Please check out our online art galleries at Artsonia.com, join your favorite artist’s fan club, and leave a comment on their latest work!

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We will review acrylic painting techniques and explore some new ones, including glazing, sgraffito, masking, collages, and washes.

We will then explore techniques on Yupo paper including the clean line wipe, rolling, splattering, glazing, spritzing, stamping and ghosting with a fanbrush.

After both acrylic paint and Yupo paper techniques are explored, students will have a choice of which to use in our next major project, “Realism to Abstraction”.

Using what they know about the Elements of Art and Principles of Design, students should make a series of drawings (At least 5) from a single object of interest. As the drawings progress, the shapes, textures and composition should be increasingly abstract.

Once the final composition has been achieved, students will use their media of choice (Acrylic paint on canvas or watercolor on Yupo) to make their final abstract paper using at least 3 of the techniques explored in the early part of this unit. A video example of this process can be found at http://www.youtube.com/watch?feature=player_embedded&v=rXc33dYRcyE

+++++Weekly Sketchbook Assignment+++

Make 1 preparatory sketch of an item of interest. Make at least 2 other sketches of this item in an increasingly abstract way. Use the You Tube video above for reference as needed. Please be prepared to make at least 2 more increasingly abstract drawings in your sketchbook next week.

PAINTING II:

Students continue working on the acrylic painting on canvas board in the subject of their choice. Students are expected to use the principles of design as learned in our first painting project (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety) PLUS some of the acrylic techniques learned in our in-class experiments (wash, sgraffito, glazing, masking, stamping, etc.). The rubric for this assignment has more specifics, and has been previously posted as well as distributed to class participants. Deadline for this project has been extended to 5/4/12. Early finishers may independently experiment with the water-soluble oil pastels.

+++++Weekly Sketchbook Assignment+++

Continued:

Use 3 colors in the large water-soluble oil pastels to draw a still-life arrangement with at least 3 objects. Please use 1 color for the object, 1 color for the shadow, and 1 color for the highlights. You should blend the colors with clean water.

DRAWING II:

New drawing: “Floating Art Museum”. Students will review linear perspective, and then be expected to understand and apply 3 and 4-point linear perspective in an original drawing of a floating art museum of the future. Special attention will be paid to technical skill and creative solutions. Students are expected to demonstrate time management skills by using class time efficiently.

+++++Weekly Sketchbook Assignment+++

Draw a still life on a table or desk with at least 3 items from a severe overhead perspective. Use what you know about 3 and 4-point perspective.

Quote of the week:

“Abstraction is a mental process we use when trying to discern what is essential or relevant to a problem; it does not require a belief in abstract entities.” --Tom G. Palmer

Please check out our online art galleries at Artsonia.com, join your favorite artist’s fan club, and leave a comment on their latest work!

Due to 11th Grade Science and Writing PSSAs, there will be a 1-hour delay schedule on 4/24-4/26. Here are class times:

1st: 8:29-9:11

2nd: 9:15-9:47

3rd: 9:51-10:23

Here are this week's upcoming lessons:

DRAWING & PAINTING III

Shelter Animal Prints: Students have selected an animal currently awaiting adoption from our local shelter, viewed/discussed examples of animals in art history, and watched a demonstration of how to work through a multi-color reduction print. Students will be expected to make multiple prints from a single plate, including at least one single, one double and one quadruple image. Emphasis will be placed on composition, craftsmanship and creativity in representing the animal. When completed, at least one print of each animal will be matted, framed and donated to the shelter. The rubric for this assignment has more specifics, and has been previously posted as well as distributed to class participants.

+++++Weekly Sketchbook Assignment+++

Make at least 2 preparatory sketches for an acrylic painting with the subject matter of your choice.

PAINTING II:

Students continue working on the acrylic painting on canvas board in the subject of their choice. Students are expected to use the principles of design as learned in our first painting project (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety) PLUS some of the acrylic techniques learned in our in-class experiments (wash, sgraffito, glazing, masking, stamping, etc.). The rubric for this assignment has more specifics, and has been previously posted as well as distributed to class participants. Deadline for this project is 4/30/12.

+++++Weekly Sketchbook Assignment+++

Use 3 colors in the large water-soluble oil pastels to draw a still-life arrangement with at least 3 objects. Please use 1 color for the object, 1 color for the shadow, and 1 color for the highlights. You should blend the colors with clean water.

