Line: Gesture – “Quick” Contour Drawings Lesson 2 Objectives: Students will develop gesture drawings that describe an object/model and its position in space Students will acquire/review art vocabulary: “Quick” Contour – the same as a contour drawing but with a more rapid execution. Gesture - A is the representation of the essence of an object’s or figure’s position. It is the act of creating a or with a loose grip and movement of the tool used. drawings are often very expressive and allow one the freedom to loosen up and not worry about small details. Line Gesture - Line in refers to a type of that is made up of the interior of forms made from . Line Weight Movement Emphasis Value Edge Linear Character Students will analyze how line can be expressive and capture the essence of the stance, movement, and distribution of weight. Resources and Materials: Artist visuals Gesture examples Computer and projector Vocabulary Simple objects/model Easel with board and large paper Pencils, vine charcoal, small brushes Black water-soluble ink 18”x24” white drawing paper on drawing boards Easels Motivation: Facilitate a discussion about line gestures in artist’s examples (suggested artists): Leonardo da Vinci Raphael Peter Paul Rubens Albrecht Durer
Canvas Preparation Unit Overview Approximate Time Frame: 1-2 Weeks This unit will provide students with the ability to stretch and prepare their own canvas for use as a painting support. Students will learn about the advantages of using stretched over other painting surfaces as well as the advantages of stretching your own canvas versus purchasing a commercially prepared canvas. During this unit students will have the opportunity to work with a variety of new artist tools and techniques as they learn the skills needed to stretch and prepare a canvas to use as a professional painting support. Curricular Goals: Upon completion of this unit, students will be able to: Use tools such as T-square, hammer, staple gun, and canvas pliers to craft a canvas. Develop an understanding of how canvas works as a structural support. Recognize the advantages of preparing a canvas compared with other painting supports Apply art vocabulary in context Key Subject Competencies: By the end of this unit, students will be competent in: Decision making and problem solving to troubleshoot difficulties that arise during the stretching process Using tools and media specific to the project in a safe and appropriate manner Communicating and working collaboratively with peers Designing and crafting a structural painting support that is personalized to their needs General Study Skills: By the end of this unit, students will have reinforced the following skills: Critical thinking skills Listening and communication skills Following a series of sequential steps with precision Vocabulary recognition and application Time Management
Painting from Observation: Thumbnail Sketches Lesson 1 “…no one shape should become an orphan, separated from the rest of the painting.” Ramon Kelley Objectives: Students will develop thumbnail sketches to help determine compositional choices Students will acquire art vocabulary: Composition- the placement or arrangement of the elements of art in a work Rule of Thirds - placing the subject near one of the lines that would divide the image into three equal columns and rows, ideally near the intersection of those lines. Emphasis - center of interest; focus Balance - the consideration of visual weight and importance; a feeling of equality in weight, attention, or attraction of the various visual elements within the pictorial field Dominance - the principle of visual organization that suggests that certain elements should assume more importance than others in the same composition Leading lines - are the key compositional element that carries our eye through a composition Point of View – what position an observer is in relation to the objects in the picture Students will analyze how composition can play an important role in impact, statement and interest Resources and Materials: Artist visuals Thumbnail examples Vocabulary Still life set ups Easel with board and large paper Pencils Sketching paper Elmo Motivation: Seat the students around several artist prints and ask: What is the main subject/focus in each print? Why? How did the artist accomplish this? What is the relationship between the focal point and the rest of the composition? How did the artist create visual interest, spatial dynamic or a narrative?