Figure+Drawing+&+Painting+Project

=FIGURE DRAWING/PAINTING PROJECT=

CHECKLIST: //Review RUBRIC below// =** __ Rationale __ **= The purpose of Life Drawing is to provide each student with specific drawing media experiences and to build basic perceptual skills in terms of drawing from the human figure. The student will review basic knowledge of the elements of art: line, value, shape/volume, texture and color to lead to their deliberate manipulation for different types of spatial illusion, compositions, and expressive meaning.
 * Minimum of 10 Stick Figure Drawings (include joints, bends & proper proportions)
 * Gesture Action Drawings: Series of 4 drawings showing movement (Proper Proportions)
 * 3 Contour Drawings of a Figure
 * Photograph of yourself (AVI3M)
 * (AVI30) Found an image of a person/figure by an artist to recreate
 * Found an image of an artwork to use for your background
 * Artist Statement Paragraphs (Explained in Rubric)
 * Drawings of the artwork you were inspired by in your sketchbook
 * Contour drawing of the selected pose for your final figure
 * Final Figure Drawing & Background in charcoal
 * Watercolour Painting: Figure & Background (Both influenced by artist's works)

The human body is marvelously complex and expressive. Excellent figure drawings may be either very involved or very simple and always convey a sense that the represented form is alive. This unit is directed towards giving the student a structured approach to drawing the human figure, which will serve as a foundation for his or her personal interpretive approach. · Students will demonstrate knowledge of the bone structure of the human skeleton and the body’s muscle structure by drawing. · Students will be able to draw the human figure accurately displaying normative proportional relationships of the body’s parts to the whole. · Students will depict the figure in a variety of poses using foreshortening (linear perspective). · Students will draw the figure so that the illusion of volume is achieved through a variety of shading techniques, such as, graduated continuous tones, cross contour lines, and cross-hatching. · Students will convey gesture, the illusion of expressive movement, when drawing the figure spontaneously in very brief periods of time. · Students will complete contour drawings with concentrated deliberate lines. · Students will simplify, exaggerate, or distort visual elements and normative proportions to interpret expressive qualities of the figure. · Students will develop meaning and intention in their final drawing through the manipulation of materials, symbols/pattern and composition. · Students will evoke mood through the expressive use of drawing materials. · Students will present their completed work in a professional manner. || || || || || || || || || || || || || || || || || || are relevant to your intention (I, C). || || || || || || Comments: **CONTOUR LINE: ** Contour line is a single, flowing, undulating, clean incisive line which defines edges. It is however, unlike outline, which states only the outside of an object. An outline differentiates between positive and negative edges. A contour line is more spatially descriptive; it can define an interior complexity of planes and shapes. Outline is flat; contour is plastic, that is it emphasizes the three-dimensional appearance of a shape. Contour line drawing is very important for developing eye-hand coordination, learning to simplify shapes, and learning to “see” what you are drawing without thinking about overly. 
 * Objectives **
 * ** Project Requirements ** || ** Level N/S ** || ** Level 1 ** || ** Level 2 ** || ** Level 3 ** || ** Level 4 ** ||
 * ** Stick Figure and Proportion Drawing ** || || || || || ||
 * Figures are in proportion (K, A) || || || || || ||
 * Variety of different poses (K, A) || || || || || ||
 * Joints are defined (K, A) || || || || || ||
 * ** Mark /5 ** (Application & Knowledge)
 * ** Gesture Drawing ** || || || || || ||
 * Figures are in proportion (K, A) || || || || || ||
 * Action is achieved; fast, unrestrained line (A) || || || || || ||
 * Series drawings are consistent (evident the drawings are of the same person) (A) || || || || || ||
 * Artist understands the elements of gesture drawing (rapid lines, overlapping, no shading, no detail) (K) || || || || || ||
 * 3-Dimensionality is achieved through a variety of lines (A) || || || || || ||
 * Image fills the page (A) || || || || || ||
 * Completed practice -charcoal drawings || || || || || ||
 * ** Mark /10 ** (Application & Knowledge)
 * ** Contour Drawing ** || || || || || ||
 * Figures are in proportion (K, A) || || || || || ||
 * Spatially Descriptive: 3-Dimensionality is achieved (A, K) || || || || || ||
 * Variety in thickness of lines (A, K) || || || || || ||
 * Artist understands contour drawing: (no shading, continuous & deliberate line) (A, K) || || || || || ||