DRAWING II:

New drawing: “Floating Art Museum”. Students will review linear perspective, and then be expected to understand and apply 3 and 4-point linear perspective in an original drawing of a floating art museum of the future. Special attention will be paid to technical skill and creative solutions. Students are expected to demonstrate time management skills by using class time efficiently.

+++++Weekly Sketchbook Assignment+++

Draw a still life on a table or desk with at least 3 items from a severe overhead point of view. Use what you know about 3 and 4-point linear perspective.

Quote of the week:

“Art washes away from the soul the dust of everyday life.”
Pablo Picasso

Please check out our online art galleries at Artsonia.com, join your favorite artist’s fan club, and leave a comment on their latest work!

Due to 11th Grade Science and Writing PSSAs, there will be a 1-hour delay schedule on 4/17-4/19 and again on 4/24-4/26. Here are class times:

1st: 8:29-9:11

2nd: 9:15-9:47

3rd: 9:51-10:23

Here are this week's upcoming lessons:

DRAWING & PAINTING III

Shelter Animal Prints: Students have selected an animal currently awaiting adoption from our local shelter, viewed/discussed examples of animals in art history, and watched a demonstration of how to start a multi-color reduction print. Students will be expected to make multiple prints from a single plate, including at least one single, one double and one quadruple image. Emphasis will be placed on composition, craftsmanship and creativity in representing the animal. When completed, at least one print of each animal will be matted, framed and donated to the shelter. Here is the rubric for this assignment:

+++++Weekly Sketchbook Assignment+++

Make at least 2 thumbnail sketches of your shelter animal to finalize the composition of your print.

PAINTING II:

We have finished our preparatory paintings on paper in the genres of still-life, portrait and landscape in an effort to acclimate students to the qualities of acrylic paint. Students have begun a final acrylic painting on canvas board in the subject of their choice. Students are expected to use the principles of design as learned in our first painting project (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety) PLUS some of the acrylic techniques learned in our in-class experiments (wash, sgraffito, glazing, masking, stamping, etc.).

Here is the rubric for the final acrylic painting:

+++++Weekly Sketchbook Assignment+++

Explore your ideas for the final acrylic painting on canvas board by taking at least one of the principles of design (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and/or Variety) to the extreme!

DRAWING II:

We have finished our intensive study of the figure and figure drawing. Drawings from now until the end of the year will be more rapidly paced with less experimental techniques, yet retain lots of room for individual solutions.

New drawing: “Don’t be afraid of the dark”. Students will be expected to construct an intricate paper sculpture from black paper, and then draw the abstract shapes that they see on toned paper. Students will be expected to stay on the upper levels of the value scale, using gum erasers to pull out the highlights, and drawing back in with ebony pencil for the darkest shadows. Students are expected to demonstrate time management skills by using class time efficiently. Craftsmanship is of utmost importance to the composition.

+++++Weekly Sketchbook Assignment+++

Draw your street at night from observation from a window of your house.

Quote of the week:

“We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light.”
Plato

Please check out our online art galleries at Artsonia.com, join your favorite artist’s fan club, and leave a comment on their latest work!

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We will continue our study of contemporary art/artists through a research poster project. Students will be expected to locate, research and present a poster on the contemporary artist of their choice. Suggestions include any of the artists selected for this year’s Carnegie International, artists who have/had exhibits at the Andy Warhol museum, artists featured on Art 21 (Available on hulu.com at http://www.hulu.com/search?query=Art21%3A+Art+in+the+Twenty-First+Century&st=1&fs=) or artists working in a medium that interests you. Computer lab #237 has been reserved for our use on 3/29 and 3/30.

+++++Weekly Sketchbook Assignment+++

Design a CD cover for the musicians of your choice as if your selected contemporary artist might make.

PAINTING II:

We will finish our Free-Form Color Painting based upon the work of Swiss artist Paul Klee. Here is the rubric for this project:

We will next begin a series of quick paintings on paper (Less than 10 minutes) in various genres, during which students may acclimate themselves to the qualities of acrylic paint. From these sketches, students will be expected to select the most promising, and complete a major painting in acrylic on canvas board.

+++++Weekly Sketchbook Assignment+++

Continued from last week: Think about Paul Klee’s work. Like Klee, abstract a landscape or still life, and paint using colors derived from a single hue.

DRAWING II:

We will continue our study of human figure and proportion using live models, collaboration, timed drawings, and various media and papers.

