Grade Level: 8th Art Class
Grade 10 Art- Giandalia
Unit - “Artists as Storytellers” Figure Drawing
AOI- Human Ingenuity- How important a role do the arts play in human communication?
MYP Unit Questions- A picture is worth how many words?
Tasks and Objectives- Students will study figurative artwork through the ages. They will learn how to draw a proportionately correct figure and will create an artwork of choice based on a figure in motion.
• Students will demonstrate an understanding of storyboarding/figure drawing as subject matter
• Students will experiment with Gesture Drawing- Drawing the figure from life in various poses
• Students will demonstrate an understanding of the proportions of the human figure
• Students will demonstrate an understanding of storyboarding/comic strip as an art form
• Students will look at symbolism and simplification (in comics, artwork and world around them)
• Students will demonstrate an understanding of composition, specifically through, color, line, space & Movement/Rhythm
• Students will be able to describe and compare characteristics and purposes of narrative artwork throughout different times/cultures
• Students will create a narrative piece including the human form in action
• students may also create one large figure drawing or painting
• Students will demonstrate an understanding of the properties ink and watercolour
Brainstorming in Workbook-
Choices for final project-
1. Create one large figure drawing or painting in action/movement (from a photograph or life)
2. Create a sequential artwork including the human form- Storyboard
o Social or Environmental Issues- Bring to light a problem that we have in our community/world.
o How can you approach/communicate that problem in a light hearted way that makes people RE THINK the direction we are going?
o How to Guide- How to ride a bike, how to make a peanut butter and jelly sandwich- Communicate your talent/skills in a step by step sequential artwork.
o Illustrate/narrate a specific historical or recent event that you feel people should be made aware of.
o Personal- Illustrate a specific happening/life altering event that you have undergone.
3. Do an in depth anatomy study- focusing on either bone or muscles structure
4. In depth gestural wire sculpture, including cross contours (must develop two-dimensional studies as well)
*Everyone will have a chance to create a wire sculpture figure
• List four different ideas/concepts under the topic of your choice-You must develop a proportionately correct figure in MOVEMENT-What position/pose would you like to portray?
• If you do a storyboard-
o How will you break your narrative into different frames (write it out).
o How many frames will you include?
Thumbnail sketches IN YOUR WORKBOOK-
3 thumbnail sketches that include the following-
• Layout (simplification of all frames if you’re doing a storyboard)
• Development of Color scheme (pen and watercolor wash)
Research in Workbook-
• Choose 3 artworks from at least two different artists/time periods/cultures and COMPARE/CONTRAST them to one another & your OWN WORK! Write about how they will inspire your artwork!
• Also… make sure you critique each piece (describe, analyze, interpret, judge!)- use that art vocabulary!
• Explain the purpose and concept behind each of the works. How does the purpose and concept differ in each? How is it similar?
* Your research must be Neat & Organized (don’t forget your MLA citations and artwork information (artist name, artwork, date etc)
• Here are a few ideas-
o Early Figures in art- Paleolithic (i.e. Venus of Willendorf or cave paintings) Egyptian, Greek, Roman Sculptures
o Old Masters- Leonardo da Vinci, Michelangelo, Caravaggio
o Modern Figure painters- Edouard Manet, Paul Gauguin, Pablo Picasso, Thomas Eakins, Edgar Degas
o 20th Century Figure painting- Egon Schiele, Lucien Freud, Henri de Toulouse-Lautrec
o If you are interested in doing a storyboard, you may research storyboards, Comic strips etc.
Experimentation IN YOUR WORKBOOK-
• We will specifically experiment with the different watercolor washes & pen/ink techniques/wire
• If you would like to create your art piece in any other medium, you MUST experiment (and document experimentation) prior to creating your final piece.
• Experimentation on animation website or digital storyboarding- (must document process in the workbook!)
Reflection- Daily & Final Reflection
• Every art class, document your process in your workbook-What have I completed today? What worked? What did not work? How can I improve on this next class? What ideas do I have for next class?
• Final critique questions will be given to you upon finishing your project
Assessment-
Criterion A: Knowledge and understanding(Research in the workbook!)
Students are expected to have a knowledge and understanding of the art form(s) studied:
• Knowing and understanding the theoretical basis of the art form(s) studied
• Developing an understanding of themes and issues studied through the arts
• Using subject-specific terminology to show aesthetic and critical awareness when discussing their work or the work of others
• Understanding how historical developments and cultural perspectives have shaped the arts
• Understanding how theorists, practitioners and artists have contributed to the arts.