 * Class warm-up drawings complete (newsprint) (A, K) || || || || || ||
 * ** Mark /10 ** (Application, Knowledge)
 * ** Inspiration and Intention ** || || || || || ||
 * Re-created & provided exemplar of chosen artist’s style (In Colour) (K). || || || || || ||
 * One paragraph typed explaining why you have chosen this artist . Be sure to explain your understanding of this artist’s works. What was this artist trying to achieve? (I,C,K) || || || || || ||
 * ** Mark /10 Knowledge ** || || || || || ||
 * Second paragraph typed explaining your intention of the figure’s position (pose & composition) (I,C). || || || || || ||
 * Third paragraph typed explaining why your selected colour scheme, patterns (symbols), and media
 * 3 Different contour drawing plans (Brainstorming figure positions) (I, C)) || || || || || ||
 * Final figure drawing - in charcoal GOOD COPY. (I, C) || || || || || ||
 * Detailed charcoal drawing of figure (I, C) || || || || || ||
 * ** Mark /50 (Inquiry, Communication) ** || || || || || ||
 * ** Final Watercolour Painting ** || || || || || ||
 * Aesthetic arrangement of figures-composition (balance, positive & negative space, implied line, center of interest, movement, contrast, relates to intention) || || || || || ||
 * Rendering of patterns-use of colour & application of paint || || || || || ||
 * Attention to proportion and human structure || || || || || ||
 * Expressive quality of drawing & painting || || || || || ||
 * 3 Dimensional illusion and foreshortening || || || || || ||
 * Neat, clean & complete? Skillful use of the art tools & media || || || || || ||
 * ** Mark /50 (Application) ** || || || || || ||
 * ** Presentation ** || || || || || ||
 * Eye Contact? || || || || || ||
 * Vocal: Clear, volume? || || || || || ||
 * Explains inspiration and intention? || || || || || ||
 * Describes successes and challenges of final painting? || || || || || ||
 * ** Mark /10 (Communication) ** || || || || || ||
 * TOTALS: Knowledge /35 Inquiry /50 Application /75 Communication /60 **
 * K-Knowledge, I-Inquiry, C-Communication, A-Application **
 * SIGHTED CONTOUR LINE: ** Spend as much time looking at your drawing, checking the shapes and line, checking overall progress, scanning the object/s you are rendering as you need.
 * BLIND CONTOUR LINE: ** Do not look at your drawing until you finish rendering the object/s you are drawing. If you come to an intersection you can look at the paper surface only to reposition your pencil.
 * CROSS CONTOUR LINE: ** Cross contour is a more visual use of line than contour line drawing. Cross contour takes into account the three dimensional aspects of objects. It describes the volume of objects not only the most simplified planes. Cross contour changes our visual thinking form one of the flatness to one of depth. Cross contour drawing is an inspection of the volume of a shape.
 * GESTURE DRAWING: ** In contrast to the slower, more intense inspection of contour line drawing gesture drawing sees shapes in their wholeness, there is an immediacy to gesture drawing, a fast, overall, capturing of form. Gesture drawing should have the fast, almost unrestrained quality of scribbling. It is spontaneous and quick. We will gesture drawing in the following ways; mass, mass and line, line, scribbled line, wrapped, and sustained. Gesture drawing encourages you to loosen up, speed up, and sketch out until you become confident with your drawing.
 * <span style="font-size: 12pt; font-family: TimesNewRomanPS-BoldMT; mso-bidi-font-family: TimesNewRomanPS-BoldMT;">ORGANIZATIONAL DRAWING: ** An approach to drawing where you measure and construct your drawing. By making dots or lines (horizontal, diagonal, vertical) you relate all the parts of the drawing to the final finished whole, you measure the scale of each object as you draw it. We will mainly work with this approach combining elements from the other approaches to drawing after we finish the first unit in the course (When studying organizational drawing a unit on linear perspective and drawing ellipses will be included).

Why Study ART? -A growing body of research indicates that arts education develops essential higher level skills such as continuous learning, capable reasoning, critical thinking and clearer communications. -Creative decision making nourishes the imagination while fostering self discipline. - Visual Arts students become more discerning observers of their surroundings. - An appreciation of the Visual Arts is critical to hundreds of both traditional and contemporary career choices as divergent as the health sciences, business and technology. -Students develop their ability to listen and observe and that enables them to become more self-aware and self- confident. it encourages them to take risks and solve problems in creative ways.