Students will be expected to make their drawings expressive, realistic and well composed. Once each student has a substantial collection of drawings, they will be expected to select the best 3, and then alter them with additional materials (drawing, collage, copying, experimental, etc.). Final drawings should be mounted and submitted with a completed rubric.

+++++Weekly Sketchbook Assignment+++

Continued from last week:

"Full of Contours Page"

· Do a page full (20 to 25) of "mini" blind and modified blind contour drawings. (May take 2 facing pages.)

· These are quick studies of people/children in different positions doing things.

· Perhaps --- go to a park or a sporting event of some kind. Observe and Quickly draw people being active

Do this in pen please!!

Quote of the week:

“One does not discover new lands without consenting to lose sight of the shore for a very long time.” — André Gide

ALL CLASSES: There will be an altered class schedule 3/20-3/22 due to PSSA testing. Here is our class schedule:

Period 1 – 10:00 – 10:21 (21 minutes)

Period 2 – 10:25 – 10:46 (21 minutes)

Period 3 – 10:50 – 11:11 (21 minutes)

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We will do a series of short-term drawings based upon the work of contemporary artist Ben Heine at http://www.benheine.com/index.php. We will continue to take photos around the school that will be altered through an inset drawing/painting. Our goal is to mimic the surroundings as realistically as possible while imaginatively altering the scene.

Note: We will have class in Computer Lab #237 on 3/29 and 3/30.

+++++Weekly Sketchbook Assignment+++

Cut/tear a piece of a magazine, glue into your sketchbook, and then draw outward to the edge of the paper. You can continue the image or go off on a wild, imaginative tangent

PAINTING II:

We will continue to review and discuss the work of Swiss artist Paul Klee, and his use of color. Based upon Klee’s work, we will challenge ourselves to make a Free-Form Color Painting. Students should be able to define the difference between “Color”, “Hue” and “Value”. Using a hue of their choosing, students will be asked to make as many variations as possible that are still identifiable as the original hue. Students may use black, white, and tiny amounts of other hues, and try to cover their paper.

Next, students will choose a complement of their chosen hue. 10-15% of the paper should be covered with complementary variations.

Finally, students will choose an accent color—whatever would look great on their abstract painting. At most, 1- 5% of the painting should use this accent color.

+++++Weekly Sketchbook Assignment+++

Think about Paul Klee’s work. Like Klee, abstract a landscape or still life, and paint using colors derived from a single hue.

DRAWING II:

We will continue our study of human figure and proportion using live models, collaboration, timed drawings, and various media and papers.

Students will be expected to make their drawings expressive, realistic and well composed. Once each student has a substantial collection of drawings, they will be expected to select the best 3, and then alter them with additional materials (drawing, collage, copying, experimental, etc.). Final drawings should be mounted and submitted with a completed rubric.

+++++Weekly Sketchbook Assignment+++

"Full of Contours Page"

· Do a page full (20 to 25) of "mini" blind and modified blind contour drawings. (May take 2 facing pages.)

· These are quick studies of people/children in different positions doing things.

· Perhaps --- go to a park or a sporting event of some kind. Observe and Quickly draw people being active

Do this in pen please!!

Quote of the week:

“The values of the world we inhabit and the people we surround ourselves with have a profound effect on who we are.”

Malcolm Gladwell

CHECK OUT our online galleries of work at http://www.artsonia.com/schools/school.asp?id=76288!!!

ALL CLASSES: Sketchbooks will be collected on Friday, 3/16/12. A self-assessed rubric should be included before submitting your sketchbook for a grade. I have kept an example sketchbook for each class for your reference.

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We will finish our “Surrealistic Me” Self-Portrait and send digital images of our work to the project coordinator for hopeful inclusion in the upcoming collection. Further information on this exciting global charitable collaboration can be viewed at http://carrotrevolution.com/surrealisticme/lesson.html

Next project: Pencil vs. Camera

Students will review and discuss the work of contemporary artist Ben Heine at http://www.benheine.com/index.php. We will then take photos around the school that will be altered through an inset drawing/painting. Our goal is to mimic the surroundings as realistically as possible while imaginatively altering the scene.

+++++Weekly Sketchbook Assignment+++

FINAL SKETCHBOOK ASSIGNMENT OF THE 3RD QUARTER: Choose one of the Operational Techniques that you have not employed in your self-portrait, and complete a drawing/painting that illustrates this technique. Once completed, please write a 2-3-sentence artist statement to reflect on this newly attempted technique, and how well it worked for you.

