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Visual Art
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  Welcome Student-Artists to Visual Art !

By successfully completing this full year visual art course, you will fulfill your University of California / Cal State "F" requirement for college admission.

Take a few moments to look around the site. It has your syllabus, extra credit projects, tips on how to write about art, examples of famous artwork, a student gallery and more. The site was created to help support your classroom practice and your sketchbook work.

Visual Art A/B has been designed to promote both natural and digital skills to become the first step in a pathway to advanced courses such as Digital Art or Drawing & Painting. Students who show interest and skill in Visual Art A/B will be able to choose from these advanced courses.

If you choose Digital Art next year, you will become part of a pathway towards advanced courses such as Advanced Digital Art & Photo, Honors Film & Photography or AP 2-D Digital Design.

FALL SPRING
U1: Drawing Your World U4: Disproportionate Human
U2: Photographic World U5: Sculpture Tableaux
U3: Utopian Space U6: Portrait Mask / Box
WINTER BREAK
U7: Portfolio Presentation

 
 
art lessons
arts advocacy
developing ideas

BASIC WEEKLY SCHEDULE

    MONDAYS - SCHOLAR (Using Art History & Vocabulary)

      1. Sketchbook See Wonder Think / Comparisons / Think Aloud / Ideation Sketches (10)
      2. Sketchbook Homework evaluation - write / discuss (10)
      3. Sketchbook - Art History Close Reading / Think Alouds with Partner / Vocabulary (20)
      4. Evaluation of class work (5 mins)

    TUEDAYS / WEDNESDAYS - SCHOLAR ARTIST (Connecting Art & Ideas)

    ACADEMIC
    1. Warm-up 3 parts – See Wonder Think / Quick Write, Quick Sketch (15)
    2. Hook (Essential Question) – art examples, student / teacher generated (8)
    3. Act I Critique Using Vocabulary - Write a Critique / Pair Share (12)
      OR
    4. Act I Reading Art Talk / Art Through the Ages - Discussion (12)
    5. Act II PowerPoint Socratic Lecture / Video – CYU / Pair Share (12)
      Break
    AESTHETIC
    1. Demonstration art skills - drawing, writing, reading (10)
    2. Sketchbook/Camera Practice drawing, writing, painting, image making (10)
    3. Studio Work Independent work - connecting vocabulary to art (25)
    4. Field Journal Evaluation of class / work (6)

    THURSDAYS / FRIDAYS - ARTIST STUDIO (Art Ideas become Artmaking)

    ACADEMIC
    1. Sketchbook Automatic Creative Writing / Thumbnails / Agenda (10)
    2. Sketchbook Connecting Vocabulary (10)
    3. Sketchbook Discuss / Practice (15)
      Break
    AESTHETIC
    1. Studio work Creating / Designing (45)
    2. Evaluate your work in your journal / create plan(10)
    3. Weekend Homework (5)


SKETCH
book

  1. Bring sketchbook to every class
  2. Number each page (only front)
  3. Leave first 7 pages blank; 1) blank; 2) Student Goals; 3) Sketchbook Checks; 4) Unit 1 Vocabulary; 5) Critique Methods; 6) Idea Sheet; 7) Blank
  4. Begin on Page 8
  5. Surround each drawing with a border
  6. Lesson number, date and title each sketchbook page
  7. Bring pencils / erasers to every class
  8. Work with a partner in case of absence
  9. Abstract drawing practice examples here
  10. Review basic drawing skills here

ART Rules

  1. No trite or boring drawings hearts, peace signs, unicorns, suns with faces, etc.
  2. No final photos taken on campus or as part of vacation
  3. No tracing or copying of another's artwork
  4. No wasting of paint and materials; mix only the amount of paint you need
  5. Bring your journal / sketchbook to every class
  6. Be creative / do not copy but develop ideas
  7. Comic book / Anime style is ok as long as you don't copy but expand and develop.

HOMEwork

  1. Homework is assigned every weekend
  2. Homework will require drawing, photography and research / writing
  3. The assignments will be posted online
  4. Homework grading will be based on time (90 min - A; 60 min - B; 30 min - C)
  5. No late homework - F (50%)

LAB Fee 20. per year

  1. one black design journal
  2. three pencils / one marker
  3. packet of colored pencils
  4. two cyanotype projects
  5. four full color prints / one 11 x 17 poster


TEXTBOOKS

  • ART TALK Rosalind Ragans, 2005
  • Gardners Art Through the Ages, Kleiner / Mamiya, 12th Ed.
  • Gateways to Art Understanding the Visual Arts; DeWitte, Larmann, Shields; AP Edition

GETTY Museum Video Online

FALL SEMESTER Drawing, Photography & 3-D Space
  • UNIT 1 Drawing Your World: Observation vs. Imagination [Still Life / Vanitas]
  • UNIT Objective Students will discover mark making techniques that address concepts of representation and abstraction. After several classes practicing a variety of these drawing techniques such as object drawing exercises from still life setups, students will create a still life drawing- painting that focuses on combining positive and negative space in a creative way. Digital art students will practice basic digital manipulation methods to create a vanitas digital collage that represents their life and themes. (20 classes - 7 weeks )

EXERCISES | FINAL PROJECTS | VOCABULARY | ART HISTORY

  • ESSENTIAL Questions What makes visual art different from other subjects?
    • What are the foundations of art making?
    • What is art? Why make art?
    • How does an artist's intention connect to their work?
    • Why is drawing an important part of general arts education?
    • What are the essential skills of working with image manipulation software?
    • How do skills change from medium to medium?
    • Why is negative space an important part of a composition?
    • Why are photography skills an important part of art making?
    • How can you identify the scientific versus the artistic in an artwork?
    • Where Do Artists Get Their Ideas?

  • ENDURING Understandings
    • Art's meaning and definition change based on intention and the viewer
    • Art fulfills many needs and focuses attention on an idea, image, medium, or principle.
    • Drawing is an essential part of art and design.
    • Observational drawing is a method of close reading your environment.
    • Experimentation of ideas, materials, and methods help artistic development.
    • Visual art-making addresses creative processes unlike any other subject or course.
    • Basic image manipulation skills are an important part of an artists toolbox.
    • Idea Generation through writing is part of the artistic process.
    • Personal style and direction develop from artistic choice.

  • UNIT Content Standards
    • 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
    • 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
    • 2.4 Review and refine observational drawing skills.
    • 3.2 Identify and describe the role and influence of new technologies on contemporary works of art.
    • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.

  • FINAL Projects
    • NATURAL Media
      • Classroom
        • Negative Space Spotlight Still Life Collage Drawing - Example
        • Abstract Vector Drawing Examples: I | II | III
        • Shattered Cubist Drawing - Examples
      • Homework
        • One Zen Fractal / Doodle - Examples
        • One Radial Mandala with choice of medium - Examples
        • Abstract / Non-Objective Drawing - Examples
    • DIGITAL Media in PowerPoint
      • Computer
        • One Personal Vanitas Collage Project - Example
        • One Digital Sumo Mandala - Examples 1 | 2 | 3 | 4 | 5 | 6 | Landscape
        • One Digital Radial Abstract Painting - Example
      • Photography (Homework)
        • One photo using line and perspective as a compositional device (either organic or geometric)
        • One photograph of a still life / objects
      • Advanced Photograph all natural art work / place in PowerPoint
    • CAREER PowerPoint
      • Choice illustrator, concept artist, art critic, art historian, photographer
      • Find one college that has this career as a major
    • PORTFOLIO PowerPoint
      • Photograph final projects
      • Photograph sketchbook examples
      • Add work to PowerPoint
    • UNIT Length August 11 - September 28 (7 weeks)

  • UNIT 1 Rubric

  • AVCHS Core Value Accept Challenges
    (students work through projects and challenges, doing their best work)

  • VOCABULARY - Basic Art Terms; in addtion, terms below
    1. elements of art line, shape, value, form, space, texture, color
    2. drawing a method of artmaking that uses dry media to create a mark
    3. pencil values which pencils are the darkest?
    4. negative space the space around objects which create shapes as well
    5. POV point of view, what you see from where you are standing
    6. symbolism symbols to signify ideas
    7. balance a principle of art; arranging elements so that no one part overpowers another
    8. composition the arrangement of elements in a drawing, painting or photograph
    9. rule of thirds by dividing the picture into 1/3rds, the emphasis is where the lines cross
    10. contour the outline of an object or image
    11. narrative tells a story
    12. foreground the closest part of a composition
    13. background the part of a composition usually behind the foreground
    14. formal balance basic symmetrical balance; architecture often displays formal balance
    15. symmetry method of balance that shows mirror imagery on either side of a central axis
    16. etching a printing process where the artist draws on a plate using a metal implement
    17. credit line work's title, artist, medium, date (description)
    18. subject what is basic content of a work
    19. abstract / non-objective a form that describes reality differently from the natural; little or no recognizable imagery
    20. Feldman Critique description, analysis, interpretation, judgment / evaluation
    21. vanitas Dutch still life painting that has objects pertaining to the transience of life

