AnimoArt.org Home
updated weekly
  Welcome AV Artists to Drawing & Painting !

By successfully completing this full year drawing and painting course, you will advance your skills and may more towards an AP drawing or AP 2-D course the following year.

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.

Drawing & Painting has been designed to promote both natural and digital drawing and painting skills. Students will experience a wide variety of methods and concepts, both traditional and experimental, that will engage and challenge them. After completing this course, you may present your portfolio to advanced courses such as AP Studio Drawing or AP 2-D.

FALL - Media Experiments SPRING - Portfolio Work
U1: Drawing Your World (5) U5: The Abstract World (4)
U2: When Worlds Collide (5) U6: Drawing Redux (4)
U3: Disproportionate Human (5) U7: Breadth SIX (5)
U8: Concentration SIX (5)
WINTER BREAK
U9: Portfolio Presentation (2)

 
--drawing slides--
arts advocacy
developing ideas
ap drawing rubric


BASIC WEEKLY SCHEDULE

    MONDAYS - SCHOLAR (Using Art History & Vocabulary)

      1. Sketchbook See Wonder Think / Comparisons / Drawing Chart / Ideation (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 / Drawing Chart (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. Bring pencils / erasers to every class
  4. Work with a partner in case of absence
  5. Abstract drawing practice examples here
  6. Review basic drawing skills here

ART Rules

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

HOMEwork

  1. Homework is assigned every week: due Tuesdays
  2. Homework will require drawing, photography and research / writing
  3. The assignments will be posted on the front page: http://www.animoart.org
  4. Homework grading will be based on time (90 min - A; 60 min - B; 30 min - C)
  5. No late homework - F (25%)

STUDENT Supplies: ~$25

  1. one black book design journal
  2. three pencils: 2h, 2b, 6b / two Micron markers / erasers
  3. packet of colored pencils
  4. paint brush packet - round & flat tip


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

ART Videos

FALL SEMESTER Observation vs. Imagination
  • UNIT 1 Drawing Your World [ Observation Feeds Imagination ]
  • 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 multi-panel vanitas still life drawing that focuses on combining multiple artistic methods in a creative way. In addition, digital art students will practice basic digital manipulation methods to create a vanitas digital collage and radial mandalas. (14 classes - 5 weeks )

LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

  • ESSENTIAL Questions What makes visual art different from other subjects?
    • What are the foundations of art making?
    • 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 or Collage Still Life Vanitas Drawing - Example
        • Computer Abstract Vector Drawing Examples: I | II | III
        • Three Drawings Portfolio: observation work
    • DIGITAL Media in PowerPoint
      • Computer
      • Photography (Homework)
        • Multi-Panel Photography using line and perspective as a compositional device (either organic or geometric)
        • Three photographs of a personal 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 Google Slides
    • UNIT Length

  • 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
    • elements of art line, shape, value, form, space, texture, color
    • drawing a method of artmaking that uses dry media to create a mark
    • still life a genre of artmaking that focuses on "still" objects as the subject of an artwork
    • pencil values which pencils are the darkest?
    • negative space the space around objects which create shapes as well
    • POV point of view, what you see from where you are standing
    • symbolism symbols to signify ideas
    • metaphor a figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable.
    • balance a principle of art; arranging elements so that no one part overpowers another
    • composition the arrangement of elements in a drawing, painting or photograph
    • rule of thirds by dividing the picture into 1/3rds, the emphasis is where the lines cross
    • contour the outline of an object or image
    • narrative tells a story
    • foreground the closest part of a composition
    • background the part of a composition usually behind the foreground
    • formal balance basic symmetrical balance; architecture often displays formal balance
    • symmetry method of balance that shows mirror imagery on either side of a central axis
    • etching a printing process where the artist draws on a plate using a metal implement
    • credit line work's title, artist, medium, date (description)
    • subject what is basic content of a work
    • abstract / non-objective a form that describes reality differently from the natural; little or no recognizable imagery
    • Feldman Critique description, analysis, interpretation, judgment / evaluation
    • 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
    • "La Femme d'Argent" by Air
      • L1 SCHOLAR ARTIST
        • DO NOW
          1. Why make art? Why is art important?
          2. List two things you would like to learn from this course
          3. What do you expect to learn in this course?
          4. Who is your favorite artist? why?
        • OBJECTIVE
          • Students will evaluate reasons for creating art
          • Students will be introduced to a variety of art making methods
        • ACT I
          • Booklet: 4 pages / folded / stapled
          • Selfie Portrait on front page
        • ACT II
          • Magazines: Disclaimer - you may find offensive art in the magazine
            • Art Forum: Find two works of art
            • One should be considered good art, one bad or not art
            • Write out the differences between the two
        • ACT III
          • Why Drawing? Discuss elements of art - foundations
          • Brain Drawing: Ribbon, Staircase, Molecule, Forms, Scribble
        • ACT IV
      • L2 ARTIST STUDIO
        • DO NOW
          • Scribble method: Breadth vs. Concentration here
        • OBJECTIVE
          • Students will synthesize basic methods of drawing by practicing and seeing examples
        • ACT I
          • Review basic drawing skills here
          • Why is drawing an important part of general education?
        • ACT II
          • ArtTalk 1 / L1: Credit Line, sentences: correct method for answering, favorite work, elements of art
        • ACT III
          • The Pencil 9b to 9h
          • Pencil Work: Henry Moore organic forms - nine forms geometric & organic
          • The Wall has Eyes lesson
        • ACT IV
          • 226. Horn Players. Jean-Michel Basquiat. 1983 C.E. Acrylic and oil paintstick on three canvas panels (drawing with paint)
          • Supplement: Charlie "Bird" Parker's Ornithology
    • WEEK 2
      "While I drew, and wept along with the terrified children I was drawing, I really felt the burden I am bearing. I felt that I have no right to withdraw from the responsibility of being an advocate." - Kathe Kollwitz
      "Drawing makes you see things clearer, and clearer and clearer still, until your eyes ache." - David Hockney
      • L3 SCHOLAR
        • DO NOW - Create Frames for each drawing
          1. List all the artists you know
          2. Concentration Scribble
          3. Draw an object on the table using closeup POVs
        • OBJECTIVE
          • Students will use critique methods to evaluate / improve / discuss art work made by others or self
          • Students will learn the basics of drawing and composition
        • HOOK Art on the Edge See Wonder Think (3/2/1)
        • ACT I
          • Syllabus - evaluate / quiz
        • ACT II
          • Why study art history? evaluate
          • Why research? Art History Textbook
        • ACT III
          • Vocabulary
            • Word Wall
            • Web List above: Elements of art / vanitas / still life
        • ACT IV
          • Composition and Form
            • Basics of Form
            • Composition
            • The Wall has Eyes lesson
      • L4 SCHOLAR ARTIST
        • DO NOW
        • OBJECTIVE
          • Students will complete a drawn still life made of 3 different panels
          • Students will connect drawing with photography
        • HOOK
        • ACT I
          • READING / WRITING
            • Drawing vs. Photography - group summary / agree disagree
            • Art Talk Textbook 1: L2 / L3 - Discussion of favorite work
