Structure

Structure Every structure has a foundation. Contained here in are the units, the steps on the path we will take. The units are a break down of how the course, art 1 is planned to proceed. Of course in the real world there are always bumps in the road, surprises around each corner and the occasional rain shower on the picnic. We will stay flexible and lose no one. So though we have units there will without a doubt, be changes.

What constitutes a change. Well, lets say we have a surprise quiz, which I do a lot of especially if students are not working. Then I find that the students have not been doing their parts, learning, studying! So we spend a bit more time on a subject until we learn it, until we all learn it.

The following is how I plan to proceed. It will be sequential so one can always go back and study up.

The use of Rubrics: I do not use them. You will for every project have objectives and goals. The thing about art is that you have to use everything you gain and constantly transfer it to the next thing you learn. This is true in music, cooking, playing sports, driving and living your life. So listen for the prize and like the song says, keep the prize in your eyes or is it, keep the diamonds in your eyes, or keep your eyes shining keep your shoes shined, no it's shine the prize. No thats not right. It;s ommmmmm..... We;ll figure it out. And if you do it's extra credit.

1) Line 2) Shape & Form - Celtic Design 3) Value & Colour - Developing Form and the Illusion of Depth. 4) Pattern and texture - Silly Animal, Albrect Durer 5) Positive & Negative 6) Illusion of Depth, Perspective 7) Positive & Negative 8) Painting 9) Still LIfe 10) Portraits and Skulls

September

__ **Ele** ____** ments of art unit- Line **__

** __Key Concept:__ ** __Line__ __, Contour &Gesture Drawing__ **__Objective:__** exploring line

**//Line//** Definition of a line is **-** a line is a moving dot or the recorded history of a mark. Lines have characteristics and qualities. Examples – thick/ thin, light /dark, fast/slow, wavy, curvy, straight, directional, dotted or dashed on so on. There are no lines in nature. For a very realistic drawing you would eliminate all the lines. A line can be implied by to shapes touching each other. **//Converging lines://** Actual or implied lines that move toward one another and conjoin at a point in space. **//Diagonal://** A slanted edge or line. **//Horizontal://** Moving straight across from side to side rather than up and down. For example, the top edge of a piece of paper is horizontal. **//Horizontal line://** In an artwork, the line representing the horizon. Horizontal lines generally appear peaceful and calm. **//Vertical://** Lying straight up and down. For example the side edge of a piece of paper is vertical. <span style="font-family: Georgia,serif; font-size: 120%;">**//Zigzag lines://** A series of diagonal lines moving in different directions (vertically, <span style="font-family: Georgia,serif; font-size: 120%;">horizontally, or diagonally) that come together at sharp angles. These <span style="font-family: Georgia,serif; font-size: 120%;">lines can create feelings of confusion, nervousness, or excitement. <span style="font-family: Georgia,serif; font-size: 120%;">**//Line quality://** The special character of any line, such as thick or thin, smooth or <span style="font-family: Georgia,serif; font-size: 120%;">rough, continuous or broken. <span style="font-family: Georgia,serif; font-size: 120%;">**//Movement://** In an artwork, a quality that evokes a sense or illusion of motion, <span style="font-family: Georgia,serif; font-size: 120%;">often created using lines or patterns.

<span style="font-family: Georgia,serif; font-size: 130%;">**__Contour__** <span style="font-family: Georgia,serif; font-size: 130%;">Students will: <span style="font-family: Georgia,serif; font-size: 130%;">1) Examine objects through line using the process of blind contour & modified, continuous line, and contour line respectively. <span style="font-family: Georgia,serif; font-size: 130%;">2) Recognize line quality, characteristics, value and expression. <span style="font-family: Georgia,serif; font-size: 130%;">3) Definition - arrive at a definition from the above. <span style="font-family: Georgia,serif; font-size: 130%;">4) Draw simple to hard objects in each style. Cup to shell to lemon to sunflower. <span style="font-family: Georgia,serif; font-size: 130%;">**__Gesture__** <span style="font-family: Georgia,serif; font-size: 130%;">Students will: <span style="font-family: Georgia,serif; font-size: 130%;">1) Examine objects through line using the process of gesture drawing by turning a shape, 2D into a form, 3D. <span style="font-family: Georgia,serif; font-size: 130%;">2) Recognize line quality, characteristics and expression. <span style="font-family: Georgia,serif; font-size: 130%;">3) Definition

