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  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: Mixed-Media Experiments SPRING: From Media to Portfolio
U1: Your Mixed-Media World (6) U5: The Abstract World (4)
U2: When Worlds Collide (6) U6: Drawing Redux (4)
U3: Disproportionate Human (4) 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 Your Mixed-Media 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. (15 classes - 6 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
        • Mixed-Media Multi-Panel Still Life Vanitas Project - example
        • Hand Contour Mixed-Media Drawing
    • DIGITAL Media
      • Computer
        • Three Digital SumoPaint Mandalas - examples 1 | 2 | 3 | Video
        • Two Computer Abstract Vector Drawing - examples: I | II | III
        • Optional: One Personal Vanitas Collage Project - Example
      • Photography (Homework)
        • Three photographs of a personal still life / objects
        • Filters added in classroom
      • Advanced Photograph all natural art work / place in Google Slides
    • CAREER Google Slides
      • 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
    • surrealism an art movement that addressed dreams, fantasies and the subconcious
    • 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
    • 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
        • OPENING
          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
        • OPENING
          • 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
        • OPENING - 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
        • OPENING
        • 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
        • OPENING
          • 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
        • OPENING 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
        • OPENING 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
            • ACT 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
        • OPENING
          • Draw three shapes and turn them into forms (realism)
          • Concentration Scribble (abstraction)
          • Draw one object adding feathers / wings (surrealism)
        • OBJECTIVE
          • Students will complete their three panel practice
          • Students will be able to design and create a variety of forms using elements of art
        • ACT I
          • Realist Forms (Realism)
            • Copy this drawing
            • Make sure the sketch is balanced
            • Meta-cognitive: Write out your process for drawing this
        • ACT II
          • Imaginary Forms (Surrealism)
            • Full page sketchbook
            • Arrange three forms in a space
            • Use this page as a guide for forms
        • ACT III
          • STILL Life Setups - 5-7 Panel Drawing - 12x16 - Example
            • Personal Object
            • Still Life Objects
            • Skull
            • Drawing from life, photographs and imagination
        • ACT IV
          • RADIAL Symmetry Drawing - Natural vs. Digital
            • Studio work / Setup
            • Complete project
            • Computer SumoPaint Project
            • Add to your Google Portfolio
        • 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
        • OBJECTIVE
          • Students will setup their final project
          • Students will review academic protocols
          • Students will learn the basics of skull drawing
        • ACT I
          • STILL Life Setups - 5-7 Panel Drawing - 12x16 - Example
            • Personal Object
            • Still Life Objects
            • Skull
            • Drawing from life, photographs and imagination
        • ACT II
        • ACT III
          • VOCABULARY Handout / Review
          • Quiz - L14
        • HOMEWORK Reminder
      • L10 SCHOLAR ARTIST
        • OPENING
          • Warm-up exercises:
            • O-vals, Ribbon, Staircase
            • Sketch out one object on table. Add an arm, hand, hair, etc.
            • Ovals in vases, cups, bottles
        • OBJECTIVE
          • Students will review and develop a few different techniques for drawing from imagination
          • Students will begin their final multi-panel drawing, working with both observation, imagination, objects from home and school.
        • HOMEWORK
          • Drawing, Photograph, Sumo Paint
        • ACT I
          • Contour Drawing
            • Practice Contour Drawing
              • Mannequin
              • Hands: video here
            • Final Formative: overlapping contour drawing of hand
        • ACT II
          • Form Drawing
            • Mannequins - Forms
        • ACT IV
          • Still Life Photography
            • Mannequins: six POVs
            • Natural Final Project Production
            • May move to other tables / develop, add to still life setup
            • Support: Photograph still lifes
        • HOMEWORK
          • Drawing / Photo / Sumo Radial
      • L11 ARTIST STUDIO
        • OPENING
          • Hand Contour Drawing
          • What is the most difficult part of drawing from observation?
        • OBJECTIVE
          • Students will begin their multi-panel drawing using a variety of techniques and POVs.
          • Students will complete their hands contour drawing, generating a successful composition
        • ACT I
          • Hand Practice - multiple drawings
        • ACT II
          • Hand Drawing Final
            • Four overlapping drawings of different parts/gestures
            • One overlapping full hand
        • ACT III
          • STILL Life Setups / Photography
            • Photograph Skull and other objects in room
            • Writing: story about objects, home, course, etc.
      • HOMEWORK
        • Sketchbook
          • Two POV drawing of a skull
        • SumoPaint
          • Two Symmetry Drawings: one shows symmetry, one shows asymmetry
        • Photography
          • Five photos different important objects
    • WEEK 5
      • L12 SCHOLAR ARTIST
        • OPENING
          • Question: What are the seven elements of art?
          • Drawing: Breadth Scribble (variety)
          • Pickup hand contour drawing
        • OBJECTIVE
          • Students will complete basic hand drawing, making decision about how to use mixed media such as markers and watercolor
          • Students will begin final multipanel drawing by adding a skull to one of their panels, deciding on its importance in their work.
