Line Shape Form Value

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Teach some of the basic elements of art

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Line Shape Form Value

  1. 1. Line, Shape, Form & Value <ul><li>Drawing Elements </li></ul><ul><li>Drawing Principals </li></ul><ul><li>Handwriting </li></ul><ul><li>Calligraphy & Illuminated Letters </li></ul><ul><li>Facial Proportion & Self Portraits </li></ul>
  2. 2. From Signature to Portraiture; Who Am I? Mark Making, Line, Shape, Form, and Value
  3. 3. CLASS SYLLABUS: (subject to various time constraints, early dismissals, etc.) 1: Pretest (to assess what skills, schema, and iconography each student brings to the table) Students will draw their own face using a mirror, a person from memory, a house, and their own hand. These will be put into their portfolio for later use.
  4. 4. 2: Mark Making Students will use mood and music to evoke emotion and express that in line Students will understand qualities available in line Aggressive: heavy, strong, emphatically stated Analytical: probing, questioning, investigating, measuring Blurred: soft, fuzzy, smudged Calligraphing : free flowing, fluid, natural, organic Constricted: angular, tense Scribbled : circular, fast Mechanical: unvaried, no feeling, same width throughout Gestural: quickly describing movement Organizational: providing structure Lyrical: graceful, more decorative Implied: slower gestural between blur and gestural, just a suggestion
  5. 5. 3: Handwriting Students will learn that handwriting is an artform and like drawing a line with dozens of variations for each person Fastest, best, printed (cursive charts will always be available)
  6. 6. <ul><li>4: Vases/Faces (classic optical illusion) </li></ul><ul><ul><li>Students will copy the profile for either left or right handed students </li></ul></ul><ul><ul><li>Students will draw horizontal lines at the top and bottom </li></ul></ul><ul><ul><li>Students will go over the profile naming the parts: forehead, nose, upper lip, lower lip, chin, neck. Do this twice, making sure you understand what each word means. </li></ul></ul><ul><ul><li>Students will then draw the missing profile that will complete the symmetrical vase. </li></ul></ul><ul><ul><li>Students will experience confusion or conflict. Teacher will observe. </li></ul></ul><ul><ul><li>Students will have to resolve the confusion in order to solve strong verbal instructions when the solution can only be done by switching to the nonverbal side of the brain and assessing relationships of sizes, curves, angles, and shapes. It is solved by not naming, drawing from the bottom up, shifting to the vase shapes. </li></ul></ul>
  7. 7. <ul><li>5: Puzzle </li></ul><ul><ul><ul><li>Students will use a grid to copy an image that is cut up like a puzzle </li></ul></ul></ul><ul><ul><ul><ul><li>This forces students to see only relationships of shapes and lines </li></ul></ul></ul></ul><ul><ul><ul><li>Students will learn that they can draw complex drawings when they break them down to parts of a whole </li></ul></ul></ul><ul><ul><ul><ul><li>This takes the fear out of complexity </li></ul></ul></ul></ul>These birds were done by 4 th graders using a grid. They were drawn freehand.
  8. 8. <ul><li>6: Upside Down Drawing </li></ul><ul><ul><ul><li>Students will either draw from the overhead, the computer, or a variety of drawings </li></ul></ul></ul><ul><ul><ul><li>Only part of the image should be revealed at a time </li></ul></ul></ul><ul><ul><ul><li>Students will be forced to look only at the shapes, lines, and relationships of each in order to draw the image because they won’t know what it is </li></ul></ul></ul><ul><ul><ul><li>This forces students to be drawing with the visual/spatial portion of the brain </li></ul></ul></ul>
  9. 9. <ul><li>7: Blind Contour Drawing </li></ul><ul><ul><li>Students will learn that this drawing mode is very much like mapping. </li></ul></ul><ul><ul><li>Students will only look at the object being drawn and not their paper. </li></ul></ul><ul><ul><li>This forces students to be drawing with the visual/spatial portion of the brain. </li></ul></ul><ul><ul><li>This take the fear out of having to have a perfect drawing because each drawing will be messy as a result of letting your eyes have control over your pencil. </li></ul></ul>
