Drawing: Stage 1 Desired Results TRANSFER GOAL Students will explore the art of the portrait while developing

g skills and techniques necessary in creating interesting and successful pieces of work. MEANING
Enduring Understandings: Students will understand that U1 Proportion and perspective are essential in creating realistic portrait drawings. U2 Artists work out ideas and seek inspiration through sketchbook by practicing ideas and collection of materials. U3 Artists have unique, individual styles. U4 Proper vocabulary and understanding of the elements and principles of design are essential for creating meaningful critiques and explaining oneself as an artist. U5 Mastery of drawing requires practice and continuous investigation. . U5 Artists choice in media, subject matter, and elemental emphasis affects the meaning portrayed within a drawing. Essential Questions: Students will keep considering Q 1 How do artists create realistic drawings? Q2 How do artists develop their ideas? Q3 Can information about a subject be represented through a portrait drawing? Q4 Does personal style affect a drawings message?? Q5 Why do artists develop a personal style? Q6 What affect does media and subject plan on a drawing?

ACQUISITION OF KNOWLEDGE & SKILLS

Students will know The Elements of Art and the Principles of Design: line, value, contour Facial Proportions Explaining their intention and purpose behind drawing. How to critique work in a meaningful and purposeful way. Describing techniques and style used within a drawing. Students will be skilled at Revising their work based on peer critique Creating a portrait drawing

STAGE 2 Evidence
Evaluative Criteria
Performance is judged in terms of

Critique Participation: class critiques, demonstrations, project work, Completion: craftsmanship, proper use of techniques, clean appearance, proportionate Creativity: dialogue between subjects, unique portrait poses Critique: involvement with class discussion and selfreflections/artist statements

Assessment Evidence Students will need to show their learning by:

Performance Tasks, Projects 3 Portrait Portfolio Self-Portrait with Object Oldenburg style Portrait Portrait in the style of another artist Quizzes, Tests, Assignments Sketchbook and Sketchbook Assignment Elements and Principle Collage Elements and Principle Drawing Artist Research Assignment In class assignments Proportion investigation Facial features investigation Contour portrait drawing Warm-up exercises

Other Evidence (observations, work samples, dialogues) Class Discussions ongoing Class Critiques group critique of final portraits Student Self-Assessment Artists Statement

Lesson Summary 1 Course Introduction + Elements and Principles Review In this lesson, students will be introduced to the course and course expectations. After introduction students will revisit the elements of art and the principles of design. As a pre-assessment tool, students will respond to a question (what are the elements and principles of design) posed on an online poll using cellphones or laptop computers. Students will then view a short video created by a Kindergarten class documenting their exploration of the elements of art. The assignment for this lesson will be to perform a similar task a photo scavenger hunt around the school in groups to find and document as many of the elements and principles that they can find. Students will be provided with a sheet that summarizes each of the elements and principles. Their assignment will be to create a collage using their photographs on to 2 pages in their sketchbook (1 page covering elements, 1 page covering principles). Students will be asked to bring in inspirational pieces for next class ie. magazine clippings etc. Artists: Keith Haring, Albrecht Durer, Georgia OKeefe, Davinci, Okumura, Divinci, Monet, Escher EPD: All Assignments: SnapShot, Visual Reading, Photo-hunt, Exit Slips Duration: 1 class (March 11 90 min)

Name: Victoria Budgell Grade/Subject: Senior High Art Art 10, 20, 30. Unit: Portraiture Date: March 11, 2013 General Learning Outcome

Lesson 1: Elements of Art and Principles of Design Class Length: 1 class (90 mins)

