Period 6 - 2023-ART I & II Assignments

Variety is the principle of art that adds interest to a work of art. Variety works through juxtaposition and contrast. When an artist places different visual elements next to one another, he, or she is using variety. For example, straight lines next to curvy lines can add variety. In order to better your understanding about using variety in art you are to complete the worksheet below digitally by copying and pasting examples that you find online in the boxes for each of the following: using LINES, SHAPES, VALUES, COLORS and TEXTURES. This worksheet is worth an easy 10 points and is due by this Thursday.

The way of achieving emphasis is by creating a center of interest, also called a focal point. A focal point is an area where the eye tends to center and is the focus of the viewer’s attention. You are to create in your sketchbook your own compositional design that involves a focal point utilizing EMPHASIS. First step is for you to come up with a design on your own, or you may search for a picture online using the links attached below. Pictures for your design may be a mandala, floral, graffiti-type, insects, a mandala, or even inspirational quotes. If you are drawing by hand your own design, then you may start by free hand sketching your design in your sketchbook with a pencil. If you've found a design online, then you can print it out and trace the back of your picture to then turn it over in order to trace the design so that you can make a transfer of it in your sketchbook. Next, you'll use your ruler to draw a 5" X 5" square placing it anywhere that you desire over the area that you'd like to emphasize. Lastly, you are to color ONLY the inside of the square using your markers, colored pencils, crayons, watercolors or any paints to create EMPHASIS within your composition. It is your choice if you'd like to use a black sharpie to outline your square of emphasis. This project is worth 25 points and is due this coming Monday.

Contrast can help create a FOCAL POINT in a work of art by simply placing contrasting elements next to each other. This in turn creates VISUAL INTEREST to a viewer. For this assignment, you are to illustrate your understanding of this by filling in the worksheet provided below. You are to complete this Google Doc digitally by pasting in each box an example of each: 1). Contrast using SHAPES (HINT: placing one different shape in a group of shapes that are not the same will make the contrasting shape stand out), 2). Contrast using VALUE (HINT: black and white are so different in value that they will contrast against one another when placed together), 3). Contrast using COLOR (HINT: placing complementary colors next to one another will create contrast,  4). Contrast using PATTERN (HINT: using one plain pattern within a group of patterns will contrast against one another). Altogether, this assignment is worth an easy 10 points since you can do it digitally and is due by this Friday.

Visual MOVEMENT is one of the principles of art used to create the impression of real actual movement in a work of art. Artists use the Elements of Art to apply movement to a single component in a composition, or to the whole composition at once. Visual movement is dependent on other elements and principles of art as well. We've learned from last class that MOVEMENT is were the viewers eye can move throughout a piece of artwork. Therefore, in today's class you are going to be creating VISUAL MOVEMENT from applying OPTICAL ART techniques that can "trick" one's eye. In class we will introduce OP ART, then go over some optical art examples. We will then go over the steps on how to create them. Afterwards, you will choose one type of optical illusion that you will like to draw in your sketchbook. The following are some simple choices that you can find on the attached handout below:
orb, 
starburst, 
multiple starbursts,
bullseye-burst,
vibrations, 
spiral squares, 
or, your own choice
Examples are attached below where you can find step-by-step instructions. There are also many other examples attached below to help guide you. This assignment is worth 25 points and is due this Friday.

Emphasis in art is when the artist gives dominance to, or stresses a particular area or element of focus in a work of art. Without emphasis in a composition it is nothing more than a presentation of a group of details with equal importance. When a composition has no emphasis = then nothing stands out. Therefore, the effective use of this design principle calls attention to an important area of a work of art. For example, a good composition is one in which all the elements work together to create a unifying effect. Thereby, creating elements of interest causing the eye to return to again and again. Please fill out this EMPHASIS Worksheet with applying your knowledge of EMPHASIS utilizing the Elements of Art: LINE, SHAPE, COLOR, SIZE, and TEXTURE. You may do this worksheet digitally, or illustrate by drawing in your sketchbook. This assignment is worth 10 points and is due by Friday.