  10. 10. <ul><li>8: Round Robin Practice </li></ul><ul><ul><ul><li>Students will do upside down practice from small laminated drawings and writings (based on lessons by Mark Kistler’s Imagination Station) </li></ul></ul></ul>
  11. 11. <ul><li>9: Value Scale </li></ul><ul><ul><ul><li>Students will create a 7 step grayscale (9 would be better) </li></ul></ul></ul>
  12. 12. <ul><li>10: Vocabulary Game </li></ul><ul><ul><ul><li>Students will play with laminated cards in order to find the definitions to match key terms shown in visuals </li></ul></ul></ul>
  13. 13. <ul><li>11: Blended Shading & Cast Shadows </li></ul><ul><ul><ul><li>Students will use either organic or angular shapes and then render them in blended shading </li></ul></ul></ul><ul><ul><ul><li>Students will draw solid geometric form still life’s using correct blended shading and cast shadows </li></ul></ul></ul>
  14. 14. <ul><li>12: Eyes </li></ul><ul><ul><li>Teacher will show multimedia presentation on facial features </li></ul></ul><ul><ul><li>Students will render eyes using samples from books or portrait presentation </li></ul></ul><ul><li>13: Noses </li></ul><ul><ul><ul><li>Students will render noses using samples from books or portrait presentation </li></ul></ul></ul>
  15. 15. <ul><li>13: Mouths </li></ul><ul><ul><ul><li>Students will render noses using samples from books or portrait presentation </li></ul></ul></ul><ul><li>14: Ears and Faces </li></ul><ul><ul><ul><li>Students will render noses using samples from books or portrait presentation </li></ul></ul></ul><ul><li>Masterworks or Celebrity photos </li></ul>
  16. 16. <ul><li>15: Handwriting Exercises </li></ul><ul><ul><ul><li>Students will do basic Monoline techniques with Abecedarian sentences </li></ul></ul></ul><ul><li>Extended, tall/thin, slow, fast, best, flashy </li></ul><ul><li>Jay visited back home and gazed upon a brown fox and quail. </li></ul><ul><li>Six crazy kings vowed to abolish my quite pitiful jousts. </li></ul><ul><li>May Jo equal the fine record by solving six puzzles a week? </li></ul><ul><li>West quickly gave Bert handsome prizes for six juicy plums. </li></ul><ul><li>Just keep examining every low bid quoted for zinc etchings. </li></ul><ul><li>Freight to me sixty dozen-quart jars and twelve black pans. </li></ul><ul><li>We have just quoted on nine dozen boxes of gray lamp wicks. </li></ul><ul><li>Fred specialized in the job of making very quaint wax toys. </li></ul><ul><li>Jack amazed a few girls by dropping the antique onyx vase! </li></ul><ul><li>Six jolly men were quickly operating a few heavy bulldozers. </li></ul><ul><li>The quick brown fox jumps over the lazy dog. </li></ul><ul><li>Four women quietly gave the sixth prize back to the judge. </li></ul><ul><li>Jack quietly gave dog owners most of his prize boxers. </li></ul><ul><li>The six men have power to seize the ship quickly. </li></ul>
  17. 17. <ul><li>16: Calligraphy Basics </li></ul><ul><ul><ul><li>Students will learn basic strokes using chisel pens </li></ul></ul></ul><ul><ul><ul><li>Students will practice short words and phrases </li></ul></ul></ul><ul><ul><ul><li>Students will chose a short poem, phrase, or lyric to letter </li></ul></ul></ul>
  18. 18. <ul><li>17: Versals </li></ul><ul><ul><li>Students will learn the basics of decorated letters </li></ul></ul><ul><ul><li>Students will view the multimedia Versal presentation </li></ul></ul><ul><ul><li>Students will practice a variety of borders and fillers </li></ul></ul><ul><ul><li>Students will create a large versal to start their chosen poem, phrase, or lyric </li></ul></ul><ul><ul><li>Students will do calligraphic piece and add versal </li></ul></ul>
  19. 19. <ul><li>18: Modern Decorated Letter </li></ul><ul><ul><ul><li>Students will learn the basics of modern decorated letters </li></ul></ul></ul><ul><ul><ul><li>Students will practice their handwriting to do this piece </li></ul></ul></ul><ul><ul><ul><li>Students will choose an incident where they were hurt emotionally or physically to write in cursive using interjections, adjectives, adverbs, and conjunctions </li></ul></ul></ul><ul><ul><ul><li>Students must be descriptive so their reader can tell what things looked or felt like </li></ul></ul></ul><ul><ul><ul><li>Students will create a large decorated letter to start chosen piece </li></ul></ul></ul>
  20. 20. CLOSURE & ASSESSMENT: Students will fill out a rubric assessing their work during this unit

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