ART ONE COURSE
Instructor: Mrs. Jacobson
2017 -2018 Students The weebly is chronological. The posts you see first will be the last things we do. To use this weebly you will have to scroll down to the very bottom of the page to find the more recent lessons.
Course Description:
Art I is a basic formal art class open to all levels of students. Class work emphasizes growth of the student’s creative and technical abilities in the areas of drawing, painting, printmaking & design. Student will use the fundamental elements of art and principles of design to create a variety of two dimensional compositions. Students of all ability levels are welcome and encouraged to learn and grow as artists in the class.
Student Materials Needed:
1. Students will become comfortable with and will improve their drawing abilities.
2. Students will learn the elements and principles of design and apply them to their work.
3. Student will learn to think creatively and be open to creative problem solving.
4. Students will come to understand the importance of craftsmanship and pride in their art work.
5. Students will learn the importance of color and composition and how it can affect their art work.
Art I is a basic formal art class open to all levels of students. Class work emphasizes growth of the student’s creative and technical abilities in the areas of drawing, painting, printmaking & design. Student will use the fundamental elements of art and principles of design to create a variety of two dimensional compositions. Students of all ability levels are welcome and encouraged to learn and grow as artists in the class.
Student Materials Needed:
- A # 2 pencil is needed each day
- 3 Ring Binder and notebook/sketchbook
- Chromebook & Student planner should be with the student at all times.
1. Students will become comfortable with and will improve their drawing abilities.
2. Students will learn the elements and principles of design and apply them to their work.
3. Student will learn to think creatively and be open to creative problem solving.
4. Students will come to understand the importance of craftsmanship and pride in their art work.
5. Students will learn the importance of color and composition and how it can affect their art work.
Unit on Linear Perspective
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Unit on PRINTMAKING
Printmaking Vocabulary for the Quiz
Unit on Color Theory & Painting
Watch this Crash Course Video to Understand the Basics of Color Theory |
Go to the "Exploring Color" website, read the information and answer the questions on the worksheet.
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Students will learn about the color wheel and how to mix different color theories. Using only the primary colors and black and white, they will create a landscape painting. They may use multiple photographs as inspiration, but may not recreate an exact copy. Students are encouraged to take their own photos of landscapes. Students will create two sketches of ideas, then after a critique they will recreate the picture on 18 X24 heavy weight paper.
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Landscapes as a Subject in Painting PowerPoint Presentation
Unit on SCRATCH-BOARD
Students will research and find several clear photographs of a living creature as a subject for their scratch-board. 4 thumbnail sketches of the creature will help define a final composition ( HINT: close up images work best). A final drawing should be done on 8 ½ x 11 white paper. Using a carbon transfer students will copy their drawing onto the black scratch-board. White pencil should be used to study the light and dark values and textures. Once students know what to scratch, they will begin working with the stylus. To get ideas of what kinds of image work best for scratch-board students should visit this website: http://www.scratchboardsociety.com/ On the website go to the gallery and view all the amazing scratch-board art. While your at the website go to INFO, select scratch-board and watch the video and learn how this process is done. On the right is a slide show of images from the International Society of Scratch-board Artists. Standards: ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to communicate ideas. ART.VA.I.HS.5 Responsibly and safely manage materials and tools. Project made possible by the Michigan Youth Arts Grant |
Images from the http://www.scratchboardsociety.com/ |
Read the Directions to the Scratch-Board Project & Review the Grading Rubric
Unit on Stippling /Pointillism
Assignment: Stippling of a found object from a photograph (Required Size 6x6 inches or larger) Media: Pen and ink or Micron Marker
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Project made possible by the Michigan Youth Arts Grant |
Watch this Video to Learn how to Stipple Correctly & Use the Grid
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FHS Student Gallery: Stippling Examples
Click on the images below to view the work students recently completed.
Unit on Value Drawing from a Still Life
Value Drawing Image by Art Prize Winner Adonna |
Video to Watch on AdonnaAs you watch the video, examine the artists use of value, texture and contrast in her work. What do you like or dislike about this art?
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Examples of Final Project: Shaded Still Life Drawing
Click on the images below to view current student work. Some images are examples of drawings shown in progress. Students are encouraged to use cell phones and Chromebooks to crop and take pictures of their work and the still life. Along with values charts and shading technique samples they create; these traditional methods of drawing are merged with technology to help students transfer what they see in the real world on to the paper. I find replacing the old viewfinder with a cell phone image really engages students to want to draw more traditional classic subject matters. Sorry some images refused to be rotated when loaded on to this site.
Still Life Grading Rubric
Unit on Contour Line Drawing
Project Two: CONTOUR LINE DRAWING
The students will do contour line studies of their hand , once comfortable with the technique they will then select a still life of either shoes, flowers, fruit or tools to create a final contour line drawing on 9x12 paper. Learning Targets:
ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process. ART.VA.II.HS.1 Identify, define problems, and reflect upon possible visual solutions. ART ONE: Contour Line Drawing Rubric 5= masterful you did perfect! 4= Apprentice you are almost there 3= novice needs some work but shows effort 2= needs improvement 1- you need to start over and redo this project. _____ 5/4/3/2/1/ Quality of Contour: Masterful is a drawing that shows close attention to detail and was drawn slow. The edges or the object make the shape look 3d and realistic. You draw what you see and not what you think. ______ 5/4/3/2/1/ Line Quality: Masterful is when the line quality is light to dark and has accent line instead of flat dark lines. Line is sensitive and makes the object look 3d and realistic. ______ 5/4/3/2/1/ Craftsmanship: Masterful is a project that is neat and free from smudges, eraser marks, not folded and messy in any way. |
FHS Student Gallery Samples of Contour Line Drawings. NOTE: Contour line drawings are not shaded, textures and shadows can be drawn lightly in as shapes and line. |
POWERPOINT & VIDEO on What is Contour Line
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The Elements & Principles of ART
This project will get students into the art making process. Students will look at various logos/trademark graphic designs and identify what makes them successful. We will look at how the elements of art and principles of design impact them. Then students will create their own logo that represents who they are. They must use their name or initials. They begin by creating 3 ideas, in a small critique they will discuss their ideas, listen to others, make changes and pick the best design. The final design will be drawing on 9x11 tagboard and colored in marker. Students should consider how color affects the design. To turn in for a grade they must glue the design onto their 18x24 project folder.
LEARNING TARGETS
- I can recognize the elements and principles used in an effect logo design.
- I am examine a logo design and explain why one design is more effective than another.
- I can see how color affects a design.
- ART.VA.I.HS.1 Apply acquired knowledge and skills to the creative problem solving process.
- ART.VA.I.HS.2 Intentionally use art materials and tools when applying techniques and skills to communicate ideas
- ART.VA.II.HS.3 Apply organizational principles and methods to create innovative works of art and design products
- ART.VA.III.HS.1 Analyze and describe the formal characteristics of a work of art or design.
- ART.VA.V.HS.7 Analyze the impact of visual culture on society.
Directions:
- Watch the PowerPoint on Logo Design.
- Examine famous logos and dialog what elements and principles do you see used in each design? How does that element or principle make the logo successful?
- Notice the two artists on the display board. What logo did they create?
- Divide sheet of newsprint into three sections and come up with 3 rough sketches of possible concepts for your personal logo.
- Meet in a small group critique to pick the best design.
- Redraw your final logo design on 9x11 tag board. Color it with marker.
- Mount on black poster board attach a rubric and turn into the turn in folder.
Color Basics & Advertising |
Text, Color & Contrast |