              • Aloud / Summarize / CYU
        • ACT II
          • Drawing on the Right Side of the Brain - exercises
            • Multiple contour drawings of still life
            • One object close-up / details
          • 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
        • ACT III
          • FINAL Drawing Forms still life from three POVs (ruler/pencil)
          • Advanced Final Project: Mannequin Moving in Space
        • ACT IV
          • The Wall has Eyes lesson continued
          • TAKE BOOKLET - Bring on Monday
      • L5 ARTIST STUDIO
        • DO NOW
          • Three panel sketch of your still life using contour only
        • HOOK
        • OBJECTIVE
          • Create and compare a variety of drawing strategies on paper and computer
          • Complete rotating still life drawing
        • ACT I
          • Rotating Still Life Drawing: 7-9 panels
        • ACT II
          • Value Studies 5 values - value strip to sphere
          • Radial Drawing Paper - practice blending
          • Research Shattered Cubist Drawing - Example
          • Object Drawing / Practice
        • ACT III: Outside the Box
          • Radial Drawing Sumo Paint - geometric / organic / mixed
        • SKETCHBOOK HOMEWORK I
          • Radial Symmetry Drawing: pencils, colored pencils- organic /geometric
          • 9 Panel Drawing: Shapes to Forms using organic and geometric objects (Henry Moore Sculpture Drawing)
          • Abstract Mark Making - variety of marks wins
          • Draw a coffee cup with handle in 5 POVs
          • Shattered Cubist Drawing - Example
          • Photography
            • Take one photo that uses line in the composition
    • WEEK 3
      • L6 SCHOLAR - Sketchbook Begins
        • DO NOW See Wonder Think
        • OBJECTIVE
          • SWBAT establish academic practices - a. fav work / credit line, b. see wonder think, c. denotation - connotation, d. Think Aloud notes, e. annotation
        • ACT I
          • ARTTALK 4 / L1 / online support
            • Fav Work Protocol
            • See Wonder Think
            • Denote / Connote
            • Partners Think Aloud
        • ACT II
          • VOCABULARY
            • Word Wall - verbs, adjectives
            • Online Vocabulary
              • elements of art line, shape, value, form, space, texture, color
              • drawing a method of artmaking that uses dry media to create a mark
              • still life a genre of artmaking that focuses on "still" objects as the subject of an artwork
              • pencil values which pencils are the darkest?
              • negative space the space around objects which create shapes as well
        • ACT III
          • Sketchbook:
            • Page 5: Value Scale / Primitive Forms
            • Homework I: Two objects drawing using 5 elements of art
      • 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 your answer.
          • Table Pick up: Gardners Art Through the Ages - pages 665-666
        • OBJECTIVE
          • SWBAT connect academic work with artistic practice, working with allegory(story with a message) in art, blending observation with imagination
          • SWBAT identify the scientific versus the artistic in an artwork
        • ACT I
          • ARTTALK 4 / L2 - online support
            • Skim text together
            • Think Aloud / summary / CYU
            • Activity p.78 - Symbolism / Allegory
        • ACT II
          • HOMEWORK - Coffee Cups Drawing
            • Analysis with partner
            • How to improve or change work
            • Rubric: Variety, different POVs, balanced composition
        • ACT III
          • Drawing Practice
            • Rubric: Value and Forms
            • Formative Drawing: Four Forms
            • Complete Multi-Panel Exercise
        • ACT IV - Art and Science
          • RADIAL SYMMETRY / SUMO PAINT ONLINE HERE
            • Add shapes / forms / marks / pattern
            • Materials colored pencils
            • Symmetry Reading
            • Film on Ernst Haeckel (biology / geometry)
        • PROVING BEHAVIOR
          • FINAL DRAWING SETUP
            • Setup Table Still Life- three objects
            • Photography of setup
            • Begin location points
            • Add own elements to the work
      • L8 ARTIST STUDIO
        • DO NOW
          • Three Panel Review: draw a sphere, a cone and a box in space. Add shadow to each. Identify each element of art.
          • Make sure the sketch is balanced.
        • OBJECTIVE
          • Students will set up and begin their final drawing
          • Students will be able to design a radial symmetric drawing and a begin a multipanel work from both observation and imagination.
        • ACT I
          • RADIAL Symmetry Drawing - Natural vs. Digital
        • STILL Life Setups - 5-7 Panel Drawing - 9x12
          • Photograph your still lifes from different angles
          • Drawing from life, photographs and imagination
          • Complete basic drawing today
        • HOMEWORK
          • 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 and Sumo Paint
            • Radial Drawing Freehand
          • Photography
            • Still Life Composition arrange objects on a table
            • Rubric in focus, shows shadow
    • WEEK 4
      • L9 SCHOLAR
        • DO NOW
          • Radial Design: How is working with natural media different than digital media? T-chart comparison
        • OBJECTIVE
          • Students will connect radial drawing and design with specific vocabulary and drawing techniques
        • 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.
        • VOCABULARY Review: Matching, MC, Sentences, Sketching
        • FINAL SETUP: Panels and Still Life Setup
        • HOMEWORK Reminder
        • Office Hours Sign Up
      • L10 SCHOLAR ARTIST
        • DO NOW
          • Warm-up exercises: O-vals, Ribbon, Staircase
          • Sketch out one object on table. Add shadow. Add frame / border.
        • OBJECTIVE
          • Students will begin their final nine panel drawing, working with both observation, imagination, objects from home and school.
        • ARTTalk 3 / L2 / online support - Favorite Work Protocol
        • VOCABULARY Review: Sentence Structures
        • ZEN DOODLES / Fractals
          • Methods
          • Doodling - Imagination
            • Connecting observation drawing to Fractals / Doodles
            • Review negative space shapes
        • STILL Life Setups
          • Mannequins: six POVs
          • Natural Final Project Production
          • May move to other tables / develop, add to still life setup
          • Support: Photograph still lifes
        • HOMEWORK
          • Wednesday Evaluations of student work
          • LEAVE Sketchbook or Paper for evaluation of drawing skills
      • L11 ARTIST STUDIO
        • DO NOW
          • Three Panel Drawing / Warm-Up Sketches
          • What is the most difficult part of drawing from observation?
        • OBJECTIVE
          • Students will continue with their multi-panel drawing using a variety of techniques and POVs.
          • Students will learn how to create a Shattered Cubist Drawing
        • SKETCHBOOK
          • Organic Shapes into Forms
        • STILL Life Setups
          • Continue with panel drawing
          • Writing: story about objects, home, course, etc.
        • 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
        • 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)
          • Examples
        • PHOTOGRAPHY
          • Two photos of one person from different POVs
          • Photo must show movement
    • WEEK 5
      • L12 SCHOLAR ARTIST
        • DO NOW
          • See Wonder Think Abstract Drawing Pick one example
          • Zen Doodling / Tangling; 3 small rectangles; media markers
          • Films 1 | 2
        • OBJECTIVE
          • Students will compare the process of drawing from imagination with drawing from observation
        • ACTIVITY I
        • 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
          • One point perspective room with windows
          • Two point perspective of three buildings
        • Reading What is Drawing? - Develop Three Questions / Test partner
      • HOMEWORK IV
        • PHOTOGRAPHY
          • Seven photos of one building showing perspective / different angles
        • SKETCHBOOK
          • One point perspective room with windows
          • Two point perspective of three building
    • CRITIQUE

