Frank Curkovic & James McCrory

ArtFoundation

Project 1: Still-Life Observational DrawingAugust ~ October (10 Weeks)

Unit Objective: To create and draw realistic, interesting compositions in pencil using measured proportions, values and tones.

Students are evaluated on knowledge, process, participation as well as product.*lessons and assignments may be subject to change

Unit wiki: http://curkovicartunits.pbworks.com/Observational-Drawing-Project

Week 1 - MeasuringWarm-up 1: Upside-down drawing activity and discussion.

Warm-up 2: Quick gesture drawings are done with simple objects, such as a cylinders.

Task 1: Students are introduced to observational drawing (video). Further still life sketches and drawings are executed paying close attention to proportions using the

‘crates’ technique. Students create these sketches with marker. Student artwork is discussed highlighting techniques, successes and failures.

Homework: Create 2 drawings in marker at home of 2 separate simple objects focusing on the ‘crate’ technique.

Week 2 - cont’dReview and discuss homework.

Warm-up: Blind drawing of a bottle with a round object.

Task: Continue drawing simple cylindrical objects in marker paying close attention to proportions. Use the ‘crate’ technique. Students then create drawings that include 2 objects (cylinder + sphere). Students examine proportions and spacial relationships

between geometrical objects using marker.

Homework: Create 2 drawings at home of 3 simple objects focusing on proportions and measurements. Use the ‘crate’ technique. DO NOT use an eraser. Create one picture as a line drawing in marker and the other realistically in pencil. They may be the same still

life if you wish.

Week 3 - ProportionsReview and discuss homework.

Warm-up: Gesture drawingTask 1: Create drawings that include 2 overlapping objects (cylinder + sphere) using the

‘crate’ technique. Continue examining proportions and spacial relationships between geometrical objects using marker.

Task 2: Next students draw the same still life using pencil. How do we make the 2D look 3D?

Homework: to be announced in class

Week 4 - Value, Tone & GradationReview and discuss homework.

Warm-up: Students create a still life and attempt a continuous line drawing. (10-15min)

Task: Whole still life drawing using crates. How can we make our work look realistic?Students will add value and tone to their work by focusing on light and shadow using

pencil/tortillons. Focus on proportions, shadows and light.

"Drawing is, primarily, to look with the eyes, to observe, to discover.

Drawing is learning how to see..."-Le Corbusier

Frank Curkovic & James McCrory

Homework: With pencil, draw a quick gesture sketch of a whole potted plant, then draw a close-up section realistically. Focus on shadows and light. (View next week’s web links)

Week 5 - Light & ShadowReview and discuss homework. Warm-up: Sketches in 3min, 2min, 1minReview of line techniques for tone and texture.http://artinspired.pbworks.com/Line-Techniqueshttp://artinspired.pbworks.com/Value-and-Tone

Task: Draw a format on your drawing paper (rectangle). Tone your paper with graphite stick and draw a plant with 2 other objects in pencil. You will use tortillons and graphite on A3 paper (minimum).

Homework: Complete task. (View next week’s web links)

Week 6 - CompositionReview and discuss homework. How can we create an interesting composition? (Rule of thirds, golden rectangle [1:1.6], angles, framing, balance, etc.)http://artinspired.pbworks.com/Compositionhttp://artinspired.pbworks.com/Visual-Balancehttp://artinspired.pbworks.com/The-Golden-Rectanglehttp://en.wikipedia.org/wiki/Composition_(visual_arts)

View previous student work to critique.

Summative Assessment Task: Zoom In on Still Life (*Please note rubric)You will create a realistic still-life drawing. Please create a frame for your work. You may include objects that are relevant to you. For example, a sneaker, a candy bar or an iPod. Try to include a plant. You may photograph the composition for reference. Pay close attention to proportions, values, tones and composition. Carefully consider composition, visual balance and angle. Will you try a low angle? High angle? Or simply place it at eye level? Your objects may run off the frame. Use the ‘crate’ technique to assist you. Try zooming in and focus on the details.

Homework: Work on class assignment.

Week 7 - cont’dStudents continue working on assignment. Due next week!

Homework: Complete assignment

Week 8 - cont’dPresentations and self-evaluations of student workTeacher Rubric

Homework: Take various sketches while on field studies (landscape, plant & object close-ups, etc.)You should also take reference photos. These will be used in class for following projects.

