High School Intermediate Drawing Curriculum Cross-contour Drawing Students draw a still life using cross

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  • High School Intermediate Drawing Curriculum

    Course Description: This course promotes commitment to the area of drawing through the

    study of perspective, still life texture imitation, figure, portraiture, and design. Various drawing

    materials are used by students to enhance both realistic and abstract drawing skills. Art history is

    also used as a basis for some projects.

    Scope and Sequence:

    Timeframe Unit Instructional Topics

    3 Weeks Line Topic 1: Contour

    Topic 2: Cross-contour

    Topic 3: Shading Techniques

    Topic 4: Gesture

    2-4 weeks Value

    Topic 1: Anatomy of Form

    Topic 2: Observation

    2 weeks Shape / Form Topic 1: Still Life

    Topic 2: Landscape

    4 weeks Face and Figure Topic 1: Portrait

    Topic 2: Gesture drawing

    2 weeks Perspective Topic 1: Perspective

  • Board Approved: February 23, 2017 2 | P a g e

    Unit 1:Line

    Subject: Intermediate Drawing

    Grade: 10, 11, 12

    Name of Unit: Line

    Length of Unit: 2 weeks

    Overview of Unit: This unit focuses on contour line, blind contour line and shading techniques

    using line.

    Priority Standards for unit:

    ● VA.II.1.A.1 Identify and use weighted contour, parallel, and perpendicular lines

    Supporting Standards for unit:

    ● VA.II.2.B.1 Identify and create emphasis (focal point) through contrast and convergence

    ● VA.II.2.B.2 Identify and use emphasis (focal point) through isolation and location ● VA.II.1.D.1 Identify and use real, invented and simulated textures

    ● VA.II.1.A.4 Use line expressively to communicate ideas

    ● VA.II.1.D.3 Contrast textures within the same artwork

    ● VA.II.1.D.2 Identify and create simulated textures from observation

    ● VA.II.2.B.4 Use emphasis expressively

    ● VA.II.2.C.2 Identify and vary elements in the same work to create contrast (e.g., different

    values and different textures)

    ● VA.II.2.A.4 Use balance expressively

    ● VA.II.2.E.1 Explain how elements and principles create unity in artworks

    ● VA.II.2.A.1 Differentiate among and use symmetrical (formal), asymmetrical (informal),

    and radial balance

    ● VA.II.2.E.2 Identify and create unity through elements and principles

    ● VA.I.3.A.2 Communicate ideas through the creation of a:

    ● portrait

    ● still life

    ● landscape

    ● non-objective

    ● Architecture

    ● VA.I.3.A.3 Combine subject matter in original artworks to communicate ideas (e.g.,

    figure and/or architecture in a landscape)

    ● VA.I.3.C.4 Develop a theme through a series of original artworks that communicates

    personal ideas

    ● Addresses complex visual and/or conceptual ideas

    ● Shows imaginative, inventive approach, experimentation, risk taking, sensitivity

    and/or subtlety

  • Board Approved: February 23, 2017 3 | P a g e

    ● VA.III.2.A.4 Use the following process with a body of work (portfolio): Describe

    artwork/ Analyze the use of elements and principles in the work/ Interpret the meaning of

    the work (subject, theme, symbolism, message communicated)/ Showing a real or

    idealized image of life (Imitationalism)/ Expressing feelings (Emotionalism/

    Expressionism)/ Emphasis on elements and principles (Formalism)/ Serving a purpose in

    the society or culture (Functionalism)

    ● VA.III.1.A.2.2 Compare how responses to works of art differ based on whether the

    viewer is a member of the culture in which the art was created

    ● VA.V.1.B.2 Compare and contrast two artworks on: Time/ Place/ Artist/ Subject matter/

    Theme/ Characteristics/ Material and Technology/ Ideas and beliefs of culture/ Function

    of art in culture/society

    ● VA.V.1.B.4.1 Describe the evolution of an artist’s body of work over time

    ● VA.V.1.B.4.2 Explain an artist’s place in historical context

    ● VA.V.1.A.4 Select and research periods/movements of art that align with portfolio

    development

    Unwrapped Concepts

    (Students need to know)

    Unwrapped Skills

    (Students need to be able to do)

    Bloom’s

    Taxonomy

    Levels Webb's DOK

    weighted contour lines, Identify remember 1

    Parallel lines Identify remember 1

    Perpendicular lines Identify remember 1

    weighted contour lines, use apply 2

    Parallel lines use apply 2

    Perpendicular lines use apply 2

    Essential Questions:

    1. Where would you use weighted contour line?

    2. Why do we use contour lines?

    3. How is a gesture drawing different from a contour drawing?

    4. Why do we draw from observation?

    5. How do you show “value” using line?

    Enduring Understanding/Big Ideas:

    1. Weighted lines are used where shadows and overlapping occur. These lines give more

    action and emphasis to the drawing.