        • ACT I
          • Hand Contour - Complete
        • ACT II
          • Multi-Panel Final begins
            • Add skull drawing to one or more of panels
        • ACT III
          • Watercolor Practice
            • Atmospheric Perspective Painting
            • Tea Milk Honey: Tea Wash
        • ACT IV
          • Studying Methods here
          • September 11 Quiz
        • ACT V
          • Photography of still lifes
        • CLOSING
          • What is more difficult: observation drawing or imagination drawing?
        • HOMEWORK
          • Sketchbook
            • Two POV drawing of a skull
          • SumoPaint
            • Two Symmetry Drawings: one shows symmetry, one shows asymmetry
          • Photography
            • Five photos different important objects
      • L13 ARTIST STUDIO
        • OPENING SB
          • 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 vanitas composition, making choices about both positive and negative space and the important areas they will spotlight
          • Students will work with a variety of digital mark making to create one digital abstract work showing asymmetrical balance
        • ACT I
          • Hand Drawing Completed
            • Watercolor Practice
            • Micron Pens for Emphasis
        • ACT II
          • Multi-panel Vanitas
            • Researched personal images / practice sketches
            • Observation sources example
            • Imagination drawing
          • Benchmark - All panels have some marks / drawing
        • ACT III
          • Digital Abstract Drawing
            • Examples: I | II
            • Add to Google Slides
        • ACT III
          • Studying Methods here
          • September 11 Quiz
        • HOMEWORK Due
          • Multi-Panel Drawing
            • All panels must have marks in the work
          • Sketchbook
            • Zen Doodle in Two Shapes
          • Photography
            • Five photos important object - add to Multi-Panel
      • HOMEWORK IV
        • Continue Multi-Panel Vanitas Drawing
    • WEEK 6
      • L14 SCHOLAR
        • OPENING
          • Breadth Scribble
          • Staircase with Value
        • OBJECTIVE
          • Student will review the rubric for the two summative projects
          • Students will complete their drawing, adding strong line to emphasize parts of the work
        • ACT I
          • Hand Drawing Rubric
            • Emphasis on one hand (marker)
            • Balance showing multiple hands (along both x- and y-axis)
            • Line and Detail (2h / hb pencils)
            • Negative space shows creative aspect (space around hands but inside border)
            • Watercolor border using Tea-Quality Wash (outside border, soft wash)
        • ACT II
          • Drawing: Hands
            • Emphasis - Markers
            • Negative Space
        • ACT III
          • Multi-Panel Final Setup
          • Rubric
            • Mutiple panels well made
            • One panel shows a detail of a skull
            • One panel shows imagination drawing
            • Two panels from a personal objects
            • One panel from classroom object
            • Uses multi-media
            • Writing around drawing - addresses drawing content
      • L15 SCHOLAR ARTIST
        • OPENING
          • Review your final project
          • Concentration Scribble
        • OBJECTIVE
          • Students will setup for drawing and watercolor painting
          • Students will setup their research in a Google Slide
        • ACT I
          • Watercolor Practice / Final
          • Aerial Perspective Painting
        • ACT II
          • Complete Hand Drawing
          • Watercolor Tea Wash
        • ACT III
          • Multi-Panel Final Setup
            • Rubric
              • Mutiple panels well made
              • One panel shows a detail of a skull
              • One panel shows imagination drawing
              • Two panels from a personal objects
              • One panel from classroom object
              • Uses multi-media
            • Writing around drawing - addresses drawing content
      • L16 ARTIST STUDIO
        • OPENING
          • Review / Practice
          • Drawing Primitives
        • OBJECTIVE
          • Students will setup for their vanitas project
          • Students will setup their research in a Google Slide
        • ACT I
          • Cut / Glue
            • Multi-Panel handout
            • Reading Protocol handout
          • Reading Protocol
            • Vanitas
        • ACT II
          • Research Panel (40 pts. Other)
            • Students will pick up a laptop and create a single panel of images that can be used for their multi-panel vanitas
            • Research Panel example
            • Share panel with instructor: jkannofsky@animo.org
        • ACT III
          • 60 minutes: Multi-Panel Drawing
            • Rubric
              • Mutiple panels well made
              • One panel shows a detail of a skull
              • One panel shows imagination drawing
              • Two panels from a personal objects
              • One panel from classroom object
              • Uses multi-media
          • Writing around drawing - addresses drawing content
          • Multi-Panel with basic example
        • ACT III
          • Film
    • 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.
      (13 classes - 5 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 7
        • L17 SCHOLAR ARTIST
          • OPENING
            • Why do you think learning the skill of drawing is important?
            • Define Drawing
            • Draw one object / one imaginative drawing
            • Reading What is Drawing? - Develop Three Questions / Test partner
          • OBJECTIVE
            • Students will evaluate drawing methods
            • Students will review methods of drawing imaginative space
          • HOMEWORK
            • Imaginative Drawing
            • Photograph / email to jkannofsky@animo.org
          • ACT I
            • Review Drawing Methods
            • Begin Multipanel Drawing
            • Review Rubric
          • ACT II
            • Review Hand Drawing
            • Is your work complete?
