an accomplished rendering

of imagery.

Simplistic application of media & a developing

attention to detail, resulting in a fair rendering of

imagery.

Poor application of media & next to no attention to detail, resulting in a weak

rendering of imagery.

Space and Volume

25%

- Masterful use of atmosphere and/or linear perspective

creating an illusion of space

- Values are very well balanced making forms

look 3D

- Effective use of atmosphere and/or linear creating an illusion of space

- Values are well balanced making

forms look fairly 3D

- Some use of atmosphere and/or linear creates a

3D image, but still relatively flat

- Values are mostly balanced, but forms look

a bit 2D

- None or improper use of atmosphere

and/or linear resulting in a mostly

flat image - Values are not well

balanced. Only one tone resulting in 2D

shapes

Symbolic Meaning/Content

25%

- Colour scheme greatly enhances the ideas/

feelings being expressed and demonstrates

advanced knowledge of colour theory

- Expertly establishes a mood/feeling in the

artwork through critical and purposeful use of

value

- Colour scheme appropriately enhance

the ideas/feelings being expressed and

demonstrates adequate knowledge

of colour theory - Establishes a mood/

feeling in the artwork through thoughtful use

of value.

- Colour scheme somewhat enhances the

ideas/feelings being expressed and

demonstrates basic knowledge of colour

theory - Somewhat establishes a

mood/feeling in the artwork through simplistic

use of value.

- Colour scheme marginally adds to the ideas/feelings

being expressed and demonstrates weak

understanding of colour theory

- Does not effectively establishes a mood/

feeling in the artwork, as use of value.

Artist Statement

25%

- Demonstrates a deep critical thought and reflection about the work’s meaning and

the artist’s connection to place

- Artist statement excellently articulates the symbolic meaning of their work. Ideas are stated clearly and fully

explained.

- Demonstrates a thoughtful reflection

about the work’s meaning and the

artist’s connection to place

- Artist statement clearly/adequately

articulates the symbolic meaning of the work. Ideas are

mostly clear and effectively explined.

- Demonstrates superficial though and reflection

about the work’s meaning and the artist’s

connection to place. - Artist statement simply

articulates the symbolic meaning of the work. Ideas are evident, but

could use more elaboration.

- Demonstrates little thought or reflection

about the work’s meaning and the

artist’s connection to place.

- Artist statement hardly or does not

articulates the symbolic meaning of the work. Ideas are vague and need a

great deal more elaboration.

Sketchbook Assignments: Artistic Knowledge & Skill

Instructions: Choose two of the following assignments to complete. Use the skills you have learned and been practicing in class to help you.

————————————————————————————————————ART 10 (5 Credit) Choice #1: — Positive and Negative Space Gridded Drawing • Create a gridded drawing of your choice of subject. In some

of the squares, use watercolour to paint in the subject, but in others fill in the background. Alternate between squares when painting in the subject or the background.

Choice #2: — Claim Your Space Graffiti Tag • Graffiti is about expressing yourself and claiming your

space. Create your own graffiti tag using a word that describes your relationship to the Brooks area.

• Use linear (1-point or 2-point) perspective to make it appear to be three-dimensional. Add plenty of detail to give your work an artistic flair.

• Use a monochromatic colour scheme (tints and shades) to create value and a gradient in the background.

Choice #3 — Colour Theory Painted Self-Portraits1. Take a picture of yourself face that has plenty of light. Copy

it onto a word document.2. On word, go to “Format”. Click on “Colour”, then “Colour

Saturation”. Turn into a black and white image. 3. Click on “Artistic Effects” and click on the “Artistic Effects

Options…” at the bottom of the box. Click on the first image on the last row called “Cut Out”.

4. Print off the picture so that it is the size that you want it. 5. Use the light table to trace the outlines of the face onto a

piece of watercolour paper. Ignore the background. Pay attention to where the highlights, shadows, and mid-tones are.

6. Think about what kind of emotion you would like to portray. Choose a warm or cool, analogous, complimentary, or split complimentary colour combination.

7. Use one of these as your highlight, mid-tone, or shadows. Begin filling in the different shapes with the appropriate value.

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Sketchbook Assignment Evaluation

Artist’s Name:_______________________________________

Chosen Art Assignment:________________________________

Comments:

Rubric

4

The composition shows focused thought, planning, and visual description of ideas. The composition is highly creative and explores the selected theme/skills/ideas/medium(s) thoroughly. The composition clearly and concisely demonstrates the artist’s personal artistic style

3

The composition shows some thought, planning, and visual description of ideas. The composition exhibits a satisfactory exploration of the selected theme/skills/ideas/medium(s). The composition somewhat demonstrates the artist’s personal artistic style

2

The composition shows little thought, planning, and visual description of ideas. The composition exhibits minimal exploration of the selected theme/skills/ideas/medium(s). The composition does not clearly demonstrate the artist’s personal artistic style

Incomplete/Insufficient

The composition shows no thought, planning, and visual description of ideas. The composition does not demonstrate the artist’s understanding of the selected theme/skill/ideas/medium(s). The composition does not clearly demonstrate the artist’s personal artistic style.