Patterns can be defined as the repetition of one or more design elements. Patterns can be simple or very complicated from the use of variety of lines, shapes and colors. Playing with different design patterns in art, one can create rhythm through use of REPETITION. The worksheet below shows some examples of patterns. You are to illustrate your understanding of pattern by filling in different patterns using lines, shapes, and colors in the boxes below to complete the worksheet. This assignment is worth 10 points and is due by midnight this Friday.

What is a Surface Design?   . . . A Surface Design is any type of artwork (pattern, illustration, hand lettering, etc.) made by a designer that is intended to be applied to a surface to enhance its visual appearance and/or functionality. For this project your end result is to come up with your own SURFACE DESIGN page in your sketchbook by creating your own stamp with an X-acto knife and rubber eraser. Basically, you're going to do this project in 3 parts. This includes:
1. Completing the SURFACE DESIGN Worksheet (stamping: STACK, DROP, SLIDE, & PINWHEEL motif with stamp of your choice (page 1),
2. Designing and carving your own stamp (page 2),
3. Picking a MOTIF to stamp an entire page in your sketchbook with your stamp you created.

This project is worth 25 points and is due this Friday.

What is Movement as a Principle of Design? Movement means guiding the user's eye to a predetermined path in a composition. When a viewer views a design they are first attracted to the focal points of the design. By careful placement of these focal points, designers can easily guide the viewer through their composition. Such movement can be directed along lines, edges, shape, and color within a work of art. Visual movement is the principle of art used to create the impression of action in a work of art. ...Movement can apply to a single component in a composition or to the whole composition at once. Visual movement is dependent on the other Elements and Principles of art. For this assignment, you are to illustrate your knowledge of Movement in the worksheet below by either drawing or doing a Google search where you copy and past into the boxed areas examples for each: LINE, SHAPE, VALUE & TEXTURE. This assignment is worth 10 points and is due by Friday.

Part of visual MOVEMENT in a work of art that can create the impression of real actual movement uses REPETITION. Artists use REPETITION to apply movement to a single component in a composition or to the whole composition at once. It is the repeated use of particular elements in visual arts to create patterns, rhythm, and movement in works of art. Thus, the Principle of repetition simply means the reusing of the same or similar elements throughout your design. For example, repetition of certain design elements in a slide or among a deck of slides will bring a clear sense of unity, consistency, and cohesiveness within the movement of your design. For your lesson today you are to create a repeated pattern by using one shape as a template where you trace and overlap. You can color in with colored pencils using a gradation effect or shade in with different VALUES going from dark to light. As an option, you can use a thin sharpie to outline each silhouette shape. The video below will help guide you with the process of this assignment. This assignment is worth 25 points and is due by Friday.

For this BALANCE project, you are to create a page in your sketchbook where you illustrate SYMMETRICAL balance. First, during class we start off with going over what exactly is BALANCE within art as a Principles of Design. Then, during class students are to find a large-sized picture of a face or object that covers an entire 8.5" X 11" page. You can find your picture by looking in magazines, or on-line. You are to cut (or tear by hand) your picture in half horizontally or vertically. Then, you are to take away one half of the picture, paste it down into your sketchbook to then draw the other side in order to complete your picture for this project. Pictures can illustrate being symmetrical, asymmetrical, or radial. Before you cut or tear your picture in half, please make sure to fold it in half first either straight down the middle, or sideways to see how your picture will look on your page. Then, you will need to glue one half of your picture onto your sketchbook page. Next, study the side of the face (or item) that you have selected. Pay careful attention to all the details of the mouth, eyes, nose, or any special features that need to be illustrated. Then, draw the other half of your picture. Make sure to shade it in by using hatching, cross-hatching, stippling, or blending techniques that you've learned from previous assignments. You may outline with a fine sharpie, color it in with colored pencils, or use any other media that you'd prefer of your choice to illustrate your composition. This project is due this Friday and is worth 25 points.

