Art 1 Minor
Course #7112, 7123 Art 1 Major/Minor
These introductory courses in visual problem solving are recommended for freshmen and/or students who wish to follow a sequential development of art courses, as well as participate in department electives.They are organized around a variety of media selected to help students express and illustrate the design elements (line, shape, value, form, texture, space, color) and design principles (contrast, balance, repetition, variety, unity, movement, harmony). Students will be exposed to a variety of experiences, such as drawing, painting, sculpture, printmaking and ceramics. The objectives of these courses emphasize exploration and discovery through studio work.
Periods per cycle: 4/2 Credits: 5/2.5
I Learning Objectives
Students who successfully complete this course will have learned:
drawing from observation, using techniques including contour drawing, gesture drawing,
construction lines, and value sketches
b. rendering skills using materials such as pencil, colored pencil, pen and ink, marker, charcoal, pastel,
c. shading and texture techniques such as hatching, stippling, and value scales
d. several techniques for creating illusionistic space, including overlapping, recession in space, and linear and atmospheric perspective,
e. techniques of using different kinds of paint such as watercolor, tempera and acrylic
f. basic color theory and color mixing
g. methods of designing and producing a print
h. additive and subtractive sculpture techniques such as constructing, molding , shaping, carving, and assembling
i. proper use and care of materials and tools
II Learning Experiences
In this course students will:
a. participate in presentations on current projects and connections with art history
b. watch demonstrations of techniques with materials and tools
c. work on individual and group projects during studio time
d. participate in group discussions and critiques
e. evaluate their own artwork through written assignments and discussion
f. do weekly sketchbooks assignments (majors)
g. participate in the annual K-12 Art Festival
h. maintain a portfolio of artwork throughout the year
i. be responsible for maintaining cleanliness of tools and workspace
III Course Outline
Students will work on many of the following (or similar) projects:
a. Ordinary to Extraordinary: transform an every day object into a work of art
b. Courtyard Landscapes: contour drawing, watercolor and pastel
c. Art from Recycle: creating imaginary insects and birds from aluminum cans
d. Putting Things in Perspective: drawing from observation and imagination using perspective and shading techniques
e. Working with Shape and Space: Henri Matisse and cut paper collage
f. Color and Mood: paint mixing, color theory, personal imagery
g. Poster Design: learn about graphic design while focusing on events around the school
h. Portraits: portraits in various drawing media, digital self portraits
i. Clay Sculpture: non functional clay connecting with art history
j. Movie Making : illustrate an art term using the laptops, cameras and simple movie making software (Majors)
k. Expressive Hands: use plaster sculpture to make a statement
l. Caricature: make clay sketches as a basis for pariscraft sculptures emphasizing expression and exaggerated individual characteristics
m. Experimental drawing techniques: getting compositional ideas from blurry projected
Color scheme and perception of design: interpret the same design twice by varying the use of
a single color scheme to create two significantly different final images
Explorations in Light: create a cut paper sculpture and photograph it using a variety of
Students will use a wide variety of materials such as:
pencil, colored pencil, oil pastel, pastel, watercolor, tempera, acrylic, ink, collage materials, clay, wire, foam core, plaster craft, printing ink, various papers, sketch books, found objects, as well as books, reproductions, videos and slides
Descriptions of Some of the Individual Projects:
Animal Line/Pattern Drawings
IN this project you will create an animal with many patterns, and paint it with watercolors.
- Begin by choosing an animal to draw. Find a photograph of an animal online.
- Draw a contour line drawing of it in pencil. Include inside lines (details, face, legs, wrinkles, etc. THIS SHOULD BE VERY CAREFULLY DRAWN AND VERY ACCURATE. You will draw on watercolor paper, so draw VERY LIGHTLY, WITH LIGHT PRESSURE, so you can erase it later. FILL THE PAGE.
- On a separate sheet, experiment and create at least 10 different patterns from repeating shapes.
- Use those patterns to fill in the entire shape of your animal. Use different patterns to show different parts of the body - for instance: an elephants trunk, rhino horn, legs, ears, etc. Draw these LIGHTLY in pencil first.
- Go over your drawing in sharpie, using thick lines for major contour lines, and thin lines for detail lines and the patterns.
- You can add shading with hatching and cross hatching if you want.
- Gently erase the pencils lines when you are done with the sharpie.
- Now you are ready to paint with watercolor. I will show you many watercolor painting techniques.
- For each area of pattern, use at least 2 different CONTRASTING colors. Also think about how you want your colors to flow from one area to another.
- In the background you can paint an environment or a GRADIENT of colors.
Creating Depth and Space with Color
In this project, you will create a detailed contour drawing of a still life you set up at your seat, using at least 3
Be sure to take up as much of the page as possible and include some sense of a background, even if it is as simple as
drawing in the table.