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Name: ____________________________

Self Assessment: Gridded Portrait Drawing

Assignment Criteria: All the drawings were done slowly and demonstrate keen attention to detail

Proportions of forms are true to life Angles of the forms are accurate

Variations in line weight and width: Implies shadows/light Directs the attention of the viewer to areas of interest

Grading Scale:4 3 2 1

Drawing demonstrates keen attention to detail: angles & proportion are true to life.

Forms are largely distorted and not true to life

4 3 2 1

Artist varies line weight to imply shadow and light

Line weight remains consistent throughout. As a result, there is no value or volume. The figures appear

flat

4 3 2 1

Artist varies line weight to direct the attention of the

viewer

Line weight is the same for every figure. As a result,

there are no areas of interest that focuses our

attention. The image overall appears flat

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Name: ____________________________

Self Assessment: Liner Perspective Cityscape

Assignment Criteria: Proper use of two-point perspective to create the illusion of space.

All orthogonal lines properly recede the proper vanishing points. All parallel lines are correct.

Drawing includes plenty of details (signs, billboards, traffic lights, textures, siding, etc.) High level of craftsmanship: All lines are carefully drawn and straight.

Grading Scale:4 3 2 1

All the orthogonal lines (buildings, doors, windows,

and roads) perfectly recede to the proper vanishing

points.

Most of the orthogonal lines (buildings, doors, windows,

and roads) do not recede to the proper vanishing points.

4 3 2 1

All parallel lines are correct.

Most of the lines that are suppose to be parallel are

angled/crooked

4 3 2 1

Plenty of details (signs, billboards, traffic lights, textures, siding, etc.) to push the drawing to the

fullest potential.

Very few details added to the cityscape, resulting in an

overly simplistic drawing.

4 3 2 1

The final product is neatly and carefully drawn, as the lines are crisp and straight

Drawing is hurried; the lines are mostly sketchy and not

very straight

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Name: ____________________________

Self Assessment: Atmospheric Perspective Painting

Assignment Criteria: The darkest shades are in the foreground; the lightest tints are in the background Values gradually lighten as they recede into space to create depth.

• They are not too similar so that they flatten the image • Nor too abrupt so that the image feels jarring and unbalanced.

High level of craftsmanship: painting is neat, brushstrokes are clean, and pencil lines are barely visible.

Grading Scale:4 3 2 1

The artist accurately places the darkest shades in the foreground

and the lightest tints in the background.

Tints and shades are random and out of order

(i.e. darkest shades are not usually closest to the foreground; lightest tints are not usually closest to the

background)

4 3 2 1

The values gradually lighten as they go back into space. As a

result, changes in value masterfully create a sense of

depth.

Changes in value are either too similar (resulting in a mostly

flattened image) or abrupt and unbalanced.

4 3 2 1

Artist clearly puts in their best effort: painting has been done very neatly. Brushstrokes are

clean and pencil lines are barely visible

Artist could have put in more effort: Painting is a bit sloppy

and pencil lines are visible.

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Name: ____________________________

Self Assessment: Postcard Landscape

Assignment Criteria: Paintings demonstrate keen knowledge of colour theory using one of the three colour theory schemes The darkest shades are in the foreground; the lightest tints are in the background Values gradually lighten as they recede into space to create depth.

• They are not too similar so that they flatten the image • Nor too abrupt so that the image feels jarring and unbalanced.

High level of craftsmanship: painting is neat, brushstrokes are clean, and pencil lines are barely visible.

Grading Scale:4 3 2 1

Student demonstrates keen knowledge of colour theory by

effectively employing one of the three colour schemes to create

mood

Student demonstrates little to no knowledge of colour theory. Colours are chosen randomly and does not

meet the requirements of the assignment.

4 3 2 1

The artist accurately places the darkest shades in the foreground

and the lightest tints in the background.

Tints and shades are random and out of order

(i.e. darkest shades are not usually closest to the foreground; lightest tints are not usually closest to the

background)

4 3 2 1

The values gradually lighten as they go back into space. As a result,

changes in value masterfully create a sense of depth.

Changes in value are either too similar (resulting in a mostly

flattened image) or abrupt and unbalanced.

4 3 2 1

Masterful and deliberate application of paint. Painting has been done very neatly. Brushstrokes are clean and

pencil lines are barely visible

Control of paint is somewhat lacking. Painting is messy, applied without

thought, or there are areas missing paint.