Students illustrate their knowledge of art by writing an evaluation of their peers' artwork from Fine Arts Night. Students do a Gallery Walk over to the Gym to view artwork displayed in order to evaluate their peers. Students will fill in an Art Critic Worksheet as their exit ticket.

This assignment is a class group collaboration to create a running presentation for the opening of our Fine Arts Night, Thursday - April 20th! If you are interested in performing during Fine Arts Night, you may click the first link below to sign-up. For the second link you need to make sure to complete at least one Google Slide (or more). 

Requirements include: 
Creating a new slide, or copying one as an example and editing it,
Pasting a picture (or as many as you like) of your favorite artwork this year in class,
Include the title of your work,
Type in your name.   
*NOTE: PLEASE DO NOT EDIT OTHER STUDENT'S WORK!!!! 

This assignment is due by Thursday, April 20th and is worth an easy 25 points!

The following Principles of Design Worksheet is attached below that we started in class and is to be completed if not finished during class time. This worksheet is to introduce The Principles of Design by reviewing vocabulary terms and then illustrating your understanding of each term. You are to either draw, attach a cut-out picture, or digitally crop and paste a picture into the appropriate box next to each term. Information and examples are attached below for guidance. This assignment will be due by the end of class and is worth 10 points.

Objective: Students evaluate and practice how etching a mirror is a process of printmaking and how it can be used for a commercial art career. Known also for being a type of engraving process. Students are able to explore a new technique within art. First, students view an short video on POSITIVE/NEGATIVE - SPACE. Then, students start by developing their own design in their sketchbooks. Students may use the laptop cart to research images from the internet for their designs and explore stencil designs as well to create their positive/negative stencil. Once a design is picked then students can compose their positive/negative design on a piece of 12"x12" drawing paper and fill in with a sharpie the appropriate labeling of positive or negative in their design. Therefore, creating their template.
Students are to submit a picture of design, as well as, a picture of their final etching of their mirror.

Altogether, students' design for their mirror should demonstrate the knowledge of negative and positive space. Once teacher approved, students can then transfer with graphite their design onto a vinyl covered mirror. Next steps then are to cut out the positive or negative space with an X-acto knife. Then, place etching cream over design for about 10 minutes. After 10 minutes has passed students are to carefully remove the etching cream and scoop back into the container for reuse. The mirror then needs to be washed, vinyl removed, and then rewashed to fully clean off all etchant. This project is worth 25 points and is due by end of class Friday.

The following project consists of illustrating a CITYSCAPE in 2-Pt. Perspective. The first worksheet gives you the basic instructions in steps to be able to render drawing a CITYSCAPE in 2Pt.. The rest of the handouts show you different ways in how you can design your CITYSCAPE by adding details within your scene. You can do a rough sketch of your CITYSCAPE in your sketchbook to try some ideas first, or on a separate sheet of paper with utilizing what you've learned thus far in class. You are to first brainstorm by filling out the Google Doc below of what your theme is and what you would like to include within your CITYSCAPE drawing. You must have at least 10 different features (of objects or items). For example, a downtown scene, shopping center/outlet/mall, movie theater, anime, fictional, sci-fi, cartoonish, or realistic can all have different types of items or objects. So, have fun and be creative! Make sure to use overlapping when drawing at least 5 or more buildings within your design in order to create greater depth. Then, add multiple windows and doors. Next, you'll add your added features. For example, stairs, a road, signs, murals, and a sidewalk. You are required to have at least 10 different features/items/objects within your CITYSCAPE scene. Also, don't forget to shade by utilizing a light source. Also, neatness counts! Check out the rubric below to receive full points due to this project is worth 50 points and is due by Thursday, March 23rd (due to Progress Reports due on Monday).

