Name and Personal Saying Design Painting in House and Grounds    

            18 Nov – 30 Nov 09                                  

OBJECTIVE: The students will complete practice sheets on how to be consistent in a letter style, then paint a scenery picture that will include a house design, assisted from house-parts handouts. The student will hide his/her name within the house design and their important saying within the surrounding grounds.

 

WHAT TO DO:

1.      View the teacher demonstration and his examples of the lesson

2.      Complete the work-sheets that will instruct him/her to create a consistent letter style

3.      Create their own letter-style for their first and last name. The names must be on separate lines

4.      Receive the handouts from the teacher, that show possible designs for roofs, windows and doors.

5.      Receive his/her sheet of 18”x24” tag-board and begin to design their house in pencil

6.      Continue the design process, but, now adding shapes around, in front, beside to complete the grounds of the picture

7.      Utilizing what he/she learned from the previous name design practices, skillfully design his/her name in the house

8.      Think of a special saying or phrase that have a deep meaning to him/her and add this phrase or multiple phrases to some part of the grounds. The design addition should not take over the design and should complement the over-all product

9.      Utilize acrylic paints and all the previous skills learned in mixing colors, and balancing colors to complete the painting in the colors of his/her choice

10.  The student will be directed to receive the paint supplies and materials that he/she requires and begin the lesson

11.  The student will be told that for a successful painting the techniques that he/she utilizes must exhibit neatness and control and there cannot be any white areas from the cardboard showing , without being painted

12.  He/she will be encouraged to observe the work of other students, to see how they are solving the problem

13.  He/she will go back in and rework or clean-up any areas that would detract from the finished product

 

 

Supplies and Materials:

Teacher’s examples

Pencils

Tag-board sheet (18”x24”)

Acrylic paints (primaries plus black and white), brushes, water-containers and clean-up materials

 

 

 

 

 

 

 

 

 

 

 

 

PAINTING MY ENLARGED STILL LIFE IN 3-D    

            3 Nov – 18 Nov 09                                  

OBJECTIVE: The student will paint an enlarged painting of his/her still-life that was designed in an earlier practice lesson. The student will utilize all the shading in values experiences, now translating them into 3-D painting, that they mastered from earlier lessons. The color scheme for the painting will be the choice of the student, but the work still must have balanced colors and shapes, and all white paper surfaces must be painted

WHAT TO DO:

1.      View the teacher demonstration and his examples of the lesson

2.      Pull-out the earlier still-life enlargement that he /she created from an earlier practice lesson, where he/she had to enlarge 3 or more still-life shapes and visually balance them on a one or two-point perspective table-top

3.      The student will choose his/her color schemes to use for the finished painting. He/she will also be allowed to utilize tints and shades to add greater contrast, variety and depth to the finished artwork

4.      Utilize acrylic paint materials to render the subject, so that the objects on the table appear to project forward towards the viewer

5.      The student will be reminded that it is much easier to paint in 3 –D if the highlight tints are painted first, and then move left and right, lighter to darker

6.      The student will be advised that to paint a table-cloth under the still-life and draping down is optional

7.      The student will be directed to receive the paint supplies and materials that he/she requires and begin the lesson

8.      The student will be told that for a successful painting the techniques that he/she utilizes must exhibit neatness and control and there cannot be any white areas from the cardboard showing , without being painted

9.      He/she will be encouraged to observe the work of other students, to see how they are solving the problem

10.  He/she will go back in and rework or clean-up any areas that would detract from the finished product

 

 

Supplies and Materials:

Teacher’s examples

Pencils

Tag-board sheet (18”x24”)

Acrylic paints (primaries plus black and white), brushes, water-containers and clean-up materials

 

 

 

 

 

 

PAINTING MY ENLARGED ABSTRACT WITH SPLITS    

            23 Oct- 3 Nov 09                                   

OBJECTIVE: The student will paint an enlarged painting of his/her best abstract design that was created in an earlier lesson. The student will utilize all the painting and balancing skills that they mastered from earlier lessons. The color scheme for the painting will be using two split-complements, plus adding whites and black for values and tints

WHAT TO DO:

11.  View the teacher demonstration and his examples of the lesson

12.  Enlarge the best earlier abstract sketch onto an 18”x24” white tag-board by using one of two enlarging methods. The student may enlarge using the grid system, or he/she may trace the drawing onto a transparency, and then enlarge it with the projector

13.  Since the enlargement will have much larger shapes, the design will need to be worked into with additional design elements to provide the opportunity to use more colors. He/she must pay attention to making sure the finished drawing is well balanced and has one focal area

14.  The student will select two split-complement color schemes to use for the finished painting. He/she will also be allowed to utilize tints and shades to add greater contrast, variety and depth

15.  The student will be reminded that the colors must be balanced, just as the shapes were, and the colors painting in the focal area must have greater attention

16.  The student will be directed to receive the paint supplies and materials that he/she requires and begin the lesson

17.  The student will be told that for a successful painting the techniques that he/she utilizes must exhibit neatness and control and there cannot be any white areas from the cardboard showing , without being painted