  • UNIT 2 When Worlds Collide [Using 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 to create a surreal, utopian and dystopian world. Students will add elements from their culture, community and personal life to their cityscape.
      (12 classes - 4 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 Room or City - example
          • drawing one or two point perspective buildings
          • painting aerial pespective landscape background
          • real / ideal / surreal / hybrid figures drawn
          • changes in scale - small to large objects examples: 1 | 2
      • DIGITAL Media - Create one
          • Digital Painted Room - example
          • Skyscraper Painted Perspective - examples: 1 | 2
      • PHOTOMONTAGE / Drawing
        • Five Foto Drawing - Five photos exhibiting a variety of perspective techniques turned into a collage and drawing - photo example
      • CAREER Presentation
        • Choose a career: muralist, matte painter, fine artist, comic book artist
      • PORTFOLIO
        • Photograph final project
        • Photograph sketchbook examples
      • UNIT Length

    • UNIT 2 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, 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)
      • symbolism symbols to signify ideas
      • balance a principle of art; arranging elements so that no one part overpowers another
      • composition the arrangement of elements in a drawing, painting or photograph
      • narrative tells a story
      • symmetry / asymmetry method of design shows balance on either side of a central axis
      • proportion / distortion the relationships of parts to a whole / to change those relationships

    • ART History
    • ART Talk Online Review
    • U2 EXERCISES
      • WEEK 6
        • L15 SCHOLAR ARTIST
          • DO NOW
            • Drawing: Imagination vs. Observation
            • Compare the process of drawing objects to the process of drawing architecture
          • OBJECTIVE
            • Students will compare different types of drawing.
            • Students will evaluate their photography.
            • Students will review methods of drawing space.
          • HOOK
            • Perspective photography here
          • HOMEWORK
            • Seven photos: buildings showing extreme perspective
            • 1-pt. / 2-pt. perspective
          • ACTIVITY I
            • What techniques used to create 3-d space on a 2-d surface?
            • ArtTalk 5 L1/2 - list those techniques
          • ACTIVITY II
          • ACTIVITY III
            • Complete Homework
          • ACTIVITY IV
            • Vocabulary Review
        • L19 ARTIST STUDIO
          • DO NOW
            • Drawing Warmup: Imagination / Observation
            • Vocabulary Words:
              • Principle of art: Balance - symmetry / asymmetry
              • Important Concept: perspective / space
            • Artist: Rene Magritte / Artwork: Personal Values - See Wonder Think
          • OBJECTIVE
            • Students will review specific space techniques and add elements showing distorted scale.
          • ACTIVITY I
            • Space Methods: overlapping, color, scale, perspective
            • Practice each method
          • ACTIVITY II
          • ACTIVITY III
            • Computer Research to complete review photo work
            • Five Foto "Drawing" - Five photos exhibiting a variety of perspective techniques turned into a collage / drawing - photo example
          • HOMEWORK
            • Room with Large Object / Cell Phone - example
            • Perspective Barn Drawing here | add one figure or object to drawing
      • WEEK 7
        • L20 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?
        • L21 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
            • Barn Drawing
          • ACTIVITY I
            • Unit 2 Packet: Space / Color / Harmony
            • What choices would you make to create a utopian / dystopian artwork?
          • ACTIVITY II
            • Mathematics and Art research
              • Euclid - geometry
              • Leonardo da Vinci - perspective
            • Lecture / Notes
          • ACTIVITY III
            • Complete perspective packet
            • Complete Barn Drawing with objects
            • Complete Room Drawing with objects
          • SUMMARY / X-IT
            • How might your create a work that shows a utopian world? What elements might you use to create such a world?
        • L22 ARTIST STUDIO
          • DO NOW See Wonder Think
            • Draw: Imagination / Observation / perspective
            • 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
          • ACTIVITY I
            • T-CHART: Utopian / Dystopian
            • Hint Sheets
          • ACTIVITY II
            • Utopian / Dystopian: The School of Athens and The Scream
            • 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
            • Art History PDFs: Unit 1 PDF | Unit 2 PDF | Unit 3 PDF
            • Five Minute Review
          • HOMEWORK
            • One Point Perspective City Project here
            • Advanced: Dystopian Lanscape here
      • WEEK 8
        • L23 SCHOLAR
          • DO NOW See Wonder Think
            • 91. Las Meninas. Diego Velázquez. c. 1656 C.E. Oil on canvas.
            • Space: levels of detail
          • OBJECTIVE
            • Students will begin the process of creating their final work using a variety of space methods, mixing both utopian and distopian elements.
          • HOOK
            • Distortion: Scale / Color / Space
          • ACTIVITY I
            • Quick Atmospheric Perspective Painting / Drawing
            • Video Example
          • ACTIVITY II
            • Writing: Utopian vs. Distopian Elements
          • SUMMARY
        • L24 SCHOLAR ARTIST
          • DO NOW
            • Draw: Perspective / Imagination
            • 111. Slave Ship (Slavers Throwing Overboard the Dead and Dying, Typhoon Coming On). Joseph Mallord William Turner. 1840 C.E. Oil on canvas
            • See Wonder Think
            • Space: Detail, Scale
          • OBJECTIVE
            • Students will begin the process of creating their final work using a variety of space methods, mixing both utopian and distopian elements.
            • Students will review their still life project to hunt for items to use as part of their surrealist space.
          • HOOK
            • Sketchbook Space Methods on Elmo Reviewed
          • ACTIVITY I
            • Final Project Setup
            • Rubric / Criteria: Linear perspective, aerial perspective, distorted objects
          • ACTIVITY II
            • Rubric: 1. Correct perspective; 2. Well made distorted figures; 3. well drawn / painted
          • ACTIVITY III
            • ArtTalk 6 L1/2
          • SUMMARY
        • L25 ARTIST STUDIO
          • DO NOW
            • Draw: 1/2 page - observation and imagination
            • Evaluate your final project
              • Structure / Setup - 1 or 2 pt.
              • Structure - city / house / town / landscape
              • Details Added - utopian vs. distopian
              • Completion: Painting / Marker: 1 week from today
          • OBJECTIVE
            • Students will begin the process of creating their final work using a variety of space methods, mixing both utopian and distopian elements.
          • HOOK
            • Sketchbook Space Methods on Elmo
          • ACTIVITY I
            • Final Project Setup
            • Students will write out ideas before they begin their final drawing
          • ACTIVITY II
            • Journal Grade: 12 lessons with content / 1-3 pts
          • SUMMARY
          • HOMEWORK
            • Photography: Six points of view of a buidling or buildings
      • WEEK 9
        • L26 SCHOLAR
          • DO NOW
            • Revew Final Project Week
            • Review homework
          • OBJECTIVE
            • Students will continue their two point perspective project. Students will add figures, objects, utopian and distopian elements.
          • HOOK
            • Aerial perspective:
          • ACTIVITY I
            • Homework - Seven Photos of a building / buildings
            • Close-ups
            • Example
          • ACTIVITY II
            • Perspective Project: Drawing evaluation
        • L27 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
            • Robert Henri - Ashcan School example
          • ACTIVITY I
          • ACTIVITY II
            • Painting Practice: Landscape Design and Aerial Perspective
          • ACTIVITY III
            • Google Slides Practice
            • Rotating Images in Slides
        • L28 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
          • ACTIVITY II
            • Flash Digital Room on Computer
          • FINAL WORK
            • Complete their basic two point perspective DRAWING
          • HOMEWORK
            • Architecture Photo Collage Example
      • WEEK 10
        • L29 SCHOLAR
          • DO NOW
            • Drawing warmup: Observation vs. Imagination
          • OBJECTIVE
            • Students will review their building photo collage - Example
            • Students will review their perspective work and complete their project
            • Students will work on their Flash Digital City
          • ACTIVITY I
            • Review two point perspective
          • ACTIVITY II
            • Painting review
            • Color wheel
          • ACTIVITY III
        • L30 SCHOLAR ARTIST
          • DO NOW
            • Drawing warmup: Observation only / pick up object
          • OBJECTIVE
            • Students will complete their work with digital art building, skyscraper digital drawing, barn drawing, determine other possible projects and organize for their portfolio.
          • ACTIVITY I
            • Flash CS3 Room - Flash example
            • Review techniques: Line tool, arrow tool, gradient fill tool
            • Skyscraper Linear Perspective Flash Buildings - examples: I | 2
              • Vanishing Point
              • XYZ Lines
              • Gradients
          • ACTIVITY II
            • Digital Aerial Perspective Flash example
          • ACTIVITY III: Creative Writing / Evaluation
            • Review your work
            • Review Instructor's Creative Text Example
          • HOMEWORK
            • Stick Figure Worksheet
            • Photography: Extreme Perspective with Figures
      • CRITIQUE

  • UNIT 3 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 Futurist collaborative painting composition. Once students have developed skills with proportion, they will learn to distort and create imaginative, surreal hybrid characters. (13 classes - 4 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 Alter Ego Hinged Figures: proportion / distortion - examples
      • DIGITAL Media
        • Digital Collage Frankenstein Cybernetic Robot - example
        • Digital Collage / Painted Figure in Space
        • EC / Advanced: Mixed Media Photomontage Figure
        • EC / Advanced: Hinged Figure Animated GIF
      • CAREER Presentation
        • Illustrator, fine artist, character designer
      • PORTFOLIO
        • Photograph final project
      • UNIT 4 ART History Quiz
      • UNIT Length

    • UNIT 3 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
    • U3 EXERCISES
      • WEEK 11
        • L31 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
            • Stick figures; hinged figure; figure photos; magazine images
            • Music Examples of Rhythm
            • Think Aloud with partner Develop your own questions
              • Getting started How is music and art similar? different?
            • Sketchbook
              • Stick Figure Development
              • Correct Proportion
            EXTRA CREDIT
            • Bring a teacher (10 pts.) or student (5 pts.) to art show
            • Sign in for credit
        • L32 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 12
        • L33 SCHOLAR
          • 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 evaluate their utopian landscape
            • Students will complete their digital skyscrapers
            • Students will design figures using the basic stick figure method
          • ACTIVITY I
            • Sketchbook
              • Stick Figure Example
              • Four Panel Example
          • ACTIVITY II
            • Vocabulary Theater:
              • Students discuss their work / process using perspective
              • Vocabulary sheet
          • ACTIVITY III
          • FINAL ACT / HOMEWORK
            • Photography: Figure photography - Five different poses
            • Skeleton Drawing: one final drawing in sketchbook
        • L34 SCHOLAR ARTIST
          • DO NOW
          • OBJECTIVE
            • Students will begin 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
          • HOMEWORK
            • Photo Figures: Three Full Figures in Action
            • Check front page of website for all homework
        • L35 ARTIST STUDIO
          • DO NOW
            • Define realism, idealism, surrealism. Hypothesize.
            • Drawing: stick figure
            • DO NOW See Wonder Think
          • 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 13
        • L33 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
        • L34 SCHOLAR ARTIST
          • DO NOW See Wonder Think
            • 140. The Two Fridas. Frida Kahlo. 1939 C.E. Oil on canvas.
            • Artist: Leon Golub
            • What makes this work interesting / unique?
            • Why did the instructor choose this artist's work?
          • 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
        • L35 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
            • 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 14
        • L36 SCHOLAR
        • 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
          • ACTIVITY I
            • See Wonder Think Quiz on Marilyn / Arnolfini painting
        • 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 II
      • WEEK 15
        • L39 SCHOLAR ARTIST
          • DO NOW
          • OBJECTIVE
            • Students will complete their four panel drawing / painting
            • Students will begin their hinged hybrid figure
          • ACTIVITY I
            • Review proportion
          • ACTIVITY II
            • Hinged Figure Process
        • L40 ARTIST STUDIO
          • DO NOW
            • Pick up your four panel project
            • Question: How did you seperate the foreground from the background?
          • OBJECTIVE
            • Students will continue work on their four panel project
            • Students will design their hinged hybrid figure
          • ACTIVITY I
            • Four Panel Setup
          • ACTIVITY II
            • Hinged Figure
        • L41 ARTIST STUDIO
          • DO NOW
            • Film on Beauty
              • Reflection / Discussion
          • OBJECTIVE
            • Students will complete both projects
          • ACTIVITY I
            • Four Panel Work
          • ACTIVITY II
            • Hinged Figure: no background paper manila color showing
          • ACTIVITY III
            • Box Project from Sketchbook / Collage
        • HOMEWORK
          • Creating work to be used for your box
            • Zen Doodle
            • Collage
            • Drawing from observation
            • Drawing from imagination
      • WEEK 17
        • L42 SCHOLAR ARTIST
          • DO NOW
            • .Pick up Hinged Figure Project
          • OBJECTIVE
            • Students will complete their four panel drawing / painting
            • Students will complete their hinged hybrid figure
          • ACTIVITY I
            • Review proportion and requirements
          • ACTIVITY II
            • Hinged Figure Process
        • L43 ARTIST STUDIO - ALL WORK COMPLETED TODAY / WEDNESDAY
          • DO NOW
            • Pick up your four panel project
            • Question: How did you seperate the foreground from the background?
          • OBJECTIVE
            • Students will continue work on their four panel project
            • Students will design their hinged hybrid figure
          • ACTIVITY I
            • Four Panel Setup
          • ACTIVITY II
            • Hinged Figure
        • L44 ARTIST STUDIO - FINAL BOX PROJECT
          • DO NOW
            • Alternative Art Project
          • OBJECTIVE
            • Students will complete all projects
          • ACTIVITY I
            • All projects completed
        • HOMEWORK
          • Mini - Box Drawing - 8 faces
          • 10 Black & White photo faces in Google Slides
      • CRITIQUE