          • ACT III
            • Reading Homework: Vanitas
            • Collect
          • ACT IV
            • Vocabulary Review on Friday
        • L18 SCHOLAR ARTIST
          • OPENING
            • Drawing: Imagination vs. Observation
            • Compare the process of drawing objects to the process of drawing architecture
            • Reading What is Drawing? - Develop Three Questions / Test partner
          • 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
          • ACT I
            • What techniques used to create 3-d space on a 2-d surface?
            • ArtTalk 5 L1/2 - list those techniques
          • ACT II
          • ACT III
            • Complete Homework
          • ACT IV
            • Vocabulary Review
      • WEEK 8
        • L19 SCHOLAR
          • OPENING
            • Drawing: Imagination vs. Observation
            • Compare: objects vs. architecture
            • Reading What is Drawing? - Develop Three Questions / Test partner
          • OBJECTIVE
            • Students will complete their drawing, adding watercolor wash
          • ACT I
            • Complete drawing adding a watercolor wash
          L20 SCHOLAR ARTIST
          • OPENING
            • Drawing Warmup: Imagination / Observation
            • Perspective Booklet
            • Vocabulary Words:
              • Principle of art: Balance - symmetry / asymmetry
              • Important Concept: perspective / space
          • OBJECTIVE
            • Students will complete their multipanel drawing
            • Students will review specific space techniques
          • ACT I
            • Multipanel Drawing
            • Watercolor wash
          • ACT II
          • ACT 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
            • PHOTOGRAPHY
              • Seven photos of one building showing perspective / different angles
            • SKETCHBOOK
              • One point perspective room with windows
              • Two point perspective of three building
              • Room with Large Object / Cell Phone - example
              • Perspective Barn Drawing here | add one figure or object to drawing
        • L21 ARTIST STUDIO
          • OPENING
          • OBJECTIVE
            • Students will complete their Multi-Panel
            • Students will work on their perspective packet
            • Students will learn how to create one point perspective using software
          • ACT I
          • ACT II
            • Digital Room Project example
            • Skyscraper Video here
            • How to use Flash CS3?
          • ACT III
          • ACT IV
            • Final Project Review
          • HOMEWORK
            • Multipanel One-Point Perspective (4 panels)
            • Breadth Scribble 9 x 12 drawing
            • Five Fotos: Buildings showing perspective and / or vanishing point
      • WEEK 9
        • L22 SCHOLAR
          • OPENING See Wonder Think / Feldman Model
            • 73. Last Supper. Leonardo da Vinci. c. 1494–1498 C.E. Oil / 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
            • Setup Protocol
          • ACT I
          • ACT II - Notes / Booklet
            • Mathematics and Art research
              • Euclid
              • Leonardo da Vinci
            • Research / Writing
          • ACT III
            • Complete Flash Digital Perspective - 20m
          • SUMMARY / X-IT
            • What did you learn about perspective?
        • L23 SCHOLAR ARTIST
          • OPENING See Wonder Think
          • OBJECTIVE
            • Students will compare different methods of creating space. Students will learn how utopian / dystopian space may be created.
            • Students will create and evaluate building photos showing 1- and 2-point perspective
          • HOOK
            • Perspective Barn Drawing here
          • ACT I - School Grounds Field Trip
            • PHOTOGRAPHY
              • Groups of three, take five photos showing 1- or 2-point perspective
          • ACT II
            • Sketchbook
              • One point perspective room with windows
              • Room with Large Object / Cell Phone - example
              • Perspective Barn Drawing here | add one figure or object to drawing
          • ACT III
            • Review Perspective Packet
              • Review Two-Point Perspective
              • Basic Two-Point Perspective work / booklet
          • ACT IV
            • Flash Buildings Complete
          • SUMMARY / X-IT
            • How might your create a work that shows a utopian world? What elements might you use to create such a world?
        • L24 ARTIST STUDIO
          • OPENING 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. More information here
          • OBJECTIVE
            • Students will construct evidence of the traits of utopian and dystopian architectural space.
            • Students will complete 1-pt. perspective projects
          • HOOK
          • ACT I
            • Perspective Barn Drawing here
            • Flash Digital City completed
          • ACT II
            • Utopian / Dystopian: The School of Athens and The Scream
            • Connecting words to images
              • Utopian / Dystopian Room divided in half
              • Perspectival vocabulary connection
              • Train Tracks Video
              • Room Video
          • ACT III
            • Barn Homework
            • Review past work
            • Booklet
            • Digital City
          • HOMEWORK
            • One Point Perspective City Project here
            • Advanced: Dystopian Lanscape here
            • Best Breadth Scribble
      • WEEK 10
        • L25 SCHOLAR
          • OPENING See Wonder Think
            • 91. Las Meninas. Diego Velázquez. c. 1656 C.E. Oil on canvas.
          • OBJECTIVE
            • Students will begin the process of creating their final work using a variety of space methods, mixing both utopian and distopian elements.
          • HOOK
            • 91. Las Meninas. Diego Velázquez. c. 1656 C.E. Oil on canvas.
