Introduction to the Art classroom
Art I
- 1st semester 3rd & 4th.period
Mrs. Melissa Moore
[email protected]
Planning: 2nd. period
School Phone: 946-0858
After school tutoring: upon request
Art I Course objective:
Art I is intended for those that want to gain more knowledge in art processes and techniques, aesthetic issues, art criticism and art history. Teachers’ help students form goals, become familiar with careers, and develop good work habits. Knowledge of the arts in relation to culture, history, other disciplines, and careers will be promoted through visual, verbal, and written means. Art history, criticism, and aesthetics will be studied in conjunction with selected artworks and will lead to development of a personal philosophy of art. Students will learn different art mediums such as: Drawing, painting, collage, and possibly if time allows printmaking.
Grading Project 50%
Test/Quizzes 25%
Daily class participation and all sketchbook/Journals Entries 25%
Classroom rules: Art I students will be expected to follow certain class rules as well as the rules and regulations set out in WHS handbook. No student will be permitted to interfere with instruction or the learning environment
Attendance-If a student is not in class, they cannot learn! Refer to WHS handbook for specific information regarding the county attendance policy. It is the responsibility of the student to find out what was missed due to absences.
Make up work/ late work - Students are responsible for all missed work (excused or unexcused). Sufficient time is allowed during class for all students to complete assignments. All due dates will be posted in advance. If additional time is needed to complete work due to the lack of participation or unexcused absences, work should be completed at home. If additional time is needed because of excused absences, after school time can be arranged. Late assignments will result in the lowering of a student’s grade (10 pts each day late.) After a length of time I will accept late work for a grade of 70. Incomplete projects or projects not meeting requirement will not be accepted or graded. The work will be returned to the student for improvement.
I have read and understand the course outline
_________________________Student signature
_________________________Parent signature________________phone_________________email
Art I Supply List
- 1st semester 3rd & 4th.period
Mrs. Melissa Moore
[email protected]
Planning: 2nd. period
School Phone: 946-0858
After school tutoring: upon request
Art I Course objective:
Art I is intended for those that want to gain more knowledge in art processes and techniques, aesthetic issues, art criticism and art history. Teachers’ help students form goals, become familiar with careers, and develop good work habits. Knowledge of the arts in relation to culture, history, other disciplines, and careers will be promoted through visual, verbal, and written means. Art history, criticism, and aesthetics will be studied in conjunction with selected artworks and will lead to development of a personal philosophy of art. Students will learn different art mediums such as: Drawing, painting, collage, and possibly if time allows printmaking.
Grading Project 50%
Test/Quizzes 25%
Daily class participation and all sketchbook/Journals Entries 25%
Classroom rules: Art I students will be expected to follow certain class rules as well as the rules and regulations set out in WHS handbook. No student will be permitted to interfere with instruction or the learning environment
- No Cell phones
- Come to class with your sketchbook and pencil everyday.
- Be in your seat with sketchbook when bell rings.
- No eating in class. A drink with a lid is permitted
- Respect the educational rights of your classmates and teacher!
- Respect the property you borrow and the space you occupy.
- Do not line up at the door. (Teacher dismisses not the bell)
Attendance-If a student is not in class, they cannot learn! Refer to WHS handbook for specific information regarding the county attendance policy. It is the responsibility of the student to find out what was missed due to absences.
Make up work/ late work - Students are responsible for all missed work (excused or unexcused). Sufficient time is allowed during class for all students to complete assignments. All due dates will be posted in advance. If additional time is needed to complete work due to the lack of participation or unexcused absences, work should be completed at home. If additional time is needed because of excused absences, after school time can be arranged. Late assignments will result in the lowering of a student’s grade (10 pts each day late.) After a length of time I will accept late work for a grade of 70. Incomplete projects or projects not meeting requirement will not be accepted or graded. The work will be returned to the student for improvement.
I have read and understand the course outline
_________________________Student signature
_________________________Parent signature________________phone_________________email
Art I Supply List
- Spiral bound Sketchbook
- Markers
- Sharpie – black (fine and thick)
- Color pencils
- Pink eraser
- #2 pencils (not mechanical)
- Glue stick
- Paint brushes (not craft brushes)
ASsessments
Home assignments
8/26-27/19
Students will be an art drawing and written assessment. Participation grade only
Students will be an art drawing and written assessment. Participation grade only
Notes 8/27-31
sketchbook 8/26-8/30
Week 1/27-2/3
Project 1 Zentangle (This is an example)
North Carolina Essential Standards Beginning Visual Arts
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
Students will begin learning the Elements and principles of Art.