  • ART History

  • ART Talk Online Review
  • U1 EXERCISES
    • WEEK 1
      "
      A Line is a Dot that went for a Walk." -Paul Klee
      • L1 SCHOLAR ARTIST
        1. Do Now EQ Why be an artist? What makes art important? Why make art?
        2. Art Forum Find a unique work, discuss
        3. Most Influential Art of the 20th Century
        4. Why Drawing? Discuss elements of art
        5. Drawing with your brain Ribbon, Staircase, Molecule
        6. Introduction to ArtTalk / Gardners
      • L2 ARTIST STUDIO
        1. Do Now See Wonder Think / Worksheet
          • 226. Horn Players. Jean-Michel Basquiat. 1983 C.E. Acrylic and oil paintstick on three canvas panels
          • Supplement Charlie Parker's Ornithology
        2. Why is drawing an important part of general art education? Discuss
        3. Review basic drawing skills here
        4. ArtTalk 1 / L1 Credit Line, correct method for answering, favorite work
        5. The Pencil 9b to 9h
        6. Idea Generation mark making, critique, elements of art, experimentation
        7. Drawing Diagnostic Document
        8. Homework Discussed Radial Symmetry Drawing using pencils, colored pencils- organic /geometric shapes
      • Homework None
    • WEEK 2
      • L3 SCHOLAR
      • L4 SCHOLAR ARTIST
        • DO NOW
          • What skills does an artist need?
        • Tuesday / Wednesday
        • Art on the Edge - Goya's Disasters of War - observation / imagination
        • Art Talk 1 / L3 / online support
          • Think Aloud / Summarize / CYU
        • Drawing on the Right Side of the Brain - exercises
          • Multiple contour drawings using blinders on pencils
          • One object close-up
        • DRAWING / Art Talk p. 429 / Help each other practice
          • What are the basic methods of drawing?
            • Drawing Technique 1 How to hold a pencil
            • Drawing Technique 2 Using your arm to draw
            • Drawing Technique 3 Contour / Blind Contour - observation
        • FINAL Drawing one object contour drawing
      • L5 ARTIST STUDIO
        • DO NOW
          • Looking at last year's work, what skills do you need to successfully accomplish your work?
        • HOOK
        • OBJECTIVE
          • Create and compare a variety of drawing strategies on paper and computer
        • SKETCHBOOK Variety of strategies
          • Value Studies 5 values - value strip to sphere
          • Radial Drawing Paper - practice blending
          • Research Shattered Cubist Drawing - Example
          • Object Drawing / Practice
        • PICK UP A COMPUTER FOR EACH TABLE
          • Radial Drawing Sumo Paint - geometric / organic / mixed
        • HOMEWORK I
          • Manila Folder Paper
            • Draw a coffee cup with handle in 5 POVs
            • Optional Creative value studies - Shattered Cubist Drawing - Example
            • Optional Radial Symmetry Drawing Final (using blending and contrast)
          • Photography
            • Take one photo that uses line in the composition
    • WEEK 3
      • L6 SCHOLAR
        • DO NOW See Wonder Think
        • OBJECTIVE
          • Establish academic practices - a. credit line, b. see wonder think, c. denotation - connotation, d. Think Aloud notes, e. annotation
        • ARTTALK 4 / L1 / online support
          • Think Aloud / summary / CYU
        • VOCABULARY
          • Worksheet
          • Word Wall Developing Vocabulary
        • Office Hours Sign Up
        • HOMEwork due on Tuesday / Wednesday
      • L7 SCHOLAR ARTIST
        • DO NOW See Wonder Think
          • 79. Allegory of Law and Grace. Lucas Cranach the Elder. c. 1530 C.E. Woodcut and letterpress; more information
          • Symbolism What you don't know can hurt you...r answer.
          • Table Pick up Gardners Art Through the Ages - pages 665-666
        • OBJECTIVE
          • Connecting academic work with artistic practice working with allegory in art, blending observation with imagination
        • EQ How can you identify the scientific versus the artistic in an artwork?
        • ARTTALK 4 / L2 - online support
          • Skim text together
          • Think Aloud / summary / CYU
          • Activity p.78 - Symbolism / Allegory
        • Vocabulary Worksheets
        • HOMEwork
          • Analysis with partner
          • How to improve or change work
          • Rubric variety, different POVs, balanced composition
        • HOMEwork Completion Radial Drawing
          • Adding shapes
          • Value / Shading
          • Using colored pencils
        • Radial Drawing
          • Add shapes / forms / marks / pattern
          • Materials colored pencils
          • Symmetry Reading
          • Film on Ernst Haeckel (biology / geometry)
          Still Life Practice Setup Using Photography
        • Observational Drawing Practice
        • PENCILS Mark making - H | 2B | 6B
      • L8 ARTIST STUDIO
        • DO NOW
          • Review Draw a sphere, a cone and a box. Add shadow to each. Identify each element of art. Make sure the sketch is balanced.
        • SKETCHBOOK Setup
        • RADIAL Symmetry Drawing
        • STILL Life Setups
          • Photograph still lifes
          • Drawing from life & photographs
        • SKETCHBOOK Drawing from photos, still lifes
        • COMPUTER Work Radial Symmetry
          • SumoPaint Project
            • Create a work using a variety of geometric / organic lines
            • Fill shapes with color Will you be symmetrical?
        • HOMEwork Setup
      • HOMEWORK II
        • Sketchbook
          • Two object composition using line, shape, value and form a cup and an organic object such as a flower, plant, other
        • 9 x 11 Drawing Paper
          • Radial Drawing Freehand
        • Photography
          • Still Life Composition arrange objects on a table
            • Rubric in focus, shows shadow
    • WEEK 4
      • L9 SCHOLAR
        • DO NOW SB 10
          • How is working with natural media different than digital media? Compare each process
        • OBJECTIVE
          • Comparing two types of drawing media/ discussing digital vs. natural methods
        • ARTTalk 3 / L1 / online support
        • See Wonder Think
          • 106. Y no hai remedio (And There’s Nothing to Be Done), from Los Desastres de la Guerra (The Disasters of War), plate 15. Francisco de Goya. 1810–1823 C.E. (published 1863). Etching, drypoint, burin, and burnishing.
          • 134. Memorial Sheet for Karl Liebknecht. Käthe Kollwitz. 1919–1920 C.E. Woodcut.
        • HOMEWORK Reminder / Leave Sketchbook
        • Office Hours Sign Up
        L10 SCHOLAR ARTIST
        • DO NOW SB 11
          • Sketch out one object on table. Add shadow. Add frame / border.
        • OBJECTIVE
          • Students will draw / design from still life objects using and identifying the elements of art and the design principle balance
        • ARTTalk 3 / L2 / online support
        • VOCABULARY Worksheets
        • COMPUTER Work
          • Have you completed all your work?
          • Do you need office hours?
        • STILL Life Setups
          • Natural Final Project Production
          • 8 minute drawings - Move to different tables
          • Photograph still lifes
        • LEAVE Sketchbook / Evaluation
      • L11 ARTIST STUDIO
        • DO NOW SB 12
          • What is the most difficult part of drawing from observation?
          • Why do you think it is important to practice this skill?
        • OBJECTIVE
          • You will be able to create a variety of small projects, natural and digital, revealing understanding of each method
        • SKETCHBOOK
          • Practice ovals / Still Life Objects
        • STILL Life Setups
          • Practice Skills Cup Ovals / Shading
          • Homework discussion
          • What is the most difficult part of drawing?
        • SHATTERED Cubist Drawing
          • Setup / Pencil
          • Draw contour of objects
          • Draw small rectangle, add contour of simple object
          • Add flair at rule of thirds
          • Examples
        • COMPUTER Work
          • Complete Sumo Mandala Work
          • Personal Vanitas Collage Project - Example
      • HOMEWORK III
        • SKETCHBOOK
          • Two full page still lifes
            • Use 3 or more objects sitting on a table
            • Drawing 1 use only line, detail (rubric will address detail)
            • Drawing 2 use line and value
        • 9 X 11 DRAWING Paper
          • Shattered Cubist Drawing - overlapping two or more objects with shattered lines (8 or 10)
        • PHOTOGRAPHY
          • Two photos of one object from different POVs
    • WEEK 5
      • L12 SCHOLAR ARTIST
        • DO NOW SB
          • See Wonder Think Abstract Drawing Pick one example
          • Zen Doodling / Tangling; 3 small rectangles; media markers
          • Films 1 | 2
        • HOOK Abstract Artists - Wassily Kandinsky / Hilma af Klint
        • OBJECTIVE
          • Students will compare the process of drawing from imagination with drawing from observation
        • ACTIVITY I
          • Art Talk 8 / L1 / online support
          • Music Examples of Rhythm
          • Think Aloud with partner Develop your own questions
            • Getting started How is music and art similar? different?
        • ACTIVITY II
          • Vocabulary Voice
            • Speaking with art vocabulary
            • Vocabulary Review 6,7,19
        • ACTIVITY III
          • Search for favorite POV - use viewfinder
          • Photograph still life
          • 20 minute sketching - 5 minutes x 4 sketches
        • ACTIVITY IV
          • Optical Poem by Oskar Fischinger
          • What elements of art are being used? How?
        • ASSESSMENT
          • Benchmark Contour of still life
        • SELF EVALUATION
          • What did you learn?
          • Was the class effective? Why or why not?
          • What might happen next class?
      • L13 ARTIST STUDIO
        • DO NOW SB
          • Zen Fractals / Tangles - 3 small rectangles; media markers
          • Quick Sketch - Three drawings of sea shell - pencil / marker
          • What are the similarities and differences between working from imagination and working from observation?
        • OBJECTIVE
          • Students will determine how to begin their large final composition, making choices about both positive and negative space and the important areas they will spotlight
        • ACTIVITY I
          • Art Talk 8 / L2 - online support
          • Comparison with their work
          • Vocabulary Voice
            • Speaking with art vocabulary
            • Embed definition in sentence
              • Eample My art is abstract because it has no recoginizable images.
            • Vocabulary Review 5,8,10
            • Sketch
        • ACTIVITY II
          • Photography / Rotate / Sketch Still Life
        • ACTIVITY III
          • Large Drawing
            • Quick Drawings Rotation Sketchbooks
            • Photo still lifes
            • POV Viewfinder
            • Border setup
            • Location points
          • Benchmark - Natural Final Project Production Drawing spotlights
        • SELF EVALUATION SB
          • What did you learn?
          • Was the class effective? Why or why not
      • HOMEWORK IV
        • SKETCHBOOK
          • Zen Doodle / Tangle
            • 1/2 page
            • Use pencil / pen
            • Uses organic and geometric shapes
          • One Rotating Contour (4 - 7 overlapping drawings / different sizes / media
        • COMPUTER
          • One experimental Sumo Paint Symmetry Drawing
            • Follow / Break Rules
            • Post in Edmodo
        • Reading What is Drawing? - Develop Three Questions / Test partner
    • WEEK 6
      • L14 SCHOLAR ARTIST
        • DO NOW See Wonder Think
          • 191. The Ardabil Carpet. Maqsud of Kashan. 1539–1540 C.E. Silk and wool
          • How is this work similar to what we have done in the past? Think about our different projects.
        • OBJECTIVE
          • Students will begin their final work by drawing contours of their still life objects, then photographing their chosen still life, using establishing and close up shots, and finally constructing their own digital still life project from found images.
        • ACTIVITY I 40 mins.
          • Choice of location
          • Photography
          • Negative space handout
          • Basic contour of their final still life
        • ACTIVITY II 15 mins.
          • One spotlight at a Rule of Thirds
          • Add two or more spotlights
          • Use compass to draw spotlights
        • ACTIVITY III 25 mins.
        • ACTIVITY IV
          • T-Chart / Comparison Digital Vanitas with Spotlight Drawing
        • LEAVE SKETCHBOOK
        • OFFICE Hours Signup
      • L15 ARTIST STUDIO
        • DO NOW
          • Review sketchbook feedback
          • Sketch out value study strip like one of these
        • OBJECTIVE
          • Students will evaluate their current work and review what they need to do to continue their process. Students will review value / shading techniques. Students will develop digital collage skills to create a vanitas project.
        • ACTIVITY I
          • Review sketchbook
            • End of unit - sketchbook grade
          • Practice value / shading
          • Abstract shapes / forms
        • ACTIVITY II
          • Final Projects
            • Zen Fractal / Tangle
            • Radial Mandala Design
            • Spotlight Drawing
            • Digital Vanitas
            • Digital Sumo Radial Design
        • ACTIVITY III
          • Value Progressive Shading
          • Continue Negative space drawing / add negative space painting
        • ACTIVITY IV
          • Computer Work
      • HOMEWORK IV
        • 9 x 11 DRAWING PAPER
          • One page of Zen Tangling/Doodling
            • Using three or more frames
            • Frames should be different sizes
            • Frames may overlap
            • Consider realistic images, abstract, geometric, organic
        • 9 x 11 DRAWING PAPER
          • Complete your Radial Drawing
            • Value / Colored Pencil / Marker
            • Symmetrical or Asymmetrical
        • PHOTOGRAPHY
          • One close up photo that shows negative space such as a chair, bicycle, window, building, etc.
          • Post in Edmodo
        • LARGE DRAWING
          • Do you need to bring your work home? Evaluate.
          • Continue working on spotlight drawing if necessary
    • WEEK 7
      • L16 SCHOLAR
        • DO NOW
        • OBJECTIVE
          • Students will be able to create a vanitas collage, using software and design skills
        • ACTIVITY I
          • Find one fact about the hiapo.
          • Answer one of your questions about the hiapo.
        • ACTIVITY II
          • Digital Vanitas - Fireworks CS3
            • Digital Skillset
              • Magic Wand
              • Scale / Distort
              • Ctrl-D deselect Magic Wand
              • Black Arrow selection
              • Filters
            • Requirements
              • skull
              • mirror / reflection
              • three additional items
              • shadows
              • backgrounds
              • table label
        • ACTIVITY III
          • Evaluate / Email Vanitas work
      • L17 ARTIST STUDIO
        • DO NOW
          • T-Chart comparison between your digital vanitas and your spotlight drawing.
        • OBJECTIVE
          • Students will learn about basic painting techniques so that they may use these techniques as their own negative space design
        • ACTIVITY I
          • Continue Negative space drawing / add negative space painting
          ACTIVITY II
          • Watercolor
            • Watercolor Tutorial
            • Brushes
              • Keep brushes wet
              • pull when applying paint
            • Techniques
              • Blending by pulling / adding water
              • Light to Dark Colors
              • Tea / Milk / Honey - thin to thick paint
        • ACTIVITY III
          • Continue with spotlight drawing, adding value, and highlighting contour
        • ACTIVITY IV
          • Art History Review here
      • L18 ARTIST STUDIO
        • DO NOW
          • Evaluate your drawing. What do you need to finish?
        • OBJECTIVE
          • Students will complete their spotlight drawing, evaluating what they have done, and adding one suggestion to the work.
        • ACTIVITY I
          • Practice color solid, blending, gradient
          • Watercolor Tutorial
          • Exit Question T-chart - Drawing vs. Painting
        • ACTIVITY II
          • Watercolor Additions
            • Students will complete their spotlight drawing work
            • Consider how you might paint the negative space
              • Add watercolor to drawing
              • Add tempera to drawing
        • ACTIVITY III
          • Final Projects
            • Spotlight Drawing
            • Zen Tangle / Doodle
            • Radial Mandala Design
            • Digital Vanitas
            • Digital Sumo Radial Design
            • Three still life photos - next Tues / Wed
        • ACTIVITY IV
          • Sketchbook
          • Digital Radial Abstract Painting - Example
      • HOMEWORK V
        • Photography - 4 photos
          • Two photos one of a person, one of their shadow
          • Two photos one of the a building, one of a reflection in window of that building
  • CRITIQUE

  • UNIT 2 The Photographic World: Uncovering the Image [Street vs. Computer]

    • UNIT Objective Students artistic practice will address the three C's of photography - concept, composition, craft - by engaging both theory and daily practice. The class process will be flipped where most projects will be generated outside of class. Students will the basic practice of photo techniques and compositional methods. They will create a photo portrait and poster of their environment and community using these traditional and experimental photo techniques. (15 classes - 5 weeks)

      EXERCISES | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions Can a photograph depict the truth?
      • How is the process and product of photography different than drawing?
      • Why is photography an important part of an artists development?
      • What are the basic skills of a photographer?
      • What makes a "good" photograph?
      • Why is photography an important method for representing contemporary society?
      • How is writing connected to photography?
      • Where Do Artists Get Their Ideas?

    • ENDURING Understandings
      • Photographic practice addresses many principles and methods of art.
      • Compositon is an important element in photography and visual art.
      • Digital Darkroom techniques do not change the meaning of an image
      • Image manipulation may change the meaning of a photograph.
      • Juxtaposition of elements in a photograph create meaning and a narrative.

    • UNIT Standards
      • 1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
      • 1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 3.2 Identify and describe the influence of new technologies on contemporary works of art.
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.

    • FINAL Projects
      • DIGITAL Darkroom
        • Photo Basics 5 images / different techniques / their neighborhood / PowerPoint
        • Public / Private Space Three Image B & W Photojournal using Visual Narrative
        • Cyanotypes One mixed media cyanotype
      • DIGITAL Manipulation / Montage
        • Vanitas Redux Re-do vanitas project / add elements, new meaning, filters
        • Choice:
          • The Symbolic Image Two symbolic images that is then manipulated with color, filters, text / narrative / story (work bubbles, title, tells a story)
          • Merger Photo Two or more photos that juxtapose conflicting elements into one photo (add two elements to a background that don't belong - add title)
          • Photo Drawing Diptych Drawing / Collage / manipulated photo (draw a figure to add to a digital background
      • NATURAL Work
        • One cyantype / mixed media
        • One political / cultural photomontage
      • PHOTOGRAPHER Presentation
        • One photographer, one inspired work
      • PORTFOLIO
        • Photograph sketchbook examples
        • Add work to PowerPoint
      • UNIT Length September 29 - November 6

    • UNIT 2 Rubric

    • AVCHS Core Value Value Excellence
      (Care is taken in creating their work)

    • VOCABULARY - Basic Art Terms; in addtion, terms below
      1. elements of art line, shape, value, form, space, texture, color
      2. principles of art balance, contrast, rhythm, movement, harmony
      3. negative space the space around objects which create shapes as well
      4. juxtaposition an act or instance of placing close together or side by side
      5. composition the arrangement of elements in a drawing, painting or photograph
      6. rule of thirds by dividing the picture into 1/3rds, the emphasis is where the divisions cross
      7. photo terms focus, deep space, close-up, wide shot, leading lines, framing, aperture
      8. narrative a method of connecting images or elements in a work
      9. photography the method of capturing a still image
      10. photomontage collage that uses mainly photographic elements
      11. cyanotype is a photographic printing process that produces a cyan-blue print
      12. photojournalism the method of telling a story that connects to a particular issue or event
      13. copyright a legal concept that grants ownership of an image to its creator
      14. fair use the ability to use another's copyrighted material
      15. public domain images no longer protected by copyright laws.
      16. Unit Info Narrative Art, Sequential Art, Photojournalism