18.  He/she will be encouraged to observe the work of other students, to see how they are solving the problem

19.  He/she will go back in and rework or clean-up any areas that would detract from the finished product

 

 

Supplies and Materials:

Student’s earlier abstract design

Teacher’s examples

Pencils

Tag-board sheet (18”x24”)

Enlarging projector

Tempera paints, brushes, water-containers and clean-up materials

 

 

 

 

 

 

 

 

 

 

 

 

DRAWING FLAGS VALUE

PROJECT

12 Oct – 22 Oct 09

 

OBJECTIVE:  The students will utilize the skills that they have learned with the plant studies to complete the flag studies. The purposes of this lesson is to reinforce their shading skills, prepare them to start working with curved surfaces, such as they would find in a cloth placed under a still-life assemblage and transfer the studies into color allowing them the ability to paint fabric under their large still-life painting

 

        1. View the teacher’s and student examples of the lessons.

        2. Watch the teacher’s step by step demonstration in working curved surfaces and adding dark to light variations, according to how close of far the fold is away from the light source.  The students will follow the below procedure:

 

*      View the teachers examples for each of the studies that shows the techniques for completing the shading

*      Begin by copying the first study that show a series of boxes on top of each other and a couple of bottles sitting in front. There are a series of six required studies for completing this assignment

*      The next one that will be copies is labeled 10.5 a (smaller flag study with 4 dark stripes); the one after this is also 10.5a, but has six darks stripes that graduate from wider to narrower as the stripes go back

*      Continue to copy the examples until you have completed the six pages

*      Copy the flag studies, as accurately as possible.

*      Make sure you complete them in order, because the studies are arranged by difficulty level

*      Compare your studies with other students completing the same page for accuracy. The grade will be based on accuracy to the examples and neatness and control

*      Compare your finished examples against the teachers for comparison

Terms :

Values

Intermediate Values

Highlights

Gradation

 

Materials :

Ebony Pencils or other Drawing Pencils and Eraser

9” X 12” Drawing Paper ( 2 sheets )

Teachers Examples and Worksheets

Finished Student Examples

 

 

 

 

 

 

 

 

THE COLOR WHEEL PROJECT

  28 September –  8 October 09

 

OBJECTIVES: 

  1. The student will be able to paint a color wheel that would include 12 Hues, made up of Primary Colors, Secondary Colors and Intermediate Colors ( Tertiary’s).
  2. The student will paint a warm painting, utilizing only yellows, oranges, reds and combinations
  3. The student will paint a cool painting, utilizing blues, purples, greens and combinations
  4. The student will paint a picture that utilizes complements with other colors

 

Color Wheel – Shows the relationships between primary, secondary and Tertiary (Intermediate ) colors.

 

The student will :

 

           a.     View the teachers and student examples of color wheels.

b.     Watch the teacher demonstration of how the color wheel is painted.

c.      Receive the materials necessary for the completion including the color wheel handout for the painting

d.            Utilizing only the primary colors (yellow, blue and red), paint in the  sections of the color   wheel

 

           5.    Using the skills you have learned; create the following paintings:

                 1) Paint a picture utilizing only warm colors, making sure there is    a main focus area

                 2)  Paint a picture utilizing only cool colors, making sure there is a main focus area

                 3)  Paint a picture utilizing colors with complements, making sure there is a main focus area

                         careful mixing of colors is necessary for success, along with neatness and control.

                       use only the paint necessary.

                       utilize small brushes for small areas and bigger brushes for larger areas.

                      NO LETTERS OR NAMES WILL BE USED IN THE PAINTINGS

 

Terms :

Primary Colors, Secondary Colors, Hues, Color Wheel, Complements

 

Secondary Colors

Hues

Color Wheel

Complements

 

 

Materials :

Color Wheel Handout

Pencil

Tempera Paint (yellow, red, blue)

Brushes

Water containers

Large paper to cover desks

Magazines for tearing out pages to use of pallets

 

 

 

 

 

 

DRAWING WITH VALUES

PROJECT

18 September – 28 September 2009

OBJECTIVE:  The student will draw and value scale. Practice copying an images that they will increase their ability to make the images appear dimensional.  The lesson is a preparation for a finished value study

 

 

        1. View the teacher’s and student examples of the lessons.

2. Watch the teacher’s step by step demonstration in working a value scale and adding shading to the practice lessons.  The students will follow the below procedure:

 

*      Complete the value scale worksheet

*      View the examples on the back side that shows the technique for completing the shading

*      Copy the line drawing of the contour plant study as accurately as possible

*      Add the dark to light values on each side of the main center branch, gradually with less pressure work toward the center

*      Add the values to the outside branches, but, only darkening from bottom to top

*      Follow the same procedure, with the second illustration that uses curved and twisted forms

*      Compare your finished examples against the teachers for comparison

Terms :

Contour Drawing

Values

Value Scale

Intermediate Values

Highlights

Form

 

Materials :

Ebony Pencils or other Drawing Pencils and Eraser

9” X 12” Drawing Paper ( 2 sheets )