The following attachment below is to help guide you as you illustrate 4 BUILDINGS in 2-Pt. Perspective. This worksheet is a step-by-step instructional handout that you will complete in class today. The requirements are for you to draw at least four buildings with at least one door, and two windows. After you've complete your illustration of your buildings in 2-Point Perspective you are to add 3 items/details. Make sure you shade appropriately by using your graphite pen kit, or color it in utilizing a light source. For this assignment, you have the choice to draw it on this worksheet, in your sketchbook, or on a separate sheet of paper. This assignment is due this Friday and is worth 10 points.

The following attachment below is to help guide you in illustrating a 2-Pt. Perspective HOUSE. This worksheet is a step-by-step instructional handout that we completed during class. For this assignment you have the choice of drawing a 2-Pt. HOUSE in your sketchbook, on a separate sheet of paper, or completing it on this worksheet. Your requirements are to add a door and a window and add your own personal details to your drawing (at least 3 items/objects). For example, trees, cars, signs, textures (brickwork), a road, etc.. You are required to shade it by utilizing a light source. Altogether, this assignment is worth 10 points and is due this Friday.

The following attachments below are to help guide you in drawing a 2-Pt. Perspective ROOM. The .pdf below is a worksheet that illustrates the steps needed for you to practice in class. You will need to add at least one item/object, or more to your room. Secondly, there's a link below for you to open up (your own Google Slide) where you are to illustrate in how you can draw a ROOM in 2-point perspective digitally. You will need to add at least 3 items/objects or more to your digital room. Please be creative in your design by adding color and multiple items within your room to personalize it and make it your own. This assignment worth 10 points and is due this Friday.

The requirements for this assignment are to illustrate in your sketchbook your NAME, or a WORD(S) in 2-Pt. Perspective. The following video attached below was played during class to help guide you in rendering this assignment. You are able to use any FONT STYLE that you like. For example, block lettering, bubble, calligraphy, graffiti, etc.. The steps to start off with include: Putting your paper in LANDSCAPE position,  drawing a HORIZON LINE in the middle of your paper, then drawing TWO VANISHING POINTS on each side of your horizon line. Then, you will need to draw a line for the EDGE of your RECTANGLE(S) prior to figuring out what name, or words you will be illustrating (and in what order). This means drawing a 2-point perspective box or rectangle. Next step is to figure out what letter you are going to be starting with on the edge or corner = positioning on the middle of the page. So, first plan out what word you'd like to illustrate.  PLEASE make sure that you don't forget to shade appropriately utilizing a light source, or color in by utilizing either the left or right vanishing point before submitting your completed assignment. This project is worth a total of 10 points and is due by this Friday.

The following attachments below are to help guide you in drawing 2-Pt. Perspective: LETTERS. The worksheet below is for you to complete with the following recommended letters in 2-Pt. Perspective. You can choose to illustrate other letters instead, if you like. But, you do need to illustrate at least 6 different letters for this assignment to be considered complete. PLEASE do not forget to shade, and or color in accurately by utilizing a light source that comes from either the left or right vanishing point. This assignment is worth a total of 10 points and is due by Friday.

The following attachments below are to help guide you in illustrating 2-Pt. Perspective: SHAPES. Your paper should be in landscape position. Not portrait. The worksheets attached are to help remind you of the steps to follow when drawing different shapes in 2-Pt. Perspective. You do not need to print these out. They are only for your reference. But, you do need to know how to illustrate different shapes for this assignment. You will need to illustrate a minimum of at least 3 different shapes. For example, a CYLINDER, TRIANGLE, and CONE would suffice. An example is attached below. Lastly, PLEASE do not forget to shade, or color in accurately by utilizing a light source. The light source is your choice of which vanishing point you'd like to come from (either coming from the left or right vanishing point). This assignment is worth a total of 10 points and is due by Friday.