When you are ready, start to shade your contour drawings with warm and cool colors to create space and depth. You can still show the contour lines. Decide which objects in the foreground you want to come forward (warn colors) and what you would like to move back in space (cool colors).
Perspective Drawing Assignments:
In 1 point perspective:
- 4 cubes - 2 above the horizon line, on the left and right of the vanishing point, and 2 below the horizon line, on the left and right of the vanishing point.
-1 should be a closed box, 2 open boxes, and one transparent box.
- The interior of a room with the vanishing point not in the center of the back wall. Include doors, windows, rugs, posters, etc, all in perspective.
- City street in the middle of page going to the vanishing point, with buildings on both sides different heights and different widths. Include windows and doors in perspective.
- Name (or other word) in 3-d perspective, using value to enhance illusion of depth.
- Checkerboard with rows of equal sized squares receding in perspective.
In 2 point perspective:
- 2 buildings, 1 taller than the horizon line and 1 shorter, with windows and doors in perspective.
- Interior of room. Include doors, windows, rugs, posters, etc, all in 2 point perspective.
On an 18” x 24” sheet of paper, draw a post-apocalypsehouse. It can be an INTERIOR or EXTERIOR view. It can be in 1 point or 2 point perspective.
If it is an INTERIOR, the room should include windows, doors, furniture, decorations like posters or pictures on the wall, rugs, stereo, tv, view out the window, etc. all in perspective.
If an EXTERIOR, it should include windows, doors, shutters, a street, etc. You will put it in an environment – i.e. a city street with other buildings and street signs and cars, or a country landscape with trees, bushes, flower garden, or a moonscape with craters, etc. etc., BE CREATIVE!
You will start it in pencil, with a horizon line and vanishing point(s). Draw the building in perspective, then when it is all built and detailed, erase the working lines of perspective. You will then develop the drawing with colored pencils, using VALUE to enhance space and depth, and color to show characteristics of the building and the people who live or work there.
You will be assessed on originality of idea, correctness of perspective, craftsmanship in creation of a drawing with details in color, and effort/classroom performance.
You are one of the survivors of an apocalyptic event. You will use what you’ve
learned about perspective from your Art 1 class (before the world went awry) to
document what life is like now.
Use the questionnaire below to invent your Apocalypse. Be creative and specific, and remember, the Apocalypse can cause good as well as bad!
1. What awesome or catastrophic Event occurred that changed the world and life as we know it?
2. How did the Event change the way people live?
3. Did the event destroy a particular way of life? Did it give birth to a new one?
4. How long has it been since the Event that you are documenting the world around you?
5. Where did you end up? Did you stay in the same area? Are you on Earth?
6. What kind of building are you documenting?
7. Was it here before? If so, how did the Event effect it? Did someone / something construct this building after
8. How was this building changed/made to function for the new world?
9. Are you on the inside or the outside? (Interior or Exterior)
10. What kind of objects and/or life forms exist in this space?
11. How do these objects tell viewers about how people (or something else) live after the Event?
12. Does 1-point or 2-point perspective best represent your building? Why?
13. Once you’ve considered the questions above, think about how people refer to the Event?
Does it have a name?
Now that you’ve described your apocalypse in writing, draw at least 3 thumbnail
drawings to help you plan your visual documentation. When you have a “final”
thumbnail, please consult one-on-one with Ms. Wagner before you start your
Vitoria S., 2012 Jess K., 2012 Nicole P., 2012
Kathryn W., 2012
Jianna L., 2012 Brenna G., 2012 Eliza M., 2012 Kylie P., 2012 Samir A., 2012
FOR YOUR NEW LANDSCAPE PAINTING:
1. Research photos on your ipad, choose one photo to make a painting of.
2. Draw in pencil the basic shapes of the landscape
3. Mix the colors you need for the sky, then paint the sky first.
4. Decide what to paint next, mix colors for it, and choose your painting technique.
5. Do the same for the rest of the painting – remember to paint the BACKGROUND first.
Vitoria S., 2013 Nicole P., 2013 Kathryn W., 2013 Gwen O., 2013
Brenna G., 2013 Laura W., 2013 Pakin P., 2013
Jianna L., 2013
Assembled from wire, and found and recycled materials.
You will be making several bugs.
3 VERY DIFFERENT BUGS
EACH BUG SHOULD BE ASSEMBLED FROM AT LEAST 3 DIFFERENT MATERIALS
1. Look up photos of real bugs!
2. Look at all the materials that are available to use.
3. Gather the materials you think you want to use
4. Make a simple wire frame for your bug
5. Cut materials to the size and shape you need (if necesarry)
6. Connect other materials to your frame with wire
7. If attaching with wire doesn’t work, you can use a glue gun.