Students will explore their individuality as an artist while developing skills and techniques necessary in creating interesting and successful pieces of work. Specific Learning Outcomes Students will review the elements and principles of design through observation and investigation of the environment around them. Learning Objectives Students will: 1. Students will understand the role the elements of art and principles of design play in creating a successful, dynamic art piece. 2. Be familiar with the different elements of art and principles of design. 3. Students will be able to visually read and identify different elements and principles of art and design within other pieces of art work. Assessment Methods: 1. Learning Objective 1: Students will learn that the elements and principles are the language of art because they replicate the visual world in which we live. Students will complete an exit slip demonstrating what theyve learned. 2. Learning Objective 2: Students will gather and record examples from their surrounding environment to create a two page photo collage (one demonstrating the principles of design, one demonstrating the elements of design) which will be inserted into their sketchbooks. 3. Learning Objective 3: Students will work in teams to interpret and analyze and assigned work of art.

Materials: SmartBoard or other projection device Cellphones/Laptops Flip Chart Paper Recording Devices (digital cameras) Paper/Sketchbooks Post-it notes Pencils, markers, pencil crayons, pastels (oil, chalk), etc. Teaching Strategies: Lecture, visual examples, handouts, class discussion, student investigation, group work. PRIOR TO LESSON PREPARE: Write AGENDA and daily quote on the board I found I could say things with color and shapes that I couldn't say any other way - things I had no words for. - Georgia O'Keeffe Gather and prepare materials Photocopy handouts PowerPoint presentation Assignment Outline Exemplar video Procedure: Outline of Course and Expectations (5 min) As a class, we will go over a brief syllabus in regards to the course and the classroom expectations. Students will be given an opportunity to provide any input or suggestions they may have in regards to rules and etc. Items to be covered: Rules classroom rules, expectations Course Content theme, sketchbook portfolio General Housekeeping cleanup, general class agenda Availability Slideshow and SnapShot (15 min) I will show the students a brief introduction slideshow about myself and some of my artwork. I will then have them complete a worksheet which will tell me a little bit more about them. These worksheets will help me learn a little more about my students and help when planning future lessons. Introduction (15 min) Brief introduction to Graffiti theme with images from Banksy, Swoon, and Harring. Outline objectives in order to become strong and competent artists, one must be confident and competent with the Elements of Art and Principles of Design and be able to read them within other artworks. Lecture and Slideshow with Visual Examples After going through a handout outlining each of the EPD, students will then refer to the SmartBoard to review a PowerPoint presentation regarding the different Elements and Principles, complete with images that visually represent each (students will also receive a copy of this handout to keep in their sketchbooks for future reference). Design elements are the basic units of a painting, drawing, design or other visual piece

The PD are principles that are applied to the elements of design which bring them together into one design. How one applies these principles determines how successful a design may be. The elements and principles of art are important because they replicate the visual world in which we live. Line, color, shape, form, space and texture comprise our visual grammar. The way we see a room, table, or sunset, involves the same components of art. This is why the elements are important. ELEMENTS Line, Shape, Forms, Space, Colour, Texture PRINCIPLES Balance, Emphasis, Movement, Pattern, Repetition, Proportion, Rhythm, Variety, Unity

As a class, we will look at images created by other artists to try and identify them (Artists: Keith Haring line, rhythm, movement, colour, shape. Albrecht Durer pattern, texture. Georgia OKeefe emphasis, colour. Da Vinci proportion. Okumura perspective/space. Monet unity. Escher balance, value, perspective.) Describe what you see? Which elements and principles can you distinguish? What do they add to the image? How many elements and principles can you identify?

Group Activity #1 Visual Reading of an Image (25 min) In groups, students will review and analyze an image looking for elements and principles Have students refer to their handouts the Elements of Art, and the Principles of Design Remind students not ALL will be present or obvious in each image, some will be more strongly represented than others. Have students record which ones they locate within the image on a piece of chart paper and write HOW/WHAT the element or principle adds or enhances in the picture. Ie. line creates movement etc. Go around the room and review the students findings as a class MINI GALLERY SHOW. Activity #2 Element and Principle Scavenger Hunt Poster Project (25 min) YouTube Video: The Elements of Art - Kindergarten http://www.youtube.com/watch?v=8jO4PljlODA Students will receive a handout that outlines each of the elements and principles to use as reference Assignment split students into 5 groups (4 groups of 5, 1 group of 6). Using their EPD handout, students will be asked to investigate their surroundings (within the school) and try to locate 2 examples of the elements of art and 2 examples of the principles of design, recording their findings on a piece of paper and with their phones. Each group of students will then present one of their findings to their peers. CLOSURE (5 min) Discussion questions and Exit Slips: Was the scavenger hunt difficult?

