YHS Art Blog

This assignment will be collected and graded as a homework assignment. It is due at the beginning of class on Friday, January, 4th.

Use the following web sites as resources to find the answers to the questions below:
http://www.mpsaz.org/arts/online_lessons/persp/
http://www.mos.org/sln/Leonardo/Glossary.html#linear
http://www.mos.org/sln/Leonardo/LeonardosPerspective.html

1. During what time period did artists become interested in making two-dimensional works of art look three-dimensional?

2. What is linear perspective?

3. How did artists represent depth prior to the concept of perspective?

4. Define the following terms:
a. vanishing point
b. horizon line
c. one-point perspective
d. two point perspective
e. orthogonal lines

5. Draw the following, on 2 different sheets of paper:
a. A rectangle or cube from three different perspectives, points of view: from above the horizon line, below the horizon line, and on the horizon line.
b. Three buildings in two point perspectives.

Please answer the following questions, thoroughly, thoughtfully, and using at least four complete sentences.

Type in a word document, save and print a hard copy to pass in. You will also post the painting on your blog, along with this written assessment.

1. Discuss three important concepts you learned in this unit and explain why they are important to you and understanding of color.

2. Are you satisfied with your results? What would you change or do differently, if you could do this again?

3. Reflect on the color unit; why do you think we asked you to create a painting based on a professional painting?

Checklist for Final Painting Portfolio:
o Print out of the painting from which you worked, along with the answers to questions
o 6 x 9 test painting
o Completed Painting
o Completed Rubric
o Written Assessment

Please mark where your work falls on each standard:
Technical AND Creative Skills

Technical Skills

Exceeds the Standard
o Portfolio is passed in on time.
o All required information is present, complete, passed in on time, and is high quality.
o Care, control, and quality in the painting are obvious and superior.
o Attention to detail is outstanding: pencil lines are not visible, edges are carefully defined, and no white spaces are showing.

Meets the Standard
o Portfolio is passed in on time.
o All required information is present. Craftsmanship and presentation of the painting, as a whole, is good quality.
o Painting techniques are consistent and good quality.
o Attention to detail is apparent and consistent.

Partially Meets the Standard
o Portfolio is passed in late.
o Some of the required information is either missing and/or incomplete.
o There are problems with the presentation and craftsmanship of the painting.
o Extraneous marks, folds, or bends begin to take away from the visual impact and/or are distracting.
o The work lacks attention to detail.

Does Not Meet the Standard
o Portfolio is passed in more than a week late.
o The assignment is incomplete and/or does not meet the criteria of the project.

Creative Problem-Solving Skills

Exceeds the Standard
o This painting is especially creative and innovative: painting demonstrates a clear understanding of the chosen color scheme.
o Mixing beyond secondary colors is apparent and used well.
o Limiting the color palette, layering, and texturing of the paint demonstrates an obvious understanding of painting qualities.
o The color scheme and painting style are combined effectively to clearly communicate the mood.

Meets the Standard
o The painting reflects the criteria of the assignment; painting demonstrates a basic understanding of the chosen color scheme.
o A good attempt has been made to mix beyond the secondary colors.
o Limiting the color palette, layering, and/or texturing of the paint demonstrates a basic understanding of painting qualities.
o The color scheme and/or painting style contribute to communicate the mood.

Partially Meets the Standard
o There are some problems with communicating the criteria of the assignment; it is difficult to see an understanding of the chosen color scheme.
o There is little evidence of mixing beyond the secondary colors.
o There is little evidence of the following: Limiting the color palette, layering, and/or texturing of the paint.
o The painting style and color scheme do not communicate the chosen mood.

Does Not Meet the Standard
o The painting does not meet the criteria of the project and/or it is incomplete.

As necessary, remember to use your color book as a resource for this part of the assignment.
From the web site below choose a painting and describe its mood and color scheme for your own painting.
Return to the web site with all of the paintings, along with the color web site.

Follow the steps below for your color planning:
1. Choose a painting.
2. Create a new word document, and insert the image of the painting you have chosen.
3. Below the picture, write the name of the painting, the name of the artist, and the date of the painting.
4. Next describe the color scheme by doing the following:
a. List ALL the colors you see in the painting, be specific by describing colors beyond the secondary.
b. Which are the dominant colors?
c. What kind of color scheme is it? (Monochromatic, etc.)
d. Finally, describe the mood of the painting and explain how the colors help to create this mood. This is the mood that you will be striving to recreate in your own painting.

Once you have finished this document, print it up. You are ready to begin your painting! Hold on to the printout – it is part of the assignment!

Part 1: Planning design:

1. 2. Using newsprint, choose one letter from the alphabet; create at least 2 different designs, using the same letter.

3. Do not use straight edges, use free-form, organic lines.
4. Your letter should be a half of an inch thick – you will be cutting it out.

5. Decide on a letter design and copy or trace onto tag board.

6. the letter out of tag board.