            • Space: levels of detail
          • ACT I
            • FOLDERS in Teacher's Lounge
              • Dystopian Room with figure
              • Perspective Barn Drawing here
              • Best Breadth Scribble
          • ACT II
            • Perspective Booklet
              • 2-pt. perspective work
              • Practice in Sketchbook
          • ACT III
          • ACT IV
            • PREP / REVIEW
              • Art History PDFs: Unit 1 PDF | Unit 2 PDF | Unit 3 PDF
              • Five Minute Review
          • SUMMARY
        • L26 SCHOLAR ARTIST
          • OPENING
            • Draw: Three spheres on a table showing space
            • See Wonder Think
              • 111. Slave Ship (Slavers Throwing Overboard the Dead and Dying, Typhoon Coming On). JMW Turner. 1840 C.E. Oil on canvas
              • 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
            • Sketchbook Space Methods on Elmo
          • ACT I
            • Final Utopian Dystopian Research Moodboard
            • Review / Writing: Utopian vs. Dystopian Elements / Games
            • Utopian Dystopian Powerpoint here
            ACT II
            • Begin Final Project: Utopian Dystopian City
              • Multi-Panel Drawing 9 x 12 begin
              • Setup 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
          • ACT III
            • PREP / REVIEW
              • Art History PDFs: Unit 1 PDF | Unit 2 PDF | Unit 3 PDF
              • Five Minute Review
          • SUMMARY
          • HOMEWORK
            • Sketchbook: Two objects on a table showing space / depth
            • Multi-Panel Drawing of different forms of perspective
            • Photography: Six points of view of a buidling or buildings
      • WEEK 11
        • L27 SCHOLAR
          • OPENING
            • List all the vocabulary words connected to linear perspective
            • What is the difference between utopian and dystopian worlds?
          • OBJECTIVE
            • Students will research their two point perspective project. Students will research figures and objects of utopian and distopian worlds.
            • Students will connect their photo work and research to their final linear pespective drawing.
          • HOOK
            • Aerial perspective reminder:
          • ACT I - 8 min. lecture / Notes
            • Final Project - Utopian Dystopian Worlds
          • ACT II
            • Final Utopian Dystopian Research Moodboard - Formative
              • 3 x 5 Moodboard in Google Slides
                • Five Panels:
                  • Title Panel
                  • 2 pt. perspective (3)
                  • Utopian elements (3)
                  • Dystopian elements (3)
                  • Write out a description of your Utopian Dystopian City
              • Label panels and elements - Incomplete example
          • ACT III
            • Three Panel Midterm completed - Summative
          • ACT IV
            • Homework - Seven Photos of a building / buildings
              • Close-ups
              • Connect the images using the "lines" of the building
        • L28 SCHOLAR ARTIST
          • OPENING
            • List the vocabulary terms related to perspective
            • 109. The Oxbow (View from Mount Holyoke, Northampton, after a Thunderstorm). Thomas Cole. 1836 C.E. Oil on canvas.
            • 91. Las Meninas. Diego Velázquez. c. 1656 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
          • ACT I
            • Practice discussing the Henri Cityscape - Ashcan School example
            • See Wonder Think - small / large details; Why / How / What; evidence
              • Use your vocabulary list
              • Modeling of speech
          • ACT II
            • Two Point Perspective Practice
          • ACT III
            • Two Point Perspective handout
            • Final: Two Point Perspective Utopian Dystopian Worlds
              • Benchmark: Three or more building or similar to one of these examples
          • ACT IV
            • Homework: Five Photographs of Buildings placed in Google Slides
      • WEEK 12
        • L29 SCHOLAR
          • OPENING
            • 85. Calling of Saint Matthew. Caravaggio. c. 1597–1601 C.E. Oil on canvas.
            • Review drawing / utopian vs. dystopian elements
            • Draw four utopian and four dystopian elements in sketchbook
          • OBJECTIVE
            • Students continue with their 2-D perspective drawing, adding windows, signs and other elements.
          • HOOK
          • ACT I
          • ACT II
            • Quick one and two point perspective
              • Trash can, sign, car
          • ACT III
            • Continue your Utopian Dystopian Cityscape
          • ACT IV
            • Remind for these classes
            • Survey for these classes
          • HOMEWORK
            • Architecture Photo Collage Example
        • L30 SCHOLAR ARTIST
          • OPENING
            • What is the most difficult about two-point perspective?
            • What is the proces for creating a real linear space?
            • What are the elements of utopian and dystopian worlds?
          • OBJECTIVE
            • Students will continue their cityscape, adding details to seperate utopian and dystopian worlds.
          • HOOK
          • ACT I
          • ACT II
            • Continue Cityscape
          • HOMEWORK
        • L31 SCHOLAR ARTIST
          • OPENING
            • One point / Two Point Mix - Room / Car
          • OBJECTIVE
            • Students will continue their Cityscape, adding important details.