PAINTING II:

We have explored numerous experimental watercolor techniques, and have begun a “Mixed Technique Watercolor” painting. Samples of each technique (As completed in class) should be included in your sketchbook for future reference. Students have been asked to use 3 or more experimental watercolor techniques in painting the subject matter of their choice.

We will also continue our exploration of grounds in painting, which will be further explored as we approach painting with acrylics.

Next project: Free-form Color Painting

+++++Weekly Sketchbook Assignment+++

Continued from last week: Using an experimental technique that you did not select for your Mixed Technique Watercolor painting, paint either a self-portrait or a portrait of someone else.

DRAWING II:

We will begin our study of human figure and proportion. Gesture and contour drawing will be introduced and demonstrated. Live models will be available for these timed drawings, and the students will be expected to use Sharpies and pen and ink on 4 different papers:

1. Newspaper

2. Brown Kraft paper

3. White drawing paper

4. Colored paper

Once each student has a substantial collection of drawings, they will be expected to select the best 3, and then alter them with additional materials (drawing, collage, copying, experimental, etc.). Final drawings should be mounted and submitted with a completed rubric.

+++++Weekly Sketchbook Assignment+++

FINAL SKETCHBOOK ASSIGNMENT OF THE 3RD QUARTER: Partner up with at least 2 other people in class. Decide on a separate color for each artist. Write the names of the 3 people on the reverse side of the drawing. Begin a drawing on the subject of your choice and using your chosen color. You should draw for a precise 10 minutes, and be unconcerned with finishing. Once your portion is complete, you should give your drawing to the next person who repeats the process by working on the original drawing in their color for another precise 10 minutes. Finally, the drawing is passed to the third person, who must complete the drawing in the color of their choice, but can use as much time as needed. Ensure that all names are written on the back of the drawing. Person #3 should include this assignment in their sketchbook.

Quote of the week:

“There is no design without discipline. There is no discipline without intelligence.”

— Massimo Vignelli

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We will continue our “Surrealistic Me” Self-Portrait. We have explored automatic writing and completed Exquisite Corpse drawings as part of our introduction to this intriguing art historical period. We have also explored the Operational Techniques commonly employed by Surrealist artists. Our work will be completed well in advance of the Surrealistic Me deadline of 4/15/12. Further information on this exciting global charitable collaboration can be viewed at http://carrotrevolution.com/surrealisticme/lesson.html

Here is the rubric for the Surrealistic Me project:

+++++Weekly Sketchbook Assignment+++

Salvador Dali and Gala have invited you to dinner. You may either draw/paint their dining room, their clothing, or the food that they serve you. Please use at least 2 of the Operational Techniques discussed in class, and remember – make it SURREAL!

PAINTING II:

We have explored numerous experimental watercolor techniques, and are in the planning stages of a “Mixed Technique Watercolor” painting. Samples of each technique (As completed in class) should be included in your sketchbook for future reference. Students have been asked to use 3 or more experimental watercolor techniques in painting the subject matter of their choice.

As students begin to work toward their final compositions, we will discuss ways to approach grounds in watercolor painting.

Here is the rubric for this project:

+++++Weekly Sketchbook Assignment+++

(Same as previous week)

Continue to design your next painting by using thumbnail sketches and your choice of watercolor techniques covered in class. Your next major painting must include at least 3 different techniques, so use your sketchbook to determine which are most enjoyable and/or relevant to your subject. I should be able to see a clear correlation between your sketchbook thumbnails and your final work.

DRAWING II:

The students have been examining all of the metaphors, similes and emotions associated with the human heart, and have completed at least one realistic sketch of a model of the heart (Thanks for the loan, Mr. Konopka!). They have been asked to imagine their own heart, in a metaphorical sense, and illustrate what it might look like. In other words, students have been asked to “look into their hearts” and make a kind of self-portrait by answering the questions: “If you could portray the substance of your heart, what would it be made of and how would it look to the world?

Here is the rubric for the Heart drawing:

+++++Weekly Sketchbook Assignment+++

Design a Valentine’s Day card for someone you love. You must include a drawing of at least 1 of these body organs: Skin, liver, kidney, brain, or lungs, BUT… NO HEARTS!!!