Line, Texture, shape, value, pattern, repetition and variety
Students will create their own zentangles (sophisticated doodle) and apply it to their image.
Students have been encouraged to come up with their own subject in which to apply their zentangle.
Day 1. Notes on the element of Line-Doodle exercise
Day 2. Intro to Zentangles and creation of no less than 5. Class /individual discussion on imagery of their choice
Day 3-8-Drawing image and zentagle designs
Line, Texture, shape, value, pattern, repetition and variety
Students will create their own zentangles (sophisticated doodle) and apply it to their image.
Students have been encouraged to come up with their own subject in which to apply their zentangle.
Day 1. Notes on the element of Line-Doodle exercise
Day 2. Intro to Zentangles and creation of no less than 5. Class /individual discussion on imagery of their choice
Day 3-8-Drawing image and zentagle designs
The artist Pinwheel
Students will: Create a Pinwheel while learning different Artist and mediums
2/3-2/5
Artist 1: Victor Vasarely was a French-Hungarian artist credited as the grandfather and leader of the Op Art movement. Utilizing geometric shapes and colorful graphics, the artist created compelling illusions of spatial depth Artist 2: Piet Mondrian is a Dutch painter who has carved a unique niche for himself on the global platform matching the likes of other celebrity painters. He is possibly best known for being one of the founders of the De Stijl
,De Stijl was a circle of Dutch abstract artists who promoted a style of art based on a strict geometry of horizontals and verticals. Piet Mondrian. De Stijl was founded in 1917 by two pioneers of abstract art, Piet Mondrian and Theo van Doesburg. Artist 3: Georgia O’Keeffe is one of the most significant and intriguing artists of the twentieth century, known internationally for her boldly innovative art. Her distinct flowers, dramatic cityscapes, glowing landscapes, and images of bones against the stark desert sky are iconic and original contributions to American Modernism.
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color
Students will begin their study of color theory 9/11
North Carolina Essential Standards Beginning Visual Arts
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
Monochromatic color scheme Is one color plus black or white to change the color lighter or darker.
Analogous color scheme is 3 to 4 colors that are beside each other on the color wheel that share a common color
Complementary color scheme is two colors across from one another on the color wheel
color pencil Koi project
North Carolina Essential Standards Beginning Visual Arts
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.2 Apply creative and critical thinking skills to artistic expression.
B.V.2.1 Understand the role of planning in solving artistic problems.
B.V.2.3 Create personal, symbolic expression as a means of communication (original, visual language).
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.2 Apply creative and critical thinking skills to artistic expression.
B.V.2.1 Understand the role of planning in solving artistic problems.
B.V.2.3 Create personal, symbolic expression as a means of communication (original, visual language).
Students will learn: Chinese Koi folklore and art style, How to draw a Koi, How to apply and blend color pencil and use previous knowledge of zentangles to draw the scales
Students will: also be introduced to watercolor and different techniques. such as resists, and salt
Students will: also be introduced to watercolor and different techniques. such as resists, and salt
Due 10-2
Intro to Acrylic paint
Students will create their own color wheel 10/3
Landscape paintings
North Carolina Essential Standards Beginning Visual Arts
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.2 Apply creative and critical thinking skills to artistic expression.
B.V.2.1 Understand the role of planning in solving artistic problems.
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.1 Use art vocabulary when discussing art and artistic styles. B.V.1.2 Apply the Elements of Art and Principles of Design to create art.
B.V.2 Apply creative and critical thinking skills to artistic expression.
B.V.2.1 Understand the role of planning in solving artistic problems.
Students will continue to learn color theory by using a different color scheme and understanding how to create tints and shades While learning how to blend.
Students will learn appropriate brush use and painting skills and how to create different types of tree silhouettes
Students will learn appropriate brush use and painting skills and how to create different types of tree silhouettes
Understanding how to draw facial features 10/30-11-6
Students will learn and practice each facial feature
Students will draw the other half of a face 11-7-8
Students will learn how to draw using a grid formula
Few types of portraits throughout history
You Can make money by drawing portraits!!