      ART History
    • ART Talk Online Review
    • U2 EXERCISES
      • WEEK 8
        • L19 SCHOLAR
          • DO NOW
            • Review the feedback in your sketchbook.
            • Analyze your spotlight painting. What colors and technique will you use to complete your spotlight painting? (gradient, solid, blend)
          • OBJECTIVE
            • Students will complete their spotlight drawing, evaluating their work.
          • ACTIVITY I
            • Complete your Spotlight Drawing
            • Sketchbook Review
          • ACTIVITY II
          • ACTIVITY III
            • Review all projects for this week
            • Photo Assignment Review
          • ACTIVITY IV
        • L20 SCHOLAR ARTIST - Transition Class
            • Students will compare the processes of drawing and collage with the process of photography and discuss the significant similarities and differences.
          • HOOK
            • List the traits of drawing & photography | T-Chart Comparison
            • Discuss different methods - drawing / photography
          • ACTIVITY I
          • ACTIVITY II
            • The Three C's Chart for Photography
              • Craft: in focus, method(black &white, color), space
              • Composition: rules of thirds, proximity, emphasis, leading lines
              • Concept: denotation / connotation - to infer (see wonder think)
            • Graciela Iturbide PDF
            • Henri Cartier-Bresson PDF
            ACTIVITY III
            • Vanitas completion
            • Email final work
        • HOMEWORK Micro Markers
          • Drawing / Painting
            • Zen Doodle - Three Shapes
            • Radial Mandala - Color and / or Value added
          • Photography
            • 5 photos of your neighborhood
            • Post in Tumblr
      • WEEK 9
          • OBJECTIVE
            • Students will complete their Digital Vanitas and review all Unit I final work
          • HOOK
            • Weegee Photos
            • S/W/T
          • ACTIVITY I
            • Digital Vanitas Completion
          • ACTIVITY II
            • Review all Unit I assignments
          • ACTIVITY III
            • Review PowerPoint Final for Unit I
        • L22 SCHOLAR ARTIST - Transition
            • Students will effectively complete their current projects to present at the end of the week.
          • HOOK
            • List of final projects / rubrics for each
          • ACTIVITY I
            • Natural: spotlight drawing, zen fractal, radial mandala, shattered cubist
            ACTIVITY II
            • Digital: Vanitas, Sumo Mandalas, photo homework
          • ACTIVITY III
        • L23 ARTIST STUDIO COMPLETION
          • DO NOW See Wonder Think
            • 127. The Steerage. Alfred Stieglitz. 1907 C.E. Photogravure.
            • Immigration and street photography
          • OBJECTIVE
            • Students will complete their natural work, evaluating their work through a rubric
          • HOOK
            • Review final rubrics
          • ACTIVITY I
            • Students continue with their final painting, removing border, practicing signatures.
          • ACTIVITY II
            • PowerPoint Project: vanitas, sumo mandalas, photography
          • ACTIVITY III
          • HOMEWORK
            • Three images connected using a compositional device
            • One object photographed in three different environments
      • WEEK 10
        • L24 SCHOLAR
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will evaluate their own Unit 1 work, writing about their work, its process and what elements and principles of art they addressed. Students will evaluate the differences between Unit 1 and Unit 2.
          • HOOK
          • ACTIVITY I
            • Download this artist statement worksheet
            • Annotate/Notes
            • Complete and email to instructor for feedback
            • Radial Mandala: Art Talk, pages 244-245
          • ACTIVITY II
            • Complete natural / digital work
            • Send Final PowerPoint
          • ACTIVITY III
            • Create Tumblr Account
            • Protocol: First Name as part of title
          • ACTIVITY IV
            • Still Life Setups: How to create a still life
            • Flashlight Still Lifes
        • L25 SCHOLAR ARTIST
      • WEEK 11
        • L26 ARTIST STUDIO
          • DO NOW
            • 235. Rebellious Silence, from the Women of Allah series. Shirin Neshat (artist); photo by Cynthia Preston. 1994 C.E. Ink on photograph.
            • Political Art / Feminist Art / Art as Propoganda
            • Digital Darkroom or Photo Manipulation?
          • OBJECTIVE
            • Students will discover photomontage as a political and social method of art making.
          • HOOK
            • Master Photomontage Artist: John Hertzfeld
            • Digital Darkroom or Photo Manipulation?
          • ACTIVITY I
            • Complete Digital Vanitas
              • Rubric:
                • Background effective / filtered
                • Five or more images with well made shadows
                • Images connected to student
                • Mirror reflection with object reflected
                • Text that connects to vanitas / centered
          • ACTIVITY II
            • Evaluate Unit 1 Work - Edmodo
            • Complete PowerPoint Work
          • ACTIVITY III
            • Rebellious Silence / John Hertzfeld / Digital Vanitas
          • HOMEWORK - Reminder
            • Photography
              • Still Life Setups: Construct one home still life; three or more objects, use a mirror with a reflection; examples: 1 | 2
              • Post the best image on Tumblr (Three Cs)
        • L27 SCHOLAR
          • DO NOW See Wonder Think
            • 239. The Crossing. Bill Viola. 1996 C.E. Video/sound installation
            • The Crossing Video
          • OBJECTIVE
            • Students will be able to decipher / evaluate different types of photographic work, using SWT, Three C's, Form/Content, Denotation / Connotation, or Feldman Critique.
          • HOOK
            • Bill Viola
            • Chart: SWT, 3 C's, D/C, Form/Content, Feldman Crit
          • ACTIVITY I
          • ACTIVITY II
            • Tumblr account:
              • First Name / Last Initial / Title; on front page
              • Example: John K's Phoney Photos
            • Complete Digital Vanitas
        • L28 SCHOLAR ARTIST
          • DO NOW
            • “Photography is an immediate reaction, drawing is a meditation.”
              – Henri Cartier-Bresson
            • Reflect on this quote
          • OBJECTIVE
            • Students will work with both digital darkroom and photo manipulations
          • HOOK
            • Working with both techniques as an artist: Dig Dark, Pho Man
            • Shattered Cubist Drawing addition to packet
          • ACTIVITY I
            • Download one of your images from Tumblr
              • Open in Fireworks
              • Digital Darkroom: color correction, contrast, cropping
              • Photo Manipulation: cut/paste, rubber stamp, filters
              • Email results
          • ACTIVITY II
            • Complete Unit I PowerPoint - Post in Edmodo or email
          • ACTIVITY III - Homework
          • ACTIVITY IV - Homework
            • Download this artist statement worksheet
            • Write out a short statement for each Unit 1 project
          • ACTIVITY V
            • Collage Silhouette / Extension
              • Take a photo images from a magazine, glue to inside of silhouette shape, follow contours, use large / medium / small l image
              • add abstract / starburst background
              • Examples
          • ACTIVITY VI
          • REMINDERS
            • Art History Handout - Final Exam will be on Units 1, 2, 3
            • Vocabulary - Final Exam will be on Units 1, 2, 3
            • Practice each over next 10 weeks
            • Sketchbook check next week - Lessons 12-30 plus homework
          • HOMEWORK
            • Unit 1 Artist Statements
            • One Artist One Work One Inspiration - Choose artist / create photo
            • Collage Silhouette / Extension - sun ray graphics
            • Art History Review
      • WEEK 12
        • L29 ARTIST STUDIO
          • DO NOW
            • Review Unit 2 Art History PDF
            • Compare images
            • What knowledge is required for the test? SWT
          • OBJECTIVE
            • Students will decipher a work based on subject, design concepts, as part of their craft and compositional techniques in photography: contrast, balance
          • HOOK
            • Instructor's Photography and Discussion
            • Principles of design: contrast, emphasis, balance
          • ACTIVITY I
            • Art History Review: See Wonder Think
              • See: Two Small, Two Large Detatils
              • Wonder: Two high level questions
              • Think: What is the works intention/meaning? Explain.
            • Principles of design: contrast, emphasis, balance
          • ACTIVITY II
            • Symbolic / Mash-up / Diptych Choice Discussion
              • Placing two images together
              • How to create meaning through juxtaposition.
            • Why is photography an important method for representing contemporary society?
          • ACTIVITY III
          • ACTIVITY IV
            • Homework Photography
            • Digital Silhouette and sun ray effect
          • ACTIVITY V
            • Download this artist statement worksheet
            • Annotate/Notes
        • L30 SCHOLAR ARTIST
          • DO NOW
            • One image from each sheet
            • T-chart comparison
              • Graciela Iturbide
              • Jerry Uelsmann
          • OBJECTIVE
            • Students will learn to apply critique techniques to photography and improve their skills
          • HOOK
            • Digital vs. Natural
          • ACTIVITY I
            • Photo Process
              • Five indoor abstract photos
              • Choose one to manipulate
              • Layers: Color Correction, Black / White, Filters, Invert, Original
          • ACTIVITY II
            • Tumblr Photography
            • camera-phoney.tumblr.com
            • Review projects on PowerSchool
          • ACTIVITY III
          • HOMEWORK
            • Four Photo Portraits: different people
            • Print out your best photo for display - any image
      • WEEK 13
        • L31 SCHOLAR
          • DO NOW
            • Evaluate your semester so far:
              • What have been your strengths?
              • What have been your challenges?
          • OBJECTIVE
            • Students will evaluate their digital and photographic work. They will post work on their Tumblr site; begin their digital art PowerPoint.
          • HOOK
            • Quote: The enemy of photography is the convention, the fixed rules of 'how to do.' The salvation of photography comes from the experiment. (Laszlo Moholy-Nagy)
          • ACTIVITY I
            • Check PowerSchool for missings and future assignments
            • Evaluate your photo work
              • Five photos: community
              • Still Life Setups: Construct one home still life; three or more objects, use a mirror with a reflection; examples: 1 | 2
              • One Artist One Work One Inspiration - Choose artist / create photo
              • Four Photo Portraits: different people
              • Print out your best photo for display - any image
          • ACTIVITY II
          • ACTIVITY III
          • HOMEWORK
            • Printed image for display
        • L32 SCHOLAR ARTIST
          • DO NOW
            • What traits make a good photograph?
            • What/Who did you choose as your inspiration?
          • OBJECTIVE
            • Students will create a PowerPoint of their digital and photographic work
          • HOOK
            • Instructor's inspiration here | Image here
            • Shadow / Silhouette / Contour / Figure Ground
          • ACTIVITY I
            • Review all projects
            • How to receive an "A" in this course
              • Keep up with assignments
              • Follow rubric
          • ACTIVITY II
            • Choose one below: Research online examples / Create a moodboard
              • The Symbolic Image
                • Two symbolic images that are then manipulated with
                  • Color filters, text / narrative / story (word bubbles, title, tells a story
                  • Keywords: two figures photographed in conversation; gestures; figures from a distance, etc.
              • Mash-up Photo
                • Two or more photos that juxtapose conflicting elements into one photo (form or concept)
                  • Keywords: large / small, close / far, poor / rich, smooth / rough, nature / culture, etc.
              • Photo Portrait Diptych
                • Two panels using any two of these items: drawing, collage, painting, computer work, photography
                  • Keywords: mixed media photo portrait
              • Cubist Portrait Mash-up
                • Cut and paste a variety of features into one portrait
                  • Keywords: cubist photo portrait, david hockney photos
          • ACTIVITY III
            • Download one face image
            • Create a 2-4 color GIF
          • ACTIVITY IV
          • ACTIVITY V
            • Digital Work
              • Sun Ray Silhouette Project
        • L33 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will learn the basics of perspective and a specific digital effect, the Warhol Project.
          • HOOK
            • Flipped Classroom Work / Taking Photos
            • Email photos to Tumblr
          • ACTIVITY I
            • Photo Portfolio PowerPoint
            • All Digital Work: Vanitas, Sun Ray Silhouette, Warhol Effect
          • ACTIVITY II
            • Warhol Project
              • Take a portrait photo using this web cam
              • Open in Fireworks
              • Convert photo image into a Warhol-style work
              • Follow instructor's process
          • ACTIVITY III
            • Practice one point perspective
          • HOMEWORK
            • Practice one point perspective here
            • Catch up on photo homework

    • CRITIQUE

  • UNIT 3 Utopian Space: Creating Your World [Multiple Perspectives]

    • UNIT Objective After several classes of linear perspective drawing and aerial perspective painting exercises, students will create a mixed media perspective project that uses scale, perspective, painting techniques, collaged and drawn figures. Students will add elements from their culture, community and personal life.
      (16 classes - 5 weeks )

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions Why do artists need to know how to create space?
      • Which skills and techniques are essential for artistic development?
      • What techniques are necessary for creating 3-d space on a 2-d surface?
      • How would an artist create more contemporary depictions of space?
      • Can an artist make a convincing work of space without using perspective?
      • Where Do Artists Get Their Ideas?

    • ENDURING Understandings
      • Basic art making skills are useful for describing the visable world.
      • To break rules in art, the artist must first learn the rules.
      • Perspective is an important skill when using observational drawing of space.
      • Digital art requires some similar skills and processes to natural art-making.

    • UNIT Standards
      • 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
      • 2.4 Review and refine observational drawing skills.
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 3.2 Identify and describe the influence of new technologies on contemporary works of art.
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

    • FINAL Projects
      • NATURAL Media
        • Mixed-Media Utopian / Dystopian City - example
          • drawing one or two point perspective buildings
          • painting aerial pespective landscape background
          • figures from magazine or drawn
        • Barn Drawing - example
      • DIGITAL Media
          • English Lit Digital Room - example
          • Skyscraper Perspective - examples: 1 | 2
          • Digital Aerial Perspective - example
      • PHOTOGRAPHY / Collage
        • Five Found Foto Cubist Building Collage - example
          • OR
        • Five Fotos - Five photos exhibiting a variety of perspective techniques
      • CAREER Presentation
        • Choose a career: muralist, matte painter, fine artist, comic book artist
      • PORTFOLIO
        • Photograph final project
        • Photograph sketchbook examples
        • PowerPoint on Edmodo
      • UNIT Length November 3 - December 14

    • UNIT 3 Rubric

    • AVCHS Core Value Commit to Learning
      (Never give up Students improve their work through consistent evaluation)

    • VOCABULARY - Basic Art Terms; in addtion, terms below
      • elements of art line, shape, value, form, space, color, texture
      • linear perspective A form of perspective in drawing and painting in which parallel lines are represented as converging so as to give the illusion of depth and distance.
      • 2-D / 3-D / x, y, z axis representations of three dimensions on a 2-D surface
      • aerial perspective creating the illusion of depth, or recession, in a painting or drawing by modulating colour to simulate changes effected by the atmosphere on the colours of things seen at a distance. See Hudson River School
      • principles of art balance, emphasis, contrast
      • sublime in art, the overwhelming feeling one gets when viewing a landscape, cityscape, etc.
      • vanishing point the point where receding lines converge in linear perspective
      • orthogonals receding lines, also called diagonals (z lines)