  • UNIT 4: 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, and photography, 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 Eight 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"?
          • Monochrome Painting - How do you create forms using one color?
          • Mixed Media Tracing Paper Portrait - How do you mix media into one project?
          • Computer Splatter Portrait How does digital painting differ from natural work?
          • B&W Photo Filter Portrait How is photography different from other media?
      • PLANAR Portrait
        • Interlocking silhouettes sculpture with multiple planar / contour drawing
      • Evaluation / Statement Worksheet | Example
      • CAREER Presentation
        • Portraitist, photographer, photojournalist
      • PORTfolio
        • Photograph final project

    • UNIT 4 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
    • U4 LESSONS
      • WEEK 16
        • L1 SCHOLAR
          • DO NOW See Wonder Think | Comparison Chart | Application
          • OBJECTIVE
            • Students will create 8 sketches of portraiture, each image has the same size head, but different techniques.
            • Students will complete at least 6 parts of their worksheet.
          • ACTIVITY I - REVIEW
            • Natural Portrait Work
              • Line Drawing
              • Form Drawing
              • Self Portrait with own hair style
              • Cubist Drawing (shattered)
              • Surrealist Drawing
              • Combination Drawing
              • Color Pencil Drawing
              • Own Style Drawing
          • ACTIVITY II
            • Complete basic eight drawings
            • Write out methods around each figure
          • FINAL ACT
            • Review classroom norms / rules
          • HOMEWORK
            • Photo Portraiture - Five Faces
        • L2 SCHOLAR ARTIST
          • DO NOW See Wonder Think | Comparison Chart | Application
          • OBJECTIVE
            • Students will research a variety of methods for creating portraiture, personal identity, imaginary figures, alter egos, surrealism, etc.
          • ACTIVITY I
            • Computer Teams
              • Research:
                • surrealism
                • alter ego
                • realistic drawing
                • collage drawing
                • line drawing
                • form drawing
            • Find an image for each and place in Google Slides
            • Write a "See Wonder Think" for one image in your Google Slides
            • Write / Copy a definition for each
          • ACTIVITY II
            • Complete 8 panel Alter Ego Practice Box
      • WEEK 17
        • L3 SCHOLAR ARTIST
          • DO NOW See Wonder Think | Comparison Chart | Application
            • 145. Woman, I. Willem de Kooning. 1950–1952 C.E. Oil 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 review their practice head homework
            • Students will practice photo portraiture
            • Students will set up their final 4 panel alter ego box
          • ACTIVITY I
            • Homework review
            • Rubric: 8 panels - drawing, surrealism, combo, colored pencil, portraiture
          • ACTIVITY II
            • Vocabulary
              • alter ego a second self, a fantasy self, an imaginary self
              • gestalt in art, a unified whole (from psychology)
              • priniciples of art balance, rhythm, unity
              • alter-ego another or alternate self, often a fantasy self
              • motif repeating elements in a work
          • ACTIVITY III
            • Four Panel Setup / Tape
          • ACTIVITY IV - First Panel
            • Portrait Drawing
              • Features: eyes, nose, mouth, ears, hair
              • Elements of art: line, shape, value, form
              • Principle of art: balance, proportion
          • NEXT CLASS
            • Portrait Shapes Repeated
        • L4 ARTIST STUDIO
          • DO NOW See Wonder Think
            • 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 work on the next steps for creating portraiture: collage, painting, computer work, etc.
          • ACTIVITY I
            • How do you connect images into a visual narrative?
            • Sketchbook Quick portraits - words, images, objects
            • Art Movements: "-isms"
            • Four Panel Setup
            • Complete Face Drawing
          • ACTIVITY II
          • 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
      • WEEK 18
        • L5 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will review different styles of proportion and its relationship to idealism, realism, surrealism, abstraction, and other methods of representation.
            • Students will discuss / begin their final 8 panel project:
              • Four Faces outside
              • Four Faces inside
          • ACTIVITY I - Practice
            • How to Draw a Female Face here
            • How to Draw a Male Face here
          • ACTIVITY II - Notes
            • Drawing Brainstorming Practice
            • How to Connect Each "Portrait" work
              • front / back
              • progression
              • Method additions
              • Cut / Collage
            • Previous Methods
              • Line Drawing
              • Form Drawing
              • Self Portrait with own hair style
              • Cubist Drawing (shattered)
              • Surrealist Drawing
              • Combination Drawing
              • Color Pencil Drawing
              • Own Style Drawing
          • PROVING BEHAVIOR
            • Sketch out 8 panel practice choosing one method from Activity II
          • FINAL ACT
            • Complete #10 on Worksheet
        • L6 SCHOLAR
          • DO NOW See Wonder Think
            • 105. Self-Portrait. Elisabeth Louise Vigée Le Brun. 1790 C.E. Oil on canvas
          • OBJECTIVE
            • Students will continue with their 8 panel alter ego project
            • Students will evaluate their progress, evaluating how they will begin, continue and complete their work.
          • ACTIVITY I
            • Conceptual Methods Discussion
              • Should you complete one panel before going on to another panel?
              • Explain
          • ACTIVITY II
            • Four Panel Box Construction
            • Collaboration: Inside / Outside
            • Writing on Mock Panel / Template - Experimental Practices
              • What method of artmaking is most interesting?
                • "I like to work with..."
          • ACTIVITY III
            • Benchmark II: Add one element / feature / addition to EACH panel
      • WEEK 19
        • L7 SCHOLAR
          • DO NOW
            • What are the two or more motifs that you are using in each panel of your project?
          • OBJECTIVE
            • Students will continue with their Alter Ego project
            • Students will evaluate their work and see if it addresses the rubric
          • ACTIVITY I
            • Alter Ego Project - 8 panels
            • Rubric
              • 1. Well made
              • 2. interesting / creative
              • 3. shows skill with materials
              • 4. Inside and outside are connected
              • 5. Uses rhythm, balance, contrast, emphasis
              • 6. Variety within head motif
            • Notes
          • ACTIVITY II
            • How to be Creative video
            • Notes: Theme / Important Points
          • ACTIVITY III
            • List 8 art vocabulary words that you are using in your work
          • EXIT QUESTION
            • What are the major principles / elements / ideas embedded in your final work? Use vocab to describe.
        • L8 SCHOLAR ARTIST
          • DO NOW
            • 147. Marilyn Diptych. Andy Warhol. 1962 C.E. Oil, acrylic, and silkscreen enamel on canvas
          • OBJECTIVE
            • Students will continue their 8 panel Alter Ego project.
          • ACTIVITY I
            • Review Rubric
              • 1. Well made
              • 2. interesting / creative
              • 3. shows skill with materials
              • 4. Inside and outside are connected
              • 5. Uses rhythm, balance, contrast, emphasis
              • 6. Variety within head motif
          • ACTIVITY II
            • Research methods
              • Line
              • Cubist
              • Zen Doodle
              • Surrealism / Abstraction
              • Form / Volume
          • ACTIVITY III
            • Benchmark III: 1/2 completed project (3-4 faces)
        • L9 ARTIST STUDIO
          • DO NOW See Wonder Think
            • 220. Tamati Waka Nene. Gottfried Lindauer. 1890 C.E. Oil on canvas.
            • 122. The Scream. Edvard Munch. 1893 C.E. Tempera and pastels on cardboard.
          • OBJECTIVE
            • Students will continue with their project, using a variety of techniques.
            • Students will complete most of their drawing project
          • ACTIVITY I
            • Alter Ego Project
              • Review Rubric - How to receive an "A" - 144 pts.
                • 1. Well made - 12
                • 2. interesting / creative - 12
                • 3. shows skill with materials - 12
                • 4. Inside and outside are connected -24
                • 5. Uses rhythm, balance, contrast, emphasis - 12
                • 6. Variety within head motif - 24
            • Due: Monday
          • HOMEWORK
            • Five Portrait Photos
SPRING SEMESTER Moving Towards A Style