Quote of the week:

“Surrealism is destructive, but it destroys only what it considers to be shackles limiting our vision.”
Salvador Dali

Here are this week's upcoming lessons:

DRAWING & PAINTING III

We have conducted 2 mid-project critiques to ensure that the work is progressing, and that students become comfortable discussing art in terms of ideas, techniques and solutions (9.3). Students have been asked to choose a highly emotive picture from which to work, select words that describe the picture's content, and then use these written words to build value in their drawings (1.6). Some students have chosen pen and ink while other will use Sharpie markers (9.1).

Finished assignments should be turned in with a rubric that includes self-assessment (9.4). This will be modeled to ensure understanding of this grading process.

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class.

Upcoming project: Surrealistic Me Collaboration: http://carrotrevolution.com/surrealisticme/lesson.html

Students will be introduced to Surrealism through various in-class presentations and Surrealist activities such as participating in the “Exquisite Corpse” game.

Here is the rubric for the Surrealistic Me project:

+++++Weekly Sketchbook Assignment+++

Document any dreams that you have (either visually or with words, or any combination thereof) as preparation for our next project. If it’s difficult for you to remember your dreams, think of a distant memory or flashbulb memory, and document it (verbally or visually).

PAINTING II:

We have conducted 2 mid-project critiques to ensure that the work is progressing, and that students become comfortable discussing art in terms of ideas, techniques and solutions (9.3). Students have been using watercolors to create a sampler that demonstrates understanding and application of the Principles of Design (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety.

Finished assignments should be turned in with a rubric that includes self-assessment. This will be modeled to ensure understanding of this grading process.

We will spend the remainder of the week exploring and reviewing various watercolor techniques (Rubbing Alcohol, Plastic Wrap, Sgraffito, Stamps, Sponges, wet on wet, wet on dry, glazing, lifting wet, lifting dry, splattering, tissue paper, dry brush, masking (tape & frisket), backwash, Impressionism and salting).

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class.

Next project: Mixed Technique Watercolor Painting

+++++Weekly Sketchbook Assignment+++

Begin to design your next painting by using thumbnail sketches and your choice of watercolor techniques covered in class. Your next major painting must include at least 3 different techniques, so use your sketchbook to determine which are most enjoyable and/or relevant to your subject. I should be able to see a clear correlation between your sketchbook thumbnails and your final work.

DRAWING II:

We have conducted 2 mid-project critiques to ensure that the work is progressing, and that students become comfortable discussing art in terms of ideas, techniques and solutions (9.3).

Finished assignments should be turned in with a rubric that includes self-assessment. This will be modeled to ensure understanding of this grading process.

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class.

Next Project: My Heart of Hearts Drawing

We will begin by discussing/listing metaphors associated with the heart (“In your heart of hearts”, “To know something by heart”, etc.). We will then practice our observational drawing skills by sketching a model of the human heart borrowed from the science department, and learn/review the parts of the heart.

In preparation for our culminating drawing, students will be asked to “look into their hearts” and make a kind of self-portrait by answering the question: “If you could portray the substance of your heart, what would it be made of and how would it look to the world?

Here is the rubric for the Heart drawing:

+++++Weekly Sketchbook Assignment+++

Begin to design your HEART drawing by making thumbnail sketches in your choice of media (colored pencils, drawing pencils, etc.) to determine which is most enjoyable and/or relevant to your subject. I should be able to see a clear correlation between your sketchbook thumbnails and your final work.

Quote of the week:

“At the age of six I wanted to be a cook. At seven I wanted to be Napoleon. And my ambition has been growing steadily ever since.”
Salvador Dali

Here are this week's upcoming lessons:

DRAWING & PAINTING III

Very few students could provide a definition of “Critique” in their pre-class assessment, so, we will begin the week by displaying, viewing and discussing the progress of our Text as Value projects. Students have been asked to choose a highly emotive picture from which to work, select words that describe the picture's content, and then use these written words to build value in their drawings. Some students have chosen pen and ink while other will use Sharpie markers.

Finished assignments should be turned in with a rubric that includes self-assessment. This will be modeled to ensure understanding of this grading process.

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class, with a reproduction of a page from Leonardo da Vinci’s sketchbook studies distributed.

Upcoming project: Surrealistic Me Collaboration: http://carrotrevolution.com/surrealisticme/lesson.html

+++++Weekly Sketchbook Assignment+++

Document any dreams that you have (either visually or with words, or any combination thereof) as preparation for our next project. If it’s difficult for you to remember your dreams, think of a distant memory or flashbulb memory, and document it (verbally or visually).