    • ART History
    • ART Talk Online Review
    • U3 EXERCISES
      • WEEK 14
        • L34 SCHOLAR ARTIST
          • DO NOW
            • How is photography different than drawing? Compare the process of photography to the process of drawing architecture
          • OBJECTIVE
            • Students will compare photography with drawing / architecture.
          • HOOK
            • Perspective photography here
          • ACTIVITY I
            • What techniques are necessary for creating 3-d space on a 2-d surface?
            • ArtTalk 5 L1/2
          • ACTIVITY II
          • ACTIVITY III
            • What are Snapshot Statements? Handouts
              • Two statements, one from each unit
        • L35 ARTIST STUDIO
          • DO NOW
            • Review your art history worksheets
            • Divide each paper - each student takes a different work
          • OBJECTIVE
            • Students will complete a snapshot statement for two art history images using a handout.
            • Review homework
          • ACTIVITY I
            • Divide up the images in your Art History Packet
            • Two images - one from each unit
          • ACTIVITY II
            • Computer Research to complete two snapshot statements
          • ACTIVITY III
            • 20 minute reviews: rotate information among table
          • HOMEWORK
            • Three photos showing perspective / vanishing point - Tumblr
            • Perspective Barn Drawing here
      • WEEK 15
        • L36 SCHOLAR
          • DO NOW See Wonder Think
            • 73. Last Supper. Leonardo da Vinci. c. 1494–1498 C.E. Oil and tempera
            • What are some methods / techniques for creating space?
            • How is photography helpful in working with space and composition?
          • OBJECTIVE
            • Students will review and evaluate perpective skills to construct a 3-D space on a 2-D surface
          • HOOK
            • Idea Generation- How do you create different types of space?
            • How would an artist create more contemporary depictions of space?
          • ACTIVITY I
          • ACTIVITY II
            • Mathematics and Art research
              • Euclid
              • Leonardo da Vinci
            • Research / Writing
          • ACTIVITY III
            • Review Unit I / II Art History Packet
            • Work with table
          • SUMMARY / X-IT
            • What did you learn about perspective?
        • L37 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will compare different methods of creating space. Students will learn how utopian / dystopian space may be created.
          • HOOK
            • Unit 3 Art History Packet
          • ACTIVITY I
            • Unit 3 Packet: Space / Color / Harmony
            • Use one or more of these terms:
              • perspective
              • overlap
              • shadow
              • scale
              • color
              • balance
            • What choices would you make to create a utopian / dystopian artwork?
          • ACTIVITY II
            • Complete packet
            • Utopian / Dystopian Room Drawing
            • What makes a room utopian / dystopian?
          • ACTIVITY III
            • Research Units 1 and 2 by going online
            • Art History PDFs: Unit 1 PDF| Unit 2 PDF
          • SUMMARY / X-IT
            • How might your create a work that shows a utopian world? What elements might you use to create such a world?
        • L38 ARTIST STUDIO
          • DO NOW See Wonder Think
            • 76. School of Athens. Raphael. 1509–1511 C.E. Fresco
            • 122. The Scream. Edvard Munch. 1893 C.E. Tempera and pastels on cardboard.
          • OBJECTIVE
            • Students will construct evidence of the traits of utopian and dystopian architectural space.
          • HOOK
            • Utopian / Dystopian Definitions
            • T-Chart Comparison of both images: School of Athen / The Scream
            • Animal Farm by George Orwell
          • ACTIVITY I
            • T-CHART: Utopian / Dystopian
            • Hint Sheets
          • ACTIVITY II
            • TEXT of The Scream and The School of Athens
            • Connecting words to images
              • Utopian / Dystopian
              • Perspectival vocabulary connection
          • ACTIVITY III
            • Application of ideas: Drawing or Collage
              • Perspective: Symmetrical / Asymmetrical
              • Natural Colors / Distorted Colors
          • PREP / REVIEW
            • Unit 3 PDF
            • Five Minute Review
          • ASSESSMENT HANDOUT
            • Choose two of the assessments
          • HOMEWORK
            • Units 1/2 Art History Review
            • One Point Perspective City Project here
            • Advanced: Dystopian Lanscape here
      • WEEK 16
        • L39 SCHOLAR ARTIST
          • DO NOW
            • None
          • OBJECTIVE
            • Students will work complete an Art History Test and continue with perspective packet work
          • HOOK
            • none
          • ACTIVITY I
            • Art History Quiz: Units 1 / 2
              • 10 images: SWT
          • ACTIVITY II
            • Can an artist make a convincing work of space without using perspective?
          • ACTIVITY III
            • ArtTalk 6 L1/2
          • SUMMARY
        • L40 ARTIST STUDIO
          • Units 1 & 2 Art History Exam - See Wonder Think
      • WEEK 17
        • L41 SCHOLAR
          • DO NOW See Wonder Think
            • 111. Slave Ship (Slavers Throwing Overboard the Dead and Dying, Typhoon Coming On). Joseph Mallord William Turner. 1840 C.E. Oil on canvas
            • Examine space and style
          • OBJECTIVE
            • Students will begin their two point perspective space. They may consider using this as an illustration of their world, a scene from Animal Farm, the school or any environment they inhabit.
          • HOOK
            • Examples of two point perspective
          • ACTIVITY I
            • Perspective set-up - drawing 3-D space
            • Brainstorm ideas: Utopian vs. Dystopian Spaces
          • ACTIVITY II
            • Sketchbook homework - review 2-pt. techniques
          • ACTIVITY III
          • ACTIVITY IV
            • Best Photo Posted - Evaluate
            • Three Cs / Homework
        • L42 SCHOLAR ARTIST
          • DO NOW
            • 109. The Oxbow (View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm). Thomas Cole. 1836 C.E. Oil on canvas.
          • OBJECTIVE
            • Students will continue with their two point perspective work and combine the additional painting technique of aerial perspective
          • HOOK
          • ACTIVITY I
          • ACTIVITY II
            • Painting Practice: Lanscape Design and Aerial Perspective
          • ACTIVITY III
            • Combining forms of space
          • FINAL WORK
            • Add aerial perspective mountains to their space
          • EXIT QUESTION
            • Describe a couple of different methods that create 3-D space.
        • L43 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students continue with their 2-D perspective drawing, adding windows, signs and other elements.
          • HOOK
            • Student examples of previous work
          • ACTIVITY I
            • Drawing a sign on smallest building
            • Two Point Perspective City:
              • four or more buildings
              • sidewalk
              • window and / or door on each building
              • sign
              • mountains / cityscape
              • street
            • Additions:
              • Collaged figures showing scale
              • Aerial perspective
              • Progressive Shading / Adding Value Scale
          • ACTIVITY II
            • Flash Digital Room on Computer
          • FINAL WORK
            • Complete their basic two point perspective DRAWING
          • EXIT QUESTIONS
            • What additional collage figures might you add to your work?
            • How would you make this work utopian? dystopian? School of Athens vs. The Scream - consider figures and the condition of building
          • HOMEWORK
            • Finding three different size full figures, cars, objects to glue into final drawing
            • Catchup on photography - best photo printed in black and white
      • WEEK 18
        • L44 SCHOLAR ARTIST
          • DO NOW
            • Your best photo / printed
            • Sign on lower right
          • OBJECTIVE
            • Students will complete their perspective drawing and add aerial perspective background.
          • HOOK
            • Collage figures examples
          • ACTIVITY I
            • Mixed Media City
              • Four or more buildings
              • Details on bulidings: windows, doors
              • Sidewalk / Street
              • Alleys
            • Materials
              • Pencil drawing
              • Pen outline of buildings / hard pencil
              • Aerial perspective background
          • ACTIVITY II
            • Computer Flash Room with Figures
          • HOMEWORK
            • Two photos: one point-, two point perspective
          • OFFICE HOURS
            • Monday / Tuesday / Wednesday
        • L45 ARTIST STUDIO
          • DO NOW
            • Evaluate your drawing
          • OBJECTIVE
            • Students will complete mixed media work, using all materials necessary.
          • HOOK
            • Review past work
          • ACTIVITY I
            • Complete work: drawing, painting, marker, collage
          • ACTIVITY II
            • Reminder: Monday / Tuesday complete English Lit Digital Room
          • EXTRA CREDIT
            • Attending art show on December 10 - 10 pts.
            • Showing an adult one of your works / explanation - 10 pts.
            • Sketchbook Best Page with clips - place best page out
        • L46 ARTIST STUDIO - ART SHOW
          • DO NOW
            • Review work on Friday
          • OBJECTIVE
            • Photoshop work in Room 201
          • ACTIVITY I
            • Photoshop manipulation
          • HOMEWORK
            • Perspective Building Photos
      • WEEK 19
        • L47 SCHOLAR / L48 SCHOLAR ARTIST
          • DO NOW
            • Discuss differences between digital and natural art
          • OBJECTIVE
            • Students will complete their work with digital art project: Animal Farm
          • ACTIVITY I
            • Complete room piece in Flash
            • Review techniques
          • ACTIVITY II
            • Export Image from Flash
            • Open in Fireworks
          • ACTIVITY III
            • Add silhouettes that connect to Animal Farm (3 or more)
            • Convert to Paths / Add effects
            • Add text / scene / phrase from Animal Farm
            • Research:
          • ACTIVITY IV
            • Analyze this example:
              • Analyze different layers
              • Identify "Composite Paths"
              • Analyze the font and its color / value
            • Create a work illustrating Animal Farm
            • Email final work
          • MONDAY'S HOMEWORK
            • Consider what figures you will use in Animal Farm
        • L49 ARTIST STUDIO - FINAL PERIOD
          • OBJECTIVE
            • Students will create a model for their own hinged figure
          • ACTIVITY I
            • Materials for each student
              • Folder
              • Two sheets of paper
              • Hinges
          • ACTIVITY II
            • Create a quick hinged figure from a variety of shapes
          • ACTIVITY III
            • Ideal / Real / Surreal
            • Hinged Figure Construction
          • WINTER BREAK HOMEWORK
            • Stick Figure in 10 poses
            • Ideal / Surreal Hinged Figure
            • Figure drawing packet / drawing in sketchbook

    • CRITIQUE
SPRING SEMESTER Painting, Sculpture & 3-D Worlds


Homework

  1. Homework is assigned every weekend. Due the following Tuesday.
  2. Homework will require drawing, photography and collage
  3. The assignments will be posted online
  4. Homework grading will be based on effort / time (90 min - A; 60 min - B; 30 min - C)
  5. No late homework - F (40%)

Your Sketchbook

  1. Bring sketchbook to every class
  2. Number each page (only front)
  3. Leave first 5 pages blank
  4. Surround each drawing with a border
  5. Date and title each sketchbook page
  6. Bring pencils / erasers to every class
  7. Work with a partner in case of absence

  • UNIT 4 The (Dis)Proportionate Human [Ideal, Real, Surreal]

    • UNIT Objective After 4 classes of figure drawing exercises, students will demonstrate knowledge and skill with human proportion by creating figures based on an "ideal" while using techniques such as the Golden Mean and the principle of rhythm to create a four panel figure based work, a 1/4th scale hinged figure drawing/sculpture as a template for a collaborative painting composition. Once students have developed skills with proportion, they will learn to distort and create imaginative, surreal hybrid characters.
      (17 classes - 7 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions
      • What is more important - realism or idealism - when rendering human anatomy?
      • How might understanding human anatomy improve an artist's skills?
      • Where does the concept of the ideal figure (beauty) reside in contemporary art?
      • How do you connect the figure to its environment?
      • What are the meanings behind certain poses and expressions in art history?
    • ENDURING Understandings
      • Basic figure drawing skills will help students understand proportion.
      • Repetition of similar art elements creates visual interest.
      • Natural drawing skills will help students with proportional skills on the computer.

    • UNIT Standards
      • 1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
      • 2.4 Review and refine observational drawing skills.
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 3.2 Identify and describe the influence of new technologies on contemporary works of art.
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

    • FINAL Projects
      • NATURAL Media
        • Four Figure Box Stick Figure, Wooden Figure, Skeleton, Hybrid Drawing - example
        • Two Scale Alter Ego Hinged Figures: one in & one out of proportion - examples
      • DIGITAL Media
        • Digital Collage Frankenstein Cybernetic Robot - example
        • Digital Collage / Painted Figure in Space
        • EC / Advanced Sculptris Figure
      • CAREER Presentation
        • Illustrator, fine artist, character designer
      • PORTFOLIO
        • Photograph final project
      • UNIT 4 ART History Quiz
      • UNIT Length January 4 - February 11

    • UNIT 4 Rubric

    • VOCABULARY - Basic Art Terms; in addtion, terms below
      • proportion the relationship of parts to the whole
      • geometric basic shapes with straight edges such as a rectangle, triangle, etc.
      • organic basic shapes that come from nature such as a hand, tree, mountain, etc.
      • ratio relationship between two elements usually in the form of a fraction
      • Golden Mean a method of proportion created during the Renaissance; 11.6
      • idealism addressing the ideal such as figures created based on the Golden Mean
      • realism addressing the real; figures that look natural without improvement
      • surrealism an art movement that addressed the subconcious and dream imagery
      • motif a repeating element such as a shape, color, etc.
      • hybrid a unique form or idea that does not follow rules
      • rhythm random, regular, alternating, flowing, progressive
      • pattern alternating elements
      • cybernetics technology based system as in a robot or creature controlled by technolgy
      • gestalt an integrated whole; cannot be defined as a collection of parts
      • anatomy branch of biology that deals with the structure of organisms and their parts
      • scale size measured against a standard reference
      • distortion out of proportion, manipulated to create an effect
      • color hue, value, saturation
      • color scheme the harmonious combination of colors; monochrome, analogous
      • negative space the space around an object
      • alter ego a second self, a fantasy self, an imaginary self
      • gestalt in art, a unified whole (from psychology)