<span style="font-family: Georgia,serif; font-size: 130%;">__**Procedure:**__ for contour and gesture <span style="font-family: Georgia,serif; font-size: 130%;">a) Demo technique of drawing including line quality. Explain pencil grades, H to B. <span style="font-family: Georgia,serif; font-size: 130%;">b) Do timed drawings in both styles. 60 sec, 30 sec, 15 sec <span style="font-family: Georgia,serif; font-size: 130%;">c) Produce contour drawings in pencil, (pen and crayon?) <span style="font-family: Georgia,serif; font-size: 130%;">d) Produce drawing exhibiting expressive line quality. <span style="font-family: Georgia,serif; font-size: 130%;">e) Produce drawings dealing with the value quality of a line. <span style="font-family: Georgia,serif; font-size: 130%;">f) Produce line drawing in ink with brush <span style="font-family: Georgia,serif; font-size: 130%;">Artists: Matisse, Morandi, and Giacometti <span style="font-family: Georgia,serif; font-size: 130%;">Materials: 9x12 white paper, pencils, ink, brushes, watercolour.

<span style="font-family: Georgia,serif; font-size: 130%;">__** Refer to line section **__

<span style="font-family: Georgia,serif; font-size: 130%;">Contour: <span style="font-family: Georgia,serif; font-size: 130%;">Session 1) Intro to contour dwg. and practice <span style="font-family: Georgia,serif; font-size: 130%;">Session 2) Line quality, Line technique, Finish Line Dwg. Contour W/ good quality line <span style="font-family: Georgia,serif; font-size: 130%;"> * exhibit how to compose a drawing. where to start, how to start, what a composition is.

<span style="font-family: Georgia,serif; font-size: 130%;">Session 3) Working with shapes to compose a drawing.



Blind and modified contour w/contour drawings. Notice one is just shape, the other has the addition of contour lines which shows form.

<span style="font-family: Georgia,serif; font-size: 130%;">Gesture: <span style="font-family: Georgia,serif; font-size: 130%;">Session 1) Intro to gesture dwg. and practice. <span style="font-family: Georgia,serif; font-size: 130%;">Session 2) finished gesture drawing with values.

A gesture line drawing

<span style="font-family: Georgia,serif; font-size: 130%;">Session 3: students will complete a modified contour drawing in pencil or pen, 12 x 18 paper. <span style="font-family: Georgia,serif; font-size: 130%;">Session 4: students will complete a gesture drawing in pencil or pen, 12 x 18 paper. <span style="font-family: Georgia,serif; font-size: 130%;">Session 5: using different colors of pencil or crayon, students will complete a gesture drawing, 12x 18 paper. Shapes maybe defined with color or forms may be defined w/ watercolor.

<span style="font-family: Georgia,serif; font-size: 130%;">__**Assessment:**__ <span style="font-family: Georgia,serif; font-size: 130%;">a) Guide critique: What constitutes a line? <span style="font-family: Georgia,serif; font-size: 130%;">What does it do? What can it do? <span style="font-family: Georgia,serif; font-size: 130%;">What makes the line drawing interesting? <span style="font-family: Georgia,serif; font-size: 130%;">Compare the drawings of Matisse Morandi and Giacometti. What do you find is at their core? What makes the line work? <span style="font-family: Georgia,serif; font-size: 130%;">b) Discuss and evaluate line quality and characteristic. <span style="font-family: Georgia,serif; font-size: 130%;">c) Define what the line is doing. <span style="font-family: Georgia,serif; font-size: 130%;">d) Establish a vocabulary of lines. <span style="font-family: Georgia,serif; font-size: 130%;">e) Establish a difference between a wet line (brush) and a dry line. (Pencil) <span style="font-family: Georgia,serif; font-size: 130%;">f) Possible visual or written quiz.