Objectives:
• Quality and content of workbook/homework assignments
• Contribution to class discussions
• Results of tests and exams
• Quality of personal research, oral or digital presentations and essays
|0 |The student does not reach a standard described by any of the descriptors given below. |
|1-2 |The student has acquired limited theoretical knowledge and little understanding of the topic under consideration |
|3-4 |The student shows a basic acquisition of theoretical knowledge and understanding of the topic under consideration. The student uses some |
| |subject-specific terminology to show a critical awareness. |
|5-6 |The student shows a broad understanding of the topic under consideration, and applies theoretical knowledge and subject-specific terminology to |
| |identify some of the complexities of the materials studied. |
|7-8 |The student shows a thorough understanding of the topic under consideration. The student confidently applies theoretical knowledge and |
| |subject-specific terminology to identify clearly the complexities of the material studied. |
Criterion B: Application- Development of skills and Realization of practical work(Planning in the workbook & final project!)
Students are expected to apply knowledge, understanding, skills and strategies to develop and elaborate ideas, themes or compositions:
• Planning and organizing effectively to define and set goals, negotiate and make decisions
• Experimenting through both spontaneous and structured activities
• Choosing appropriate forms for the expression of ideas, thoughts and feelings in a creative manner
• Demonstrating a range of techniques and skills
• Finding original and inventive solutions
• Developing and elaborating ideas, themes and compositions to a point of realization
• Presenting work through formal or informal exhibitions and performances.
Objectives:
• Documented work progress in the development workbook
• The students approach to the assignment, including brainstorming, planning, experimentation and comments on the choices made
• Level of independence and creativity fulfilling practical assignment
• Final artwork/solution of practical assignment
|0 |The student does not reach a standard described by any of the descriptors given below. |
|1-2 |The student demonstrates limited abilities to use skills and strategies. The work is of poor quality. |
|3-4 |The student demonstrates success with basic skills and strategies. The work reaches a point of realization and shows some proficiency in |
| |technique(s). |
|5-6 |The student applies skills and strategies needed to produce creative work showing reasonable proficiency in technique(s). |
|7-8 |The student shows competence in applying skills and strategies needed for the realization of work, which shows creativity and proficiency in |
| |technique(s). |
|9-10 |The student is highly competent in choosing and applying a range of skills and strategies for the realization of work. The student’s processes |
| |and resolved artwork reflect a high level of proficiency and creativity. |
Criterion C: Reflection/Evaluation (Daily & Final Reflection!)
Students are expected to reflect on the themes and issues encountered during the course, and to evaluate creative development and processes:
• Using a developmental workbook throughout the creative cycle
• Reflecting upon, evaluating, assessing and appraising work to support and promote creative development
• Using feedback and discussion on artwork to support creative development.
Objectives:
• Documented ongoing and final reflections and evaluations in the development workbook
• Oral presentations about personal development
• Final reflections and evaluations
|0 |The student does not reach a standard described by any of the descriptors given below. |
|1-2 |The student’s use of feedback and reflections upon themes and processes is minimal. The student completes a rudimentary evaluation of |
| |his/her level of skill. |
|3-4 |The student finds it difficult to take feedback into account when working. The student provides an evaluation of his/her development as |
| |well as evaluating the themes and issues. Some aspects of the evaluation may be unrealistic or incomplete. |
|5-6 |The student reflects on themes and issues and takes feedback into account when working. The student provides an evaluation of his/her |
| |development and the process of working. The evaluation includes an appraisal of the quality of produced work and an identification of areas|
| |of improvement. |
|7-8 |The student gives a considered response to feedback and provides a thorough reflection and evaluation of his/her development and of the |
| |process of working. This evaluation includes an accurate analysis of the quality of produced work and details of improvements which could |
| |be made. |
Criterion D: Attitude and Personal Engagement
Students are expected to develop an aesthetic, cultural and critical awareness, and to engage with arts:
• Showing sensitivity to one’s own and different cultures
• Inviting and accepting views from others
• Showing self-motivation, initiative and a willingness to take artistic risks
• Supporting and encouraging peers towards a positive working environment.
Objectives:
• Does the student arrive in time and prepared to class?
• Is the student a positive member of the class, respectful, supportive to the needs of him/her-self and others?
• Does the student keep a neat process journal?
• Does the student participate actively in class discussions, show respect to the views of others, to one’s own and different cultures?
• Does the student hand in assignments on time?
• Does the student work independently and can he/she take appropriate own initiatives, including clean-up management and help around the classroom?
|0 |The student does not reach a standard described by any of the descriptors given below. |
|1-2 |The student participates to some extent in activity associated with the task yet shows little interest and personal engagement in the work.|
|3-4 |The student participates in activity associated with the task and shows some self-discipline and motivation in the work. |
|5-6 |The student is fully engaged in the work, and shows a willingness to develop further his or her potential. |
|7-8 |The student demonstrates a high level of interest and personal engagement in the work, and shows initiative, enthusiasm and commitment. |
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