PAINTING II:

Very few students could provide a definition of “Critique” in their pre-class assessment, so, we will begin the week by displaying, viewing and discussing the progress of our Elements of Art and Principles of Design paintings. Students have been using watercolors to create a sampler that demonstrates understanding and application of the Principles of Design (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety.

Finished assignments should be turned in with a rubric that includes self-assessment. This will be modeled to ensure understanding of this grading process.

We will spend the remainder of the week exploring and reviewing various watercolor techniques (Rubbing Alcohol, Plastic Wrap, Sgraffito, Stamps, Sponges, wet on wet, wet on dry, glazing, lifting wet, lifting dry, splattering, tissue paper, dry brush, masking (tape &frisket), backwash, Impressionism and salting).

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class, with a reproduction of a page from Leonardo da Vinci’s sketchbook studies distributed.

+++++Weekly Sketchbook Assignment+++

Begin to design your next painting by using thumbnail sketches and your choice of watercolor techniques covered in class. Your next major painting must include at least 3 different techniques, so use your sketchbook to determine which are most enjoyable and/or relevant to your subject. I should be able to see a clear correlation between your sketchbook thumbnails and your final work.

DRAWING II:

Very few students could provide a definition of “Critique” in their pre-class assessment, so, we will begin the week by displaying, viewing and discussing the progress of our Elements of Art and Principles of Design paintings.

Finished assignments should be turned in with a rubric that includes self-assessment. This will be modeled to ensure understanding of this grading process.

Sketchbooks will be spot-checked to ensure understanding that they are to serve as an ongoing visual diary throughout this class, with a reproduction of a page from Leonardo da Vinci’s sketchbook studies distributed.

Next Project: What’s in YOUR heart?

We will begin by discussing/listing metaphors associated with the heart (“In your heart of hearts”, “To know something by heart”, etc.).

We will then practice our observational drawing skills by sketching a model of the human heart borrowed from the science department, and learn/review the parts of the heart.

In preparation for our culminating drawing, students will be asked to “look into their hearts” and make a kind of self-portrait by answering the question: “If you could portray the substance of your heart, what would it be made of and how would it look to the world?

+++++Weekly Sketchbook Assignment+++

Begin to design your HEART drawing by making thumbnail sketches in your choice of media (colored pencils, drawing pencils, etc.) to determine which is most enjoyable and/or relevant to your subject. I should be able to see a clear correlation between your sketchbook thumbnails and your final work.

Quote of the week:

“Art is the marriage of craft and imagination.” – Simon Schama

SECOND SEMESTER STUDENTS/PARENTS: I am available at the high school every day from 7:00am – 9:50am. If you/your child is experiencing difficulty or if you have any questions or concerns, please call me during this time. I can be reached at (724)744-4471 x 1211 or anytime at christeleitb@penntrafford.org.

Here are this week's upcoming lessons:

DRAWING II:

We will spend this week reviewing the Elements of Art and Principles of Design through videos, discussion and our first project. Students will use colored pencils to create a sampler that demonstrates understanding and application of the Principles of Design (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety. Layering and color blending will be encouraged and produce better results!

Here are all applicable documents:

+++++Weekly Sketchbook Assignment+++

Choose one of the Principles of Design:

1. Harmony/Unity

2. Emphasis/Focal Point

3. Balance

4. Proportion/Scale

5. Contrast

6. Movement

7. Rhythm/Pattern/Repetition, and

8. Variety

Make a drawing that displays your chosen Principle and fills at least 1 page of your sketchbook.

PAINTING II:

Our first project will review the Elements of Art and Principles of Design. Students will use a variety of wet media to create a sampler that demonstrates understanding and application of the Principles of Design (Harmony/Unity, Emphasis/Focal Point, Balance, Proportion/Scale, Contrast, Movement, Rhythm/Pattern/Repetition, and Variety. Layering, color blending and experimentation will be encouraged and produce better results!

Here are all applicable documents:

+++++Weekly Sketchbook Assignment+++

Choose one of the Principles of Design:

1. Harmony/Unity

2. Emphasis/Focal Point

3. Balance

4. Proportion/Scale

5. Contrast

6. Movement

7. Rhythm/Pattern/Repetition, and

8. Variety

Make a painting that displays your chosen Principle and fills at least 1 page of your sketchbook.

