Pencil Vs Camera Project

Name:____________Ben Heine is a Belgian multidisciplinary artist. Starting as a painter and political cartoonist, he became
more widely known in 2011 for his "Pencil vs Camera" series.

Ben Hein
The idea of mixing drawing with photography came tohim in 2010. Heine says it was the result of a longgraphic exploration and a logic consequences of his
artistic evolution. Pencil vs Camera mixes drawing andphotography imagination and reality, through illusionand surrealism.
In this project, Heine's usually focuses on architecture,
portraits and animals. Among many others, the main
themes approached in Pencil Vs Camera are love andfriendship. Heine says: "I just make art for people. I
want them to dream and forget their daily troubles. I
used to write poems many years ago, I want to convey
a poetic meaning into my pictures, each new creation
should tell a story and generate an intense emotion, likea poem, like a melody". This series had a large impact
on the graphic design community. Heine says the initialidea of this "Pencil Vs Camera" concept came bycoincidence while he was writing a letter. Some of his
Pencil vs Camera creations have also been related to
optical illusions.
STEP ONE: RESEARCH Ben Hein’s work on theschool network: K://Mr.Arnett/AVI3M/4M/Mixed Media
Projects/Pencil Vs Camera/intro.htm
STEP TWO: DRAW: 3 different conceptual sketches ofyour subject matter for your own Pencil Vs Camera
mixed media project decide how you will break up yourchosen image. (on architecture, portraits and animals)

Ben Hein

CONSIDER :Line, Form, Unity and Balance;
Foreground/ background unity relationship between line
and shape.
Have your sketches approved by the teacher before starting your large drawing/photo source. WRITE your
Artistic Statement Template to document your artistic process.
STEP THREE: REFLECT: Answer the following questions using the elements and principles of designand hand them in with your completed photo/drawing for evaluation.
1. What part of your finished project did you find most successful and why?
2. What part of your finished project did you find least successful and why?
3. If you had to do this project, what part would you change or improve on and why?

Artistic Statement Template
Name:____________
Artwork Title:______________________________________________
K://Mr.Arnett/AVI3M/4M/Mixed Media Projects/Pencil Vs Camera/intro.htm
A) Influence(s) and research (Ben Hein) from past and present works:

B) Drawing/Photography techniques used in my work and how they support myintended visual message:C) REFLECT by answering the following questions using the elements and principles ofdesign.
1. What part of your finished project did you find most successful and why?

2. What part of your finished project did you find least successful and why?

3. If you had to do this project, what part would you change or improve on and why?

Pencil Vs Camera Project Rubric
Knowledge/
Understanding
Demonstrates
understanding of theelements & principles
of design in the
Drawing/Photograph(e.g. shape, line,
unity)

Thinking/
Inquiry
Pencil Vs Camera:
Unity

Name:____________

Level 0Level 1

Level 2

Level 3Work does notmeetassignments
expectations forthis category.
Incomplete.

Student
demonstrates
limitedunderstanding of
the elements &principles of designin the photograph/drawing.
0.25

Student demonstrates
some understandingof the elements &principles of design inthe photograph/drawing.
0.50

Student demonstrates
considerable
understanding of theelements & principles
of design in thephotograph/drawing.

Student depicts
imagery in thephotograph/drawin
g with limited
effectiveness.
0.25

Student depicts
imagery in thephotograph/drawing
with someeffectiveness.
0.50

Student depicts
imagery in thephotograph/drawing
considerable
effectiveness.
0.75

Student depicts
imagery in thephotograph/drawin
g with a highdegree ofeffectiveness.
1

Student discusses
influences in theartistic statementwith limited clarity.
0.25

Student discusses
influences in theartistic statement withsome clarity.
0.50

Student discusses
influences in theartistic statement withconsiderable clarity.
0.75

Student discusses
influences in theartistic statementwith a high degreeof clarity.
1

Student explains useof photograph/drawing techniques in
the artistic statementwith some clarity.
0.50

Student explains useof photograph/drawing techniques in
the artistic statementwith considerable
clarity.
0.75

Student explains
use of photograph/drawingtechniques in theartistic statementwith a high degreeof clarity.
1

Somewhat coherent
and somewhat
complete.

Clear and substantial
answers.

Superior andinsightful answers.

0

Work does notmeetassignments
expectations forthis category.
Incomplete.

0.75

Level 4Student
demonstrates
a high degree ofunderstanding of
the elements &principles of designin the photograph/drawing.