    • ART History
    • ART Talk Online Review
    • U4 EXERCISES
      • WEEK 1 - Welcome Back!
        • L1 SCHOLAR
          • DO NOW
            • What are some of the art ideas that you remember from Fall Semester?
          • OBJECTIVE
            • Students will review homework assignments to present on Tuesday
            • Students will review their perspective work
          • ACTIVITY I
            • Stick figures; hinged figure; figure photos; magazine images
          • ACTIVITY II
            • Fall Semester Art History Test / Test Corrections
            • Vocabulary Theater Practice
          • ACTIVITY III
            • Space is the Place Art Show Requirements:
              • Four or more works presented:
            • Complete Flash Work - Export Images - PowerPoint
          • ACTIVITY IV
            • Office Hours by Appointment only
            • Sign-up
          • HOMEWORK
            • Final Fall Semester Sketchbook check on Friday - 30 lessons
            • Stick Figure worksheet
        • L2 SCHOLAR ARTIST
          • DO NOW
            • Discuss differences between digital and natural art
          • OBJECTIVE
            • Students will complete their work with digital art room project, complete a skyscraper digital drawing, barn drawing, determine other possible projects and organize for their show
          • ACTIVITY I
            • Flash CS3 Room - Flash example | Digital Room examples: 1 | 2 | 3
            • Review techniques:
              • Bitmap Silhouette -} Convert Marquee to Path
              • Scale Changes
              • Texture / Gradient / Pattern Change
          • ACTIVITY II
            • Convert to Paths / Add effects
            • Add text / scene / phrase from Animal Farm
            • Research:
          • ACTIVITY III
            • Skyscraper Linear Perspective Flash Buildings - examples: I | 2
              • Vanishing Point
              • XYZ Lines
              • Gradients
          • ACTIVITY IV
            • Digital Aerial Perspective Flash example
        • L3 ARTIST STUDIO
          • DO NOW
            • List the steps for drawing a stick figure.
          • OBJECTIVE
            • Students will catch up on several projects: Utopian Drawing, Digital Work, begin Figure Project.
          • ACTIVITY I
            • Sketchbook
              • Stick Figure Development
              • Correct Proportion
          • ACTIVITY II
            • Four Figure Project Begins
              • Stick Figure, Wooden Model, Skeleton, Hybrid
            • Hinged Figure
              • Proportion / Distortion
          • ACTIVITY III
            • Utopian City Work / Rubric
              • 2-D: outline with marker
              • Colorize using paint / colored pencil
              • Value: Adding shading
          • ACTIVITY IV
            • Space is the Place: Art Show Prep: Choose 4 works:
              • Natural works:
              • Digital Works:
              • Digital Photos:
                • Perspective Photos: With figure in a perspectival space
            • Creative Writing / Evaluation
              • Review your work
              • Review Instructor's Creative Text Example
          • HOMEWORK
            • Stick Figure Worksheet
            • Photography: Extreme Perspective with Figure
      • WEEK 2
        • L4 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • Comparison:
              • 34. Doryphoros (Spear Bearer). Polykleitos. Original 450–440 B.C.E. Roman copy (marble) of Greek original (bronze).
              • 60. Chartres Cathedral. Chartres, France. Gothic Europe. Original construction c. 1145-1155 C.E.; reconstructed c. 1194-1220 C.E. Limestone, stained glass.
              • Khan Academy: History of Figure Sculpture
          • OBJECTIVE
            • Students will set up their work for their Friday art show
            • Students will sketch figures and discuss proportion
          • ACTIVITY I
            • Proportion
            • Art Talk: Proportion Reading Online
            • Art History / Vocabulary Theater Practice
          • ACTIVITY II
            • Digital Art:
              • Group Work: Perspective Room with Figures
                • Add a Quote / Title
              • Skyscrapers
                • Add flying silhouette figures
          • ACTIVITY III
            • Find one quote from art quotes here or here
            EXTRA CREDIT
            • Bring a teacher (10 pts.) or student (5 pts.) to art show
            • Sign in for credit
        • L5 ARTIST STUDIO
          • DO NOW
            • List three rules used in figure or face proportions
            • Sketch one frontal face using correct proportions
          • OBJECTIVE
            • Students will work with the second stage of the Four Panel Box, using correct proportion, add value / shading
            • Students will use correct proportion for both a face drawing and their wooden model drawing.
            • Students will complete all Unit 3 projects. See Activity III below.
          • ACTIVITY I
            • Sketchbook
              • Wooden Figures Close-up
              • Wooden Figure Proportion / Shading
              • Blending sticks
          • ACTIVITY II
            • Four Panel
              • Wooden Figure
              • Correct Proportion
          • ACTIVITY III
            • Face Proportion / Distortion
          • ACTIVITY IV
            • Complete all Unit 3 projects
              • Utopian City - Mixed Media on Paper
              • Barn Sketch - Pencil on Paper
              • Animal Farm Room - Flash / Fireworks Digital
              • Skyscraper Dream - Flash / Fireworks Digital
            • Coastal Art Contest here
          • HOMEWORK
            • Photography of three full figures and shadows in different poses
            • Photography: Extreme Perspective with Figure
            • Ten stick figures different poses
      • WEEK 3
        • L6 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • Comparison:
              • 69. David. Donatello. c. 1440–1460 C.E. Bronze.
              • 104. George Washington. Jean-Antoine Houdon. 1788–1792 C.E. Marble.
          • OBJECTIVE
            • Students will draw from a wooden mannequin using correct proportions
            • Students will complete their work for "Space is the Place" show
            • Students will review their homework on the stick / hinged figure
          • ACTIVITY I
            • Sketchbook
              • Four panel wooden mannequin / touching sides / negative space
                • Elements of art used: Line, Shape, Value, Form
              • Figures: Sketching the wooden figure
                • Proportion vs. Distortion
                • Idealism vs. Realism
              • Four Panel Example
          • ACTIVITY II
            • Vocabulary Theater:
              • Students discuss their work / process using perspective
              • Vocabulary sheet
          • ACTIVITY III
            • Digital Work
              • Animal Farm: Digital English Lit Room - add quote
              • Digital Skyscrapers with vector figures
          • FINAL ACT / HOMEWORK
        • L7 ARTIST STUDIO
          • DO NOW
            • Define realism, idealism, surrealism. Hypothesize.
            • Drawing: stick figure
            • Five ways to make a mark with a pencil
          • OBJECTIVE
            • Students will continue with their Four Figure Box project
            • Students will complete any work that is missing
            • Students will create a practice hybrid figure
          • ACTIVITY I
            • Sketch face examples for realism, idealism, surrealism
            • Vocabulary
          • ACTIVITY II
            • Watercolor practice with a wood model in sketchbook
            • Practice hybrid techniques
          • ACTIVITY III
            • Add wooden mannequin figure to Four Panel Project
            • Digital Collage Frankenstein Robot - example
          • HOMEWORK
            • Photo Figures: Three Full Figures in Action
            • Bring in Hinged Figure
            • Check front page of website for all homework
      • WEEK 4
        • L8 SCHOLAR
          • DO NOW See Wonder Think
            • Comparison:
              • 15. Seated scribe. Saqqara, Egypt. Old Kingdom, Fourth Dynasty. c. 2620–2500 B.C.E. Painted limestone.
              • 172. Power figure (Nkisi n’kondi). Kongo peoples (Democratic Republic of the Congo). c. late 19th century C.E. Wood and metal
          • OBJECTIVE
            • Students will continue to work with vocabulary by developing a vocabulary script using specific terms.
          • ACTIVITY I
            • Write a script using the vocabulary on the white board
            • Art History / Vocabulary Theater Practice
          • ACTIVITY II
            • Word Associations for
              • Robot, cybernetics, machines, technology
              • organic, skeletons, organic systems, muscles
          • ACTIVITY III
            • Beauty & Proportion Close Reading
            • Complete for homework - due Tuesday
          • FINAL ACT
            • Create a short script with partner that uses vocabulary
        • L9 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will create a disproportionate hinged figure
            • Students will work on their silhouette-based digital cybernetic creature
          • ACTIVITY I
          • ACTIVITY II
            • Cybernetic Robot Figure
              • Research: Use "white background" as part of your image search
              Team Creation Hinged Figure - Design vs. Experimentation
              • Proportion vs Disproportion
              • How to distort a figure / add elements
              • Collage, Drawing or Painting on the Hinged Figure
          • ACTIVITY III
            • ArtTalk 10 L3
            • Video Why Beauty Matters - The Human Face - I | II (all here)
          • FINAL ACT
            • Homework Reminder
            • Bring in your Hinged Figure
        • L10 ARTIST STUDIO
          • DO NOW
            • T-Chart Comparison - PowerPoint
              • Pablo Picasso vs. Henry Moore
              • Vesalius vs. Alberto Giacometti
              • Figure Proportion vs. Figure Distortion
          • OBJECTIVE
            • Students will work with both their four figure box and proportionate / distorted figures
          • ACTIVITY I
            • Figure Quiz: Skeleton / Stick Figure / Wooden Model
          • ACTIVITY II
            • Disproportionate Hinged Figure
            • Team Creation Hinged Figure - Design vs. Experimentation
              • Proportion vs Disproportion
              • How to distort a figure / add elements
              • Collage, Drawing or Painting on the Hinged Figure
          • ACTIVITY III
            • Figure drawing: Wood Model
            • Silhouette Robot
          • HOMEWORK
            • Photography: Three Figures with Shadows
            • Bring in hinged figure
      • WEEK 5
        • L11 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will begin their proportional skeleton
            • Students will evaluate what may be missing from their work
          • ACTIVITY I
            • Four Figure Box Hybrid: Skeleton Basics
            • Digital Sculptris - Download Sculptris Basic Figure File
          • ACTIVITY II
            • Build Digital Portfolio:
              • Vanitas
              • Animal Farm Room
              • Living Skyscrapers
              • Cybernetic Robot
          • ACTIVITY III
          • FINAL ACT
            • Evaluate your work
          • HOMEWORK
            • Bring in Hinged Figure
            • Bring in any materials you would like to use for your distorted hinged figure
        • L12 ARTIST STUDIO
          • DO NOW See Wonder Think
            • T-Chart Comparison:
            • 1.What are they? Sculpture, painting, photo, etc.?
            • 2.What is the subject? Figure, landscape, abstract, surreal, figure, etc.?
            • 3.What techniques are used? Abstraction, realism, surrealism, etc.?
            • 4.What are the two or three major elements of art? line, color, etc?
            • 5.What might be the artist’s goal? Story, study, dream, expression, etc.?
          • OBJECTIVE
            • Students will work with their Hinged Figure: proportion and distortion
            • Students will work on the skeleton of their Four Figure Box work
          • ACTIVITY I
            • Hinged Figures
              • Draw hybrid / bones / wood parts on proportioned hinged figure
              • Design a distorted figure on a manila folder / with partner
          • ACTIVITY II
          • ACTIVITY III
            • Evaluate work / discuss Distorted Hinged Figure
        • L13 ARTIST STUDIO
          • DO NOW See Wonder Think
            • Artist: Leon Golub
            • What makes this work interesting / unique?
            • Why did the instructor choose this artist's work?
          • OBJECTIVE
            • Students will complete their projects Four Figure Box and Distorted Hinged Figures
            • Students may complete their Digital Cybernetic Robot
          • ACTIVITY I
            • Complete Proportioned / Distorted Hinged Figure assembly
          • ACTIVITY II
            • Complete Four Panel Box with Hybrid addition
          • ACTIVITY III
            • Review homework - poses in front of white school wall
          • HOMEWORK
            • Photo Work: 3 poses of blurred figure and 3 poses of figure shadows
            • Creative Blur here | Black and White | Use Fotor or other App
      • WEEK 6
        • L14 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • T-Chart Comparison:
              • 129. The Kiss. Constantin Brancusi. 1907–1908 C.E. Limestone.
              • 172. Power figure (Nkisi n’kondi). Kongo peoples (Democratic Republic of the Congo). c. late 19th century C.E. Wood and metal
            • Comparison Questions
              • 1.What are they? Sculpture, painting, photo, etc.?
              • 2.What is the subject? Figure, landscape, abstract, surreal, figure, etc.?
              • 3.What techniques are used? Abstraction, realism, surrealism, etc.?
              • 4.What are the two or three major elements of art? line, color, etc?
              • 5.What might be the artist’s goal? Story, study, dream, expression, etc.?
          • OBJECTIVE
            • Students will evaluate color schemes and their use in art.
          • ACTIVITY I
          • ACTIVITY II
            • Color Schemes: Students will work with color theory using watercolor
          • ACTIVITY III
            • Review the week's work
        • L15 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will be able to compare different works, different images, work on distortion and proportion, and create a work that addresses contradictions.
            • Students will work with their proportion figure, adding elements using pencil and marker.
          • ACTIVITY I
            • Color Scheme: four panel completed
          • ACTIVITY II
            • Hinged Figure Proportion completed
          • ACTIVITY III
            • Hinged Figure I: Drawing / Marker - Add features
            • Hinged Figure II: Drawing / Painting / Marker - Add features
            • Four Panel: Marker / Watercolor - Add splatter watercolor and wash with marker
          • FINAL ACT
            • Review all work
            • Final Painting Design
        • L16 SCHOLAR ARTIST
          • DO NOW
            • Review work / projects
            • Review homework and painting project
          • OBJECTIVE
            • Students will complete the Four Panel Figure and the White Hinged Figure, adding elements and experimenting
          • ACTIVITY I
            • Complete your Four Panel Project
            • Four Panel: Marker / Watercolor - Add splatter watercolor and wash with marker
          • ACTIVITY II
            • Hinged Figure I: Drawing / Marker - Add features / paint
          • ACTIVITY III
            • Distorted Hinged Figure II: What will you do with your large hinged figure? Drawing / Painting / Marker / Collage
          • HOMEWORK
            • Photography:
              • Motion Blur Photography againt white wall
              • Creative Blur here | Black and White | Use Fotor or other App
              • Outside photography - against white background
            • Distorted Hinged Figure:
              • What medium will you add to this work?
              • What story does this figure embody?
      • WEEK 7
        • L17 SCHOLAR ARTIST
          • DO NOW
            • Discuss large hinged figure
            • What is your next step: color, collage, marker
            • What is the name of the figure?
          • OBJECTIVE
            • Students will complete several projects this week: Four Panel, Hinged Figure, Cybernetic Robot
          • ACTIVITY I
            • Complete Four Panel Drawing / Painting
          • ACTIVITY II
            • Complete White Hinged Figure - add elements
          • ACTIVITY III
            • Discuss Large Hinged Figure - collage / drawing / painting
        • L18 SCHOLAR ARTIST
          • DO NOW
            • Discuss large hinged figure
            • What is your next step: color, collage, marker
            • What is the name of the figure?
          • OBJECTIVE
            • Students will complete several projects this week
          • ACTIVITY I
            • Complete large hinged figure
          • ACTIVITY II
            • Complete Digital Cybernetic Figure
          • ACTIVITY III
            • Evaluate work
            • Honors Sketchbook - 15 mins. Monday
        • HOMEWORK
          • Materials Shoe Box (clay, cardboard, wire, etc.)
          • Utopian Colony Members Design
            • What figure might you create?
            • Consider who are the most essential figures in a perfect society.
          • Photography:
            • Motion Blur Photography againt white wall
            • Creative Blur here | Black and White | Use Fotor or other App
            • Outside photography - against white background
          • Distorted Hinged Figure:
            • What medium will you add to this work?
            • What story does this figure embody?

    • CRITIQUE

  • UNIT 5 Utopian Sculpture Garden [A Mixed Media Tableaux]

    • UNIT Objective After several classes of sculpture design exercises, students in groups will work on a clay and cardboard sculpture monuments and assemblage, illustrating a necessary profession for a utopian colony or figure, using representational, geometric and organic forms, that engages different metaphoric and artistic methods. Students will also work on an outdoor public monument that addresses a subject in public education: English, Mathematics, Art, Science, History, Design, Music and Sports. Students will use research of monument styles to determine the methods, the subject and profession and its visual elements to present to the class in March / April.
    • (11 classes - 4 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions
      • How does the choice of medium affect an artwork's content and subject?
      • What are the differences between painting and sculpture?
      • What is the process for designing a sculpture / monument?
      • What principles of art might a sculptor use to make a public work?
      • Where Do Artists Get Their Ideas?