DRAWING & PAINTING III

Our first project will be a pen and ink drawing that uses text as value. You must choose a highly emotive picture from which to work, and then use a thesaurus to select words that describe the picture's content.

Example: If my source photo shows DEFIANCE, I will use words such as “Temerity”, “Insolence”, “Contempt” and “Audacity” to fill in my values.

Working from an approved accent line drawing, the words that you select should be placed together more tightly, made bolder, etc. to achieve darker values.

Here are all applicable documents:

+++++Weekly Sketchbook Assignment+++

What is your favorite word? Make a value study that fills at least 1 page in your sketchbook that uses this word and its antonyms as value.

Quote of the week:

“The arts are a very human way of making life more bearable. Practicing an art, no matter how well or badly, is a way to make your soul grow.” - Kurt Vonnegut, Jr.

Note:

1. All sketchbooks will be collected on Friday, January 13th, for grading.

2. Mid-term exams occur 1/12 and 1/13

3. Final day of semester 1/17

Here are this week's upcoming lessons:

DRAWING I

We will finish our study of facial proportion and portraiture by completing a realistic chalk pastel portrait of the person of our choice. Individual suggestion and assistance will be given to each student throughout the week. Here is the rubric for this project:

Students will be individually reminded of any incomplete work in preparation for the end of the semester.

Students will have time to mat or mount their artwork, finalize any drawings, make additional sketchbook entries and pursue personal drawing interests.

+++++Weekly Sketchbook Assignment+++
None. Please finish any outstanding sketchbook assignments and organize your sketchbook for grading.

PAINTING I

We will finish our study of printmaking and monoprints. Students will be required to mat or mount their best print for display. Here is the rubric for this assignment:

Students will be individually reminded of any incomplete work in preparation for the end of the semester.

On Wednesday, 1/11/12, we will meet in the planetarium in preparation for our final painting project of the semester. Students have been asked to donate 1 can of (cheap) spray paint, and we will create a painting of outer space using specialized techniques.

+++++Weekly Sketchbook Assignment+++
None. Please finish any outstanding sketchbook assignments and organize your sketchbook for grading.

DRAWING & PAINTING III

We will continue the final requirement in our set of 4 still life compositions by exploring Photorealism and the work of Chuck Close, Richard Estes, Alyssa Monks, Ralph Goings, Audrey Flack and Dan Witz. Students will be challenged to paint or draw (depending on their forte) a small still life influenced by these photorealist painters. Remember: Symbolism or allegorical elements will enhance any of these works.

The requirements for this unit are:

1). One completed still-life drawing/painting/print using Pointillist techniques,

2). One completed still-life drawing/painting/print using Cubist techniques,

3). One completed still-life drawn/painted realistically

4). One completed still life of small items drawn/painted on a very large scale in your own style.

Students will be encouraged to work on multiple projects at once to strengthen learning on the various approaches, solidify their artistic ideas, and promote exploration.

I encourage you to bring interesting items to class for inclusion in your work.

Sketchbooks will be collected for grading on 1/14/12.

On Wednesday, 1/11/12, we will meet in the planetarium in preparation for our final painting project of the semester. Students have been asked to donate 1 can of (cheap) spray paint, and we will create a painting of outer space using specialized techniques.

+++++Weekly Sketchbook Assignment+++
None. Please finish any outstanding sketchbook assignments and organize your sketchbook for grading.

Quote of the week:

“An artist's only concern is to shoot for some kind of perfection, and on his own terms, not anyone else's. “
Jonas Salk

Happy New Year!

Here are this week's upcoming lessons:

DRAWING I

We will continue our study of facial proportion and portraiture by completing a realistic chalk pastel portrait of the person of our choice. Individual suggestion and assistance will be given to each student throughout the week. Here is the rubric for this project:

Students will be individually reminded of any incomplete work in preparation for the end of the semester. Sketchbooks will be collected for grading on 1/14/12.

+++++Weekly Sketchbook Assignment+++

Use Photobooth effects (Bulge, dent, twirl, squeeze, fish eye, mirror, light tunnel, stretch) to take a picture of yourself and print. Select one or more of these altered facial features and faithfully reproduce it in your sketchbook. Write at least 2 sentences on how the Photobooth image compares/contrasts to real life.