Who can tell me why I sent you around the school to find those images? Where did you notice some of the elements? Can you provide us with specific examples?

Exit Slip Question: Why are the elements and principles of art important? Students will be asked to write their answer on a post it note, sticking it on a designated space within the room. NEXT CLASS bring in cereal box, magazine clippings and other sources of inspiration

Lesson Summary 2 Portraiture Drawing (Metaphor) and Facial Proportion Introduction In this lesson, students will be introduced to realistic portraiture with a focus on proportion and perspective. Students will complete a worksheet where they fill in a blank image of a face, following the analytical procedure of dividing up the face into sections. We will cover both a front and side views of the human head. Once the worksheet is complete, students will partner up and take turns to draw a contour line drawing of one another from observation one sketch demonstrating a front view, another sketch demonstrating a side view. Sketches will be inserted into their sketchbooks. After a break, students will then be introduced to their first or 3 portrait assignments: Portrait drawing incorporating metaphor. Students will be asked to select a subject, brainstorm different elements of their subjects personality, come up with objects which could symbolize those personality elements, and develop a final drawing through a series of preparatory sketches. Students will be asked to consider pose and placement. Final drawings will be completed from a photograph, projected on the wall for students to trace out the contour. Vocab: Artist a person who produces works in any of the arts that are primarily subject to aesthetic criteria. A person who practices on of the fine arts, such as a painter or sculptor. Portrait: a likeness of a person, especially on showing the face, which is created by an artist. Sitter: a person who poses or models, as for a portrait. Symbol: Something representing something else by association; objects, characters, or another concrete representation of an abstract idea, concept or event. Artists: Wes Naman, Frida Kahlo, Salvador Dali, Portrait of Ali EPD: Proportion Assignments: Face Worksheet, 2 portrait sketches 1 frontal, 1 side, word web, preliminary sketches for portrait Duration: 1 classes (March 14 90 min)

Lesson Title/Focus Subject/Grade Level Unit

Lesson 2 Facial Proportion Introduction and Portrait Project 1: Metaphor Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

March 14, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

 General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-to-hand skills. Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 2.C Control of proportion and perspective enhances the realism of subject matter in drawing. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 1. 2. 3. Demonstrate how to draw guidelines to correctly locate facial features in relationship to one another. Demonstrate facial proportions through observational drawing by sketching one anothers faces. Generate ideas and sketches for a portrait drawing using metaphor or symbolism.

ASSESSMENTS
Observations: Sketchbooks students will create sketches within their sketchbooks examining both proportion and preliminary sketches for Portrait Assignment #1 (metaphor/symbolism) Key Questions: Why do artists create self-portraits? How does a self-portrait communicate insights about the artist? How do you create realism when drawing the human face? Worksheet facial proportion and features placement Products/Performances: .Sketchbook assignments proportion Portrait Assignment 1 Metaphor and Symbolism

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Paper Sketchbooks Pencils Erasers Smartboard iPod and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction Time

10 min Comparison of 2 portrait drawings 1 demonstrating proportion, the other not. QUOTE Attention Grabber

