Lesson: Repetition Portraits
|
Students reflected on the person they admire through the creation of a portrait with a repeating background motif.
Kehinde Wiley, Takashi Murakami, Andy Warhol |
|
Lesson: Pastels and Proportion
|
Students explored Proportion and Scale in an extreme close-up drawing of an object that's interesting to them. Students photographed and edited their chosen objects to draw using pastel techniques.
|
|
Lesson: Printmaking and Identity
|
Students learned about contemporary artists who explore identity and created their own piece that expresses an important aspect about who they are. In this lesson, students learned about printmaking and experimented with various methods including monotype, collagraph, and relief (linocut).
|
|
Lesson: Spooky Still Life
|
In this 3-part lesson, students are introduced to new drawing techniques through the concept of the still life while also building on their previously-learned skills in value and shading. By drawing from life, students are experiencing objects and forms in three-dimensional space and learning how to interpret what they see into a two-dimensional drawing. They will also utilize composition and scale to make a more interesting drawing, as well as the use of charcoal with drawing techniques such as toning, blending, hatching, and contouring to create an illusion of depth, which will be applied to future drawing assignments.
|
|
Part 1Students learned how certain design choices can affect the meaning of art works. After discussing composition, scale, and showing some examples of still lifes, the students collaborated with others at their table to assemble their own unique October-themed still life which they will draw over the course of 3 days. The students toned their paper using vine charcoal and started sketching in their composition, noting where the lights and darks (highlights and shadows) are.
|
|
Part 2On the second day, the students set up their still life and continued working. They were challenged to think about lighting, background, and meaning:
Did the lighting of the still life change or is it the same? What will the background be? How do these decisions affect the meaning of the artwork? Students were encouraged to draw what they see, now what they think they see. At this point in the process, students were breaking down the forms of their still lifes into simple shapes and separating lights from darks. For students who were close to finished, I challenge them to push their drawings even further by incorporating texture. |
|
Part 3On the third day, the students engaged in an in-progress T.A.G. critique activity. The students were instructed to do a Gallery Walk and leave sticky notes by their peers' work. For each note, they had to option to: 1) tell the artist about something specific they like, 2) ask the artist a question about the work, or 3) give the artist a suggestion. After the critique, the students continued working and improved their drawing based off the suggestions made by their peers.
|
|