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Name: ____________________________

Self Assessment: Personal Connections to Land Assignment Criteria:

High level of craftsmanship: A great deal of thought and care went into composing the image Symbolic Meaning/Content:

• Effectively uses either chiaroscuro or sfumato to enhance the meaning and mood of their work.

• Demonstrate keen knowledge of colour theory: The colour scheme adds to the meaning and mood of the artwork overall. Space & Volume:

• Proper use of atmospheric and/or one-point perspective to create the illusion of space. • Values are well balanced to make forms look 3D: not so similar that they flatten the image,

nor abrupt so that the image feels jarring. Artist Statement:Artist statement clearly articulates the symbolic meaning of formal elements and how they contribute to the meaning of the work overall

Grading Scale:

4 3 2 1

Highly skillful application of media & exemplary attention to detail,

resulting in highly sophisticated imagery.

Poor application of media & next to no attention to detail, resulting in a

weak rendering of imagery.

4 3 2 1

Masterful use of value, atmospheric and/or linear perspective creating an

illusion of space

Improper use of value, atmospheric and/or linear resulting in a mostly

flat image

4 3 2 1

Colour scheme greatly enhances the ideas/feelings being expressed and demonstrates advanced knowledge

of colour theory

Colour scheme marginally adds to the ideas/feelings being expressed

and demonstrates weak understanding of colour theory

4 3 2 1

Expertly establishes a mood/feeling in the artwork through critical and

purposeful use of value and contrast.

Does not effectively establishes a mood/feeling in the artwork, as use of value and contrast are not well

planned.

4 3 2 1

Artist Statement demonstrates a deep critical thought and reflection about the work’s meaning and the

artist’s connection to place

Artist statement demonstrates little thought or reflection about

the work’s meaning and the artist’s connection to place.

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Medieval vs. Renaissance Art Analysis In your group of 3-4, analyze the two paintings you’ve been given. Choose different roles for each member of your group: • 1 person to jot down notes, • 1-2 people to encourage discussions, • 1 spokesperson to speak for the group.

1. Is the space in each artwork flat or 3D? What evidence do you have to prove your thinking?

2. Who or what is being depicted in the two artworks? Are they the similar or different subjects?

3. How are the figures drawn in each image? Why do they look so different?

4. What is the theme of each work (i.e. what is it trying to teach us)?

5. In the past, who would have wanted to buy a work like this?

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Ugly Medieval Babies in Art (answer key)

1. Ugly medieval babies were an intentional choice that was influenced by the idea of the Homunculus, which means “little man”.

2. Because philosophers believed that Jesus was born perfectly formed and unchanged, paintings of baby Jesus looked like the adult Jesus.

3. During the Renaissance, there was a change in style for a number of reasons: 1. People in places like Florence, Italy were getting richer and churches weren’t

the only ones who could afford paintings. 2. People could get their own babies painted. They wanted them to look cute and

chubby. 3. Artists were inspired by Greek and Roman art, which was all about idealized

forms. 4. Artists ditched medieval abstraction for beauty

4. Pictures of cute babies are still popular, because they match our ideals

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Ugly Medieval Babies in Art

1. Ugly medieval babies were a(n)

________________ choice. They were

influenced by the idea of the

________________, which means “little

man”.

2. Because philosophers believed that Jesus

was born ________________ ________________ and

________________, paintings of baby Jesus looked like the adult Jesus.

3. During the Renaissance, there was a change in style for a number of reasons:

1. People in places like Florence, Italy were getting ________________

and ________________ weren’t the only ones who could afford

paintings.

2. People could get their own babies painted. They wanted them to look

________________ and ________________.

3. Artists were inspired by Greek and Roman art, which was all about

________________ forms.

4. Artists ditched medieval ________________ for beauty

4. Pictures of cute babies are still popular, because they match our

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Liner Perspective

Vocabulary: • Horizon Line: A line that divides up the paper into two. It shows where the ground

meets the sky. • Vanishing Point: The point where parallel lines appear to meet in the distance • Orthogonal Lines: Lines leading from the top or bottom of an object to the vanishing

point

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Instructions: How to create 1-point perspective

1. In your sketchbook, draw a horizon line in the middle of your paper.

2. Place a vanishing point on the horizon line.

3. Draw a square in the top corner. Make sure the lines are straight.

4. Draw orthogonal lines that connect the corners on the bottom to the vanishing point. Use a light thin line.

5. Draw two lines to show the ends of the box. Make sure they are straight.

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6. Erase the orthogonal lines that connect the box to the vanishing point.