Students will learn how to use a Grid to draw a portrait
11/13
Portrait Project
North Carolina Essential Standards Beginning Visual Arts
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.2 Apply the Elements of Art and Principles of Design to create art. B.V.1.3 Classify art according to specified styles.
B.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
B.CX.2.2 Recognize the interdisciplinary knowledge used in the creation of art.
B.V.1 Use the language of visual arts to communicate effectively.
B.V.1.2 Apply the Elements of Art and Principles of Design to create art. B.V.1.3 Classify art according to specified styles.
B.CX.2 Understand the interdisciplinary connections and life applications of the visual arts.
B.CX.2.2 Recognize the interdisciplinary knowledge used in the creation of art.
Students will create a reproduction of themselves or someone else from a photograph using the grid technique.
Students will use previous knowledge of shading techniques and facial construction to help them create a realistic image.
Students will use previous knowledge of shading techniques and facial construction to help them create a realistic image.
students will learn how to draw hair 11/19
Project : SYMBOLIC Foil drawing
9/6-17
Lesson Plan for Foil Art
Grading Rubric
Studying the element of Texture (Actual and Visual)
Students will create a foil drawing that will extend to a paper drawing. Actual texture to visual texture
Day 1- Notes on texture and a contest on how many actual textures one can find by doing crayon rubbings
Day 2- Class discussion of "What is Symbolism"
Students will make a list of words that represent them and a list of words of things they like
Example: Fun, Hyper, quiet... Soccer, animals, beach
Symbolism is the practice or art of using an object or a word to represent an abstract idea. An action, person, place, word, or object can all have a symbolic meaning. When an author wants to suggest a certain mood or emotion, he can also use symbolism to hint at it, rather than just blatantly saying it.
Students will then come up with different symbols to represent some of their words.
Day 3- Students will begin their drawing incorporating either their name or 1 word that represents them along with symbols and textures we have previously discussed to create an original work of art.
Day 4- Students will trace their original drawing on to a piece of tin. Students will learn how to work the metal giving it dimension.
Day 5- Continue working the metal until satisfied.
Patina the metal using India ink and let dry
Day 6- glue down metal to a piece of paper and extend the drawing to the edges of the paper.
Day-7- color the pattern drawn with color pencils.
Grading Rubric
Studying the element of Texture (Actual and Visual)
Students will create a foil drawing that will extend to a paper drawing. Actual texture to visual texture
Day 1- Notes on texture and a contest on how many actual textures one can find by doing crayon rubbings
Day 2- Class discussion of "What is Symbolism"
Students will make a list of words that represent them and a list of words of things they like
Example: Fun, Hyper, quiet... Soccer, animals, beach
Symbolism is the practice or art of using an object or a word to represent an abstract idea. An action, person, place, word, or object can all have a symbolic meaning. When an author wants to suggest a certain mood or emotion, he can also use symbolism to hint at it, rather than just blatantly saying it.
Students will then come up with different symbols to represent some of their words.
Day 3- Students will begin their drawing incorporating either their name or 1 word that represents them along with symbols and textures we have previously discussed to create an original work of art.
Day 4- Students will trace their original drawing on to a piece of tin. Students will learn how to work the metal giving it dimension.
Day 5- Continue working the metal until satisfied.
Patina the metal using India ink and let dry
Day 6- glue down metal to a piece of paper and extend the drawing to the edges of the paper.
Day-7- color the pattern drawn with color pencils.
Under the sea Acrylic Painting
Students will continue to learn how to control and use acrylic paint.
1. Students will create a monochromatic blue background
2. Students will create a rock or ocean floor
3.Students will create vegitation
4.Students will create draw and paint individualized sea creatures in the water
1. Students will create a monochromatic blue background
2. Students will create a rock or ocean floor
3.Students will create vegitation
4.Students will create draw and paint individualized sea creatures in the water
Understanding Color
KALEIDOSCOPE Trees
Students will continue to learn color theory by using a warm and cool color scheme and understanding how to create tints and shades.