    • ENDURING Understandings
      • Sculpture's design is often determined by the material.
      • Concepts come from intent.
      • Design principles should be considered before creating a work of sculpture

    • UNIT Standards
      • 1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts. .
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 2.5 Create an expressive composition, focusing on dominance and subordination.
      • 3.2 Identify and describe the influence of new technologies on contemporary works of art.
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
      • 5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

    • FINAL Project
      • NATURAL / Digital Display (Partners)
        • Utopian Colony Monument Clay Bust / Cardboard / Painting / Graphics Tableaux
        • Group Sculpture Garden Project
        • Cardboard Profile Mixed-Media Assemblage
        • Mural: Big Paint VA - Table Group Mural Making
      • DIGITAL / Natural Display (Partners)
        • Sculptris Software 3-D Character Design Digital Tableaux - Example
        • Flash Splatter Brush Digital E-scapes with Figure
      • CAREER Presentation
        • Choice: sculptor, character designer, art historian, muralist
      • PORTFOLIO
        • Photograph and present final projects
      • UNIT Length February 19 - March 18

    • UNIT 5 Rubric

    • AVCHS Core Value Honor Ourselves & Others
      (Students give positive, constructive feedback to their peers)

    • VOCABULARY - Basic Art Terms; in addtion, terms below
      • elements of art line, shape, value, form, space, color, texture
      • principles of art rhythm, movement
      • contour drawing line drawing that follows the edge and detail of the subject
      • bust sculpture that is only the head and shoulders of a figure
      • kinetic sculpture sculpture that has inherent movement
      • mixed media a work of art made of more than one medium
      • assemblage a sculpture made of a variety of objects and materials
      • motif repeating elements such as color, shape, or gesture
      • installation art method that requires a space with many elements, objects
      • tableaux a group of models or figures representing a scene from a story or from history
      • in-situ a work of art that is strongly connected to its location
      • GOAR geometric, organic, abstract, representation
      • PALM categories of sculpture - planar, assemblage, linear, modeling
      • Info / Films Tinguely Museum, The Way Things Go (film), Honda Commercial (film)

    • ART History
    • ART Talk Online Review
    • U5 LESSONS
      • WEEK 8
        • L19 SCHOLAR
          • DO NOW
            • Review film: Destino
            • How would you describe this film?
            • What images stuck out to you? What do those images mean?
          • OBJECTIVE
            • Student will complete their White Hinged Figure
          • ACTIVITY I
            • Complete their Hinged Figure
          • ACTIVITY II
            • Partners Vocabulary Script
          • ACTIVITY III
            • Honors Sketchbook
          • HOMEWORK
            • Photography
        • L20 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will look at different types of art and determine the POV and reason for their existence.
            • Students will research the concept of monument to determine how to create both a monument and an anti-monument.
          • ACTIVITY I
            • Research the concept of monument
            • Idea Generation: How many ways can you create a monument? What materials could you use?
          • ACTIVITY II
            • How would you create a utopian world?
            • What political / scientific / artistic people would exist in a utopian world?
          • ACTIVITY III
            • Complete Distorted Hinged Figure
              • Practice work in sketchbook
              • Collage / Paint / Pastel / Marker
          • FINAL ACT
            • Introduction to materials, texture, assemblage, methods
            • Clay vs. Sculptris
            • Digital Textures - Basic shapes, silhouettes
        • L21 ARTIST STUDIO - All Unit 4 Work Completed
          • DO NOW See Wonder Think
            • 93. The Palace at Versailles. Versailles, France. Louis Le Vau and Jules Hardouin-Mansart (architects). Begun 1669 C.E. Masonry, stone, wood, iron, and gold leaf (architecture); marble and bronze (sculpture); gardens.
            • How is your work going to be similar to Versailles?
          • OBJECTIVE
            • Students will look at different types of art and determine the POV and reason for their existence.
            • Students will research the concept of monument to determine how to create both a monument and an anti-monument.
          • ACTIVITY I - Computers
            • Research the concept of monument
            • Idea Generation:
              • How many ways can you create a monument?
              • What materials could you use?
              • Research: UCLA Sculpture Garden
          • ACTIVITY II
            • Research utopia: How would you create a utopian world?
            • What political / scientific / artistic people would exist in a utopian world?
          • ACTIVITY III
            • Complete Natural / Distorted Hinged Figure
              • Sketchbook practice: marker / pastel / watercolor
              • Collage / Paint / Pastel / Marker
          • FINAL ACT
            • Introduction to materials, texture, assemblage, methods
            • Clay vs. Sculptris - Comparison
              • Sculptris Software 3-D Character Design Digital Tableaux - Example
              • Clay Workshop and Setup PowerPoint
          • HOMEWORK
            • Collage monument made of one element (eyes, arms, cars, etc.)
            • Sketch one monument based on one element of the body or figure (shoes, hair, hands, shirt, face, etc.)
      • WEEK 9
        • L22 SCHOLAR
          • DO NOW See Wonder Think
            • 14. Statues of votive figures, from the Square Temple at Eshnunna (modern Tell Asmar, Iraq). Sumerian. c. 2700 B.C.E. Gypsum
            • 17. Great Pyramids (Menkaura, Khafre, Khufu) and Great Sphinx. Giza, Egypt. Old Kingdom, Fourth Dynasty. c. 2550–2490 B.C.E. Cut limestone.
          • OBJECTIVE
            • Students will analyze space using a variety of tools, materials, concepts and techniques.
          • ACTIVITY I
            • Clay Sculpture
        • L23 SCHOLAR ARTIST
          • DO NOW
            • Artists: Noah Purifoy | Claes Oldenburg
            • How might each of these artists construct utopian ideas?
            • What does utopia mean? What examples can you cite?
          • OBJECTIVE
            • Students will discuss the most important figures in a utopian colony. What does it mean to create a utopian world?
          • ACTIVITY I
            • Clay Work Research
          • ACTIVITY II
            • Monument Research: Four differrent styles
            • Subject: Figure and Characteristics
              • What figure well represents your subject?
              • What elements represent your subject?
        • L24 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will research and work with the concept of monument, designing their monuments, reviewing examples and creating sketches.
          • ACTIVITY I
            • Research the concept of monument
            • Idea Generation:
              • How many ways can you create a monument?
              • What materials could you use?
              • Research: UCLA Sculpture Garden
              • Budapest Memento Park Sculpture Garden
            • Create a five image mood board in a PowerPoint
            • Choose favorite image / SWT
          • ACTIVITY II
            • Research utopian writing and who might exist in this environment
            • Research a subject for your outdoor project
            • Email three choices from this list: art, math, science, history, English, sports, music, design
          • ACTIVITY III
            • Clay Work: male / female
              • Smooth surface
              • Hair Design
              • Features
          • ACTIVITY IV
            • Complete Unit 4 Projects: Cardboard Profile, Hinged Figure
          • HOMEWORK
            • Subject / Content Research
            • Research sculpture pedestals and sculpture environments
      • WEEK 10
        • L25 SCHOLAR
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will work on their clay and cardboard monuments. Students will work with their team how to create the figures for both their utopian colony and public sculpture.
          • ACTIVITY I
            • Team Project: Utopian Colony / Public Sculpture
            • Writing: What professions would be in a utopian colony?
          • ACTIVITY II
            • Clay / Cardboard work
          • ACTIVITY III
        • L26 SCHOLAR ARTIST
          • DO NOW
            • 89. Ecstasy of Saint Teresa. Cornaro Chapel, Church of Santa Maria della Vittoria. Rome, Italy. Gian Lorenzo Bernini. c. 1647–1652 C.E. Marble (sculpture); stucco and gilt bronze
            • 243. Darkytown Rebellion. Kara Walker. 2001 C.E. Cut paper and projection on wall.
            • Artist: Robert Arneson
            • Sketch out both projects: Utopian Colony & Public Sculpture
            • Research both subjects
            • DRAWING - one drawing of your sculpture with a background / city
          • OBJECTIVE
            • Students will complete their indoor sculpture project, focusing on their utopian figure, designing a background that addresses the content of their figure.
          • ACTIVITY I
            • Sculpture: structure and creativity
            • Background: Ground made of collage / paint / digital work
          • ACTIVITY II
            • Outdoor public monument
          • ACTIVITY III
            • Evaluation of group work
          • FINAL ACT
            • Group planning
        • L27 ARTIST STUDIO
          • DO NOW See Wonder Think
            • 224. The Gates. New York City, U.S. Christo and Jeanne-Claude. 1979–2005 C.E. Mixed-media installation.
            • Sketch out both of your projects: Utopian Colony & Public Sculpture
            • Write six words that strongly connect to your projects
          • OBJECTIVE
            • Students will continue to work on both projects: Utopian Colony & Public Sculpture
          • ACTIVITY I
            • Discuss how to paint / collage figure
            • Brainstorm - monument / background
          • ACTIVITY II
            • Discuss foreground / background relationships
              • Utopian Colony: Figure and Background
              • Public Sculpture: Figure and Environment
          • ACTIVITY III
            • Digital Sculptris - Download Sculptris Basic Bust File
              • One member: practice Sculptris work
              • Compare with clay work
              Review for final week of production and presentation
          • HOMEWORK
            • Bring-in collage materials
            • Design and plan of utopian colony work
            • Design and plan of outdoor public sculpture
      • WEEK 11
        • L28 SCHOLAR
          • DO NOW See Wonder Think
            • 197. Todai-ji. Nara, Japan. Various artists, including sculptors Unkei and Keikei, as well as the Kei School. 743 C.E.; rebuilt c. 1700. Bronze and wood (sculpture); wood with ceramic tile roofing (architecture).
          • OBJECTIVE
            • Students will construct their backgrounds for their foreground projects
          • ACTIVITY I
            • Discuss final team monument
          • ACTIVITY II
            • Students will construct their background for their sculpture foreground
        • L29 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • 151. Spiral Jetty. Great Salt Lake, Utah, U.S. Robert Smithson. 1970 C.E. Earthwork mud, precipitated salt crystals, rocks,
            • Sketch out your project
          • OBJECTIVE
            • Students will paint both figure and background using a specfic method. Students will learn to integrate both foreground with their background.
          • ACTIVITY I
            • Sketchbook work: colored pencils
          • ACTIVITY II
            • Construct their outdoor sculpture
          • ACTIVITY III
            • Last 20 minutes of class, evaluate work
        • L30 ARTIST STUDIO
          • DO NOW
            • Evaluate utopian colony indoor work
          • OBJECTIVE
            • Students will set up indoor project
          • ACTIVITY I
            • Construct Homework Panels or Sketchbook
          • ACTIVITY II
            • Practice each homework assignment
              • Painting
              • Collage
              • Line Drawing
              • B&W Photo
              • One mixed-media work
              • "I am from" poem
    • CRITIQUE

  • UNIT 5 Utopian Colony Sculpture Garden [A Mixed Media Tableaux]

    • UNIT Objective After several classes of sculpture design and materials exercises, students in teams will work on clay and cardboard sculpture monuments and assemblages, illustrating representational, geometric and organic forms, that engages different metaphoric ideas and artistic methods. Students will also work on an outdoor public monument that addresses a subject in public education: English, Mathematics, Art, Science, History, Design, Music or Sports. Students will use research of monument styles to determine the methods, the subject and profession and its visual elements to present to the class in April. (16 classes - 6 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions
      • How does the choice of medium affect an artwork's content and subject?
      • What are the differences between painting and sculpture?
      • What is the process for designing a sculpture / monument?
      • What principles of art might a sculptor use to make a public work?
      • Where Do Artists Get Their Ideas?

    • ENDURING Understandings
      • Sculpture's design is often determined by the material.
      • Concepts come from intent.
      • Design principles should be considered before creating a work of sculpture

    • UNIT Standards
      • 1.6 Compare and contrast similar styles of works of art done in electronic media with those done with materials traditionally used in the visual arts. .
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 2.5 Create an expressive composition, focusing on dominance and subordination.
      • 3.2 Identify and describe the influence of new technologies on contemporary works of art.
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
      • 5.3 Compare and contrast the ways in which different media (television, newspapers, magazines) cover the same art exhibition.

    • FINAL Project
      • NATURAL / Digital Display (Partners)
        • Utopian Colony Monument Clay Bust / Cardboard / Painting / Graphics Tableaux
        • Group Sculpture Garden Project
        • Cardboard Profile Mixed-Media Assemblage
      • DIGITAL / Natural Display (Partners)
        • Sculptris Software 3-D Novel Character Design Digital Tableaux - Example | On Pedestal
        • Flash Splatter Brush Digital E-scapes with Figure
      • CAREER Presentation
        • Choice: sculptor, character designer, art historian, muralist
      • PORTFOLIO
        • Photograph and present final projects
      • UNIT Length February 19 - April 18

    • UNIT 5 Rubric

    • AVCHS Core Value - Honor Ourselves & Others
      (Students give positive, constructive feedback to their peers)

    • VOCABULARY - Basic Art Terms; in addtion, terms below
      • elements of art line, shape, value, form, space, color, texture
      • principles of art rhythm, movement
      • contour drawing line drawing that follows the edge and detail of the subject
      • bust sculpture that is only the head and shoulders of a figure
      • kinetic sculpture sculpture that has inherent movement
      • mixed media a work of art made of more than one medium
      • assemblage a sculpture made of a variety of objects and materials
      • motif repeating elements such as color, shape, or gesture
      • installation art method that requires a space with many elements, objects
      • tableaux a group of models or figures representing a scene from a story or from history
      • in-situ a work of art that is strongly connected to its location
      • GOAR geometric, organic, abstract, representational
      • PALM categories of sculpture - planar, assemblage, linear, modeling
      • Info / Films Tinguely Museum, The Way Things Go (film), Honda Commercial (film)