    2. We use contour lines to define the surface edges of objects.

  • Board Approved: February 23, 2017 4 | P a g e

    3. A gesture drawing is fluid and shows movement. It is mainly used when drawing the

    figure. A contour drawing is the outline of an object. Sometimes it can be a continuous

    line.

    4. Drawing from observation develops hand/eye coordination. It is important to study the

    subject that you are drawing to assure that you see the form in the round and all of its

    details to draw it accurately. Look at your object 90% of the time and your paper 10% of

    the time.

    5. You create value by using line to develop hatching, cross-hatching, stippling, and

    scumbling techniques.

    Unit Vocabulary:

    Academic Cross-Curricular Words Content/Domain Specific

    Composition

    Observation

    Line

    Line weight

    Blind contour

    Contour

    Gesture

    Shading techniques

    Cross-contour

    Emphasis

    Site and measurement

    Texture

    Balance

    Composition

    Resources for Vocabulary Development: textbook, lectures, websites

  • Board Approved: February 23, 2017 5 | P a g e

    Topic 1: Contour

    Engaging Experience 1

    Title: Blind Contour Drawing

    Suggested Length of Time: 1 class period

    Standards Addressed

    Priority:

    ● VA.II.1.A.1 Identify and use weighted contour, parallel, and perpendicular lines

    Supporting:

    ● VA.II.1.A.4 Use line expressively to communicate ideas

    ● VA.I.3.A.2 Communicate ideas through the creation of a:

    ● portrait

    ● still life

    Detailed Description/Instructions: Students observe and draw objects, themselves, or and other

    students without looking at their paper. The term “Blind” because the students do not look at the

    drawing, only the subject.

    Bloom’s Levels: Apply

    Webb’s DOK: 2

    Rubric: To be created

  • Board Approved: February 23, 2017 6 | P a g e

    Topic 2: Cross-contour

    Engaging Experience 1

    Title: Cross Contour Drawing

    Suggested Length of Time: 1 class period

    Standards Addressed

    Priority:

    ● VA.II.1.A.1 Identify and use weighted contour, parallel, and perpendicular lines

    ● VA.I.3.A.2 Communicate ideas through the creation of a:

    ● Still life

    Supporting:

    ● VA.II.2.E.1 Explain how elements and principles create unity in artworks

    ● VA.II.2.E.2 Identify and create unity through elements and principles

    Detailed Description/Instructions: Students draw a still life using cross contour lines to

    develop a realistic sense of form by wrapping the form with a line. This is similar to if you would

    actually wrap the form with string. Depth, volume, and line weight are emphasized.

    Bloom’s Levels: Remember, Apply

    Webb’s DOK: 2,1

    Rubric: To be created

  • Board Approved: February 23, 2017 7 | P a g e

    Topic 3: Shading Techniques

    Engaging Experience 1

    Title: Shading objects using hatching, cross hatching, and stipple

    Suggested Length of Time: 1 class period

    Standards Addressed

    Priority:

    ● VA.II.1.A.1 Identify and use weighted contour, parallel, and perpendicular lines

    Supporting:

    ● VA.II.1.D.2 Identify and create simulated textures from observation

    ● VA.II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,

    different values and different textures)

    ● VA.II.2.C.2 Identify and vary elements in the same work to create contrast (e.g.,

    different values and different textures)

    ● VA.I.3.A.2 Communicate ideas through the creation of a:

    ● portrait

    ● still life

    Detailed Description/Instructions: Students will observe and draw objects from a still life.

    Students will shade objects using hatching, cross hatching, stippling, or scumbling techniques to

    portray values of each object.

    Bloom’s Levels: Apply

    Webb’s DOK: 2

    Rubric: To be created

  • Board Approved: February 23, 2017 8 | P a g e