            • Students will set up their two point perspective car
            • Students will work
          • CAPT. HOOK
          • ACT I
            • Space is the Place Portfolio
            • Due: Friday, November 3, 2017
          • ACT II
            • Review 2 pt. perspective car begin | handout | video
            • 9 x 12 sheet: uses five elements of art
          • HOMEWORK
            • Stick Figure Worksheet
            • Cityscape Completed
            • Two-Point Perspective Car
            • Photography: Six photographs of buildings in neighborhood

      • 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 and a multi-armed futurist figure. 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
        • Multi-Arm Figure / Hindu God - 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 13
        • L32 SCHOLAR ARTIST
          • OPENING See Wonder Think
            • Continue work on Cityscape / Car
          • OBJECTIVE
            • Students will continue with perspective work
          • ACT I
            • Cityscape
            • Car and landscape
          • ACT II
            • Digital Art:
              • Group Work: Perspective Room with Figures
                • Add a Quote / Title
              • Skyscrapers
                • Add flying silhouette figures
        • L33 SCHOLAR ARTIST
          • OPENING See Wonder Think
            • Comparison here
              • 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
          • ACT I
            • Human Proportion
              • Video How Art Made the World - More Human Than Human
              • Discuss the connection between Venus of Willendorf and Herring Gull Theory
          • ACT II
            • Sketchbook - Ideal / Real / Surreal
              • Stick Figure Development Video
          • ACT III (45 mins)
            • Complete Cityscape
            • Complete Two-point perspective Car in landscape
        • L34 ARTIST STUDIO
          • OPENING
            • 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.
          • HOOK
            • Review Stick Figure Method
          • ACT I
            • Sketchbook
              • Wooden Figures Close-up
              • Wooden Figure Proportion / Shading
              • Blending sticks
          • ACT II
            • Four Panel
              • Wooden Figure
              • Correct Proportion
          • ACT III
            • Face Proportion / Distortion
          • HOMEWORK
            • Photography of three full figures and shadows in different poses
            • Photography: Extreme Perspective with Figure
            • Ten stick figures different poses
      • WEEK 14
        • L35 SCHOLAR
          • OPENING See Wonder Think
            • Comparison:
              • 69. David. Donatello. c. 1440–1460 C.E. Bronze.
              • 104. George Washington. Jean-Antoine Houdon. 1788–1792 C.E. Marble.
            • Idealism, Contrapossto: 8 heads high, movement
            • Pick up your large and small perspective drawings
          • OBJECTIVE
            • Students will evaluate their utopian landscape
            • Students will complete their digital skyscrapers
            • Students will design figures using the basic stick figure method
          • ACT I
            • Sketchbook
              • Stick Figure Example
              • Four Panel Example
          • ACT II
          • ACT III
            • Photography: Figure photography - Five different poses
            • Skeleton Drawing: one final drawing in sketchbook
        • L36 SCHOLAR ARTIST
          • OPENING
          • OBJECTIVE
            • Students will begin their Four Figure Box project
            • Students will complete any work that is missing
            • Students will create a practice hybrid figure
          • ACT I
            • Sketch face examples for realism, idealism, surrealism
            • Vocabulary Review
          • ACT II
          • ACT III
            • Add wooden mannequin figure to Four Panel Project
          • ACT IV
            • Photo Figures: Three Full Figures in Action
            • Check front page of website for all homework
      • WEEK 15
        • L37 SCHOLAR
          • OPENING 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.
          • ACT I
            • Write a script using the vocabulary on the white board
            • Art History / Vocabulary Theater Practice
          • ACT II
            • Word Associations for
              • Robot, cybernetics, machines, technology
              • organic, skeletons, organic systems, muscles
          • ACT III
            • Beauty & Proportion Close Reading
            • Complete for homework - due Tuesday
          • FINAL ACT
            • Create a short script with partner that uses vocabulary
        • L38 SCHOLAR ARTIST
          • OPENING 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
          • ACT I
          • ACT 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
          • ACT III
            • ArtTalk 10 L3
            • Video Why Beauty Matters - The Human Face - I | II (all here)
          • FINAL ACT
            • Homework Reminder
            • Bring in your Hinged Figure
        • L39 ARTIST STUDIO
          • OPENING
            • 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
          • ACT I
            • Figure Quiz: Skeleton / Stick Figure / Wooden Model
          • ACT 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
          • ACT 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 16
        • L40 SCHOLAR
          • OPENING
            • Four Panel Drawings
            • Hinged Figure Practice
          • OBJECTIVE
            • Students will complete their basic four panel figure
            • Students will learn about figure proportion to create a hinged figure
            • Students will adapt their figure to create a distorted figure
          • ACT I
            • Review classroom expectations / rules
            • Review homework / Week 16
          • ACT II
            • Stick Figure Template - Gestalt
              • Robot, cybernetics, machines, technology
              • organic, skeletons, organic systems, muscles
            • Multi-Arm Final
              • Hindu Goddess / Vitruvian Man / MUSCLE figures
              • Example
          • ACT III
            • Beauty & Proportion Close Reading
            • Complete for homework - due Tuesday
          • FINAL ACT
            • Create a short script with partner that uses vocabulary
        • L41 SCHOLAR ARTIST
          • OPENING
            • Four Panel Drawings
            • Hinged Figure Practice
          • OBJECTIVE
            • Students will complete their basic four panel figure
            • Students will learn about figure proportion to create a hinged figure
            • Students will adapt their figure to create a distorted figure
          • ACT I
            • Review classroom expectations / rules
            • Review homework / Week 16
          • ACT II
            • Stick Figure Template - Gestalt
              • Robot, cybernetics, machines, technology
              • organic, skeletons, organic systems, muscles
            • Multi-Arm Final
              • Hindu Goddess / Vitruvian Man /
              • Example
          • ACT III
            • Beauty & Proportion Close Reading
            • Complete for homework - due Tuesday
          • FINAL ACT
            • Create a short script with partner that uses vocabulary
        • L42 ARTIST STUDIO
          • OPENING
            • Four Panel Drawings
            • Hinged Figure Practice
          • OBJECTIVE
            • Students will learn about figure proportion to create a hinged figure
            • Students will adapt their figure to create a distorted figure
          • ACT I
            • Review classroom expectations / rules
            • Review homework / Week 16
          • ACT II
            • Stick Figure Template - Gestalt
              • Robot, cybernetics, machines, technology
              • organic, skeletons, organic systems, muscles
            • Multi-Arm Final
              • Hindu Goddess / Vitruvian Man /
              • Example
          • ACT III
            • Beauty & Proportion Close Reading
            • Complete for homework - due Tuesday
          • FINAL ACT
            • Create a short script with partner that uses vocabulary
      • 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. (9 classes - 3 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
        • Example
      • 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 17
        • L40 SCHOLAR
          • OPENING See Wonder Think | Comparison Chart | Application
          • HOOK
          • OBJECTIVE
            • Students will begin 8 sketches of portraiture, each image has the same size head, but different techniques.