<span style="font-family: Georgia,serif; font-size: 130%;">__Final Project__ <span style="font-family: Georgia,serif; font-size: 130%;">__Line Drawings of Flowers using Expressive Gestural Line__ <span style="font-family: Georgia,serif; font-size: 130%;">Objective: Exploring line <span style="font-family: Georgia,serif; font-size: 130%;">Students will: <span style="font-family: Georgia,serif; font-size: 130%;">Project 1 <span style="font-family: Georgia,serif; font-size: 130%;">a) Produce 1 finished line drawing using contour concepts from observation using continuous and contour line. David Hockney <span style="font-family: Georgia,serif; font-size: 130%;">Project 2 <span style="font-family: Georgia,serif; font-size: 130%;">a) Produce a crayon/resist drawing using expressive line in varying colors. <span style="font-family: Georgia,serif; font-size: 130%;">b) Finishing will be watercolour or wet line to create a resist.



<span style="font-family: Georgia,serif; font-size: 130%;">Materials: <span style="font-family: Georgia,serif; font-size: 130%;">11x16 paper white paper, pencils, crayons, watercolor <span style="font-family: Georgia,serif; font-size: 130%;">. <span style="font-family: Georgia,serif; font-size: 130%;">Artist: Paul Cezanne

<span style="font-family: Georgia,serif; font-size: 130%;">Assessment: <span style="font-family: Georgia,serif; font-size: 130%;"> a) Tie into objectives\ <span style="font-family: Georgia,serif; font-size: 130%;"> b) Walk around <span style="font-family: Georgia,serif; font-size: 130%;">c) Finished drawings used above concepts? <span style="font-family: Georgia,serif; font-size: 130%;">d) Principles - contrast, focal point and movement. <span style="font-family: Georgia,serif; font-size: 130%;">e) Elements - line, shape, color, and texture. <span style="font-family: Georgia,serif; font-size: 130%;">f) Critique - What is the line describing? How is this happening? <span style="font-family: Georgia,serif; font-size: 130%;">What were you thinking as you drew? <span style="font-family: Georgia,serif; font-size: 130%;">How were the colors affecting you since only working in B/W? <span style="font-family: Georgia,serif; font-size: 130%;">What has been learned?

<span style="font-family: Georgia,serif; font-size: 130%;">__Line and Still Life__

<span style="font-family: Georgia,serif; font-size: 130%;">__A still life is a composition or arrangement of inanimate objects that could easily be carried in ones arms. At on time still life painting included the spoils of a hunt, small foul, small mammals and fish. A still life was a recording of ones stuff! It was also away to show off ones stuff to ones friends or enemies.__

October

__Elements of art unit__ __–__ __Shape/Form__

<span style="font-family: Georgia,serif; font-size: 130%;">__**Key Concept:** Shape vs. Form__ <span style="font-family: Georgia,serif; font-size: 130%;">__**Objective**__: exploring shape/form <span style="font-family: Georgia,serif; font-size: 130%;">Students will: <span style="font-family: Georgia,serif; font-size: 130%;">a) concentrate on the concept of shape and form. <span style="font-family: Georgia,serif; font-size: 130%;">b) view a series of art pieces using shape and form. They will determine in class which is based in geometric, organic or free form shape.

**__<span style="-webkit-text-decorations-in-effect: none; color: #2727c4; font-size: 24px; font-weight: normal; line-height: 36px;">Celtic Design/Illuminated letters __** <span style="-webkit-text-decorations-in-effect: none; color: #2727c4; font-family: CarbonType; font-size: 24px; font-weight: normal; line-height: 36px;">

<span style="font-family: Georgia,serif; font-size: 130%;">__**Objective**__: Create a Celtic inspired design based upon geometric and organic shapes. <span style="font-family: Georgia,serif; font-size: 130%;">Students will: <span style="font-family: Georgia,serif; font-size: 130%;">a)Use line, shape and form to create a Celtic design. <span style="font-family: Georgia,serif; font-size: 130%;">b)Learn about calligraphy as line and shape. <span style="font-family: Georgia,serif; font-size: 130%;">c)Will create an illuminated style. <span style="font-family: Georgia,serif; font-size: 130%;">d)Apply mechanical design to produce a functional drawing. (If needed)

__**<span style="font-family: Georgia,serif; font-size: 17px;">Sk **__<span style="font-family: Georgia,serif; font-size: 17px; line-height: 25px;"> - 8 thumbnails of celtic inspired designs showing organic or geometric shapes

<span style="font-family: Georgia,serif; font-size: 130%;">__**Procedure**__: <span style="font-family: Georgia,serif; font-size: 130%;">a) History, repros & demo <span style="font-family: Georgia,serif; font-size: 130%;">b) Students create thumbnails of designs-Celtic - __8 total in sketchbooks__. <span style="font-family: Georgia,serif; font-size: 130%;">c) Introduce color to thumbnails one of finished two in class. <span style="font-family: Georgia,serif; font-size: 130%;">f) Begin finished drawing on 9x11 white paper, color pencils <span style="font-family: Georgia,serif; font-size: 130%;">g) Backgrounds should be a muted pattern.