Homework

  1. Homework is assigned every weekend. Due the following Tuesday or Thursday.
  2. Homework will require drawing, photography and photomontage
  3. Homework grading will be based on effort / time (90 min - A; 60 min - B; 30 min - C)
  4. No late homework - F (25%)

Sketchbook

  1. Bring sketchbook to every class
  2. Surround each drawing with a border
  3. Date and title each sketchbook page
  4. Bring pencils / erasers to every class
  5. Work with a partner in case of absence

  • UNIT 5: The Abstract World [ Connecting to Contemporary Art History Methods ]
    • UNIT OBJECTIVE After reviewing a variety of traditional media techniques, students will create several abstract works, addressing traditional, modern and non-objective methods. Students will work with the elements and prinicples of art.
      (12 classes - 4 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY

  • ESSENTIAL Questions
    • Which methods are the most successful for traditional / modern artists?
    • How does an artist determine their style / method / ism?
    • What indicates a successful contemporary subject / method?

  • ENDURING Understandings
    • Students should learn basic traditional painting techniques as part of their choice of personal techniques / style
  • UNIT Standards
    • 3.4 etc.

  • FINAL Projects
    • Dual Asymmetrical Radial Mandala
    • Synesthesia Painting
    • Abstract Box
    • Notan Mixed Media: Collage / Drawing / Digital Painting

  • 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
    • design principles: balance, rhythm, contrast, movement
    • cubism early 20th century art movement, founded by Picasso and Braque, which mixed a single picture into multiple points of view.
    • surrealism early 20th century art movement which attempted to represent dreams, the subconcious and the irrational
    • realism mid-20th century art movement that attempted to depict everyday life in a naturalistic way
    • Bauhaus early 20th century art movement that attempted to connect funtional and non-function art with the building and architecture
    • landscape a genre of art making that chooses the natural environment as its subject
    • portraiture a genre of art making that chooses the figure as subject

  • ART History
    • TEXTBOOK Gardner's Art Through the Ages Ed. 12
    • ARTISTS: Turner, Picasso, Hopper, Ashcan School, Boccioni, Bellows, Dali, Kandinsky
  • ART Talk

  • U5 EXERCISES
    • WEEK 5
      • L10 SCHOLAR ARTIST + GRADED WORKSHEET - 24 pts.
        • DO NOW
          • What methods have you tried in your alter ego project?
          • What motifs did you use to keep the images consistent?
          • What materials do you prefer to use when creating art?
        • OBJECTIVE
          • Students will use specific methods to identify correctly historical techniques of art making or "-isms"
          • Students will bring sketchbook to next class / begin semester
        • ACTIVITY I - Art History Textbook
          • Look up "-isms"
            • Cubism (Picasso)
            • Surrealism (Dali)
            • Abstraction (Kandinsky)
            • Regionalism (Hopper)
            • Futurism (Boccioni)
            • Ashcan School (Bellows)
          • Identify one specific trait for each
          • Share with other students
        • ACTIVITY II
          • Sketch one favorite work from art history textbook
          • Describe: method / subject / credit line
        • ACTIVITY III
          • How to be Creative video - Copy / Transform / Combine
          • Notes: Theme / Important Points
        • PROVING BEHAVIOR
          • Compare two different "isms" (art movements)
          • Three differences / three similarities
        • EXIT QUES
          • What "ism"/art movement do you find most interesting? Explain
          • Evaluate lesson
      • L11 ARTIST STUDIO
        • DO NOW
          • Sketchbook / Paper Work - mark making
          • Eight Panel Drawing Grid: mark-making methods
        • OBJECTIVE
          • Students will use methods to create one abstract / realistic combination
        • ACTIVITY I
          • Final Alter Ego Setup and Rubric
          • Categories: Most Creative, Best Overall, Craziest
        • ACTIVITY II - Research - Art History Textbook
          • Research: Surrealism, Futurism, Bauhaus, Expressionism
          • Sketch examples of each
        • ACTIVITY III
          • Practice: Surrealist Biomorphic Forms
          • Instructor Sketchbook Examples
        • ACTIVITY IV
          • Photograph Alter Ego Project: 2 POVs
          • Add to Google Slides
        • PROVING BEHAVIOR
          • Sketchbook Packet: Split an object in quarters - use four methods
        • HOMEWORK
          • Five photos: one portrait, four own choices
          • Abstract Drawing: show variety of marks and value
    • WEEK 6
      • L12 SCHOLAR
        • DO NOW
          • What methods have your tried in your alter ego project?
          • What motifs did you use to keep the images consistent?
        • OBJECTIVE
          • Students will use methods on a worksheet to identify specific historical techniques of art making
          • Students will research specific art movements or isms
        • ACTIVITY I
          • Google Slides of Alter Ego Mask
          • Four Cs: Cropping, Color Correction, Contrast on your Computer/Cell Phone
        • ACTIVITY II
      • L13 SCHOLAR ARTIST + GRADED WORKSHEET - 24 pts.
        • DO NOW
          • What methods have your tried in your alter ego project?
          • What motifs did you use to keep the images consistent?
        • OBJECTIVE
          • Students will complete worksheet, identifying specific historical techniques of art making, and practice their features.
        • ACTIVITY I - Textbook
          • "-isms" sketchbook / paper sketchbook
            • Abstract Expressionism
            • Pop Art
            • Conceptual Art
            • Fauvism
          • What are two identifying traits of each?
        • ACTIVITY II - Textbook
          • Grid: Draw out one example of each
        • ACTIVITY III
          • Conflate two works into one
        • PROVING BEHAVIOR
          • Sketch out your own work / identify element
        • EXIT QUES
          • Opinion: Why do you think it is important to know some art history?
      • L14 ARTIST STUDIO
        • DO NOW
          • List a process for creating a watercolor painting
          • How to be Creative video - Copy / Transform / Combine
        • OBJECTIVE
          • Students will practice a variety of watercolor techniques
          • Students will apply these techniques to different art movements
        • HOOK: Why watercolor?
        • ACTIVITY I
          • -isms Examples / Methods
            • Surrealism - melting / dripping forms
            • Abstract Expressionism - loose painting / an image appears
            • Pop Art - hard edge recognizable images
            • Minimalism - hard edge shapes / abstract?
        • ACTIVITY II
          • Technique: Tea / Milk / Honey
            • Three brushes - different sizes
            • Light / Medium / Dark
        • ACTIVITY III
          • Basic Design
            • Pencil to Watercolor Final
    • WEEK 7
      • L15 SCHOLAR
        • DO NOW
        • OBJECTIVE
          • Students will complete their Watecolor practice: Tea/Milk/Honey with different art movment mix
        • ACTIVITY I - Review
          • "-isms" Examples / Methods
            • Surrealism - melting / dripping forms
            • Abstract Expressionism - loose painting / an image appears
            • Pop Art - hard edge recognizable images
            • Minimalism - hard edge shapes / abstract?
          • "-isms": 20th Century
            • Cubism (Picasso) - fractured POVs
            • Abstraction (Kandinsky) - formal elements / diagonals / scale
            • Regionalism (Hopper) - langscapes
            • Futurism (Boccioni) - cubism with movement
            • Ashcan School (Bellows) - tenemants / inner city
        • ACTIVITY II
          • Honey Watercolor Methods
          • Benchmark II: Graded
        • ACTIVITY III
      • L16 SCHOLAR ARTIST - No Worksheet - Final Project Begins
        • DO NOW
          • What are the methods for creating form using watercolor?
        • OBJECTIVE
          • Students will begin a final watercolor project that conflates two or more art movements with their own ideas
        • ACTIVITY I
          • Continue Four Panel Work
        • ACTIVITY II
          • Review progress
      • L17 ARTIST STUDIO - Final Project Begins
        • DO NOW
          • What methods do you prefer?
          • Rembrandt Drawing discovered
        • OBJECTIVE
          • Students will begin their final project, following previous methods while adding their own interpretations.
        • ACTIVITY I
          • Research - Sketch Four Panel Worksheet Project
            • Surrealism - melting / dripping forms
            • Abstract Expressionism - loose painting / an image appears
            • Pop Art - hard edge recognizable images
            • Minimalism - hard edge shapes / abstract?
            • Cubism (Picasso) - fractured POVs
            • Abstraction (Kandinsky) - formal elements / diagonals
            • Regionalism (Hopper) - langscapes
            • Futurism (Boccioni) - cubism with movement
        • ACTIVITY II
          • Complete Four Panel Watercolor
        • ACTIVITY III


  • UNIT 6: Advanced Drawing Redux [ Traditional & Contemporary Techniques ]
    • UNIT OBJECTIVE After review of several drawing techniques, students will create a work that addresses a transition from a traditional object to an imaginary one.
      (11 classes - 3 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | ART HISTORY

    • ESSENTIAL Questions
      • Which methods are used by current artists?
      • What subjects are chosen by current artists?
      • How do you find your own style or method?
      • How do you maintain your own method while experimenting with technique?
      • How does writing connect with your own process?
      • How does your sketchbook connect to your own process?