The following attachments below are to help guide you in illustrating 2-Point Perspective Boxes/Cubes. These are guides to help remind you of the steps to follow when drawing a box/cube in 2-Pt. Perspective.  You can complete the worksheet below or get a page done in your sketchbook. Requirements are for you to draw one BOX/CUBE above the horizon line, one BOX/CUBE on the horizon line, and one BOX/CUBE below the horizon line. ...For a total of three on your page. Don't forget to illustrate a light source while shading in your boxes/cubes to illustrate accurate depth. This time the light source is your choice in where to put it. This assignment worth 10 points and is due by this Friday.

This project encompasses you illustrating all your prior learning of 1-Pt. Perspective. The following attachments below are to help guide you in illustrating a CITYSCAPE in 1-Pt. Perspective. The .pdf shows you step-by-step instructions on how to be able to draw MULTIPLE BUILDINGS with WINDOWS, DOORS and STREETS in 1Pt. Perspective. The requirements are for you to draw in your sketchbook, or on a separate sheet of paper utilizing the attached handout below and what we went over in class where you'll illustrate a minimum of 5 buildings and at least one street including 3 different objects. PLEASE, shade or color utilizing a light source before submitting your work. This assignment is worth a total of 25 points.

The following project is in celebration of Valentine's Day. You are to construct one of the following:

3D Heart,
Heart Box, or
Heart Orb Twist. 
You can find the following templates and videos below to help you construct them if you may have missed class or are not able to come to school. This project is worth 10 points and is due by this Friday.

In celebration of Valentine's Day we are going to spend class time in valuing the things in our lives that we appreciate, love, and are thankful for. First off, we will watch a video on the history of St. Valentine to give us insight into where Valentine's day originated. As a fun class activity the entire class will construct a class heart string by students filling in their own heart with names of loved ones, favorite things, or what your thankful for and attach together by staples. The rest of the class time will be spent on constructing a series of Google Slides where you'll "Build a Valentine" cartoon, design a "Digital sticker," create a Valentine’s Day card using Canva templates, and lastly creating a love letter with Magnetic Poetry. Altogether, this assignment is worth 25 points and is due this Friday.

The following attachment below is a guide to help you in illustrating a building/house in 1-Pt. Perspective. The step-by-step instructional handout can be useful in helping you to render a complete building or house that has windows, doors, and much more. During class today we will go through the steps in how to draw a BUILDING/HOUSE with a STREET, and 3 OBJECTS in 1Pt. Perspective. You are to draw it on the worksheet, in your sketchbook, or on a separate sheet of paper. Make sure to shade your building/house by utilizing a light source in order to create more of a realistic illusion of depth. This assignment is worth 10 points and is due by Friday.

The following project is a three step process in learning how to draw a room in 1-Pt. Perspective. First, you are going to sketch a ROOM in 1-Pt. Perspective by completing a worksheet handed out in class, then you'll design one digitally, and finally illustrate a large room using gridded paper. Within all of these you will illustrate a door, a window, and one object/item. Then, shade appropriately with a light source. In the third part of this project you are to use the larger gridded paper to illustrate a drawing of a one-point room by drawing a minimum of 7 objects within your room. For example, a chair, a table, a couch, plants, or framed pictures. Use your creativity to come up with some really interesting ideas for your composition. You have the option to illustrate this in your sketchbook, or on the gridded paper provided. The following attachments below include the in class instructional worksheet (that you are to complete first), an Instructables Step-by-Step link to a tutorial, and various other videos to help guide you in this process. Our class time will be used to start this project. You are to complete this assignment on your own if not completed during class. After you have completed your assignment, PLEASE make sure to shade, or color utilizing a light source. This project is worth 25 points.

The following assignment is to further your understanding of drawing in 1-Point Perspective. You are to use what you leaned from prior learning of illustrating 1-Point Perspective letters to then render your name or word in 1-Point Perspective. You are to complete this in your sketchbook.The following attachments below are to help guide you in completing this task. The video below illustrates in how you can draw your letters steps-by-step. Make sure to PLEASE shade appropriately, or color in by using a light source. The light source should be the VANISHING POINT! This assignment is worth a total of 10 points and is due by Friday.

