The following list is the semester's work. Please scroll to find the details that fit the current project. Thanks.
Theme 7: Nature
Whether you realize it or not, you are connected to nature. Just as we are linked to nature, so is our art.
Project 1: Cement Leaves
sketchbook assignment for this portion of project were given to students Aug 24.
Vocab: value tempera
shade opaque
tint water-soluble
Sketchbook (Complete all four.)
Whether you realize it or not, you are connected to nature. Just as we are linked to nature, so is our art.
Project 1: Cement Leaves
sketchbook assignment for this portion of project were given to students Aug 24.
Vocab: value tempera
shade opaque
tint water-soluble
Sketchbook (Complete all four.)
- Creating close-up sketches of plants and other forms in nature is a good way to learn about the subject. Take your sketchbook outside if possible. Find a leaf, pine cone or other natural object that interests you. Make some sketches of it. Draw large to fill the page. Include as many small details as possible. (one page)
- Practice simplifying shapes. First draw the natural shape you see – leaf, shell, branch, animal. Then draw it again, but this time leave out some of the detailed areas. Draw it a third time, leaving out even more detail. Try drawing the same shape with only straight lines. As you draw decide what is absolutely necessary. (one page)
3-4. Select one object from nature. Draw the object in several different ways, with various media and colors, from different views and in different light. (two pages)
Studio Work
Create a tempera painting using nature as your inspiration. Fill the paper with your composition. Mix tints and shades of one color for your background. Paint that first. Then mix colors for your positive space. Use the appropriate clean-up procedures each day.
Portfolio
On a separate sheet of paper, in complete sentences, answer the following---
1. What were the media and techniques you used?
2. How did you use the elements and principles?
3. What is the message?
4. How does the artwork express this message?
5. Are you satisfied with the results? Why or why not?
Theme 6: Place
Artworks can depict places - places where we feel comfortable or places where special things happen. There are places to notice, to remember, places from the past, faraway and everyday places, even dreamtime places.
Vocab:
Emphasis-
Space –
Motif-
Sketchbook (Complete all.)
1. Do a series (at least 3) of sketches of the same place, changing the center of interest in each view.
2. Create 2 pastel drawings, each based on careful observation, so that each expresses a mood or feeling very different from the other.
Studio Work Complete Studio 1. Complete 2, 3, or 4 for extra credit.
Studio 1 - How can you express the idea of a secret place, an exciting place, or even a frightening place? Decide whether to show a country place, a city place or somewhere in between. Draw out your idea. What are you emphasizing? What do you want the viewer to notice first? Consider that you will be cutting the shapes out and adjust your drawing accordingly. Trace shapes to light weight cardboard. Cut out. Carefully glue to larger cardboard. Follow instructions to make three prints.
Studio 2 - Many cloth designs and stitched artworks show simplified patterns and figures from nature. Go outside and sketch some plant matter — leaves, flowers, trees, etc. — on a few pages of your sketchbook. Then create a simplified shape to represent each subject. Paint the largest forms first. Think about the brushstrokes that will help show the mood of the place. Choose different size brushes and practice on scrap paper before you finish your final painting.
Studio 3 - Think of an imaginary place to depict, and then use emphasis to show deep space. What part or feature of the work do you want viewers to notice first? Experiment with different color combinations of watercolors or pastels. You might create a colorful and dramatic evening sky and blend colors to show gradual changes.
Studio 4 - Use stencils or found objects to make a map of a place that is special to you. Choose motifs to stand for certain locations. Invent a way to show typical travel routes between areas within your place. Make your map both informative and interesting to look at. Try different ways to repeat the basic motif. Motifs can lock together or form alternating patterns. Practice on scrap to find the best solution.
Evaluation/Portfolio
Think about your printmaking project. On a separate sheet of paper, in complete sentences, answer the following---
1. What were the media and techniques you used?
2. How did you use the elements and principles?
3. What is the message?
4. How does the artwork express this message?
5. Are you satisfied with the results? Why or why not?
Artworks can depict places - places where we feel comfortable or places where special things happen. There are places to notice, to remember, places from the past, faraway and everyday places, even dreamtime places.
Vocab:
Emphasis-
Space –
Motif-
Sketchbook (Complete all.)
1. Do a series (at least 3) of sketches of the same place, changing the center of interest in each view.
2. Create 2 pastel drawings, each based on careful observation, so that each expresses a mood or feeling very different from the other.