Teachers Examples and Worksheets

Finished Student Examples

 

 

 

 

 

 

Enlarging Techniques for Painting Still-life Subjects

17 September - 23 September 2009

 

OBJECTIVE:  The students will learn a new technique for enlarging shapes and use this new technique to enlarge five still-life shapes that will be used for a later still-life painting

 

        1. View the teacher’s and student examples of the lessons.

2. Watch the teacher’s step by step demonstration in learning a new enlarging technique.  The students will follow the below procedure:

 

*      Cut-out one of the still-life shapes that he/she would like to include in their still-life arrangement

*      Tape the shape to the bottom left corner of a sheet of drawing paper and trace around it with a pencil

*      Draw a rectangle around the shape so that the lines touch the shape on both sides

*      Remove the shape from the paper, use a ruler to draw a line that goes from the bottom left corner of the tracing through the top right corner of the rectangle and extend the line to the top of the paper edge

*      Place a mark on the diagonal line at the height of how tall he/she wants their enlargement to be.

*      Draw a horizontal and vertical line from the mark, around the smaller rectangle. This will be the new size of the enlarged shape

*      In order to make this technique work he/ she must treat both the smaller original rectangle and the larger rectangle the same, in the way it is divided. 

*      Begin by drawing ruler line from corner to corner on both shapes, then draw horizontal lines through both shapes, where the lines cross. Draw vertical lines also through the place where the lines cross.

*      Continue dividing the shapes until the spaces get smaller and smaller

*      Now he /she should be able to enlarge the larger shape drawing by looking at where the lines cross in the smaller, bisected rectangle

*      When the student has enlarged five shapes, following the same procedure, cut-out each of the large shapes.

*      Use the large 12”x18” sheet of tag-board to draw a large table top. This can easily be accomplished by copying the one-point perspective table-top illustration from the worksheet. Make sure that the table is large enough for all five shapes

*      Trace the larger still-life shapes on the table-top, in balanced locations. Some of the shapes should be over-lapped to add to the unity of the composition

*      Draw patterns on the containers, following the curve of the containers

*      When completed, store them in his/her portfolio until they are ready to paint

Terms :

Shapes

Still-life

 

Materials :

 Drawing Pencils and Eraser

 12” x18” Tag-board

Drawing Paper

Rulers and Yardsticks

Teachers Examples and Worksheets

 

 

 

 

 

 

 

 

 

 

 

ONE POINT PERSPECTIVE ASSEMBLAGE    

                                               24 AUG – 14 SEP 09

OBJECTIVE:  The student will be able to create a personal full-color chest of drawers, with added details, in one point perspective, that will be the center piece for a room design. The room and chest of drawers and contents sticking out of the drawers and objects on top, around or on the walls ceiling, floor will reflect the personality of the artist. Sufficient attention must be paid to the dresser itself, in details and coloring to make sure that it is the main focus area.

 

WHAT TO DO:

1.      View the teacher demonstration and his examples of the lesson

2.      Complete the one point perspective value scale practice exercises according to the teachers examples

3.      Draw the vanishing point lines over the top of the dresser illustration, trace the illustration and cut out the drawing

4.      Follow the teachers directions on how to lay his/her drawing in the bottom left corner of another larger sheet of paper, draw a line from the bottom left corner, through the dresser to the top right corner of the dresser.

5.       Student will mark a point on the diagonal line, draw a horizontal that is parallel with the dresser and draw a vertical line, down from the same point, to the bottom of the paper. This larger size is proportional to the smaller original dresser

6.       Student will now look at the vanishing lines that he/she drew over the top of the dresser to the vanishing points and draw the larger dresser shape to look like the smaller one, only larger. Pay attention to the vanishing points and the corners of the dresser

7.      Tsrace the larger dresser onto a piece of tag-board and cut it out. The dresser now is ready to be placed in a larger space

8.      Student will receive a sheet of tag-board(18”x24”), that will become a room, consisting of a floor, ceiling and two walls.

9.      Student will construct the room by placing a pencil dot in the center of the tag-board and drawing lines to each corner. The dresser will become the center-piece for this large room.

10.  The student is now ready to go through pattern books to glue in patterns for the ceiling, floor and two walls. After this is completed, the large dresser-shape will be glued into the center, making it the focus point for the artwork.

11.  The student will go through magazines, selecting and cutting out photos that could be windows, ceiling lights, pictures on the walls, pets on the floor, or anything else that would personalize the room for the student. 

12.  The student will now use colored pencils to decorate their dresser, making sure that the white cardboard does not show in the finished product.

1.      The last part is to use the magazine cut-outs to glue things to the dresser to show objects on top of the dresser and things sticking out of the drawers

2.      The students are informed that the most attention in the artwork should be the dresser itself, and everything surrounding it should complement or add to the personalization

 

Supplies and Materials:

Scissors, pencils, color pencils, glue-sticks, tag-board, magazines, spattern-books, rulers or yard-sticks, teacher illustrations and teacher ready-made examples