    • ENDURING Understandings
      • Students should develop own choice of method and subject.
      • Students should experiment in their sketchbook before working on a more significant work.

    • UNIT Standards
      • 3.4 etc.

    • FINAL Projects
    • 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
      • motif repeating elements in a work
      • symmetry equal elements on either side of a central axis
      • 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
      • photography capturing an image using a device such as a camera or cell phone

    • ART History
      • TEXTBOOK Gardner's Art Through the Ages Ed. 12
      • One Artist One Image Presentation
        • Modernism vs. Postmodernism: Ihab Hassan's Comparison Chart
      • CONNECTIONS / Khan Academy Art History List

    • ART Talk Online Review
      • Chapter

    • U6 EXERCISES
      • WEEK 8 - Completion / Transition
        • L18 SCHOLAR + Final Project Begins
          • DO NOW
          • OBJECTIVE
            • Students will begin their Watecolor Final II
          • ACTIVITY I
            • 9 x 12 / Two or more "-isms"/movements mixed
          • ACTIVITY III
        • L19 SCHOLAR ARTIST + Final Project Completed
          • DO NOW
            • What are the different subjects or genres of painting?
            • Research in Art History book
          • OBJECTIVE
            • Students will review traditional watercolor methods, using art history to research and analyze
          • ACTIVITY I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACTIVITY II
            • TURNER SUBLIME PROJECT
              • Foreground / Background
              • Aerial Perspective Mountains
              • Landscape with small figure (Friedrich work review)
          • ACTIVITY III
            • Complete Watercolor "-isms" Final II
      • WEEK 9
        • L20 SCHOLAR
          • DO NOW
            • Compare methods of drawing with watercolor techniques
            • Which do you like more? Why?
          • OBJECTIVE
            • Students will try specific methods using a mixing bowl worksheet to discuss different types of watercolor techniques
          • ACTIVITY I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACTIVITY II
            • Art History of Painting / Drawing
          • ACTIVITY III
            • Final Practice / Review of watercolor methods
        • L21 SCHOLAR ARTIST
          • DO NOW
            • Compare methods of drawing with watercolor techniques
            • Which do you like more? Why?
          • OBJECTIVE
            • Students will try specific methods using a mixing bowl worksheet to discuss different types of watercolor techniques
            • Students will compare drawing with painting techniques
          • ACTIVITY I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACTIVITY II
            • Practice Painting / Practice Drawing
            • Colored Pencil Techniques
          • ACTIVITY III
            • Pencil Techniques Redux
        • L22 ARTIST STUDIO
          • DO NOW
            • List dry material techniques
          • OBJECTIVE
            • Students will review skill sets and discuss dry materials methods and practice.
            • Students will set up for final project
          • ACTIVITY I
            • Progression Project Review
            • MC Escher
          • ACTIVITY II
            • Practice Progression
      • WEEK 10
        • L23 SCHOLAR
          • Sub
        • L24 SCHOLAR ARTIST
          • DO NOW
            • Drawing: chosen object
          • OBJECTIVE
            • Students will review skill sets and discuss dry materials methods and practice.
            • Students will practice drawing techniques
          • ACTIVITY I
            • Progression Project Review
            • Artist: MC Escher
          • ACTIVITY II
            • Practice Progression
            • Research objects: geometric/organic; real/imaginary; simple/complex
          • ACTIVITY III
            • Drawing: Ribbon / O- forms combine
            • Examples
        • L25 ARTIST STUDIO
          • DO NOW
          • OBJECTIVE
            • Students will continue with their final project, develop a set of images and tools.
          • ACTIVITY I
            • Progression Project Review
            • Artist: MC Escher
          • ACTIVITY II
            • Practice / Review
          • ACTIVITY III
            • Final Practice / Review of methods
      • WEEK 11
        • L26 SCHOLAR - Sketchbook Returns
          • DO NOW
            • Draw an object using line, shape, value, form and space.
            • Choose three words from Word Wall. Describe your drawing.
          • OBJECTIVE
            • SWBAT continue work with their progression drawing
            • SWBAT connect vocabulary with their work
          • ACTIVITY I
            • Progression Drawing Continues
              • Real to Real
              • Real to Imaginary
              • Imaginary to Imaginary
          • ACTIVITY II
            • Vocabulary Setup
          • ACTIVITY III
            • Review list
        • L27 SCHOLAR ARTIST - Worksheet
          • DO NOW
            • Draw an object using line, shape, value, form and space.
            • Choose three words from Word Wall. Describe your drawing.
          • OBJECTIVE
            • SWBAT continue work with their progression drawing, following the process
            • SWBAT connect vocabulary with their work
          • ACTIVITY I
            • Drawing Review: Practicing drawing / creating form / solids
          • ACTIVITY II
            • Vocabulary Chart:
              • motif, emphasis, form, rhythm
          • ACTIVITY III
            • Connect drawing with vocabulary
          • PROVING BEHAVIOR
            • Draw an abstract image that uses the methods of the four vocabulary words
        • L28 ARTIST STUDIO
          • DO NOW - Paper
            • What is the process for creating a progression drawing?
            • Front: One Object Drawing Panel with Word Wall
            • Back: Multiple Drawings using a variety of colored pencils
          • OBJECTIVE
            • SWBAT complete their four panel progression drawing prep and begin their final 5 panel progression drawing using pencils / colored pencils.
          • ACTIVITY I
            • Four panel progression practice
          • ACTIVITY II
            • Progression Final: 5-7 panels
              • Choosing real / imaginary objects
              • Complicated foreground object(s)
              • Background changes
          • ACTIVITY III
            • Progression photos: 5 panels of something changing
          • HOMEWORK
            • Progression Photo Project
              • Use similar background
              • Keep it simple
              • Use Closeups
              • Add to Google Slides
      • WEEK 12
        • L29 ARTIST STUDIO
          • DO NOW
            • Worksheet II
              • Draw two object composition / three words from word wall
              • List images you have drawn from returned drawings
              • Look for connections with shapes
          • OBJECTIVE
            • SWBAT design and begin their final drawing using research of previous work, deciding whether they will use only drawing from observation or will they combine it with imagination
          • ACTIVITY I
            • Choice
              • Observation to Observation
              • Observation to Imagination
              • Imagination to Observation
            • Progression Project Review
          • ACTIVITY II
            • FINAL Rubric
              • 5-7 equal panels 16 pts.
              • Smooth transition between images 16 pts.
              • Uses successful shading throughout 16 pts.
              • Shows detailed work / sophisticated elements / complexity 16 pts.
              • Uses colored pencils effectively 16 pts.
              • Background shows some complexity 16 pts.
          • ACTIVITY III
            • FINAL Benchmark I
              • Complete basic outline / contours for all four drawings
          • HOMEWORK
            • Progression Photo Project
              • Use similar background
              • Keep it simple
              • Use Closeups
              • Add to Google Slides
        • L30 ARTIST STUDIO
          • DO NOW
            • Review homework
          • OBJECTIVE
            • SWBAT to create a drawing using colored pencils with a variety of value.
            • SWBAT to continue with their Final Progression Drawing
          • ACTIVITY I
            • Colored Pencils Practice
          • ACTIVITY II
            • Final Progression Drawing
              • Benchmark II: All basic drawing with background completed
              • Progression Project Review
          • ACTIVITY III
            • FINAL Rubric
              • 5-7 equal panels 16 pts.
              • Smooth transition between images 16 pts.
              • Uses successful shading throughoRut 16 pts.
              • Shows detailed work / sophisticated elements / complexity 16 pts.
              • Uses colored pencils effectively 16 pts.
              • Background shows some complexity 16 pts.
          • HOMEWORK
            • Complete basic drawing; Colored pencil work on Mon / Tues
            • Photo Progression Practice

  • UNIT 7: Breadth SIX [ Creating from a Variety of Concepts and Craft ]
    • UNIT OBJECTIVE After reviewing a variety of traditional media techniques, students will create a variety of six strong works that address the AP Drawing Rubric, principles of art and methods of skillful variety. (12 classes - 4 weeks)

    LESSONS | VOCABULARY | AP RUBRIC

  • ESSENTIAL Questions
    • Which methods are the most successful for traditional / modern artists?
    • What methods and subjects do you find the most interesting / successful?