Studio Work Complete Studio 1. Complete 2, 3, or 4 for extra credit.
Studio 1 - How can you express the idea of a secret place, an exciting place, or even a frightening place? Decide whether to show a country place, a city place or somewhere in between. Draw out your idea. What are you emphasizing? What do you want the viewer to notice first? Consider that you will be cutting the shapes out and adjust your drawing accordingly. Trace shapes to light weight cardboard. Cut out. Carefully glue to larger cardboard. Follow instructions to make three prints.
Studio 2 - Many cloth designs and stitched artworks show simplified patterns and figures from nature. Go outside and sketch some plant matter — leaves, flowers, trees, etc. — on a few pages of your sketchbook. Then create a simplified shape to represent each subject. Paint the largest forms first. Think about the brushstrokes that will help show the mood of the place. Choose different size brushes and practice on scrap paper before you finish your final painting.
Studio 3 - Think of an imaginary place to depict, and then use emphasis to show deep space. What part or feature of the work do you want viewers to notice first? Experiment with different color combinations of watercolors or pastels. You might create a colorful and dramatic evening sky and blend colors to show gradual changes.
Studio 4 - Use stencils or found objects to make a map of a place that is special to you. Choose motifs to stand for certain locations. Invent a way to show typical travel routes between areas within your place. Make your map both informative and interesting to look at. Try different ways to repeat the basic motif. Motifs can lock together or form alternating patterns. Practice on scrap to find the best solution.
Evaluation/Portfolio
Think about your printmaking project. On a separate sheet of paper, in complete sentences, answer the following---
1. What were the media and techniques you used?
2. How did you use the elements and principles?
3. What is the message?
4. How does the artwork express this message?
5. Are you satisfied with the results? Why or why not?
Cartooning
Diocese of Toledo 1999 Art Course of Study
Students will:
×Use crayon, chalk, pencil, markers
×Shows emotion through facial features
×Creates original cartoon
×Makes poster with lettering
×Uses correct spacing between letters, words and lines: centering
×Conserves art supplies using least amount necessary
×Returns materials to proper places
×Uses proper cleaning procedure for art supplies
×Looks at art in the classroom (books, posters, nature, library, technologies)
Materials:
Paper, pencils, black sharpies, colored pencils, rulers
Procedures:
Follow step by step cartoon drawing on board (2 days)
Practice developing own character (2 day)
Optional: Assign KofC poster requirements – create comic strip for substance abuse poster contest
Lettering
sketchbook assignments: 25 small characters, character development - 7 poses/expressions
Diocese of Toledo 1999 Art Course of Study
Students will:
×Use crayon, chalk, pencil, markers
×Shows emotion through facial features
×Creates original cartoon
×Makes poster with lettering
×Uses correct spacing between letters, words and lines: centering
×Conserves art supplies using least amount necessary
×Returns materials to proper places
×Uses proper cleaning procedure for art supplies
×Looks at art in the classroom (books, posters, nature, library, technologies)
Materials:
Paper, pencils, black sharpies, colored pencils, rulers
Procedures:
Follow step by step cartoon drawing on board (2 days)
Practice developing own character (2 day)
Optional: Assign KofC poster requirements – create comic strip for substance abuse poster contest
Lettering
sketchbook assignments: 25 small characters, character development - 7 poses/expressions
Theme 4: Order and Organization
The organization of an artwork allows viewers to focus on the message and meaning.
Vocab:
Unity –
Variety –
Sketchbook (Complete all 3.)
#13-15.
Select 2 everyday objects that have simple forms and shapes.
Sketch each object. Then arrange the objects into a still-life and make a
3rd sketch. Look for how the items change when they are together. Is
part of one covered up? How have the shadows changed? Show that in your
sketch.
Studio Work
Complete Studio 2. Complete Studio 1 for extra credit.
Studio 2
- Think about Surrealism and the artwork we viewed. Then, create a surrealistic
self-portrait of yourself. What dream-like images will you include?
What true to life information will your portrait reveal about yourself?
What setting will you choose? What clothing, hairstyle, details and background
will express your ideas?
Studio 1 - Use markers and cut paper shapes to show people
involved in an activity. You might
show close-ups of one person or more.
Or you could show many people and poses from afar.
How can you use shapes, colors, lines, or textures to create a unified
artwork?