I would wish my portraits to be of the people, not like them. Not having a look of the sitter, being them. I didnt want to get just a likeness like a mimic, but to portray them, like an actor as far as I am concerned, the paint is the person. I want it to work for me just as flesh does. - Lucian Freud
Brief review of last class look at photos the students took from around the school shift to a focus on proportion. Students will listen to instruction and contribute to class discussion. Students will work collaboratively during activities and exercises. Students will use work time appropriately to finish projects on time. Worksheets, artist slides, drawing materials paper, pencils and erasers. Ask students to help you place on a blank face where they believe facial features belong (how the face is divided). Shift into some of the common misconceptions ie. eyes generally drawn higher than they are actually, eyes placed too close together, etc. Body Short lecture regarding proper proportions of the face. Demonstrate how the face should be divided in order to create an accurate representation of what it is you are drawing. Worksheet Have students complete a worksheet where they fill in the spaces and physically measure one anothers faces to see if the facial division is actually correct. 2 worksheets for hand-in, student contribution to discussion. Observational Drawing Exercise have students pair up with a partner. Students will take turns to draw observational sketches of one anothers faces. Students will be completing 2 sketches 1 frontal view, 1 side view. Students will be given 10 minutes for each pose, swapping turns sitting/drawing. ie. first 10 minutes on student poses, the other draws, then switch. Students will be allowed to listen to music during this exercise. 75 min

Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda

Transition to Body

Learning Activity #1

10 min

Assessments/ Differentiation:

Learning Activity #2

45 min

Assessments/ Differentiation:

2 observational sketches of their partners face (1 front, 1 side) - will be inserted into their sketchbooks for submission at the end of the unit. Lecture - *Strong portraits are more than just a drawing of a face they tell the viewer something about the subject. Slides: my drawing, Frida Kahlo, Salvador Dali 20 min

Learning Activity #3

Introduction to Portrait Assignment: Students will be introduced to their first portrait assignment creating a portrait which incorporates some sort of metaphor or symbol creating a connection to your sitter. Students will be asked to choose a subject, brainstorm things associated with that individuals personality, and think of objects that could symbolize those personal qualities. Students will be asked to develop a series of sketches demonstrating their thought process. Consider pose, composition, and placement of object! Students will be provided with an assignment outline and rubric.
Assessments/ Differentiation

Use of time working in their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. Formative assessment. Closure 5 min

Feedback From Students: Feedback To Students Transition To Next Lesson Verbal Clean up. Next class working period: continue idea development, take portrait poses, print and project them on the board for tracing. 5 min

Lesson Summary 3 Gesture and Portrait Assignment 1 Artists: Wes Naman, Frida Kahlo, Salvador Dali, Portrait of Ali EPD: Proportion Assignments: Gestural sketches, Duration: 1 classes (March 14 90 min)

Lesson Title/Focus Subject/Grade Level Unit

Lesson 3 Gesture and Portrait Project 1: Metaphor Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

March 19, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills.

Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 2.C Control of proportion and perspective enhances the realism of subject matter in drawing. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 4. 5. Explore gesture drawing through observational sketching. Generate ideas and sketches for a portrait drawing using metaphor or symbolism.

ASSESSMENTS
Observations: Sketchbooks students will create a series of gestural sketches within the pages of their sketchbook, students will create sketches within their sketchbooks examining both proportion and preliminary sketches for Portrait Assignment #1 (metaphor/symbolism) Why do artists create self-portraits? Key Questions: How does a self-portrait communicate insights about the artist? What is gestural drawing? Products/Performances: .Sketchbook assignments gestural drawing - sketches Portrait Assignment 1 Metaphor and Symbolism

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti http://www.youtube.com/watch?v=ZxtQg1TMCTE&list=PLDE5578578C07F7E9 http://www.youtube.com/watch?v=TQTQo4Zazt4&list=PLDE5578578C07F7E9

MATERIALS AND EQUIPMENT

Drawing Paper Sketchbooks Pencils Conte Erasers Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE

Introduction QUOTE Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body

Time 5 min

Drawing is not following a line on the model, it is drawing your sense of the thing. (Robert Henri)
Brief review of last class verbal. Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Artist slides, sketchbooks, drawing materials paper, conte, pencils and erasers. Image of gesture drawing ask them what they think is going on Body Short lecture What is gestural drawing? Why do artists use it? What is the benefit? Gesture the act of moving the limbs or body to show, to express, to direct thought. Focus on PHYSICALITY of drawing, Exercise in seeing establishes unity between drawing and seeing Hand duplicates the motion of the eyes Child like game searching out hidden parts 25 min 80 min

Learning Activity #1

Observational gestural drawing: Bring students down to the gym to sit and sketch materials: sketchbooks, ipods, conte.
Assessments/ Differentiation:

Sketchbook gestural sketches. Introduction to Portrait Assignment: Students will be introduced to their first portrait assignment creating a portrait which incorporates some sort of metaphor or symbol creating a connection to your sitter. Students will be asked to choose a subject, brainstorm things associated with that individuals personality, and think of objects that could symbolize those personal qualities. Students will be asked to develop a series of sketches demonstrating their thought process. Consider pose, composition, and placement of object! Students will be provided with an assignment outline and rubric.

Learning Activity #2

55 min

Assessments/ Differentiation:

Use of time working in their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. Formative assessment.

Closure Feedback From Students: Feedback To Students Verbal Clean up. Next class value and features, demo how to lay a ground, working period: continue idea development, take portrait poses, print and project them on the board for tracing.

5 min

Transition To Next Lesson

5 min

Lesson Summary 4 Value and Tonal Eggs Artists: Mary Borgman, May Kindred-Boothby, Marcus Levine, Giuseppe Arcimboldo EPD: Value Assignments: Sketchbook assignment egg study and value scale Duration: 1 classes (March 21 90 min)

Lesson Title/Focus Subject/Grade Level Unit

Lesson 4 Value and Demo Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

March 21, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills. Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 6. Explore the different processes for creating value.

ASSESSMENTS
Observations: Sketchbooks students will explore both the new media (charcoals) and value within their sketchbooks using shading (reductive and additive), and students will continue to work on their Portrait Assignment #1 (metaphor/symbolism) What is value? How do we create it? Sketchbook assignments egg value study Portrait Assignment 1 Metaphor and Symbolism egg value study facial features worksheet

Key Questions: Products/Performances: Sponge and Anchor Activities

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti

MATERIALS AND EQUIPMENT

Eggs Drawing Paper Sketchbooks Pencils, conte, charcoal and vine charcoal Erasers Overhead projector Printer and overhead plastic Paper towel Sandpaper Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction QUOTE Attention Grabber Time 10 min

Draw everywhere and all the time. An artist is a sketchbook with a person attached. (Irwin Greenberg)
Informal critique of last class gesture drawings Did you like it? Was it difficult to capture movement? Challenges? What did you not like about it? How could it benefit you as an artist to practice? Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Artist slides, sketchbooks, demo materials, overhead projector and projector paper, drawing materials paper, conte, charcoal, vine charcoal, prep demo paper, pencils and erasers. HANDOUT facial features, eggs 5 min

Assessment of Prior Knowledge

Expectations for Learning and Behaviour

Advance Organizer/Agenda

Transition to Body

Shift from critique to value lecture then to demo. Body Lecture on value higher contrast on areas of emphasis/foreground, lower contrast on areas in the background. Influenced by light. Demonstration how to lay a ground, working REDUCTIVELY and ADDITIVELY, working with vine charcoal, charcoal, conte. In the next activity, students will be asked to work independently on their portraits some should be ready to project, those who arent can work on their sketchbook assignments (egg value study or planning for portrait 1) 70 min

Learning Activity #1

30 min

Assessments/ Differentiation:

Sketchbook egg value study, visual observation of students use of independent work time, one on one instruction Independent work period and one on one instruction Things to work on: portrait 1 concept word web, sketches etc. prepping paper laying ground printing of photos for projection (B+W) projection and tracing sketchbook assignment egg value study and scale 40 min

Learning Activity #2

Assessments/ Differentiation:

Use of time working in class and their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. One on one instruction. Formative assessment. Closure 10 min

Feedback From Students: Feedback To Students

Questions? Anything specific they would like me to cover more? Verbal and slides re: where theyre taking the assignment talk about transformation and creativity. Clean up. 5 min

Transition To Next Lesson Next class work period and one on one instruction.