    • ART History
    • ART Talk Online Review
    • U5 EXERCISES
      • WEEK 8
        • L19 SCHOLAR
          • DO NOW
            • Review film: Destino
            • How would you describe this film?
            • What images stuck out to you? What do those images mean?
          • OBJECTIVE
            • Student will complete their White Hinged Figure
          • ACTIVITY I
            • Complete their Hinged Figure
          • ACTIVITY II
            • Partners Vocabulary Script
          • ACTIVITY III
            • Honors Sketchbook
          • HOMEWORK
            • Photography
        • L20 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will look at different types of art and determine the POV and reason for their existence.
            • Students will research the concept of monument to determine how to create both a monument and an anti-monument.
          • ACTIVITY I
            • Research the concept of monument
            • Idea Generation: How many ways can you create a monument? What materials could you use?
          • ACTIVITY II
            • How would you create a utopian world?
            • What political / scientific / artistic people would exist in a utopian world?
          • ACTIVITY III
            • Complete Distorted Hinged Figure
              • Practice work in sketchbook
              • Collage / Paint / Pastel / Marker
          • FINAL ACT
            • Introduction to materials, texture, assemblage, methods
            • Clay vs. Sculptris
            • Digital Textures - Basic shapes, silhouettes
        • L21 ARTIST STUDIO - All Unit 4 Work Completed
          • DO NOW See Wonder Think
            • 93. The Palace at Versailles. Versailles, France. Louis Le Vau and Jules Hardouin-Mansart (architects). Begun 1669 C.E. Masonry, stone, wood, iron, and gold leaf (architecture); marble and bronze (sculpture); gardens.
            • How is your work going to be similar to Versailles?
          • OBJECTIVE
            • Students will look at different types of art and determine the POV and reason for their existence.
            • Students will research the concept of monument to determine how to create both a monument and an anti-monument.
          • ACTIVITY I - Computers
            • Research the concept of monument
            • Idea Generation:
              • How many ways can you create a monument?
              • What materials could you use?
              • Research: UCLA Sculpture Garden
          • ACTIVITY II
            • Research utopia: How would you create a utopian world?
            • What political / scientific / artistic people would exist in a utopian world?
          • ACTIVITY III
            • Complete Natural / Distorted Hinged Figure
              • Sketchbook practice: marker / pastel / watercolor
              • Collage / Paint / Pastel / Marker
          • FINAL ACT
            • Introduction to materials, texture, assemblage, methods
            • Clay vs. Sculptris - Comparison
              • Sculptris Software 3-D Character Design Digital Tableaux - Example
              • Clay Workshop and Setup PowerPoint
          • HOMEWORK
            • Collage monument made of one element (eyes, arms, cars, etc.)
            • Sketch one monument based on one element of the body or figure (shoes, hair, hands, shirt, face, etc.)
      • WEEK 9
        • L22 SCHOLAR
          • DO NOW See Wonder Think
            • 14. Statues of votive figures, from the Square Temple at Eshnunna (modern Tell Asmar, Iraq). Sumerian. c. 2700 B.C.E. Gypsum
            • 17. Great Pyramids (Menkaura, Khafre, Khufu) and Great Sphinx. Giza, Egypt. Old Kingdom, Fourth Dynasty. c. 2550–2490 B.C.E. Cut limestone.
          • OBJECTIVE
            • Students will analyze space using a variety of tools, materials, concepts and techniques.
          • ACTIVITY I
            • Clay Sculpture
        • L23 SCHOLAR ARTIST
          • DO NOW
            • Artists: Noah Purifoy | Claes Oldenburg
            • How might each of these artists construct utopian ideas?
            • What does utopia mean? What examples can you cite?
          • OBJECTIVE
            • Students will discuss the most important figures in a utopian colony. What does it mean to create a utopian world?
          • ACTIVITY I
            • Clay Work Research
          • ACTIVITY II
            • Monument Research: Four differrent styles
            • Subject: Figure and Characteristics
              • What figure well represents your subject?
              • What elements represent your subject?
        • L24 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will research and work with the concept of monument, designing their monuments, reviewing examples and creating sketches.
          • ACTIVITY I
            • Research the concept of monument
            • Idea Generation:
              • How many ways can you create a monument?
              • What materials could you use?
              • Research: UCLA Sculpture Garden
            • Create a five image mood board in a PowerPoint
            • Choose favorite image / SWT
          • ACTIVITY II
            • Research utopia and who might exist in this environment
            • Research a subject for your outdoor project
            • Email three choices from this list: art, math, science, history, English, sports, music, design
          • ACTIVITY III
            • Complete Unit 4 Projects
            • Research sculpture pedestals and sculpture environments
          • ACTIVITY IV
            • Clay Work: male / female
              • Smooth surface
              • Hair Design
              • Features
          • HOMEWORK
            • Monument Packet
            • Public Subject Monument
      • WEEK 10
        • L25 SCHOLAR
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will work on their clay and cardboard monuments. Students will work with their team on how to create the figures for both their utopian colony and public sculpture.
          • ACTIVITY I
            • Team Project: Utopian Colony / Public Sculpture
            • Writing: What professions would be in a utopian colony?
          • ACTIVITY II
            • Clay / Cardboard work
          • ACTIVITY III
        • L26 SCHOLAR ARTIST
          • DO NOW
            • 89. Ecstasy of Saint Teresa. Cornaro Chapel, Church of Santa Maria della Vittoria. Rome, Italy. Gian Lorenzo Bernini. c. 1647–1652 C.E. Marble (sculpture); stucco and gilt bronze
            • Sketch out: Utopian Colony & Public Sculpture
            • Research both subjects
          • OBJECTIVE
            • Students will complete their indoor sculpture project, focusing on their utopian figure, designing a background that addresses the content of their figure.
          • ACTIVITY I
            • Instructors Process for Brainstorm and Design
          • ACTIVITY II
            • Outdoor public monument
          • ACTIVITY III
            • Evaluation of group work
          • FINAL ACT
            • Group planning
        • L27 ARTIST STUDIO
          • DO NOW See Wonder Think
            • 224. The Gates. New York City, U.S. Christo and Jeanne-Claude. 1979–2005 C.E. Mixed-media installation.
            • Sketch out your Utopian Colony Figure with Background
            • Write six words that strongly connect to your projects
          • OBJECTIVE
            • Students will continue to work on Utopian Colony Project
            • Students will compare their clay process with working on the computer by designing a figure in Sculptris
          • ACTIVITY I
            • Discuss foreground / background relationships
              • Utopian Colony: Figure and Background
              • Public Sculpture: Figure and Environment
          • ACTIVITY II
            • Digital Sculptris - Download Sculptris Basic Bust File
              • One member: practice Sculptris work
              • Compare with clay work
          • ACTIVITY III
            • Complete painting of sculpture
            • Cardboard Profile Collage
          • ACTIVITY IV
            • Create background using cardboard
            • Connect ideas between foreground sculpture and background
          • ACTIVITY V
            • Review homework
          • HOMEWORK - Sketchbook
            • Collage materials
            • Draw a cityscape with your figure in it
            • Who / what profession or person will be your utopian figure?
      • WEEK 11
        • L28 SCHOLAR
          • DO NOW See Wonder Think
            • 197. Todai-ji. Nara, Japan. Various artists, including sculptors Unkei and Keikei, as well as the Kei School. 743 C.E.; rebuilt c. 1700. Bronze and wood (sculpture); wood with ceramic tile roofing (architecture).
            • Draw a space for your sculpture
            • Describe how you might paint your sculpture
          • OBJECTIVE
            • Students will put together a background and their foreground sculpture. They will discuss how they will paint their project.
            • Students will evaluate their work so far by using a rubric.
          • ACTIVITY I
            • Brainstorm with table how many ways you can paint your figure and background
          • ACTIVITY II
            • Construct your background
          • ACTIVITY III
            • Evaluate work for next class
        • L29 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • 151. Spiral Jetty. Great Salt Lake, Utah, U.S. Robert Smithson. 1970 C.E. Earthwork mud, precipitated salt crystals, rocks,
            • Draw a space for your sculpture
            • Describe how you might paint your sculpture
          • OBJECTIVE
            • Students will complete their sculpture and background
            • Students will write out the meaning and a story about the monument
          • ACTIVITY I
            • Sketch out your sculpture (small)
            • Add color pencil to your work
            • Create a palette of colors before you begin to paint
          • ACTIVITY II
            • Background: Real, ideal or surreal
              • Discuss with partner
              • Discuss color palette
              • Use one / two colors and white
          • ACTIVITY III
            • Paint figure and background
        • L30 ARTIST STUDIO
          • DO NOW
            • Define each using this sentence starter "I will paint using these shapes / colors / methods..."
              • Natural color
              • Abstract
              • Surrealistic
              • Realistic
              • Dream-like
          • OBJECTIVE
            • Students will complete their painted work
            • Students will evaluate their work
          • ACTIVITY I
            • Complete painting using blending techniques
          • ACTIVITY II - 30 mins.
            • Add one additional color or paint in negative space
              • Complete first painting
              • Add compliment to feature
              • Use small brushes for detail
          • ACTIVITY III
            • Discuss homework below
            • Handouts / Sketchbook
          • ACTIVITY IV - 20 mins.
            • Notetaking
              • Painting
              • Collage
              • Line Drawing
              • B&W Photo
              • One mixed-media work
              • "I am from" poem

    • CRITIQUE
SPRING BREAK HOMEWORK - Unit 6: The Alter Ego Portrait / Mask

      Five (5) Portraits / Self Portraits / Examples
      • Use 9 x 12 paper or sketchbook / full page work
      • Rubric: 1) well made; 2) thoughtful; 3) creative interpretation

      • Choose five (5) from the list of nine below: (Number 2 is only one required)

        1. One Watercolor Portrait Painting
        2. One Drawing Portrait using line, shape, value, form, texture
        3. Three B/W Photo Self-Portraits using extreme angles
        4. One Collage Portrait using torn / cut magazine images and colors
        5. One Mixed Media Portrait (uses 2 or more media: pencil, paint, collage, photography)
        6. One twelve line "I am from...." Poem
        7. One Relief Sculpture Portrait using materials other than magazines / photos
        8. One Found Sculpture Portrait - old / new object(s) with paint / marker added
        9. One Sculptris fantasy bust figure

  • WEEK 12
    • L31 SCHOLAR
      • DO NOW Sketchbook
        • List classroom / school rules: sketchbook, do now, bathroom, attention signal, grading / final activity
        • Sketch out your work: Utopian Clay, Cardboard Profile, Sculpture Garden
        • 225. Vietnam Veterans Memorial. Maya Lin,  1982 C.E. granite, 2 acres on Constitution Gardens
      • OBJECTIVE
        • Students will discuss / design outdoor sculpture
        • Students will discuss 3-D monument
        • Students will sketch shapes that connect to concepts / subjects
      • ACTIVITY I
        • Research abstract sculpture online
        • Research subject chosen
      • ACTIVITY II - Email / Graded
      • ACTIVITY III - Journal
        • Team - Brainstorm Grid: Sculpture Garden
          • 2 x 2 Grid: subject, method, representation, elements
          • Discuss: teacher / subject / elements
          • Teacher sends out email to staff about subjects
      • ACTIVITY IV
        • Sculptris Review / composite with background
    • L32 SCHOLAR ARTIST
      • DO NOW
        • Sketch out current work: public sculpture
        • Review homework - Alter Ego Sketchbook Project
      • OBJECTIVE
        • Students will evaluate their final clay sculpture environment
        • Students will analyze and discuss elements of sculpture: GOAR
        • Students will develop methods for drawing, painting, and modeling of a bust
      • ACTIVITY I
        • Evaluate Spring Break Homework for Alter Ego project
        • Leave sketchbooks for Powerschool completion grade
      • ACTIVITY II - Individual Practice
        • Pencil Work - Face and Proportion
          • Elements of art: line, shape, value, form
      • ACTIVITY III - Team Practice
        • Digital Painting Practice
          • Painting I: Using splatter, fluid, outline - example
          • Painting II: Portrait - Web Cam capture using splatter brush, filters and a variety of effects - example
      • ACTIVITY IV - Team Practice
        • Sculptris Team Project
          • Sculptris Software 3-D Character Tableau
    • L33 ARTIST STUDIO
      • DO NOW
        • Review elements for your Sculptris final project
        • Review final project list and new unit project
      • OBJECTIVE
        • Students will work Sculptris figure / environment
        • Students will review necessary digital skills
      • ACTIVITY I
        • Final Sculpture Projects:
          • Utopian Integrated Clay Environment
          • Two Cardboard Projects - Profile and Abstract
          • Sculptris Environment: Integrated Bust in digital space
          • Sculpture Garden Monument - choice of design and materials
      • ACTIVITY II
        • Team member: Sculptris production ideas
          • Types of figures: real, ideal, surreal
          • What makes a figure idea? How do you turn ideal into real? Real into surreal?
          • How do you integrate foreground and background?
          • Character design: basic figure
      • ACTIVITY III
        • Sculptris 3-D Character Tableau Final with Partner
        • Composite in Fireworks:
          • Foreground: Sculpture with Painting / Texture
          • Background Choice: photo, painting, base, ground
      • ACTIVITY IV
        • Sketchbook: Brainstorming for Sculpture Garden
        • Monuments: Sculpture Garden
          • Identify traits for each:
            • Category: utopia/dystopia, a school subject, history, specific concept / genre
            • Sketch out each category above
          • Types of figures: real, ideal, surreal
      • HOMEWORK
        • Spring Break Homework Completed by Tuesday
        • Four sketches - Sculpture Garden Ideas - Focus on subject and symbols
  • WEEK 13
    • L34 SCHOLAR ARTIST
      • DO NOW See Wonder Think
      • OBJECTIVE
        • Students will learn about and create a small notan construction paper project
        • Students design and discuss their sculpture garden project
      • ACTIVITY I
        • Notan Construction Paper Project
          • Materials
            • Construction Paper
            • Scissors
            • Glue Stick
          • Notan examples | video | video
          • Create a small square as base
          • Create sketches: squares and diamonds
          • Consider positive / negative; GOAR (geometric, organic, abstract, representational)
      • ACTIVITY II
        • Sketchbook - Spring Break Homework
        • Leave sketchbook for evaluation
    • L35 ARTIST STUDIO
      • DO NOW
        • List your projects: Utopian Clay, Profile Cardboard, Sculptris Environment, Sculpture Garden
        • Quick Interpretation of each sculpture
      • OBJECTIVE
        • Students will create an abstract sculpture using cardboard, collage, markers, etc.
      • ACTIVITY I
        • Cardboard GOAR / notan / abstract "figure" sculpture
          • Tape / glue construction
          • Color scheme / collage
        • Process
          • Review artist examples: Alexander Calder, David Smith
          • Sketch out one artist example
          • Sketch out shapes: geometric, organic, abstract, representational (connected to subject)
          • Notan shapes (positive / negative)
        • Calder Outdoor Sculpture with Object / Figure
          • 3-5 organic / geometric pieces - example
          • Organic shapes / Geometric shapes / diagonals
          • Interlocking shapes: 3-5 pieces

  • UNIT 6 The Alter-Ego Portrait Mask [ Inside The Identity Box ]
    • UNIT OBJECTIVE After several classes reviewing a variety of media techniques, students will create a sequence of natural media portrait / avatars that follow and break some of the "rules" of facial proportion by exploring a vareity of materials, concepts and methods. Students will design a multi-panel box using pencil, paint, collage, photography, and computer design, representational and abstract forms to create a series of realistic, idealistic and surrealistic portraits and alter-egos. Students will progress towards devising and adding own techniques and creative rules as part of their own unique "portrait" progression. (14 classes - 5 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions
      • Do I exist? How can I prove it?
      • How is the ideal different from the natural?
      • Why do different methods for creating an artwork convey different meaning?
      • What are the differences / similarities between a modern and postmodern world?
      • What are some of the alternatives to traditional portraiture?
      • How do images, symbols, ideas, objects become your self, your portrait?
      • Where Do Artists Get Their Ideas

    • ENDURING Understandings
      • Methods in portraiture can range from traditional to experimental
      • Portraiture can address the symbolic
      • Must understand proportion to create successful traditional portraiture

