Examples of both Formative (Daily) and Summative (Major) Assignments are included; please scroll down to to view all.
Helpful Resources
This tutorial by Alphonso Dunn provides simple but powerful tips on creating texture. This 8-minute video covers a variety of surface and material textures using pen and ink. (If you like Mr. Dunn's tutorial, click on his name to visit his You-Tube channel for more.)
For a review of the Elements & Principles of Design, watch this video. This six-minute presentation offers new information while also supporting classroom learning.
Watch this Ted Talk by Sunni Brown illustrating how doodling supports your ability to learn. (Thank you to Aaron M. for his creative sound editing.) : D
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Upside-Down Drawing In Process Food Contour Student Example
Creative Corn Student Examples
Hand Contour & Value Study in Progress
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Daily Assignments
TEXTURED HAND
After a review of Implied and Actual Texture, students create implied textures by repeating lines and shapes. Students will also demonstrate learned color blending technique and practice creative thinking strategies (originality, elaboration, fluency & flexibility). Perception: 7.1.0 Production: 7.4.1; 7.4.2; 7.4.3; 7.4.4 UPSIDE-DOWN MAN After an introduction to the facts and abilities of the brain and its importance to the development of observational drawing skills, students demonstrate Right-Mode observation of contour edges (details) and proportion in 2-D format. Production: 7.4.2; 7.4.3 Self-selected differentiation offering complexity in rendering proportions is available for skill Masters which includes an alternate image of curves rather than angles. FOOD CONTOUR After Blind Contour warm-ups, students are introduced to the "80/20 Rule" (observation of the object 80% of the time). Students combine learned observational strategies--R-Mode and 80/20 Drawing Skills--using 3-D objects (food) noting proper proportion and accurate shapes and detail. Students reflect on how skils impact ability in a metacognitive writing. Production: 7.4.1; 7.4.2; 7.4.3 Reflection: 7.5.0, 7.5.2A CREATIVE CORN Students practice R-Mode and 80/20 observational drawing skills by rendering popcorn while paying attention to accurate shapes, details and proportion. Students then practice the creative thinking process (preparation, incubation, insight & validation) and strategies (originality, elaboration, fluency & flexibility) to transform popcorn into imagined objects with accompanying scenes. Students also refine color application techniques. Production: 7.4.1; 7.4.2; 7.4.3; 7.4.4 VALUE GRAPH In cooperative teams, students participate in a Pattern Puzzle activity reviewing Value and introducing four value techniques. After a teacher demonstration of each technique--blending, hatching, cross-hatching and dotting/pointillism--students demonstrate ability to employ the techniques effectively (by achieving 5 different values with smooth transitions that achieve great contrast). Perception: 7.1.1; 7.1.2; 7.3.0 Production: 7.4.1; 7.4.3 Reflection: 7.5.1; 7.5.2 HAND CONTOUR Students demonstrate growth in Right-Mode and 80/20 observational drawing skills by rendering hands in multiple poses paying attention to accurate shapes, details and proportion. For those ready for differentiation, this drawing become the foundation for a value study. Production: 7.4.1; 7.4.2; 7.4.3; 7.4.4 ORIGINAL COPY In a teacher lecture, students are introduced to the work of Time Life photographer, Philippe Halsman. After a demonstration about analyzing levels of value, students 'copy" part of an "original" photograph to practice seeing and creating subtle value changes using the blending value technique. Perception: 7.1.1; 7.1.2; 7.3.0 Production: 7.4.1; 7.4.3 Utilizing diagnostic information, flexible grouping of students offers needed levels of complexity in seeing and creating shapes of value. Novice & Apprentice employ one value technique, Practitioners employ three of the four value techniques, and Masters examine a 3D object and employ alternative media to create a negative image using one value technique. |
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Emotive Monotype Student Example for "Rage"
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Major Assignments
Students recognize the attributes of abstract communication and artistic intent (Expressionist Art) by employing design elements to accurately convey emotions while incorporating knowledge of design elements in traditional and experimental ways (i.e. space, color & line). After formative writing experiences, students also evaluate success in both identifying the noteworthy elements and principles that impact meaning and production and accountability in their peer interactions, Further, students reflect to offer corrective possibilities directly pertaining to meaning &/or print quality.
PERCEPTION: 7.1.0, 7.1.1, 7.1.2; 7.2.0; 7.3.0, 7.3.1 REFLECTION: 7.50, 7.5.1; 7.5.2A PRODUCTION: 7.4.0, 7.4.1, 7.4.1A; 7.4.2, 7.4.2A; 7.4.3, 7.4.4; 7.5.0, 7.5.1, 7.5.2A Click to check out this Adobe Spark about our unit learning. |