PAINTING I

We will continue our study of Inuit printmaker Kenojuak Ashevak and printmaking by incise our foam plates and pulling at least 4 quality reduction prints. These will later be altered into monoprints by using watercolor paints. Students will be required to mat or mount their best print for display. Here is the rubric for this assignment:

Students will be individually reminded of any incomplete work in preparation for the end of the semester. Sketchbooks will be collected for grading on 1/14/12.

In preparation for our final project students have been asked to donate 1 can of (cheap) spray paint. If your last name begins with letters B-L, please bring in a light color; if your last name begins with letters M-Y, please bring in a dark color.

+++++Weekly Sketchbook Assignment+++

Reflect on the following quote (Either visually, through words or a combination thereof):

"Art is my job and my love. I would be very much in need without my art.... People often treat art as though it is very different from any other profession and ask, why would you want to keep doing this? This is my job and my love. I cannot imagine life without art." KENOJUAK ASHEVAK, Inuit artist and carver from Cape Dorset, Nunavut. Quoted in the Globe and Mail, 20 October 2003.

DRAWING & PAINTING III

We will continue the final requirement in our set of 4 still life compositions by exploring Photorealism and the work of Chuck Close, Richard Estes, Alyssa Monks, Ralph Goings, Audrey Flack and Dan Witz. Students will be challenged to paint or draw (depending on their forte) a small still life influenced by these photorealist painters. Remember: Symbolism or allegorical elements will enhance any of these works.

The requirements for this unit are:

1). One completed still-life drawing/painting/print using Pointillist techniques,

2). One completed still-life drawing/painting/print using Cubist techniques,

3). One completed still-life drawn/painted realistically

4). One completed still-life of small items drawn/painted on a very large scale in your own style.

Students will be encouraged to work on multiple projects at once to strengthen learning on the various approaches, solidify their artistic ideas, and promote exploration.

I encourage you to bring interesting items to class for inclusion in your work.

In anticipation of our final project, I ask that each student bring in at least 1 can of cheap spray paint. If your last name begins with letters A-L, please bring a light color; if your last name begins with letters M-Z, please bring in a dark color.

Sketchbooks will be collected for grading on 1/14/12.

+++++Weekly Sketchbook Assignment+++
·

Reflect on your growth in this class using words, images or any combination thereof. Try to touch on the following:

1. What you have learned about yourself, art, and/or others,

2. What your favorite lessons from this class were and why,

3. What your least favorite lessons from this class were, and why,

4. How you used your sketchbook throughout the semester

5. What could be done to improve this class for future Drawing/Painting III students

Quote of the week:

“Visualize what you want to do before you do it. Visualization is so powerful that when you know what you want, you will get it.” -Audrey Flack

I hope that you all enjoyed the performance of our visiting artist, Rachel Kice! I would like to wish each of you a very Merry Christmas, and a safe, happy, prosperous 2012!

Here are this week's upcoming lessons:

DRAWING I

We will continue our study of facial proportion and portraiture. Students have practiced drawing each of the facial features and have selected a person whose portrait they would like to complete. We will use our knowledge of proportion and measurement to ensure a realistic portrait. In addition, we will explore chalk pastel as an artistic medium.

+++++Weekly Sketchbook Assignment+++

No assignment this week due to the short holiday week!

PAINTING I

We will continue our study of Inuit printmaker Kenojuak Ashevak and printmaking by incise our foam plates and pulling at least 4 quality reduction prints. These will later be altered into monoprints by using watercolor paints.

+++++Weekly Sketchbook Assignment+++

No assignment this week due to the short holiday week!

DRAWING & PAINTING III

We will continue the third requirement in our set of four still life compositions by exploring Cubism and the still-lifes of Pablo Picasso, Georges Braque, and Ferdinand Leger.

The requirements for this unit are:

1). One completed still-life drawing/painting/print using Pointillist techniques,

2). One completed still-life drawing/painting/print using Cubist techniques,

3). One completed still-life drawn/painted realistically

4). One completed still-life of small items drawn/painted on a very large scale in your own style.

(Symbolism or allegorical elements will enhance any of these works)

Students will be encouraged to work on multiple projects at once to strengthen learning on the various approaches, solidify their artistic ideas, and promote exploration.

I encourage you to bring interesting items to class for inclusion in your work.

+++++Weekly Sketchbook Assignment+++
·

No assignment this week due to the short holiday week!

Quote of the week:

"Never worry about the size of your Christmas tree. In the eyes of children, they are all 30 feet tall." -- Larry Wilde