/1

1

/1

0

Communication
Clarity:
Discusses research &influences in theartistic statement
Explains use of
Pencil Vs Camera
techniques in theartistic statement

Reflective Questions:
Strength, Weakness& Next Step

Application
Creative Process:
Ability to solve a
series of artistic
problems, showing anawareness of formal
qualities, visualconventions, andrelevant ideas andconcepts.
Preliminary Sketches(3)

Work does notmeetassignments
expectations forthis category.
Incomplete.
0

Incomplete.
0

Incomplete.
0Work does notmeetassignments
expectations forthis category.
Incomplete.
0Creative Process:
Demonstration of Skill
Development &following procedures
including Clean Up

Incomplete.
0

Uses elements &principles of design
and photography/
drawing techniques to
produce an effective
artwork (e.g. Unity,
Line, Value, Form)

Incomplete.
0Student explains
use of photograph/drawingtechniques in theartistic statementwith limited clarity.
0.25

Poor, yes/noanswers/limited
incomplete.
0.25

0.50

0.75

Preliminary
sketches arepoor/incomplete.
Concepts arepoor/incomplete.
Planning is
tentative or nonexistent. (0.5)
0.5Preliminary sketches
are somewhat clear
and complete.
Concepts are
somewhat complete.
Planning is somewhat
substantial & showssome alternativeideas. (1-2)
1Preliminary sketches
are mostly complete.
Concepts arecomplete. Planning isevident & showssome divergent
thinking is evident. (23)1-1.75Student
demonstrates
limitedeffectiveness indemonstrating thecreative process
and following
procedures.
5

Student demonstrates
some effectiveness indemonstrating thecreative process andfollowing procedures.
5-6

Student demonstrates
considerable
effectiveness indemonstrating thecreative process andfollowing procedures.
7-8

Student
demonstrates
limited use of theelements &principles of design& photography/
drawingtechniques to
produce an art
work of limited
effectiveness.
1

Student demonstrates
some use of theelements & principles
of design &photography/drawing
techniques to produce
an art work of someeffectiveness.
2-3

Student demonstrates
considerable use of
the elements &principles of design &photography/drawing
techniques to produce
an art work ofconsiderable
effectiveness.
3-4

/1

/1

/1

1
Preliminary
sketches arethorough &complete.
Concepts are fully
developed.
Planning is
exceptional &showsconsiderable
flexibility inthinking. (3+)
2Student
demonstrates
superior
effectiveness indemonstrating thecreative process
and following
procedures.
8- 10Student
demonstrates ahigh degree ofusing the elements& principles ofdesign &photography/
drawingtechniques to
produce a highly
effective art work.
5

/2

/10

/5

/22
A1. The Creative Process: apply the creative process to create a variety of artworks, individually and/or collaboratively;
A1.1 use various strategies, individually and/or collaboratively, with increasing skill to generate, explore, and elaborate on original ideas and todevelop, reflect on, and revise detailed plans for the creation of art works that address a variety of creative challenges (e.g., extend their skills inusing brainstorming, concept webs, mind maps, and/or groups discussions to formulate original and innovative ideas for an art work on a social