5 min

Lesson Summary 5 Work Period Artists: EPD: Assignments: Portrait Assignment #1 Symbol and Metaphor Duration: 1 classes (March 26 90 min)

Lesson Title/Focus Subject/Grade Level Unit

Lesson 5 Work Period Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

March 26, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills. Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 7. 8. 9. Compose a portrait using reference photographs and images. Demonstrate an understanding of value though their application of charcoal. Develop confidence with new media (charcoal) through practice and development of a portrait.

ASSESSMENTS
Visual students will continue to explore both the new media (charcoals) and value through the development of their portrait, demonstrating shading (reductive and additive) Students will continue to work on their Portrait Assignment #1 (metaphor/symbolism) altering photos, Key Questions: Products/Performances: What is value? How do we create it? Portrait Assignment 1 Metaphor and Symbolism

Observations:

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti

MATERIALS AND EQUIPMENT

Drawing Paper Sketchbooks Pencils, conte, charcoal and vine charcoal Erasers

Overhead projector Printer and overhead plastic Paper towel Sandpaper Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction QUOTE Attention Grabber Time 2 min

Drawing is the basis of art. A bad painter cannot draw. But one who draws well can always paint. (Arshile Gorky)
Verbal Review of last class Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Cover Smart boards with large paper, book media room, prep materials, prepare power point Shift from Body 80 min 10 min

Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body

Learning Activity #1

Review upcoming assignments and expectations, outline mark breakdown for each, Independent work period and one on one instruction *Use Chandler or Brontes printed examples to show what youre looking for re: alteration. Things to work on:

Learning Activity #2

portrait 1 concept word web, sketches etc. prepping paper laying ground altering and printing of photos for projection (B+W) ***SAVE COPY ON SHARED DRIVE TO PROJECT or photocopy for projector projection and tracing Smartboard or projector Our room, 15, 16, media lab and projector.

70 min

Assessments/ Differentiation:

Use of time working in class and their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. One on one instruction. Formative assessment. Closure 5 min

Feedback From Students:

Questions? Anything specific they would like me to cover more?

Feedback To Students

Verbal Clean up.

Transition To Next Lesson

5 min Next class assignment #2 outline, work period and one on one instruction.

Lesson Title/Focus Subject/Grade Level Unit

Lesson 6 Intro Portrait #2 & Research Assignment Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

March 27, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills. Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. SLO 4.A Understanding styles or artistic movements related to visual studies is part of developing critical abilities. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 10. Compose a portrait using reference photographs and images. 11. Demonstrate an understanding of value though their application of charcoal. 12. Develop confidence with new media (charcoal) through practice and development of a portrait. 13. Explore the works style of other artists and investigate it within their own works of art.

ASSESSMENTS
Observations: Visual students will continue to explore both the new media (charcoals) and value through the development of their portrait,

demonstrating shading (reductive and additive) Students will continue to work on their Portrait Assignment #1 (metaphor/symbolism) altering photos, Students will begin to explore the works and styles of other artists in preparation for the next assignment. Key Questions: What is personal style? How do artists develop it? What affect does media and subject play on a work of art? Portrait Assignment 1 Metaphor and Symbolism Products/Performances: Portrait Assignment 2 Style of Another Artist Research Assignment Presentation and Critique

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti

MATERIALS AND EQUIPMENT

Drawing Paper Sketchbooks Pencils, conte, charcoal and vine charcoal Erasers Overhead projector Printer and overhead plastic Paper towel Sandpaper Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction QUOTE Attention Grabber Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body Time 2 min