Portfolio
On a separate sheet of paper, in complete sentences.
Write a short (one page) review of your artwork. How did you use
variety? How did you achieve unity? Explain how it shows good organization.
Discuss what you might change if you were to recreate the
work.
The organization of an artwork allows viewers to focus on the message and meaning.
Vocab:
Unity –
Variety –
Sketchbook (Complete all 3.)
#13-15.
Select 2 everyday objects that have simple forms and shapes.
Sketch each object. Then arrange the objects into a still-life and make a
3rd sketch. Look for how the items change when they are together. Is
part of one covered up? How have the shadows changed? Show that in your
sketch.
Studio Work
Complete Studio 2. Complete Studio 1 for extra credit.
Studio 2
- Think about Surrealism and the artwork we viewed. Then, create a surrealistic
self-portrait of yourself. What dream-like images will you include?
What true to life information will your portrait reveal about yourself?
What setting will you choose? What clothing, hairstyle, details and background
will express your ideas?
Studio 1 - Use markers and cut paper shapes to show people
involved in an activity. You might
show close-ups of one person or more.
Or you could show many people and poses from afar.
How can you use shapes, colors, lines, or textures to create a unified
artwork?
Portfolio
On a separate sheet of paper, in complete sentences.
Write a short (one page) review of your artwork. How did you use
variety? How did you achieve unity? Explain how it shows good organization.
Discuss what you might change if you were to recreate the
work.
ART & THE HUMAN EXPERIENCE
Theme 3: Lessons
Standards for Theme 3: Lessons (Diocesan) Grade Eight
VISUAL AWARENESS
The student:
1. Perceives line
×Finds lines in composition
2. Perceives shape
×Finds shapes in composition
3. Perceives value
×Compares light, various medium, and dark values
×Recognizes gradation from light to dark
6. Perceives space
×Can suggest depth on a flat surface by overlapping
×Identifies positive and negative space
PRODUCTION (Media, Techniques, Technology)
8. Drawing
×Uses crayon, chalk, pencil, markers
×Draws from actual objects by observing nature
×Does contour drawing
×Shades to show light and/or volume
×Experiments with pen and ink, charcoal, oil pastels, and/or dry pastels
×Makes positive and negative stencil to use with crayon and chalk
14. Design and Composition
×Makes balanced asymmetrical design
×Identifies focal point
15. Presentation
×Positions and affixes art work to background (mounting)
×Frames with paper (matting)
18. Maintains Materials
×Conserves art supplies using least amount necessary
×Returns materials to proper places
×Uses proper cleaning procedure for art supplies
19. Art Awareness
×Looks at art in the classroom (books, posters, nature, library, technologies)
×Describes objects and elements in the composition
×Analyzes relationships of elements in the composition
×Discusses classroom works of art using positive comments
×Names medium in art work
×Identifies landscape, seascape, portrait, still life and abstract works of art
×Compares works of art by historical or practicing artists
×Chooses preferred work with explanation of choice
20. Art History
×Becomes aware of how social groups express their values and beliefs through visual art forms
×Becomes aware of major art periods and artists of those periods
×Recognizes the role of the church in producing and preserving art in the western world
ART & THE HUMAN EXPERIENCE
Theme 3: Lessons
“Why am I here?” “What am I supposed to do?” These are common questions. Artworks help give answers. Sometimes the art is religious, historical or political, handing down information to the next generation.
Vocab:
Mural–
Symbol –
Triptych -
Sketchbook (Complete all.) Always use your BEST effort. Label each page: “theme 3: sketch 1", etc. Label any extra work as “extra credit”.
1.-5. Make a series of sketches (at least 5) to show where you are and what you are doing at various times of the day: before school, in morning classes, at lunch, after school, etc. Then design a symbol for each activity that will teach someone you don’t know about your life.
6. Fill a page (or more) with playful ornamental alphabet letters. One alphabet might be plant forms, another might be animals or insects, etc.
Studio Work Complete Studio 3 and 5. Complete 1, 2, or 4 for extra credit.
Studio 3
Design your own stained glass window that “passes down” information that you think is important. How can you express your ideas without words or numbers? Draw the positive shapes on black paper and cut them out. Carefully glue tissue paper behind the cutouts.
Studio 5
Make a folded box with lid and decorate it with symbols that represent meaningful things in your life using the symbols you designed in sketches 1-5.