7. Trace the letter multiple times onto white 9” x 12” tag board.

8. Overlap the letter and go off the edges. Be careful not to do too much or too little overlapping.

9. DRAW VERY LIGHTLY; THIS IS YOUR FINAL BEFORE PAINTING. You will need to erase some lines.

10. Look at your composition. Erase any lines that seem too confusing or unnecessary.

11. Share with your table group; give and receive feedback on your final composition/design.

Sketchbook Assignment: Due Thursday, November 15

Please go to this website:

Spend some time exploring the site, paying particular attention to the first two buttons:
The Power of Color
The Physiology and Theory of Color

Then go to this website:

There you will find an assortment of artworks, from a variety of artists. Choose four of those pictures, download and insert them into a Word document, USE ONE PAGE. Next to each picture, please write the following:
o The name of the picture, the artist, and the date
o Explain what mood the picture evokes for you, and explain why. Use at least four complete sentences in your explanation, please.

PLEASE PRINT THIS DOCUMENT BEFORE CLASS ON THURSDAY.

Goal: Create a collaged still-life using shades of gray, black & white torn paper.
• You will paint a range (or scale) of grays on white paper.
• You will break down your black and white photograph into shapes of gray, then determine which gray painted value applies to each shape.
• As you place your torn paper you should be very conscious of edges of shapes, remembering that the edge of one shape determines the edge of another shape.

Process:
1. You will get six sheets of 6” x 9” paper. Each student will paint one sheet white and one sheet black with acrylic paint.

2. Mix four grays that make even “jumps” from your white sheet to your black sheet and paint four corresponding sheets with those grays.

3. Choose your still life to “translate” to paper values and be sure to have an extra photocopy of it.

4. With a pencil, trace your value shapes on your photocopied still life and assign each value a letter or number. Hang on to this sheet for reference.

5. Make a “sandwich” in this order: acetate, 8.5” x 11” photo, cardboard (to keep it stiff) and tape along the edges (a small piece will do)

6. Choose a value to tear (don’t cut!!) into pieces to overlap and fit into a space. Use tacky glue to adhere to the acetate. As you cover the acrylic sheet it will become harder to see the photo and shapes underneath, so you may wish to begin with the more detailed areas. Always have your traced image to refer to or you can carefully slip out your photo for reference if needed.

7. If you make a mistake, just glue the appropriate value paper on top. The rough white line of the paper adds interest, so no need to try to eliminate that.

8. When done with the gluing, coat the entire sheet with modge podge.

9. After it dries, your can either peel off your image from the acetate or trim and mount it onto a clean sheet of tagboard or paper.

Directions:
• Look carefully at your finished leaf designs as a group.

• In a word processing document, please respond to the following by justifying your placement on the rubric for BOTH the technical and creative problem-solving standards.

• Each justification should be at least 3 to 4 complete sentences.

• Please use the Language of Art (elements and principles of design) to help in your explanations.

1. Technical Skills Justification:

2. Creative Problem-Solving Skills Justification:

3. Which of the four designs do you feel is the most successful in terms of using positive and negative space well? Using the language of art (the vocabulary that we’ve talked about in class), please explain your choice.

Technical
Exceeds the Standard Craftsmanship and presentation of the design as a whole, is high quality. Attention to detail is fabulous. Paper is neatly and carefully cut and glued. Paper is kept clean and neat; there is no visible pencil lines. Directions are carefully followed; name and priniciples are written on back.

Meets the Standard Craftsmanship and presentation of the design as a whole, is good quality. Paper is cut and glued well. There are no obvious smudges, pencil lines, and/or glue marks. Directions are followed, inlcuding name and principles on back of paper.

Partially Meets the Standard Craftsmanship of the design needs more attention; parts look hurried and/or rushed. Parts are somewhat crooked and/or may not be adhered well. Pencil lines, smudges, and/or glue marks are obvious. Some of the directions are not followed; name and/or principles may be missing.

Does Not Meet the Standard This design is not complete and/or does not meet the criteria of the project. It is not acceptable in regards to presentation and craftsmanship.

Creative Problem-Solving
Exceeds the Standard Three designs are created in an extraordinary way demonstrating TENSION, BALANCE, & RHYTHM; an original and unique design is also created, using positive and negative space in an outstanding and dynamic way! The visual impact of all four designs is fabulous!!

Meets the Standard Three designs are created, demonstrating TENSION, BALANCE, & RHYTHM; a unique design is also created that considers the relationship of positive and negative space.

Partially Meets the Standard Three designs are created, but it is difficult to see the understanding of the prinicples: TENSION, BALANCE, RHYTHM. The fourth design does not demonstrate originality and/or does not use positive and negative space in a unique or interesting way; the design appears “static”.

Does Not Meet the Standard This project does not meet the criteria of the project. It is unacceptable and/or incomplete.

This is about space.
How you see it.
How you use it.
As artists we make decisions about space—
both in the positive (figure) and negative (ground).

We can create pieces that are more or less interesting,
more or less rhythmic, more or less balanced, and so on.

Steps:
1. Create 4 compositions: Each using 2 squares of paper, one black (5.5” x 5.5”) and one white (7.5” x 7.5”).

2. Choose one leaf you wish to explore in your 4 compositions

3. Using the followings principles of art, create your 4 different compositions:
• TENSION (place shapes close together).
• SYMMETRICAL BALANCE (same shapes on each side).
• RHYTHM (similar shapes repeating).
• Play, explore and create a UNIQUE COMPOSITION that uses POSITVE and NEGATIVE space in an interesting way.

Hints:
• Arrange your composition to leave a white border around the edge, however, you break up the border in spots.
• On the back of your squares you should put your name and label with the principle you are demonstrating.
• Quality craftsmanship counts!