  • ENDURING Understandings
    • Students should consider basic traditional painting techniques as part of their choice of personal techniques and style.
    • Students should balance skills / concepts they know with some experimentation and discovery.
  • UNIT Standards
    • 3.4 etc.

  • FINAL Projects
    • Drawing Packet
    • Six Works showing a variety of drawing techniques and concepts

  • UNIT 6 Rubric

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

  • VOCABULARY - Terms
    • elements of art line, shape, value, form, space, color, texture
    • principles of art balance, contrast, rhythm, pattern, emphasis, figure ground, unity
    • style method that identifies its maker
    • process steps required to create a work
    • gestalt pieces / parts that add up to a whole
    • color scheme two or more colors that make up a palette of a work
    • distortion exaggerated elements in a work such as changing natural color, proportion
    • appropriation to borrow and use ideas, elements of another artist's work

  • ART History
    • TEXTBOOK Gardner's Art Through the Ages Ed. 12

  • ART Talk Online Review
    • Chapter
  • U7 EXERCISES
    • WEEK 13
      • L31 SCHOLAR
        • DO NOW
          • Warm-up: Worksheet / Prismacolor
          • Take out your Progression Drawing Midterm
          • Review / plan next two days
        • OBJECTIVE
          • SWBAT continue working on their Progression Drawing
          • SWBAT add colored pencil work that promotes progression and experimentation
        • ACTIVITY I
          • Check Final Project Benchmark II
          • FINAL Rubric
            • 5-7 equal panels 16 pts.
            • Smooth transition between images 16 pts.
            • Uses successful shading throughout 16 pts.
            • Shows detailed work / sophisticated / complexity 16 pts.
            • Uses colored pencils effectively 16 pts.
            • Background shows some complexity 16 pts.
        • ACTIVITY II
          • Prismacolor Colored Pencils - 24 pencil set
          • Progression Project Work Review
            • Consider
              • Color Pencil Transition
              • Foreground / Background Difference
              • One color scheme: analogous, monochrome, complimentary
        • ACTIVITY III
          • Drawing Packet here
          • Spring Break Homework
        • ACTIVITY IV
          • Office Hours: Tuesday / Thursday
        • HOMEWORK / REMINDER
          • Final Progression Drawing due Thursday
      • L32 SCHOLAR ARTIST
        • DO NOW
          • Review Rubric in Activity II
        • OBJECTIVE
          • SWBAT continue working on their Progression Drawing
          • SWBAT add colored pencil work that promotes progression and experimentation
          • SWBAT review homework and put together their work packet
        • ACTIVITY I
          • Homework Packet
            • Folder
            • Six 6 x 9 paper
            • Handout
        • ACTIVITY II
          • FINAL Rubric
            • 5-7 equal panels 16 pts.
            • Smooth transition between images 16 pts.
            • Uses successful shading throughout 16 pts.
            • Shows detailed work / sophisticated / complexity 16 pts.
            • Uses colored pencils effectively 16 pts.
            • Background shows some complexity 16 pts.
        • ACTIVITY III
          • Progression Project Work Review
            • Consider
              • Color Pencil Transition
              • Foreground / Background Difference
              • One color scheme: analogous or monochrome or complimentary
            • Review Powerschool Due Dates
        • ACTIVITY IV
    • WEEK 14 - Return From Spring Break
      • L33 SCHOLAR
        • DO NOW
        • OBJECTIVE
          • SWBAT evaluate their homework: subject, skills and execution
          • SWBAT review and practice skills for their Drawing Packet
        • ACTIVITY I
          • HOMEWORK: Review
            • Breadth Three: Homework Examples
            • Skills Sets: Cross-hatching, Dots, form, doodle, watercolor
            • Positive Negative Space
          • Worksheet Review: Evaluate your work
        • ACTIVITY II
          • Drawing Packet Worksheet Benchmark - Instruction / Requirements
            • Complete assignments you believe you can master
        • ACTIVITY III
          • Final Practice / Review of methods
      • L34 SCHOLAR ARTIST - WORKSHEET
        • DO NOW
        • OBJECTIVE
          • SWBAT experiment with a variety of media on their four drawings using a variety of materials
          • SWBAT begin their Drawing Packet, completing three works in the packet
        • ACTIVITY I
          • Drawing Packet Worksheet Benchmark - Instruction / Requirements
            • Complete assignments you believe you can master
        • ACTIVITY II
          • Four Drawings
            • Watercolor
            • Marker
            • Collage
            • Colored Pencils
            • Mixed Media
        • ACTIVITY III
      • L35 ARTIST STUDIO
        • DO NOW - Regular White Paper
          • Drawing: Observation vs. Imagination
            • Observation: Book
            • Imagination: Book with Words Exploding
        • OBJECTIVE
          • SWBAT complete effectively (with a proficient skill level) their first 6 drawings in the Drawing Packet
        • ACTIVITY I
          • Drawing Packet - First six drawings completed
          • Four Additional Drawings which include:
            • Wooden Blocks - how to use them
            • Three different object arrangements on a book per area
            • Add a shell
        • ACTIVITY II - Homework
          • Drawing Folder: First Two Drawings
            • Abstract Drawing - Colored Pencils
            • Landscape - Watercolor / Colored Pencils
            • Figure - Marker / Pencil
            • Portrait - Pencil
        • ACTIVITY III
          • Homework - Complete 10 drawings in the packet
    • WEEK 15
      • L36 SCHOLAR
        • DO NOW
          • Drawing: Observation vs. Imagination
            • Hand process
        • OBJECTIVE
          • SWBAT to begin the process of completing the portfolio
        • ACTIVITY I
          • Contour Drawing: reasons - detail and concentration
          • Blind Contour: reasons - detail and concentration
        • ACTIVITY II
          • Begin Process to Complete Four Drawings from Spring Break
            • Abstract Drawing - Colored Pencils
            • Landscape - Watercolor / Colored Pencils
            • Figure - Marker / Pencil
            • Portrait - Pencil
        • ACTIVITY III
          • Place all work in Portfolio
          • FINAL Portfolio List
      • L37 SCHOLAR ARTIST
        • DO NOW
          • 1/2 Sheet Do Now
            • Peace Sign Hand Line Drawing - back of hand (shapes / proportion)
            • Thumb Folded across palm
        • OBJECTIVE
          • SWBAT complete several drawing assignments effectively, identifying any issues that prevent them from using correct proportion
          • SWBAT complete their abstract drawing
          • SWBAT identify important, personal objects to draw
        • ACTIVITY I
          • Solids Drawing Completed
            • Four or more objects on a book
            • Line, Shape, Value, Form
            • Balance
            • Use location points / demo
        • ACTIVITY II
          • Begin Process to Complete Four Drawings from Spring Break
            • Abstract Drawing - Colored Pencils
            • Landscape - Watercolor / Colored Pencils
            • Figure - Marker / Pencil
            • Portrait - Pencil
        • HOMEWORK
          • Two Drawings of a personal object - label
          • Complete Spring Break Homework - label on back


SPRING BREAK HOMEWORK


      Four Genre Works: Landscape / Self Portrait / Figure / Abstract

      • 6 x 9 paper or sketchbook for each work
      • Rubric: 1) well made; 2) thoughtful; 3) creative interpretation

      Four Breadth Sketches - VARIETY OF METHOD - EXPERIMENTATION

      • 6 x 9 paper or sketchbook for each work
      • Rubric: 1) basic; 2) thoughtful; 3) creative interpretation; 4) uses pencil mostly


  • UNIT 8: Concentration SIX [ Building Your Focus on Concept & Craft ]
    • UNIT OBJECTIVE After reviewing a variety of traditional media techniques and your Breadth SIX portfolio, students will create a variety of work as a guide to their Concentration projects. Students will create three works that follow one method, concept or style. (11 classes - 4 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY | AP RUBRIC

  • ESSENTIAL Questions
    • Which methods are the most successful for traditional / modern artists?
    • How does an artist design a series of works?

  • ENDURING Understandings
    • Students review basic drawing techniques as part of their choice of personal style.
    • Students should focus on their best skills as well as experiment with media and subject.
  • UNIT Standards
    • 3.4 etc.