Frank Curkovic & James McCrory

You will need to include an artist statement/self reflection for your pieces.In paragraph form, please include the following information as well as key vocabulary used in class. Describe the basic composition of your work.Describe how you used different tones, effects, techniques and why.Describe the difficulties you had and how you tried to overcome them.What do you think you have learnt, or improved on in this project?If you had to repeat this project, what would you improve on or do differently and why?

Name: Class:

Project 1: Observational Drawing

Self-Reflection

Frank Curkovic & James McCrory

Grade 9 Art Foundation PROJECT 1: OBSERVATIONAL DRAWINGUnit Objective: To create and draw realistic, interesting compositions in pencil using measured proportions, values and tones.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & Understanding

The student demonstrates very limited knowledge of the artform studied.

The student has a very limited understanding of topic language, concepts and processes that support their current work. The design process used is very limited or incomplete.

The student demonstrates limited knowledge of the artform studied.

The student has limited understanding of topic language, concepts and processes that support their current work. The design process used is limited or incomplete.

The student demonstrates a satisfactory awareness of the artform studied as evident in their design process.

The student has satisfactory understanding of topic language and a satisfactory understanding of the concepts and processes that support their current work.

The student demonstrates a good awareness of the artform studied as evident in their design process.

The student has a good knowledge of topic language and a good understanding of the concepts and processes that support their current work.

The student demonstrates an excellent awareness of the artform studied as evident in their design process.

The student has well developed topic language and an excellent understanding of the concepts and processes that support their current work.

ApplicationApplicationApplicationApplicationApplicationApplication

The student has not addressed proportion.-There are no attempts to create an interesting composition and no indication of planning.-Gradation is inappropriate for the task.-The drawing is inappropriate for the task.

The student has basic forms and addressed proportion at a very limited level.-Composition techniques are applied at a very limited level with no indication of planning. -There are inappropriate tones and no attempts at gradation.-The drawing is inappropriate for the task.

The student has considered proportion and addressed it a limited level.-Composition techniques are applied at a limited level with some indication of planning. -There is an emerging proficiency in applying tones and attempting gradation.-The drawing has limited expression for the task.

The student has considered proportion and addressed it at a satisfactory level.-The composition has some indication of planning. -There is a range of tones employed for an adequate range of 3D objects with indications of gradation.-The drawing is satisfactory for the task.

The student shows good use of measured proportions.-There is a well planned composition. -There is a wide range of tones, efficiently employed for most 3D objects, with gradation applied at a good level of proficiency.-The drawing is appropriate for the task.

-The student shows an excellent proficiency in using correct, measured proportions. -There is a carefully planned and balanced composition. -There is an effective ability to employ 7-8 tones to create a variety of 3D effects, including gradation. -The drawing addresses the purpose and shows a high level of creativity.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & Evaluation

The student records his or her artistic development and processes with very little reflection and carries out a very limited evaluation of his or her work.

The student records his or her artistic development and processes with little reflection and carries out a limited evaluation of his or her work.

The student reflects on the progress they have made and carried out a satisfactory evaluation though some aspects may be unrealistic or incomplete.

The student attempts to use feedback in their artistic development and processes with guidance.

The student critically reflects and describes the progress they have made at different stages of the design process and carries out a good evaluation by identifying some strengths and weaknesses in their work with some examples.

The student uses feedback in their development and processes with little guidance, which informs his or her artistic development and processes.

The student critically reflects and describes the progress they have made at different stages of the design process and carries out an excellent evaluation by identifying strengths and weaknesses in their work with several examples.

The student intentionally uses feedback in their development with appropriate consideration of his or her artistic processes.

Personal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal Engagement

The student shows very limited commitment in using his or her own artistic processes.

The student demonstrates very limited curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows limited commitment in using his or her own artistic processes.

The student demonstrates limited curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows satisfactory commitment in using his or her own artistic processes.

The student demonstrates satisfactory curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows good commitment in using his or her own artistic processes.

The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows excellent commitment in using his or her own artistic processes and skills.

The student actively demonstrates curiosity, self-motivation, independence, initiative and a willingness to take informed risks.

Frank Curkovic & James McCrory