Using the grid to create your drawing is a very valuable skill to learn to help you blow up images when drawing or just trying to reproduce a very photo real or highly detailed drawing. Using the grid is a difficult skill at first but as you practice transferring the image square by square it actually makes it much easier to reproduce the image than if the grid was not being used. Please see the examples of student work below to see our success with the grid drawing project.
Students were asked to follow along with this video to create a one-point perspective drawing. The use of perspective in drawings help show space in the artwork and makes the artwork appear to be three-dimensional. This is a very important skill in taking drawings to a higher level of mastery. Please find the video below:
During our line unit we used 4 different kinds of lines and some shading to draw the same cup 4 different ways. The first way we used contour line and demonstrated how varying the line between thick and thin can give a drawing form. We then used shading to draw the second cup to show it three dimensionally. Our fourth drawing we used cross hatching as a way to use lines for shading. Then finally we used a continuous line where you did not lift your pencil off of the paper to create a shaded and quick sketch. This is usually the most challenging since we are all used to being able to lift out pencils and realign any mistakes.
To start the semester we discussed what art is and what it isn’t. I had each student write down on a small square what they thought art was to them. It is an individual answer. Art is something different to all of us. We made a mural out of the papers. It is hanging outside of the art room. You should come and read some of the fantastic answers!!
To finish out our line unit we created Landscapes that mimicked Vincent Van Gogh’s paintings. We used oil pastel and discussed different techniques of mixing colors and using the oil pastels to create lines and “brush strokes” to look like Vincent Van Gogh’s paintings. Attached is the example used to show the students my expectations of the assignment.
This assignment is about learning to shade and make a flat shape look like a three-dimensional form. We used colored pencils to add value(shading) to make the forms we drew look like they are three dimensional. The students used colored pencils to make the forms. We walked through the process step by step on the document camera and the students were left to shade the project on their own.
Each grade level was given an example of several shape compositions and asked to create their own version of the shape drawing. Students used shapes in a unique way and colored them with colored pencil. The student’s craftsmanship in using the color pencil, the uniqueness of their composition, and their attention to detail are all considered when giving the students their grades. Please see the examples of exemplary work below.
In 8th grade we are focusing on how to portray space in our artwork. We discussed how using atmospheric perspective can help portray a foreground, middle ground and background can help show space in your drawings and paintings. The examples the students were given are below. Please see the change in value and detail going from the foreground to the middle ground. The objects that are closer are darker in color and have more details. The objects get lighter in color as they fade into the background.
Our sixth graders have been hard at work learning about what success is. We have just finished a project to be hung in the hallways of the sixth grade pod that demonstrates what success is to them. I am pretty impressed with the big ideas and great insight into what makes people successful and how to measure success. We also have some pretty great drawings too!
Several students have asked if their assignments are all graded. Yes! Of course all of your assignments are graded. That includes all sketchbook assignments, notes in your sketchbook, and class assignments. Even sub assignments count. This week we are discussing grading criteria and self critique in all classes. We are using our grades to help us learn to assess and critique art using Feldman’s Critique Method. We are also using rubrics so the students can understand why their piece is graded the way it is. Grades are about to get more specific. Up until this point they have been more general. Please use the rubric below to assess your students work. It will help you understand my process and what I am looking for. I also want you to know that if an assignment is missing or incomplete your student is responsible to make up that work. They absolutely can make up their work and improve their grade. The artistic process includes revision and reworking so I am trying to get them used to the idea of that process with this leniency of making up work.