Art enables us to find ourselves and lose ourselves at the same time. (Thomas Merton)
Verbal Review of last class Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Cover Smart boards with large paper, book media room, prep materials, prepare power point , put laptop in Student Council Refer to agenda Body Introduce next assignment Portrait Assignment #2 1. 2. 3. Portrait Task style of another artist or reproduction Research Presentation Critique Paragraph 80 min

Learning Activity #1

15 min

Refer to assignment outline attached. Show exemplars of student work (Close, Kahlo, Van Gogh) Go briefly through an example of each of the artists listed as possibilities (on outline) to help inspire students and help narrow down their selection. Also explain why were looking at other artists and mimicking their style refer to reading in order to write well (critiquing, researching), learning by copying ie. babies learning to talk. Independent work period and one on one instruction Things to work on: Learning Activity #2 altering and printing of photos for projection (B+W) ***SAVE COPY ON SHARED DRIVE TO PROJECT or photocopy for projector projection and tracing Smartboard or projector also media, student council, and Mr. Weeks rooms available. Begin research/selecting artist for next project. 70 min

Assessments/ Differentiation:

Use of time working in class and their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. One on one instruction. Formative assessment. Closure 5 min

Feedback From Students: Feedback To Students

Questions? Anything specific they would like me to cover more? Verbal Clean up.

Transition To Next Lesson

5 min Next class Assignment 2 and Work period. Have a great break message on board.

Lesson Title/Focus Subject/Grade Level Unit

Lesson 7 Research + Work Period Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

April 9, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills.

Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition. SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 3.A Meaning is expressed in works of art through subject choice, media selection and design element emphasis. SLO 4.A Understanding styles or artistic movements related to visual studies is part of developing critical abilities. LEARNING OBJECTIVES

Specific Learning Outcomes:

Students will: 14. Compose a portrait using reference photographs and images. 15. Demonstrate an understanding of value though their application of charcoal. 16. Develop confidence with new media (charcoal) through practice and development of a portrait. 17. Explore the works style of other artists and investigate it within their own works of art.

ASSESSMENTS
Visual students will continue to explore both the new media (charcoals) and value through the development of their portrait, demonstrating shading (reductive and additive) Observations: Students will continue to work on their Portrait Assignment #1 (metaphor/symbolism) altering photos, Students will begin to explore the works and styles of other artists in preparation for the next assignment. Key Questions: What is personal style? How do artists develop it? What affect does media and subject play on a work of art? Portrait Assignment 1 Metaphor and Symbolism Products/Performances: Portrait Assignment 2 Style of Another Artist Research Assignment Presentation and Critique

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti

MATERIALS AND EQUIPMENT

Drawing Paper Sketchbooks Pencils, conte, charcoal and vine charcoal Erasers Overhead projector Printer and overhead plastic Paper towel

 Sandpaper Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction QUOTE Attention Grabber Time 5 min

Amateurs look for inspiration; the rest of us just get up and go to work. Chuck Close
Verbal Review of last class review assignment and any questions. Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish projects on time. Book laptops, prep materials, prepare power point Refer to quote Body Review Portrait Assignment #2 4. 5. 6. Portrait Task style of another artist or reproduction Research Presentation Critique Paragraph 80 min

Assessment of Prior Knowledge Expectations for Learning and Behaviour Advance Organizer/Agenda Transition to Body

Refer to assignment outline attached. Learning Activity #1 Show exemplars of student work (Close, Kahlo, Van Gogh) Go briefly through an example of each of the artists listed as possibilities (on outline) to help inspire students and help narrow down their selection. Also explain why were looking at other artists and mimicking their style refer to reading in order to write well (critiquing, researching), learning by copying ie. babies learning to talk. ***Assign Presentation Due Date Next Tuesday 5 min time slots. 3 Minutes 17 students 51 mins. Rest of class to work ***Crit also due same day for grading!!! Class time to work on Research. Learning Activity #2 Assessments/ Differentiation: Provide students with handout to help them with their research. 30 min 10 min

Verbal responses. Independent work period and one on one instruction

Learning Activity #3

FIRST Brief review VALUE Use student example to show how the face actually

40 min

has greys, not all white. Try to avoid harsh lines use shading to create the illusion of lines.