Studio 1
Create an illuminated manuscript page with one or more decorated capital letters. What might your page teach?
Studio 2
Create a triptych that teaches a lesson.
Studio 4
Make a list of your individual characteristics. What talents do you have? What are your favorite things? Think about yourself as a shape or animal or line or flower. Plan a cut paper collage. Use colored and or texture papers to create a collage that teaches others something about yourself.
Portfolio work to be announced.
Theme 3: Lessons
Standards for Theme 3: Lessons (Diocesan) Grade Eight
VISUAL AWARENESS
The student:
1. Perceives line
×Finds lines in composition
2. Perceives shape
×Finds shapes in composition
3. Perceives value
×Compares light, various medium, and dark values
×Recognizes gradation from light to dark
6. Perceives space
×Can suggest depth on a flat surface by overlapping
×Identifies positive and negative space
PRODUCTION (Media, Techniques, Technology)
8. Drawing
×Uses crayon, chalk, pencil, markers
×Draws from actual objects by observing nature
×Does contour drawing
×Shades to show light and/or volume
×Experiments with pen and ink, charcoal, oil pastels, and/or dry pastels
×Makes positive and negative stencil to use with crayon and chalk
14. Design and Composition
×Makes balanced asymmetrical design
×Identifies focal point
15. Presentation
×Positions and affixes art work to background (mounting)
×Frames with paper (matting)
18. Maintains Materials
×Conserves art supplies using least amount necessary
×Returns materials to proper places
×Uses proper cleaning procedure for art supplies
19. Art Awareness
×Looks at art in the classroom (books, posters, nature, library, technologies)
×Describes objects and elements in the composition
×Analyzes relationships of elements in the composition
×Discusses classroom works of art using positive comments
×Names medium in art work
×Identifies landscape, seascape, portrait, still life and abstract works of art
×Compares works of art by historical or practicing artists
×Chooses preferred work with explanation of choice
20. Art History
×Becomes aware of how social groups express their values and beliefs through visual art forms
×Becomes aware of major art periods and artists of those periods
×Recognizes the role of the church in producing and preserving art in the western world
ART & THE HUMAN EXPERIENCE
Theme 3: Lessons
“Why am I here?” “What am I supposed to do?” These are common questions. Artworks help give answers. Sometimes the art is religious, historical or political, handing down information to the next generation.
Vocab:
Mural–
Symbol –
Triptych -
Sketchbook (Complete all.) Always use your BEST effort. Label each page: “theme 3: sketch 1", etc. Label any extra work as “extra credit”.
1.-5. Make a series of sketches (at least 5) to show where you are and what you are doing at various times of the day: before school, in morning classes, at lunch, after school, etc. Then design a symbol for each activity that will teach someone you don’t know about your life.
6. Fill a page (or more) with playful ornamental alphabet letters. One alphabet might be plant forms, another might be animals or insects, etc.
Studio Work Complete Studio 3 and 5. Complete 1, 2, or 4 for extra credit.
Studio 3
Design your own stained glass window that “passes down” information that you think is important. How can you express your ideas without words or numbers? Draw the positive shapes on black paper and cut them out. Carefully glue tissue paper behind the cutouts.
Studio 5
Make a folded box with lid and decorate it with symbols that represent meaningful things in your life using the symbols you designed in sketches 1-5.
Studio 1
Create an illuminated manuscript page with one or more decorated capital letters. What might your page teach?
Studio 2
Create a triptych that teaches a lesson.
Studio 4
Make a list of your individual characteristics. What talents do you have? What are your favorite things? Think about yourself as a shape or animal or line or flower. Plan a cut paper collage. Use colored and or texture papers to create a collage that teaches others something about yourself.
Portfolio work to be announced.
Theme 2: Identity and Ideals
Diocese of Toledo, 1999 Art Course of Study
Student:
· Three-Dimensional Work
· Constructs with materials (examples: paper, cardboard, boxes, wood, craft sticks, wire, etc.)
· Maintains Materials
· Conserves art supplies using least amount necessary
· Returns materials to proper places
· Uses proper cleaning procedure for art supplies
· Recognizes art is a form of communication in society.
· Discusses possible meanings and feelings expressed in art
· Uses repetition in line, shape, color, texture, etc. in design
· Positions and affixes art work to background (mounting)
· Looks at art in the classroom (books, posters, nature, library, technologies)
· Names subject, objects and elements (line, shape, value, color, texture, space) in composition
________________________________________________________________________
Theme:
Artwork reflects identity and promotes ideals.