  • FINAL Projects
    • 16 DRAWINGS
      • Five Observation
      • Three Imagination
      • Two Real into Surreal
      • Two "What have I become?"
      • Four Personal Objects Personal Symbols
    • Breadth 3 - Three different work (subject, style, materials)
    • Concentration 3 - Three similar works (subject, style, materials)
    • Hand Box (6 panels)
    • Six Panel Screen (from 16 Drawings)

  • UNIT 8 Rubric

  • AVCHS Core Value
    (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
    • principles of design: balance, emphasis, contrast, unity, proportion, scale, rhythm
    • AP Drawing: Breadth / Concentration / Quality
    • Surrealism: imagery created from dreams, wishes, fantasies; art movement from 1920s based on Freud and psychoanalysis
    • value scale

  • ART History
    • TEXTBOOK Gardner's Art Through the Ages Ed. 12

  • ART Talk Online Review

  • U8 EXERCISES
    • WEEK 16
      • L38 SCHOLAR
        • DO NOW
          • Half Page Hand Drawing
            • Peace sign with palm
            • Side of hand
          • Use measurements
          • Shell sketches
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACTIVITY I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choices Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACTIVITY II
          • Observation
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice / Rule of Thirds
        • ACTIVITY III
          • Imagination Brainstorm
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind
        • ACTIVITY IV
          • Real into Surreal Brainstorm
            • Combination of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice
          • What have I become?
      • L39 SCHOLAR ARTIST
        • DO NOW
          • Half Page Hand Drawing
            • Side of hand
          • Use measurements
          • Shell sketches
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
          • SWBAT to create a work mixing imagination, memory and observation
        • ACTIVITY I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choice Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACTIVITY II
          • Observation
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice / Rule of Thirds
        • ACTIVITY III
          • Imagination Brainstorm
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind
        • ACTIVITY IV
          • Real into Surreal Brainstorm
            • Combination of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice
          • What have I become?
      • L40 ARTIST STUDIO
        • DO NOW
          • Half Page Hand Drawing
            • Hand holding object
            • Future AP Drawing students: Holding a shell / photo
            • Holding a form - photo / draw
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
          • SWBAT complete a hand holding an object drawing using effective drawing techniques
        • ACTIVITY I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACTIVITY II
          • Observation
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice / Rule of Thirds
        • ACTIVITY III
          • Imagination Brainstorm - Association Exercises
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind
        • ACTIVITY IV
          • Real into Surreal Brainstorm
            • Combination of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice - object on a table
          • What have I become? - portrait transformed / tree or hand into ?
    • WEEK 17
      • L41 SCHOLAR
        • DO NOW
          • Portfolio Work: 16 drawings review
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
          • SWBAT to create imaginative work using some of their learned drawing skills
        • ACTIVITY I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACTIVITY II
          • Observation (5)
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice
        • ACTIVITY III
          • Imagination Brainstorm (3)
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind - IP: detail
        • ACTIVITY IV (2)
          • Real into Surreal Brainstorm
            • Combo of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice - Concentration
          • What have I become?
      • L42 SCHOLAR ARTIST
        • DO NOW
          • Portfolio Work: 16 drawings review
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
          • SWBAT complete 6 drawings by Thursday for display
        • ACTIVITY I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACTIVITY II
          • Observation (5)
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice
        • ACTIVITY III
          • Imagination Brainstorm (3)
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind - IP: detail
        • ACTIVITY IV (2)
          • Real into Surreal Brainstorm
            • Combo of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice - Concentration
          • What have I become?
      • L43 ARTIST STUDIO
        • DO NOW
          • Set up own work for 16 drawings
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACTIVITY I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACTIVITY II
          • Observation (5)
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice
        • ACTIVITY III
          • Imagination Brainstorm (2)
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind - IP: detail
        • ACTIVITY IV
          • Real into Surreal Brainstorm (2)
            • Combination of two objects - Progression Drawing
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
              • Flying Falling
              • Melting Stretching
        • HOMEWORK
          • One Drawing from Personal Choice - Use photos - example (4)
          • One Drawing from What have I become? (2)
    • WEEK 18
      • L44 SCHOLAR
        • DO NOW
          • Set up 8 drawings for exhibition
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACTIVITY I
          • Organize 8 Drawings for Display
          • Photograph the 8 drawings / email to jkannofsky@animo.org
        • ACTIVITY II
          • 20 minute Art Show and Benchmark
        • HOMEWORK
          • Personal Choice
          • What have I become?
      • L45 SCHOLAR ARTIST
        • DO NOW
          • Set up for "Real into Surreal" - Scale
        • OBJECTIVE
          • SWBAT complete 8 drawings and review works they need to complete
          • Students will review drawing rubric / demo
        • ACTIVITY I
          • Practice Drawing Review
            • Value Scale
            • Location Points
            • Edges
            • Negative Space
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choice Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACTIVITY II
          • Observation
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Chosen objects
            • Portrait from photo (1/2 to full portrait - your choice)
            • Your house or room
        • ACTIVITY III
          • Real into Surreal Brainstorm
            • Combination of two objects - Progression Drawing Panel 3
            • Change in scale - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
              • Flying / Falling
              • Melting / Stretching
        • HOMEWORK
          • Personal Choice
          • What have I become?
      • L46 ARTIST STUDIO
        • DO NOW
          • Review work - 12 Drawing Benchmark due next Friday
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACTIVITY I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choice Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACTIVITY II
          • Observation
            • Forms / Solids Composition - IP: value, proportion, centered
            • Shell and Forms - 1 shell 2 forms - today
            • Shoe and own object combo
            • Portrait from photo (1/2 to full portrait - your choice)
            • Building or Choice
        • ACTIVITY III
          • Imagination Brainstorm
            • Abstract / Radial Design using colored pencils - IP: colored pencil value
            • Room with personal objects / symbols - IP: detail
            • Mindscape: lanscape from your mind
        • ACTIVITY IV
          • Real into Surreal Brainstorm
            • Combination of two objects - Progression Drawing Panel 3
            • Scale Room - small object becomes large or opposite
            • New Verb - object does something out of the ordinary
            • Flying Falling
            • Melting Stretching
        • HOMEWORK
          • Personal Choice
          • What have I become?


  • UNIT 9: Your Final Portfolio [ Evaluating Your Best Work ]

    • UNIT OBJECTIVE After reviewing all work from the previous year, students will present their portfolio of work including the best of the 16 drawings. (5 classes - 2 weeks)

    LESSONS | FINAL PROJECTS | VOCABULARY

  • ESSENTIAL Questions
    • Which methods are the most successful for traditional / modern artists?

  • ENDURING Understandings
    • Students should learn basic traditional painting techniques as part of their choice of personal techniques / style
  • UNIT Standards
    • 3.4 etc.

  • FINAL Projects
    • 16 works showing a variety of methods
    • 6 works that are similar in content and method

  • UNIT 9 Rubric

  • AVCHS Core Value

  • VOCABULARY - Quiz Terms
    • elements of art line, shape, value, form, space, color, texture
    • principles of art balance, contrast, emphasis, scale, rhythm, unity,
    • portfolio art work that shows a consistent content, method, and/or style
    • style a consistent artistic method that is identifiable

  • ART History
    • TEXTBOOK Gardner's Art Through the Ages Ed. 12

  • ART Talk Online Review
    • Chapter 1

  • U9 EXERCISES
    • WEEK 19 - SBAC TESTING JUNIORS
      • L47 SCHOLAR
        • Sophomores and Seniors - Continue with drawing projects
      • L48 SCHOLAR ARTIST
        • Sophomores and Seniors - Continue with drawing project
      • L49 ARTIST STUDIO
        • Sophomores and Seniors - Continue with drawing project
    • WEEK 20 - PRESENTATION WEEK
      • L50 SCHOLAR
        • DO NOW
          • Review Drawings
        • OBJECTIVE
          • SWBAT complete all 16 drawings using the rubric in Powerschool
          • SWBAT begin their "What have I become?"
        • ACTIVITY I
          • Two Drawings: What have I become?
            • Face becomes what ?
            • Face inside an object, becomes ?
        • ACTIVITY II
          • Drawing Examples and Support here
      • L51 SCHOLAR ARTIST - PRESENTATION
        • DO NOW
          • Set up drawings for evaluation
        • OBJECTIVE
          • SWBAT complete all 16 drawings using the rubric in Powerschool
          • SWBAT set up and photograph their drawings to be added to a presentation
        • ACTIVITY I
          • Evaluation of work
        • ACTIVITY II
          • Photograph / Google Slides Example here
    • WEEK 21 - FINALS WEEK
      • L52 / L53
        • FINAL Google Slides
          • Presentation of all work
          • Well designed
          • Example here

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.
home / recent news For Parents Wishlist - Donations Picks / Favorites jkannofsky@animo.org