Portraits
Lesson Description
Students will experiment with colored pencils to better understand how they can use them in their projects.
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Eyes
Nose
Ear
Lips
Requirements for Final Assignment
Student will be a drawing a realist portrait, anime is not allowed for this assignment.
Students will use a black and white photograph a reference.
Students will created their final project using graphite on 11x17" white paper.
Students will use a black and white photograph a reference.
Students will created their final project using graphite on 11x17" white paper.
Sketchbooks
Sketchbooks are due on Monday.
Three sketches are required. One of the sketches must be from life. Sketches should take a minimum of 10 mins.
Three sketches are required. One of the sketches must be from life. Sketches should take a minimum of 10 mins.
Objective
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Powerpoint over graphite
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Instruction
Assignment
In your sketch book or pieces of paper, sketch out 5 compositions using 3 forms with some overlapping.
National Arts Standards
Creating
VA:Cr1.1.Ia: Use multiple approaches to begin creative endeavors.
VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.
VA:Cr2.1.Ia: Engage in making a work of art or design without having a preconceived plan.
VA:Cr2.2.Ia: Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.
VA:Cr2.3.Ia: Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.
VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
VA:Cr1.2.Ia: Shape an artistic investigation of an aspect of present-day life using a contemporary practice of art or design.
VA:Cr2.1.Ia: Engage in making a work of art or design without having a preconceived plan.
VA:Cr2.2.Ia: Explain how traditional and non-traditional materials may impact human health and the environment and demonstrate safe handling of materials, tools, and equipment.
VA:Cr2.3.Ia: Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place.
VA:Cr3.1.Ia: Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.
Presenting
VA:Pr4.1.Ia: Analyze, select, and curate artifacts and/or artworks for presentation and preservation.
VA:Pr5.1.Ia: Analyze and evaluate the reasons and ways an exhibition is presented.
VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Pr5.1.Ia: Analyze and evaluate the reasons and ways an exhibition is presented.
VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
Responding
VA:Re.7.1.Ia: Hypothesize ways in which art influences perception and understanding of human experiences.
VA:Re.7.2.Ia: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA:Re9.1.Ia: Establish relevant criteria in order to evaluate a work of art or collection of works.
VA:Re.7.2.Ia: Analyze how one’s understanding of the world is affected by experiencing visual imagery.
VA:Re8.1.Ia: Interpret an artwork or collection of works, supported by relevant and sufficient evidence found in the work and its various contexts.
VA:Re9.1.Ia: Establish relevant criteria in order to evaluate a work of art or collection of works.
Connecting
VA:Cn10.1.Ia: Document the process of developing ideas from early stages to fully elaborated ideas.
VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
VA:Cn11.1.Ia: Describe how knowledge of culture, traditions, and history may influence personal responses to art.
Essential Questions
How do objects, places, and design shape lives and communities? How do artists and designers determine goals for designing or redesigning objects, places, or systems? How do artists and designers create works of art or design that effectively communicate?
Line
Shape
Value Form Texture Space |
Balance
Emphasis Movement Pattern Repetition Proportion Rhythm Variety Unity Contrast |
Skills
What we want students to be able to do with the content knowledge.
Students will recall geometric shapes.
Students will practice identifying between geometric and organic shapes.
Students will assemble their project.
Students will practice identifying between geometric and organic shapes.
Students will assemble their project.
Assessment
Students will be assessed by their overall contribution to the group critique. Student's are expected to discuss and analyze each others works of art and explain what aspects they found to be difficult and successful for their composition. Students will also discuss how they would like their art works to be displayed for others to see. We will talk about the importance of croup displays and how they are viewed by others and open for interpretation.
Lesson
Day 1
Objectives
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This unit begins with drawing circles. We will discuss how everyone has similar facial proportions but the subtle differences is what makes us individual and unique. The first day we will be outlining the measurements of a face. We will discuss how Leonardo Da Vinci first began adding mathematical equations to measuring facial features. We will begin by drawing a face and then go into each facial feature.
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Day 2
Objectives
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We will be focusing on eyes for this lesson and how the eyes holds the emotions of the face and how to construct an eye that appears relaxed. Drawing the eye begins with measuring the face and dividing the sec ions into five equal parts. From there we will discuss how the eye works and how Da Vinci also was the first to examine and dissect the human eye. We will discuss the eye lid and how and where to draw this portion of the eye.
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Day 3Objectives |
Once I feel the students have an understanding of the eye, we will then move into how the measurements of the eye lines the rest of the facial proportions. The students will follow along with me as I demonstrate to them how to draw the nose and mouth. There will also be videos explaining these steps to the students projected to the class and uploaded to dodo for their easy access
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Day 4Objectives |
We will place the ears, jaw line and hair in this lesson and I will encourage the student to begin looking for a person to draw and ask them to print off two images to work from. The students will then begin their works and I will be assisting them one on one.
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Day 5Objectives |
Once the portraits are complete, the students will have a group critique to view and discuss their works with each other. We will then display our portraits in the halls for the other faculty and students to see.
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