The following assignment is for you to practice illustrating 1-Pt. Perspective Letters. You are to complete the worksheet attached below making sure to shade appropriately, or color by using a light source coming from the Vanishing Point. Steps include in connecting the corners of the letters to the vanishing points for each letter. Then, draw the sides of the letters with horizontal or vertical lines that are parallel. Erase the rest of the lines to the vanishing point and shade appropriately using light, medium, and dark values.This assignment is worth a total of 10 points.

The following attachments are to help guide you in drawing in 1-Point Perspective. Your assignment is to draw 6 boxes/cubes (2-dimensional) from flat, 1-dimensional shapes (squares). The first Google Doc illustrates how you draw your boxes on your paper. The second Google Doc helps remind you of the steps to follow when drawing in 1-Point Perspective by using a HORIZON LINE, VANISHING POINT, and 6 shapes. While, the third Google Doc illustrates how to shade your cubes accurately while using a light source. You are to only draw and shade a total of 6 boxes: 3 above the horizon line and 3 below the horizon line. The last worksheet is also an example of what your completed work should look like. This assignment worth 10 points and is due by this Friday.

The following assignment is to demonstrate drawing various 1-Pt. Perspective SHAPES & SWIRLS. The videos attached below are to help guide you in this process of illustrating each shape and swirl step-by-step. PLEASE make sure to color and shade your drawings appropriately by using a light source before turning in. Make sure to illustrate 4 different shapes and 4 different swirls in 1-Pt. Perspective in your sketchbook. They can be on the same page together, or on two separate pages. This assignment is worth 10 points.

The following attachments below are to help aid you in creating a Landscape Composition while utilizing the 6 Techniques that artists use to create the illusion of depth. You are to complete this project by including the following design elements: Foreground, Middle-ground, Background, a Horizon Line, incorporating a Color Scheme, and your choice of 1 object that is repeated 6 times that gets smaller as it transcends to the background (at the vanishing point). The following .pdf's and videos below are examples of different techniques to help guide you in this Landscape process. You can apply any media of watercolor, acrylic paint, markers, collage, or multi-media to create your landscape. This project is worth 25 points...So, PLEASE do your best!

The following Google Slides below are for our class activity today. You are to complete the following techniques for each slide to illustrate your knowledge of how artists use 6 basic techniques to create the depth with the illusion of SPACE in works of art. In the last slide you are to create a landscape labeling foreground, middle-ground, and background. It is worth 10 points.

Our class Midterm Exam will be on Friday, Dec 16th. The first part of the Midterm assessment will be using a Scantron to answer 70 questions of a combination of Multiple Choice, True/False, Matching and Short Answers. Then, the second part of assessment will be assessing your technical drawing skills where you will draw and shade a VALUE SCALE and SPHERE (using a light source). You will also illustrate drawing techniques that you learned in class of HATCHING, CROSS-HATCHING, STIPPLING and SCUMBLING, as well as draw, label, and paint a COLOR WHEEL.

The following Element of Art: SPACE Worksheet is attached below to help introduce new vocabulary terms in relation to how artists create the illusion of SPACE through different types of techniques. An example is posted below for guidance as well. You may draw, use magazines cut outs, take photos, or even illustrate this worksheet digitally. You are to use our class text for the bottom half portion as the "research" part of this worksheet. The class text is posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points and is due at the end of class.

Attached below is a rubric of all your sketchbook requirements that are due by this Friday.