Vocab:
identity- who we are as a person
ideals- a view of what the world and the people in it would be like if they were perfect
Sketchbook (Complete all 3.)
1. Fill a page(or more) by practicing drawing the human figure. Ask a friend of family member to pose
for you in a standing position. The overall figure should be about 7 “heads” tall. Sketch the basic shapes.
When you are pleased with the shapes and proportions you may add details. For further practice, ask
the model to take a new pose or use a different model.
2. Sketching and doodling help artists and designers think visually. Experiment with doodles.
Make a sequence of at least 15 doodles. Start with a simple shape like a circle, square or triangle. What
ideas come to mind as you work with the shape? Draw these ideas. Add details.
3. Write a list of words about identity. For instance, you might list words that name or describe a personality, appearance, family or
culture.
Studio - If you could have personal mascot or an animal represent you, what would it be? Think about how animals are used to advertise products or identify sports teams. Think about phrases like “wise as an owl”, fast as a rabbit”, or “busy as
a bee”. Think of your own design not a copyrighted design. Make your sculpture from the materials provided.
Portfolio
Read the questions, then on a separate sheet of paper, in complete sentences, answer the following---
1. Write a detailed paragraph describing the artwork.
2. What is the message?
3. What is the artwork’s message about identity?
4. What is the artwork’s message about ideals?
5. How does the arrangement of the parts help send the message?
______________________________________________________________________________________________________________________
Theme 1: Messages
Artworks are like words and gestures. They convey meaning and people use them to communicate.
Student:
Perceives relationships – Repetition
Perceives line. Finds lines in composition
Drawing- Uses crayon, chalk, pencil, markers
Does contour drawing
Identifies positive and negative space
Uses repetition in line, shape, color, texture, etc. in design
Identifies focal point ·
Identifies symmetrical and asymmetrical balance
Analyzes relationships of elements in the composition
Recognizes a sign and/or symbol can represent an idea
(examples: historical, national, religious, occupational)
Becomes aware of diverse careers in art
Recognizes art is a form of communication in society.
Discusses possible meanings and feelings expressed in art
Uses repetition in line, shape, color, texture, etc. in design
Positions and affixes art work to background (mounting)
Looks at art in the classroom (books, posters, nature, library, technologies)
Names subject, objects and elements (line, shape, value, color, texture, space) in composition
Vocab:
Narrative – an artwork that suggests a story
Symbol – something that stands for something else
Sketchbook (Complete all 3 --- LABEL.)
Sketch 1.
Fill a page(or more) with experiments in line and pattern. Repeat short diagonal lines. Make a series of curved lines in several rows. Change each pattern by making bold or delicate lines. Try to make a very complicated pattern.
Sketch 2.
Fill a page(or more) with line experiments. Use a range of tools: markers, chalk, different pencils, cardboard dipped in ink, etc. Draw in different ways: at arm’s length, with your eyes closed, with two hands, etc. Think of other ways to experiment.
Sketch 3.
Design symbols for human emotions. Fill a page (or more). Instead of facial expressions, you might for instance use line or pattern.
Studio Work
Complete Studio 1. Complete 2, 3, 5 or 4 for extra credit.
Studio 5: Mandala --- You will create an artwork combining art history
(mandalas), color theory, design, radial balance and your own personal story.
Studio 1 - Create Your Own Message
Use contour lines and pattern to communicate something about 21st c life.
Studio 2 - Design a dinner of your favorite movie. Use line pattern to help communicate the important message or theme of the story or movie. Select an element of the plot and repeat it as a border. Use colored pencil.
Studio 3 - Construct a sculpture of a human figure to celebrate a joyous occasion – a sports victory, a birthday, etc. How can you simplify a human figure? How can you make it express happiness or joy? What shapes, color, and symbolic elements can you use to show what you mean?
Studio 4 - Design 2 dinner plates – one w/little or no decoration, and the other with added lines and patterns. Give your dinnerware an appropriate name and write a paragraph discussing the message sent by each.
Evaluation/Portfolio
Consider your project. On a separate sheet of paper, in complete sentences, answer the following---
1. What were the media and techniques you used?
2. How did you use the elements and principles?
3. What is the message?
4. How does the artwork express this message?
5. Are you satisfied with the results? Why or why not?