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. |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download