Things to work on: Finish Portrait 1 Start Portrait 2 Research

Assessments/ Differentiation:

Use of time working in class and their sketchbooks. Sketchbooks will be taken in at the end of the unit. Circulate to see what students are trying. One on one instruction. Formative assessment. Closure 5 min

Feedback From Students: Feedback To Students

Questions? Anything specific they would like me to cover more? Verbal Clean up.

Transition To Next Lesson

5 min Next class Gridding small sketchbook assignment (mini grid) Independent work time

Lesson Title/Focus Subject/Grade Level Unit

Lesson 8 Gridding Senior High Art Grades 10-11-12 The Portrait

Date Time Duration Teacher

April 18, 2013 90 min Victoria Budgell

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:

Record: Students will draw for confidence and consolidation of head-tohand skills. Investigate: Students will develop and refine drawing skills and styles. Communicate: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Relationships: Students will use the vocabulary and techniques of art criticism to interpret and evaluate both their own works and the works of others. Organizations: Students will demonstrate control over various components of composition.


Specific Learning Outcomes:

SLO 1.A Sketching and composing skills can be developed by drawing from representational sources. SLO 4.A Understanding styles or artistic movements related to visual studies is part of developing critical abilities. LEARNING OBJECTIVES

Students will: 18. Research and present information regarding an artist of their choice to their peers. 19. Enlarge an image from their researched artist using the gridding method.

ASSESSMENTS
Students will explore the works and styles of other artists and present that information to their peers. Observations: Students will practice using a new method for image transfer or enlargement. Students will begin to work on Portrait Assignment #2 (reproduction or in the style of) Key Questions: What is personal style? How do artists develop it? Research Assignment Presentation and Critique Products/Performances: Sketchbook Assignment Enlarge work from researched artist using the gridding method Portrait Assignment 2 Style of Another Artist

LEARNING RESOURCES CONSULTED

Drawing A Contemporary Approach, Teel Sale and Claudia Betti

MATERIALS AND EQUIPMENT

Drawing Paper Sketchbooks Pencils, conte, charcoal and vine charcoal Erasers Overhead projector Printer and overhead plastic Paper towel Sandpaper Smartboard iPods and Dock for music / 8tracks playlist (In the Zone)

PROCEDURE
Introduction QUOTE Attention Grabber Time 0 min

To practice any art, no matter how well or badly, is a way to make your soul grow. So do it. Kurt Vonnegut
Verbal Review of last class review assignment and any questions. Students will listen to instruction and contribute to class discussion. Students will use work time appropriately to finish

Assessment of Prior Knowledge Expectations for Learning and Behaviour

projects on time. Advance Organizer/Agenda Transition to Body Prep materials, prepare power point Move students closer to the front and pull blinds. Body Research Presentations Learning Activity #1 Assessments/ Differentiation: 5 min time slots. 3 Minutes 17 students 51 mins Hand in crit after presentation. 60 min 85 min

Visual Observation Presentation Grading (checklist) Introduction to Gridding Demonstrate how to use the grid to enlarge photos (PowerPoint) Assignment enlarge photo from their artist in their sketchbook (at least twice the size) 5 min

Learning Activity #2 Assessments/ Differentiation:

25 min

Sketchbook assignment enlarge using grid Closure

Feedback From Students: Feedback To Students

Questions? Anything specific they would like me to cover more? Verbal Clean up. 5 min

Transition To Next Lesson Next class Finish sketchbook assignment, being portrait #2