            • Students will complete hinged figure
            • Students will design a multi-armed god/avatar figure in proportion
          • ACT 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
          • ACT II
            • Complete template for multiple heads
          • ACT III
            • Hinged Figure
          • HOMEWORK
            • Photo Portraiture - Four Faces
        • L41 SCHOLAR ARTIST
          • OPENING 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.
          • ACT I
            • Teams - Handouts / Notes
              • 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
          • ACT II
            • Continue 8 panel Alter Ego Practice Box
      • WEEK 18
        • L42 SCHOLAR ARTIST
          • OPENING 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
          • ACT I
            • Homework review
            • Rubric: 8 panels - drawing, surrealism, combo, colored pencil, portraiture
          • ACT 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
          • ACT III
            • Four Panel Setup / Tape
          • ACT 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
        • L43 ARTIST STUDIO
          • OPENING 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.
          • ACT 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
          • ACT II
          • ACT 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 19
        • L44 ARTIST STUDIO
          • OPENING
          • 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
          • ACT I - Practice
            • How to Draw a Female Face here
            • How to Draw a Male Face here
          • ACT 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 ACT II
          • FINAL ACT
            • Complete #10 on Worksheet
        • L45 SCHOLAR
          • OPENING 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.
          • ACT I
            • Conceptual Methods Discussion
              • Should you complete one panel before going on to another panel?
              • Explain
          • ACT 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..."
          • ACT III
            • Benchmark II: Add one element / feature / addition to EACH panel
      • WEEK 19
        • L46 SCHOLAR
          • OPENING
            • 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
          • ACT 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
          • ACT II
            • How to be Creative video
            • Notes: Theme / Important Points
          • ACT 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.
        • L47 SCHOLAR ARTIST
          • OPENING
            • 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.
          • ACT 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
          • ACT II
            • Research methods
              • Line
              • Cubist
              • Zen Doodle
              • Surrealism / Abstraction
              • Form / Volume
          • ACT III
            • Benchmark III: 1/2 completed project (3-4 faces)
        • L48 ARTIST STUDIO
          • OPENING 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
          • ACT 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 1
      • L1 SCHOLAR ARTIST + GRADED WORKSHEET - 24 pts.
        • OPENING
          • 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
        • ACT 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
        • ACT II
          • Sketch one favorite work from art history textbook
          • Describe: method / subject / credit line
        • ACT 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
      • L2 ARTIST STUDIO
        • OPENING
          • Sketchbook / Paper Work - mark making
          • Eight Panel Drawing Grid: mark-making methods
        • OBJECTIVE
          • Students will use methods to create one abstract / realistic combination
        • ACT I
          • Final Alter Ego Setup and Rubric
          • Categories: Most Creative, Best Overall, Craziest
        • ACT II - Research - Art History Textbook
          • Research: Surrealism, Futurism, Bauhaus, Expressionism
          • Sketch examples of each
        • ACT III
          • Practice: Surrealist Biomorphic Forms
          • Instructor Sketchbook Examples
        • ACT 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
        • OPENING
          • 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
        • ACT I
          • Google Slides of Alter Ego Mask
          • Four Cs: Cropping, Color Correction, Contrast on your Computer/Cell Phone
        • ACT II
      • L13 SCHOLAR ARTIST + GRADED WORKSHEET - 24 pts.
        • OPENING
          • 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.
        • ACT I - Textbook
          • "-isms" sketchbook / paper sketchbook
            • Abstract Expressionism
            • Pop Art
            • Conceptual Art
            • Fauvism
          • What are two identifying traits of each?
        • ACT II - Textbook
          • Grid: Draw out one example of each
        • ACT 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
        • OPENING
          • 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?
        • ACT 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?