__**<span style="color: #0000ff; font-family: Georgia,serif; font-size: 130%;">Project 1: **__**<span style="color: #0000ff; font-family: Georgia,serif; font-size: 130%;"> Ferns - observational dwg. ** <span style="font-family: Georgia,serif; font-size: 130%;">__Session 1__ Observation, draw in ink ferns and practice an organic technique of painting. <span style="font-family: Georgia,serif; font-size: 130%;">__Session 2__ When finished create a composition using brush to mimic ferns. When dry draw ferns over painted areas to cr

<span style="font-family: Georgia,serif; font-size: 130%;">Assessment: <span style="font-family: Georgia,serif; font-size: 130%;">a) Tie into objectives. <span style="font-family: Georgia,serif; font-size: 130%;">b) shape and form by use of design - geometric or organic shapes/forms <span style="font-family: Georgia,serif; font-size: 130%;">c) Readability/line work/intro of color <span style="font-family: Georgia,serif; font-size: 130%;">d) Creative letter or design <span style="font-family: Georgia,serif; font-size: 130%;">e) Craftsmanship <span style="font-family: Georgia,serif; font-size: 130%;">f) Crit. Student led. <span style="font-family: Georgia,serif; font-size: 130%;">CCS: 1.1b, 1.2,1.4a/b.

<span style="color: #6d110f; font-family: Georgia,serif; font-size: 130%;">See Celtic Art in gallery. .

Mid October

**__Over Lapping Shapes-__**

<span style="font-family: Georgia,serif; font-size: 130%;">__**Project - using shapes to create a free form piece.**__

<span style="font-family: Georgia,serif; font-size: 130%;">__**Procedure:**__ <span style="font-family: Georgia,serif; font-size: 130%;">Students will: __<span style="font-family: Georgia,serif; font-size: 130%;">Session 1 __ <span style="font-family: Georgia,serif; font-size: 130%;">a) draw over lapping shapes -these could be images, letters, Geometric or organic shapes... <span style="font-family: Georgia,serif; font-size: 130%;">b) develop a way of copying the same shape at least 6 times This could be using carbon paper, charcoal, xerox, cut outs, stencils... __<span style="font-family: Georgia,serif; font-size: 130%;">Session 2 __ <span style="font-family: Georgia,serif; font-size: 130%;">c) add media/collage/color to the piece <span style="font-family: Georgia,serif; font-size: 130%;">d) Objects to consider – tools, vase, fruits, clouds

<span style="color: #ff0000; font-family: Georgia,serif; font-size: 130%;">SK- Draw simple objects (lemons) in contour and over lap shapes. color their shapes. Do the same and use B&W. How do they change?

<span style="font-family: Georgia,serif; font-size: 130%;">__**Materials**__ : 16 x24 paper, color pencil, oil oastel, chalk pastel paint.

<span style="font-family: Georgia,serif; font-size: 130%;">__**Artists**__; Donald Sultan, Morandi

<span style="font-family: Georgia,serif; font-size: 130%;">__**Assessment**__: <span style="font-family: Georgia,serif; font-size: 130%;">a) Tie into objectives. <span style="font-family: Georgia,serif; font-size: 130%;">b) Over all composition, free form shapes, shapes created <span style="font-family: Georgia,serif; font-size: 130%;">c) use of pictorial space d) use of color to set a temp./ mood <span style="font-family: Georgia,serif; font-size: 130%;">d) repetitive shape copy/ stencil? <span style="font-family: Georgia,serif; font-size: 130%;">e) craftsmanship <span style="font-family: Georgia,serif; font-size: 130%;">f) crit. <span style="font-family: Georgia,serif; font-size: 130%;">ccs1.1b,1.2,1.4a/b