7. Repeat the steps above to draw another box that sits below the horizon line

8. Repeat the steps above to draw another box that sits on the horizon line

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Instructions: How to create 2-point perspective

1. In your sketchbook, draw a horizon line in the middle of your paper.

2. Place vanishing points on either end of the horizon line

3. Draw a line above the horizon line. Make sure the lines are straight.

4. Draw an orthogonal line from the left vanishing point to the top of the vertical line.

5. Draw an orthogonal line from the left vanishing point to the bottom of the vertical line.

6. Draw a vertical line to show the edges of the box.

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7. Connect the bottom of the new vertical line to the right vanishing point.

8. Create another edge with another vertical line.

9. Connect the bottom of the vertical line to the left vanishing point.

10. Erase all the connecting lines.

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11. Repeat the steps above to draw another box that sits below the horizon line.

12.Repeat the steps above to draw another box that sits on the horizon line.

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Demo: Draw your name in Graffiti Style

1. In the lines below, write out your first name. Draw lightly with a pencil so you can erase them later.

2. Add serifs to the ends of each stroke

3. Draw rectangle bars around the strokes of each letter. Where the strokes are curved, make the bars curved.

4. Erase all of the lines inside the letters. Leave only the outside lines.

5. Trace over the outlines with a fine point black marker. Smooth over any rough or uneven edges. Add some small rectangular bits.

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Summative Assignment: Part 1 Brooks Graffiti Tag

1. Choose one of the graffiti fonts below 2. Choose a word that describes your relationship with Brooks (can be positive or

negative, but not vulgar) a. Discuss this in groups of four b. Jot down a few ideas in your sketchbooks c. Bring your ideas to me for approval • Note: the word should not simply describe Brooks (e.g. smelly, city, or

diverse), but describes your personal RELATIONSHIP with Brooks (e.g. is Brooks a “home”, a “temporary” residence, a place where you’ve found “community”, or a place where you feel “alienated” or “isolated”.

3. Follow the steps on the previous page, and write out your name on a separate sheet of paper. (hold onto this page for later, as we will continue to work on it)

Art 20s: Come see me for more detailed instructions regarding perspective NEXT: We’re going to add linear perspective to our graffiti name drawings

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Making Letters look 3D

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A Brief History of Photography Video Notes (answer key)

1. As a whole, humankind has take roughly 3.8 trillion photos. 10% of these photos were taken in the last 12 months (as of 2014).

2. Like drawing and photography, the camera came to be because of a desire to capture reality.

3. The origins of photography begin in the 4th century B.C. with the camera obscura.

4. Light reflects off of an object and enters into a box through a small hole. Due to optical inversion, it is reflected upside down inside the box.

5. In 1826, a french inventor and failed artist named Niépce, coated a pewter plate with a bitumen solution. He then exposed the plate to sunlight for eight hours and created the first photograph.

6. In the 1900s, Kodak released the Kodak Brownie, which is a miniature version of the camera obscura.

7. Over the years, cameras have drastically transformed from box, to film, DSLR, GoPro, and even smartphones.

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A Brief History of Photography Video Notes

1. As a whole, humankind has take roughly 3.8 _______________ photos. 10%

were taken in the last _______________ months (as of 2014).

2. Like drawing and photography, the camera came to be because of a desire to

capture _______________.

3. The origins of photography began in _______________ century B.C. with the

camera obscura.

4. Light reflects off of an object entered into a box through a small hole. Due to

_______________ _______________, the light is reflected upside down

inside the box.

5. In 1826, a french inventor and failed artist named Niépce, coated a

_______________ plate with a bitumen solution. He then exposed the plate

to sunlight for _______________ hours and created the first photograph.

6. In the 1900s, Kodak released the Kodak Brownie, which is a miniature version

of the _______________ _______________.

7. Over the years, cameras have drastically transformed from box, to

_______________, DSLR, GoPro, and even _______________.

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Artist Statement & Reflection (Word Bank)

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Artist Statement

Artist:___________________________ Title: ___________________________

Part I: What inspired you to make this piece? Why did you want to paint this subject? How does it represent home for you?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Part II: What is the message? What are you trying to say?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Part III: How did you communicate this message? 1. Describe your work? What does it look like?:

• Colour scheme: _______________________________________________

• Lines (type, weight, direction): __________________________________

___________________________________________________________

• Contrast/Values (e.g.dark or light image)

___________________________________________________________

___________________________________________________________

• Space (flat or 3D; atmospheric or linear)

___________________________________________________________

___________________________________________________________

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2. Explain how these helped you communicate mood

• Colour scheme: _______________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

• Lines (type, weight, direction): __________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

• Contrast/Values

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

• Space (flat or 3D; atmospheric or linear)

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

3. How did this add to the overall meaning of your artwork

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

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