        • ACT II
          • Technique: Tea / Milk / Honey
            • Three brushes - different sizes
            • Light / Medium / Dark
        • ACT III
          • Basic Design
            • Pencil to Watercolor Final
    • WEEK 7
      • L15 SCHOLAR
        • OPENING
        • OBJECTIVE
          • Students will complete their Watecolor practice: Tea/Milk/Honey with different art movment mix
        • ACT 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
        • ACT II
          • Honey Watercolor Methods
          • Benchmark II: Graded
        • ACT III
      • L16 SCHOLAR ARTIST - No Worksheet - Final Project Begins
        • OPENING
          • 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
        • ACT I
          • Continue Four Panel Work
        • ACT II
          • Review progress
      • L17 ARTIST STUDIO - Final Project Begins
        • OPENING
          • What methods do you prefer?
          • Rembrandt Drawing discovered
        • OBJECTIVE
          • Students will begin their final project, following previous methods while adding their own interpretations.
        • ACT 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
        • ACT II
          • Complete Four Panel Watercolor
        • ACT 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
          • OPENING
          • OBJECTIVE
            • Students will begin their Watecolor Final II
          • ACT I
            • 9 x 12 / Two or more "-isms"/movements mixed
          • ACT III
        • L19 SCHOLAR ARTIST + Final Project Completed
          • OPENING
            • 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
          • ACT I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACT II
            • TURNER SUBLIME PROJECT
              • Foreground / Background
              • Aerial Perspective Mountains
              • Landscape with small figure (Friedrich work review)
          • ACT III
            • Complete Watercolor "-isms" Final II
      • WEEK 9
        • L20 SCHOLAR
          • OPENING
            • 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
          • ACT I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACT II
            • Art History of Painting / Drawing
          • ACT III
            • Final Practice / Review of watercolor methods
        • L21 SCHOLAR ARTIST
          • OPENING
            • 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
          • ACT I - Painting History examples here
            • J. W. Turner - seascapes
            • Andrew Wyeth - landscapes / people
            • A. Durer - nature
          • ACT II
            • Practice Painting / Practice Drawing
            • Colored Pencil Techniques
          • ACT III
            • Pencil Techniques Redux
        • L22 ARTIST STUDIO
          • OPENING
            • List dry material techniques
          • OBJECTIVE
            • Students will review skill sets and discuss dry materials methods and practice.
            • Students will set up for final project
          • ACT I
            • Progression Project Review
            • MC Escher
          • ACT II
            • Practice Progression
      • WEEK 10
        • L23 SCHOLAR
          • Sub
        • L24 SCHOLAR ARTIST
          • OPENING
            • Drawing: chosen object
          • OBJECTIVE
            • Students will review skill sets and discuss dry materials methods and practice.
            • Students will practice drawing techniques
          • ACT I
            • Progression Project Review
            • Artist: MC Escher
          • ACT II
            • Practice Progression
            • Research objects: geometric/organic; real/imaginary; simple/complex
          • ACT III
            • Drawing: Ribbon / O- forms combine
            • Examples
        • L25 ARTIST STUDIO
          • OPENING
          • OBJECTIVE
            • Students will continue with their final project, develop a set of images and tools.
          • ACT I
            • Progression Project Review
            • Artist: MC Escher
          • ACT II
            • Practice / Review
          • ACT III
            • Final Practice / Review of methods
      • WEEK 11
        • L26 SCHOLAR - Sketchbook Returns
          • OPENING
            • 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
          • ACT I
            • Progression Drawing Continues
              • Real to Real
              • Real to Imaginary
              • Imaginary to Imaginary
          • ACT II
            • Vocabulary Setup
          • ACT III
            • Review list
        • L27 SCHOLAR ARTIST - Worksheet
          • OPENING
            • 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
          • ACT I
            • Drawing Review: Practicing drawing / creating form / solids
          • ACT II
            • Vocabulary Chart:
              • motif, emphasis, form, rhythm
          • ACT III
            • Connect drawing with vocabulary
          • PROVING BEHAVIOR
            • Draw an abstract image that uses the methods of the four vocabulary words
        • L28 ARTIST STUDIO
          • OPENING - 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.
          • ACT I
            • Four panel progression practice
          • ACT II
            • Progression Final: 5-7 panels
              • Choosing real / imaginary objects
              • Complicated foreground object(s)
              • Background changes
          • ACT 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
          • OPENING
            • 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
          • ACT I
            • Choice
              • Observation to Observation
              • Observation to Imagination
              • Imagination to Observation
            • Progression Project Review
          • ACT 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.
          • ACT 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
          • OPENING
            • Review homework
          • OBJECTIVE
            • SWBAT to create a drawing using colored pencils with a variety of value.
            • SWBAT to continue with their Final Progression Drawing
          • ACT I
            • Colored Pencils Practice
          • ACT II
            • Final Progression Drawing
              • Benchmark II: All basic drawing with background completed
              • Progression Project Review
          • ACT 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
        • OPENING
          • 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
        • ACT 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.