or personal theme; use critical research skills to explore and elaborate on ideas; demonstrate fluency in formulating clear and detailed plans;demonstrate flexibility in revising their plans on the basis of reflection)
A1.2 apply, with increasing fluency and flexibility, the appropriate stages of the creative process to produce two- and three-dimensional art works
using a variety of traditional and contemporary media (e.g., extend their skills in working with a range of media; demonstrate flexibility in revisingplans in response to problems encountered during other stages of the creative process; reflect on the effectiveness of preliminary versions of
their work, and revise the work on the basis of reflection and self-assessment)
A1.3 document their use of each stage of the creative process, and provide evidence of critical inquiry, in a portfolio that includes a range of art
works created for a variety of purposes (e.g., ensure that their portfolio includes the following: evidence of critical inquiry associated with idea
generation and elaboration; evidence of research on how different artists approach specific themes and/or use particular techniques that canbe adapted in their own work; preliminary and final works to show evidence of thoughtful revision), and review and reflect on the contents of
their portfolio to determine how effectively they have used the creative process
A2. The Elements and Principles of Design: apply the elements and principles of design to create art works for the purpose of self-expression and tocommunicate ideas, information, and/or messages;
A2.1 apply the elements and principles of design with increasing skill and creativity to produce two- and three-dimensional art works that
express personal feelings and communicate specific emotions (e.g., extend their skills in combining various elements and principles to convey
a sense of fear, happiness, hopefulness, despair)A2.2 apply the elements and principles of design as well as a wide range of art-making conventions with increasing skill and creativity to produce
art works that comment and/or communicate a clear point of view on a variety of issues (e.g., extend their skills by manipulating elements andprinciples and using conventions in creative ways to produce an art work that conveys the point of view of a teenager living on the street or thatcomments on a current event or social issue)
A3. Production and Presentation: produce art works, using a variety of media/materials and traditional and emerging technologies, tools, andtechniques, and demonstrate an understanding of a variety of ways of presenting their works and the works of others.
A3.1 use with increasing skill a wide variety of media, including alternative media, and current technologies to create two- and three-dimensionalart works for a variety of purposes (e.g., extend their skills in the manipulation of a variety of media and technologies to create a sculpture for an
outdoor space, a mixed-media work for display on the Internet, an installation evoking their cultural heritage)
A3.2 use with increasing skill a wide variety of traditional and current materials, technologies, techniques, and tools to create original art works fora variety of purposes and audiences
B1. The Critical Analysis Process: demonstrate an understanding of the critical analysis process by examining, interpreting, evaluating, and reflecting
on various art works;
B1.1 demonstrate the ability to support their initial responses to a variety of art works with informed understanding of the works’ artistic form
and function (e.g., describe their initial response to an art work, and explain in detail how specific aspects of the work’s content, formal
qualities, and media inform that response)
B1.2 deconstruct with increasing skill and insight the visual content and the use of elements and principles of design in their own art work andthe work of others (e.g., extend their skills in identifying individual elements and principles and aspects of the visual content in an art work,
interpreting their function, and analysing their effect; compare and contrast the use of shape, form, line, texture, space, and balance in Frank
Lloyd Wright’s Falling Water and Moshe Safdie’s Habitat)
B1.3 explain in detail, with reference to a variety of historical and contemporary art works (e.g., the social scenes painted by Pieter Bruegel
the Elder; Joseph Paxton’s Crystal Palace; works by Canadian war artists, such as Alex Colville’s Bodies in a Grave or Molly Lamb Bobak’s
Private Roy, Canadian Women’s Army Corps), how knowledge of a work’s cultural and historical context, achieved through extensive
research, has clarified and enriched their understanding and interpretation of a work’s intent and meaning
B1.4 describe in detail and reflect on with increasing insight the qualities of their art works and the works of others, and evaluate theeffectiveness of these works using a wide variety of criteria (e.g., provide an informed explanation of why a work of art is, or is not, successful
with respect to its ability to communicate a message or emotion, its technical and aesthetic conventions, its form and stylistic qualities, its
originality)
B2. Art, Society, and Values: demonstrate an understanding of how art works reflect the societies in which they were created, and how they canaffect both social and personal values;
C1. Terminology: demonstrate an understanding of, and use correct terminology when referring to, elements, principles, and other components
related to visual arts;
C1.1 extend their understanding of the elements and principles of design, and use terminology related to these elements and principles correctly
and appropriately when creating or analysing a variety of art works (e.g., when analysing how artists’ manipulation of space, movement, form,
and proportion affects meaning in an installation or an environmental work)
C1.2 explain in detail terminology related to a wide variety of techniques, materials, and tools (e.g., techniques and materials associated withinstallation art; additive and subtractive techniques, digital manipulation, impasto, optical colour mixing, pointillism), and use this terminology
correctly and appropriately when creating, analysing, and/or presenting art works
C1.3 explain in detail the stages of the creative process and the critical analysis process, and explain, using appropriate terminology, howthese processes contribute to the successful creation and analysis of art works
C2. Conventions and Techniques: demonstrate an understanding of conventions and techniques used in the creation of visual art works;
C2.1 extend their understanding of a wide variety of techniques that artists use to achieve a range of specific effects (e.g., techniques used
to create a range of textures in an art work, to develop the connection and relationship between forms in a composition, to draw attention to
specific parts of a work)
C2.2 extend their understanding of the variety of conventions used in visual art (e.g., allegory, appropriation, juxtaposition, synectics;
conventions associated with formalism, objective and non-objective abstraction, propaganda, realism, social commentary), and explain indetail how they are used in a variety of art works
C3. Responsible Practices: demonstrate an understanding of responsible practices in visual arts.
C3.2 demonstrate appropriate health and safety procedures and conscientious practices in the selection and use of various materials,
techniques, tools, and technologies when producing or presenting art works (e.g., demonstrate safe practices when creating installations,assemblages, earthworks, constructions, multimedia projects; demonstrate appropriate protocols, deportment, and respect for others whenworking in a studio or visiting a presentation space)