    • UNIT Standards
      • 1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.
      • 2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
      • 2.3 Develop and refine skill in the manipulation of digital imagery (either still or video).
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 4.4 Articulate the process / rationale for refining and reworking one of their own works of art.
      • 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

    • FINAL Projects
      • NATURAL / DIGITAL Four Pack Opposites Mixed-Media Portrait Box - Example
      • Opposites: utopian / dystopian, color / black & white, inside / outside, etc.
        • Pencil drawing of a face - What is the correct proportion of an ideal face?
        • "I am from..." Poem Silhouette Collage - How can text/poem be a "portrait"?
        • Digital Media Collage Portraits - How do you layer color, image, text into one project?
        • Monochrome Painting - How do you create forms using one color?
        • Mixed Media Tracing Paper Portrait - How do you mix media into one project?
        • 3-D Alter Ego Bust - How do you create a 3-D object on the computer?
        • Sumo Cubist Portrait example
        • Computer Splatter Portrait How does digital painting differ from natural work?
        • B&W Photo Portrait How is photography different from other media?
        • Digital Portrait with costume and story
      • MURAL: Big Paint VA - Table Group Mural Making
      • Evaluation / Statement Worksheet | Example
      • CAREER Presentation
        • Portraitist, photographer, photojournalist
      • PORTfolio
        • Photograph final project
      • UNIT Length April 18-May 20

    • UNIT 6 Rubric

    • AVCHS Core Value Serve & Contribute
      (Students contribute to the Animo Venice community by promoting and participating in an art show)

    • VOCABULARY - Quiz Terms
      • elements of art line, shape, value, form, space, color, texture
      • priniciples of art balance, rhythm, unity
      • alter-ego another or alternate self, often a fantasy self
      • motif repeating elements in a work
      • symmetry equal elements on either side of a central axis
      • silhouette solid outline shape
      • symbolism uses symbols to create greater meaning
      • color schemes monochrome, complimentary, analogous
      • critique description, analysis, interpretation, judgment
      • mixed media a work that uses 2 or more media
      • hybrid a unique work usually using a variety of materials
      • psychology the study of human traits, behavior and the subconcious
      • alter ego a second self, a fantasy self, an imaginary self
      • gestalt in art, a unified whole (from psychology)
      • performance art art form similar to theater which focuses on using art-specific ideas

    • ART History
    • ART Talk Online Review
    • U6 EXERCISES
      • WEEK 14 - Projects Completed / Office Hours
        • L36 SCHOLAR
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will organize their sculpture projects on their table, reviewing what must be done to complete their work:
              • Clay Figure Tableaux
              • Cardboard Profile Collage
              • Sculptris Tableaux
              • Abstract Sculpture
          • ACTIVITY I
            • Review three sculpture projects from the list below:
              • Clay Tableaux: figure and background connected by color and shape
              • Cardboard Profile: completely covered with utoptian / dystopian idea
              • Sculptris Tableaux: foreground / background connected to each other
              • Abstract Sculpture: organic and geometric shapes / negative space
          • ACTIVITY II
            • Google Doc: 40 pts.
              • Grade each on completion: A - completed; C - needs work
              • Grade each on how well made: A - well made; C - needs work
              • Grade each on quality of work: A - fulfills reqs; C - needs work
              • Grade each on originality: A - has original parts; C - mostly copied
        • L37 SCHOLAR ARTIST - Transition
          • DO NOW See Wonder Think
            • 147. Marilyn Diptych. Andy Warhol. 1962 C.E. Oil, acrylic, and silkscreen enamel on canvas.
          • OBJECTIVE
            • Students will write an effective See Wonder Think for the Marilyn Diptych
            • Students will evaluate and complete three sculptural works
            • Collect field trip forms
          • ACTIVITY I
            • See Wonder Think Quiz on Marilyn / Arnolfini painting
          • ACTIVITY II
            • Face drawing connecting to words
          • ACTIVITY III
            • Mini-Face Box Practice / Experiment
          • ACTIVITY IV
            • Complete Abstract Cardboard Project
        • L38 ARTIST STUDIO - Transition
          • DO NOW
            • Idea Generation: Describe traditional and experimental portraiture
            • T-Chart - traditional vs. experimental
          • OBJECTIVE
            • Students will research a variety of methods for creating portraiture, personal identity, imaginary figures, alter egos, surrealism, etc.
          • ACTIVITY I
            • Students will begin to work on their Alter Ego Mask project by reviewing techniques, methods and concepts
          • ACTIVITY I
            • Four Panel Setup Natural v. Digital Art
            • Natural Portraiture - Technique City
            • Additional Projects
              • Identity Poem "I am from..." - template | example
              • B&W Photo Portrait Using Filters
          • ACTIVITY II
      • WEEK 15
        • L39 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • 147. Marilyn Diptych. Andy Warhol. 1962 C.E. Oil, acrylic, and silkscreen enamel on canvas.
            • 235. Rebellious Silence, from the Women of Allah series. Shirin Neshat (artist); photo by Cynthia Preston. 1994 C.E. Ink on photograph.
          • OBJECTIVE
            • Students will learn basic feature and hair drawing.
            • Students will practice photo portraiture.
            • Students will prepare for their Getty Center Field Trip.
          • ACTIVITY I
            • Portrait Drawing
              • Features: eyes, nose, mouth, ears, hair
              • Elements of art: line, shape, value, form
              • Principle of art: balance, proportion
          • ACTIVITY II
            • Review Getty Center Field Trip
              • Behavior: Uniform, viewing of art
              • Groups of 12
              • Handout
        • L40 ARTIST STUDIO - Field Trip to Getty Center
          • DO NOW See Wonder Think ------------------- SKETCHBOOK
            • 235. Rebellious Silence, from the Women of Allah series. Shirin Neshat (artist); photo by Cynthia Preston. 1994 C.E. Ink on photograph.
            • Contemporary Artist Series: In their own words
          • OBJECTIVE
            • Students will work on the next steps for creating portraiture: collage, painting, computer work, etc.
          • ACTIVITY I
            • Four Panel Setup
            • Complete Face Drawing
          • ACTIVITY II
            • Studio Work I
              • Fireworks Non-Objective Art / Design
              • Creating a face with primitives: Example
          • ACTIVITY III
            • From Scissors to Software
              • Male Portrait Template
              • Female Portrait Template
                • Manipluate imagery using filters / eraser / copy paste
            • Copyright Information
              • Basics
              • Fair Use
              • Derivative Works
              • Questions:
                • Can you use other people's imagery?
                • What is one way that allows "use" of other's work?
                • Define copyright
                • Email / share answers
          • FINAL ACT
            • Sculpture Work / Garden Redux
        • L41 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will determine different styles of proportion and its relationship to idealism, realism, surrealism, abstraction, and other methods of representation.
            • Students will discuss their final project:
              • Four Faces outside
              • Own design / projects inside
          • ACTIVITY I
            • Studio Work I: Abstraction
              • Non-Objective Art / Design Lesson Handout
              • Four Panel Setup / Completion / Evaluation
          • ACTIVITY II
          • ACTIVITY III
            • Studio Work III: Photo Portraiture: Web Cam
              • Straight / Manipulated
          • ACTIVITY IV
            • Drawing / Painting / Collage
          • ACTIVITY V
            • Copyright Information
              • Basics
              • Fair Use
              • Derivative Works
              • Questions in Google Doc:
                • Can you use other people's imagery?
                • What is one way that allows "use" of other's work?
                • Define copyright
                • Email / share answers
          • FINAL ACT
            • What do all of your portraits have in common?
      • WEEK 16 - Mural: Big Paint VA - Table Group Mural Making
        • L42 SCHOLAR
          • DO NOW See Wonder Think
            • 105. Self-Portrait. Elisabeth Louise Vigée Le Brun. 1790 C.E. Oil on canvas
          • OBJECTIVE
            • Students will construct their 4 panel box.
            • Students will discuss the different techniques for each project.
            • Students will turn in their head drawing.
          • ACTIVITY I
            • Pencil Drawing Discussion
          • ACTIVITY II
            • Four Panel Box Construction
            • Collaboration: Inside / Outside
          • ACTIVITY III
            • Maquette of final
        • L43 SCHOLAR ARTIST
          • DO NOW
            • What media have you tried? Collage? Watercolor? Acrylic? Photography? Computer art?
          • OBJECTIVE
            • Students will set up their project boxes to create a final work.
            • Students will create head shapes from their template.
            • Students will learn a variety of natural techniques including collage.
          • ACTIVITY I
            • Face drawing / tracing on four pages
          • ACTIVITY II
            • Color Collage Collection: collect 6 pages of magazine images with color
          • ACTIVITY III
            • Adding text to image: your template drawing with text
          • HOMEWORK for AP Students
            • Collage work
        • L44 ARTIST STUDIO - AP European History (Friday)
          • DO NOW
            • Make-up Quiz:
              • 147. Marilyn Diptych. Andy Warhol. 1962 C.E. Oil, acrylic, and silkscreen enamel on canvas.
            • Getty Field Trip Make-up Packet here
          • OBJECTIVE
            • Students will practice using a variety of techniques including watercolor and collage.
          • ACTIVITY I
            • Team: Research handout project
              • Moodboard examples and discussion
          • ACTIVITY II
            • Collage practice on template face
          • ACTIVITY III
            • Watercolor practice on template face
          • HOMEWORK
            • Collage work
            • Tracing Mixed Media
      • WEEK 17
        • L45 SCHOLAR
          • OBJECTIVE
            • Students will continue with their project, using a variety of techniques.
            • Students will add these new techniques to their skill sets.
          • ACTIVITY I
            • Four Panel Review - one element is the same on each work
              • Pencil / Colored Pencil - Color Wheel and Value - dark to light
              • Watercolor Value: Tea Milk Honey
              • Pencil Zen Doodle - connecting foreground with backgrounds
          • ACTIVITY II
            • Make-up Quiz:
              • 147. Marilyn Diptych. Andy Warhol. 1962 C.E. Oil, acrylic, and silkscreen enamel on canvas.
            • Getty Field Trip Make-up Packet here
          • ACTIVITY III
            • Photography Review
          • FINAL ACT
            • Photography - Three Cs: Craft, Composition, Concept
              • Craft: in focus, shows depth, black and white, color
              • Composition: centered, rule of thirds
              • Concept: feeling, point-of-view, expression of subject
        • L46 SCHOLAR ARTIST
          • DO NOW See Wonder Think
          • OBJECTIVE
            • Students will work on parts of their four panel project, experimenting with materials and media.
          • ACTIVITY I
            • Continue with Four Panel Project
          • HOMEWORK
      • WEEK 18
        • L47 SCHOLAR
          • DO NOW
            • Organize your work for the week
          • OBJECTIVE
            • Students will continue their work for the week
          • ACTIVITY I
            • Continue with Four Box Project
          • ACTIVITY II
            • HOMEWORK
              • Four Black and White Self Portraits
          • FINAL ACT / HOMEWORK
            • Continue with homework photography
            • Office Hours: Monday / Tuesday / Thursday
        • L48 SCHOLAR ARTIST
          • DO NOW
            • Construct your box / print out photos
          • OBJECTIVE
            • Students will complete their box for display
            • Students will add four self portraits to the interior of box
          • ACTIVITY I
            • Complete box for display
              • Glue sticks
              • Tape
          • CAREER Presentations
            • Portraitist, photographer, photojournalist
        • L49 ARTIST STUDIO
          • DO NOW
            • Complete project
          • OBJECTIVE
            • Students will evaluate their work and make suggestions for improvement
          • ACTIVITY I
            • Evaluation / improvement
          • HOMEWORK
            • Evaluation Handout
              • Previous work
                • Sculpture
                • 3-D
                • Hinged Figure
                • Digital Robot
            • Choose three previous works for display and evaluation

  • UNIT 7 Portfolio Design & Review
    • UNIT Objective After two classes of project completion, students will build a portfolio for presentation to their critique group. Students will evaluate their own work and have two additional students evaluate their work as well. (8 classes - 3 weeks)

    EXERCISES | FINAL PROJECTS

    • ESSENTIAL Questions
      • What is the criteria for selecting my best work?
      • What work shows the most growth?
      • Do I show consistent work, improvement or a variety of work and levels?

    • ENDURING Understandings
      • Students will determine along with peers what are the best pieces for a portfolio.
      • Portfolio work must have a strong point-of-view, whether its about improvement or strong pieces and levels.

    • UNIT Standards
      • 4.5 Employ the conventions of art criticism in writing and speaking about works of art.
      • 4.4 Articulate the process / rationale for refining and reworking one of their own works of art.
      • 5.4 Demonstrate an understanding of the various skills of an artist, art critic, art historian, art collector, art gallery owner, and philosopher of art (aesthetician).

    • FINAL Projects
      • Portfolio
        • Five Best Works
        • Photographed placed in PowerPoint
      • Evaluation / Statement Worksheet | Example
      • CAREER Presentation
        • Fine Artist
      • PORTfolio
        • Present work to table
      • UNIT Length May 21 - June 1

    • U7 EXERCISES
      • WEEK 19 - PHOTOGRAPHY OF WORK / PRESENTATION
        • L50 SCHOLAR
          • DO NOW
            • Review work from the entire year
            • List the work and your memory of your accomplishments
          • OBJECTIVE
            • Complete your box for a grade
            • Begin your digital final
          • ACTIVITY I
            • Natural Box Completion
          • ACTIVITY II
            • Digital Portraits - Same image / four panel manipulation
          • ACTIVITY III
            • Sketchbook Folding Screen / Box
        • L51 ARTIST STUDIO
          • DO NOW
            • Continue with projects
          • OBJECTIVE
            • Students will continue with work, completing their boxes and PowerPoint
          • ACTIVITY I
            • Boxes / PowerPoint
        • L52 ARTIST STUDIO
          • DO NOW
            • Continue with projects
          • OBJECTIVE
            • Students will continue with work, completing their boxes and PowerPoint
          • ACTIVITY I
            • Boxes / PowerPoint
      • WEEK 20
        • L53 SCHOLAR
          • DO NOW
            • Set up display
          • OBJECTIVE
            • Students will set up their display of boxes: Natural Portrait Box, Sketchbook Display Box/Screen and PowerPoint
          • ACTIVITY I
            • Set up and photograph
          • ACTIVITY II
            • Email display to instructor
          • ACTIVITY III
            • Course is complete
          • FINAL CLASS
            • Survey
            • Evaluation of work
    • CRITIQUE

The mission of Ánimo Venice Charter High School is to prepare students for college, leadership, and life through innovative instruction, a rigorous curriculum, and the use of technology. At Ánimo Venice, we are committed to the education, and social and economic success of students who historically are unlikely to attend and excel at an institution of higher learning. We aim to achieve our mission by creating a student-centered environment that unifies the efforts of family, community, and school to foster life-long learning, cross-cultural competency, social responsibility, and academic excellence.
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