Students will learn appropriate brush use and painting skills and how to create a grid and draw trees
Students will learn appropriate brush use and painting skills and how to create a grid and draw trees
Elements of Art
We will be covering theses elements the first 9 weeks of class with corresponding class work assignments and larger projects that will dive deeper into the use of each element
Line -moving point
Value- light or darkness of a hue
Texture- the look of how something should feel
Form- 3-D has volume
Shape 2-D Flat
Color- Hue
Value- light or darkness of a hue
Texture- the look of how something should feel
Form- 3-D has volume
Shape 2-D Flat
Color- Hue
Media Study
animal portraits
2-15-18
1. Students will work in groups creating different media studies.
a. marker zentangles b. rhythmic lines c. crayon resist with watercolor d. crayon resist with India ink e. Jackson Pollock splatter painting f. newsprint collage g. magazine collage
2. We will then cut each study into strips to share with each other
3. Glue down strips to create individual animal portraits
a. marker zentangles b. rhythmic lines c. crayon resist with watercolor d. crayon resist with India ink e. Jackson Pollock splatter painting f. newsprint collage g. magazine collage
2. We will then cut each study into strips to share with each other
3. Glue down strips to create individual animal portraits
As we create individual papers to use in our collages we will discuss different artist and art process.
Jackson Pollock- splatter painting, Marcel Duchamp- Nude descending - repetition, crayon + watercolor resist, crayon+ink resist, zentangle art, and Collage artist
Jackson Pollock- splatter painting, Marcel Duchamp- Nude descending - repetition, crayon + watercolor resist, crayon+ink resist, zentangle art, and Collage artist
Study of different artist and types of art processes
Layering Leaves by Negative Painting in Watercolor
Step by step instruction
Start the painting with a colorful wash. Don’t be afraid to make your wash full of colors and textures. Use your favorite colors or try experimenting with colors you rarely use. We all have those tubes of paint we purchased but haven’t fallen in love with. Squeeze some of those paints onto your palette and play with them. This is also an opportunity to see how your colors mix together or a good time to use new pigments to see how you like the colors. The wash I start my painting on are thoroughly dried before I proceed with adding the leaf shapes.
The leaf shapes can be traced from a real or artificial leaf or drawn free hand. I then choose a color slightly darker than the original color of the first wash. I paint the negative shape around each leaf shape. The new wash will be blended to the outside edges of the paper. You can see the salt I added to my second wash which will add more texture at this stage of the painting.
When you complete a layer of shapes and it is fully dry draw the next layer of shapes placing them “UNDER” the 1st layer. NEVER PLACE THE NEXT LAYER ON TOP OF ANY PREVIOUS LIGHTER SHAPES OR LEAVES & NEVER PAINT OVER THE LIGHTER SHAPES…ONLY AROUND THEM. The only time I will paint any surface leaves will be to detail them or help separate them with shadows.
Each wash I add gets darker. Don’t be shy using a juicy dark mix to create depth. Let the viewer see how far you can push the background within your painting. Do add some details to the leaves being careful not to make them too dark or they will no longer sit on the surface of the painting.
I also added vines or branches to the painting using the same negative painting technique, I just painted around them to make them appear. I splattered the completed painting with a beautiful gold watercolor paint.
The leaf shapes can be traced from a real or artificial leaf or drawn free hand. I then choose a color slightly darker than the original color of the first wash. I paint the negative shape around each leaf shape. The new wash will be blended to the outside edges of the paper. You can see the salt I added to my second wash which will add more texture at this stage of the painting.
When you complete a layer of shapes and it is fully dry draw the next layer of shapes placing them “UNDER” the 1st layer. NEVER PLACE THE NEXT LAYER ON TOP OF ANY PREVIOUS LIGHTER SHAPES OR LEAVES & NEVER PAINT OVER THE LIGHTER SHAPES…ONLY AROUND THEM. The only time I will paint any surface leaves will be to detail them or help separate them with shadows.
Each wash I add gets darker. Don’t be shy using a juicy dark mix to create depth. Let the viewer see how far you can push the background within your painting. Do add some details to the leaves being careful not to make them too dark or they will no longer sit on the surface of the painting.
I also added vines or branches to the painting using the same negative painting technique, I just painted around them to make them appear. I splattered the completed painting with a beautiful gold watercolor paint.