        • ACT II
          • Prismacolor Colored Pencils - 24 pencil set
          • Progression Project Work Review
            • Consider
              • Color Pencil Transition
              • Foreground / Background Difference
              • One color scheme: analogous, monochrome, complimentary
        • ACT III
          • Drawing Packet here
          • Spring Break Homework
        • ACT IV
          • Office Hours: Tuesday / Thursday
        • HOMEWORK / REMINDER
          • Final Progression Drawing due Thursday
      • L32 SCHOLAR ARTIST
        • OPENING
          • Review Rubric in ACT 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
        • ACT I
          • Homework Packet
            • Folder
            • Six 6 x 9 paper
            • Handout
        • ACT 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.
        • ACT III
          • Progression Project Work Review
            • Consider
              • Color Pencil Transition
              • Foreground / Background Difference
              • One color scheme: analogous or monochrome or complimentary
            • Review Powerschool Due Dates
        • ACT IV
    • WEEK 14 - Return From Spring Break
      • L33 SCHOLAR
        • OPENING
        • OBJECTIVE
          • SWBAT evaluate their homework: subject, skills and execution
          • SWBAT review and practice skills for their Drawing Packet
        • ACT I
          • HOMEWORK: Review
            • Breadth Three: Homework Examples
            • Skills Sets: Cross-hatching, Dots, form, doodle, watercolor
            • Positive Negative Space
          • Worksheet Review: Evaluate your work
        • ACT II
          • Drawing Packet Worksheet Benchmark - Instruction / Requirements
            • Complete assignments you believe you can master
        • ACT III
          • Final Practice / Review of methods
      • L34 SCHOLAR ARTIST - WORKSHEET
        • OPENING
        • 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
        • ACT I
          • Drawing Packet Worksheet Benchmark - Instruction / Requirements
            • Complete assignments you believe you can master
        • ACT II
          • Four Drawings
            • Watercolor
            • Marker
            • Collage
            • Colored Pencils
            • Mixed Media
        • ACT III
      • L35 ARTIST STUDIO
        • OPENING - 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
        • ACT 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
        • ACT II - Homework
          • Drawing Folder: First Two Drawings
            • Abstract Drawing - Colored Pencils
            • Landscape - Watercolor / Colored Pencils
            • Figure - Marker / Pencil
            • Portrait - Pencil
        • ACT III
          • Homework - Complete 10 drawings in the packet
    • WEEK 15
      • L36 SCHOLAR
        • OPENING
          • Drawing: Observation vs. Imagination
            • Hand process
        • OBJECTIVE
          • SWBAT to begin the process of completing the portfolio
        • ACT I
          • Contour Drawing: reasons - detail and concentration
          • Blind Contour: reasons - detail and concentration
        • ACT II
          • Begin Process to Complete Four Drawings from Spring Break
            • Abstract Drawing - Colored Pencils
            • Landscape - Watercolor / Colored Pencils
            • Figure - Marker / Pencil
            • Portrait - Pencil
        • ACT III
          • Place all work in Portfolio
          • FINAL Portfolio List
      • L37 SCHOLAR ARTIST
        • OPENING
          • 1/2 Sheet OPENING
            • 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
        • ACT I
          • Solids Drawing Completed
            • Four or more objects on a book
            • Line, Shape, Value, Form
            • Balance
            • Use location points / demo
        • ACT 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
        • OPENING
          • Half Page Hand Drawing
            • Peace sign with palm
            • Side of hand
          • Use measurements
          • Shell sketches
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACT I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choices Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • 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
        • ACT I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choice Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • 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
        • ACT I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • 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
        • ACT I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • Portfolio Work: 16 drawings review
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
          • SWBAT complete 6 drawings by Thursday for display
        • ACT I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • Set up own work for 16 drawings
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACT I
          • 16 Drawings
            • Observation (5)
            • Imagination (3)
            • Personal Choice Personal Symbols (4)
            • Real into Surreal (2)
            • What have I become? (2)
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • Set up 8 drawings for exhibition
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACT I
          • Organize 8 Drawings for Display
          • Photograph the 8 drawings / email to jkannofsky@animo.org
        • ACT II
          • 20 minute Art Show and Benchmark
        • HOMEWORK
          • Personal Choice
          • What have I become?
      • L45 SCHOLAR ARTIST
        • OPENING
          • 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
        • ACT 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?
        • ACT 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
        • ACT 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
        • OPENING
          • Review work - 12 Drawing Benchmark due next Friday
        • OBJECTIVE
          • SWBAT to improve and evaluate their drawing skills
        • ACT I
          • 16 Drawings
            • Observation
            • Imagination
            • Personal Choice Personal Symbols
            • Real into Surreal
            • What have I become?
        • ACT 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
        • ACT 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
        • ACT 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
        • OPENING
          • Review Drawings
        • OBJECTIVE
          • SWBAT complete all 16 drawings using the rubric in Powerschool
          • SWBAT begin their "What have I become?"
        • ACT I
          • Two Drawings: What have I become?
            • Face becomes what ?
            • Face inside an object, becomes ?
        • ACT II
          • Drawing Examples and Support here
      • L51 SCHOLAR ARTIST - PRESENTATION
        • OPENING
          • 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
        • ACT I
          • Evaluation of work
        • ACT 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.
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