The following Christmas Spirit Week inspired Google Slides attached below are for you to submit illustrations from each day during class. Throughout the week you will complete a drawing or digital work for each day:

Santa Tracker - An annual Christmas-themed entertainment website by Google is for you to decorate an ornament and play games to get you in the spirit. Once you've colored your ornament in, take a picture (screenshot) so that you can paste it into Slide #1.
Build A Snowman - Copy and paste items from the following slides onto your snowman (Slide #5). If you need different pictures, you can search for more by clicking “Insert” then click “Image” and then click “Search.” When done building, write about your snowman or snow woman in the text box. You can describe them, tell a story about them, or explain who they are. 
Decorate A Holiday Tree - Copy and paste items from the following slides onto your tree (Slide #17). If you need different pictures, you can search for more by clicking “Insert” then “Image” then “Search the web." When done decorating your tree, write about your holiday traditions, a favorite memory, your best present, what you want this year, what you are thankful for, or such.
Make Your Own Snow Globe - Use these transparent gifs to create your own snow globes. Place them on top of a photo or video (Slides #21-23).
Winter Tik Tok - Add a selfie or video/gif to the slides with a holiday message (Slides #33-37).
*NOTE: Have fun, and do a good job in order to receive 25 points (5 points per day). Due date is this Friday.

After learning and practicing the process of SCRATCHBOARD as a way to gain a greater understanding of POSITIVE/NEGATIVE designs, you will continue to further your understanding by utilizing the technique and medium on a larger scale. From previous learning, you will understand how scratchboard art is considered a type of direct engraving and as an etching process where an image is incised or cut into a surface with various sharp tools. Your next steps are then to choose an image that you can print out that covers an 8 1/2" x 11" paper to then trace over a print-out of your chosen design. You will need to tape your print out to an 8 1/2"x 11" piece of scratchboard. At this point you can cover the back of your print out with your graphite stick, or just trace your picture without it. The difference will be lighter if you chose the latter of the two. After tracing your picture, you will then need to mark the appropriate areas that are darker or highlighted areas. For example, areas that need to stay dark (as shadows), and highlights (of the areas that need to stay white). This allows you to have a guide as a reference for certain areas that you will need to work on. At the same time, you will be looking at your reference picture so that you can plan out what areas you'll want to apply hatching, cross-hatching, stippling, or scumbling within your composition. As you attempt to scratch away at your design you are to scratch using repeated short lines, marks and strokes while utilizing the drawing techniques of HATCHING, CROSS HATCHING, STIPPLING, and SCUMBLING (SCRIBBLING) that you've learned from previous lessons to illustrate your overall composition of highlights, mid-tones, and shadows. A video is attached below for some guidance. This project is worth 25 points and is due by Thursday.

After learning how to create IMPLIED TEXTURES and how artists create depth within their artwork you will continue to further your knowledge by utilizing drawing techniques with a new media format known as SCRATCHBOARD (also known as SCRAPERBOARD). Scratchboard art is considered a type of direct engraving as an etching process where an image is incised or cut into a surface with various sharp tools. The image that is chosen is then able to be created by tracing and then scratching away certain highlighted or darker areas by making use of repeated small lines, marks or strokes from HATCHING, CROSS HATCHING, STIPPLING, and SCUMBLING (SCRIBBLING). These techniques enable artists to enhance areas of highlights, mid-tones, and shadows. Scratchboard refers to both a fine-art medium, and an illustrative technique process by using sharp knives and tools for engraving into a thin layer of white China clay that is coated with dark, or often black India ink. As practice, you will test out your drawing skills by filling in the worksheet attached below where you will scratch away the surface from light to dark (i.e. value scale) by scratching away using drawing techniques of HATCHING, CROSS HATCHING, STIPPLING, and SCRIBBLING. This will help familiarize you with the process and better enhance your artistic abilities and success before you choose and create your own 8" x 11" Scratchboard Project.

Students start by brainstorming ideas in order to illustrate a WATERCOLOR COMPOSITION. First, students plan out what their choice will be (i.e. landscape, still life of fruit or flowers, night time sky, or a cartoon character with a watercolor texture in the background). Students then sketch in their sketchbooks their composition. Once students have drawn their rough draft choice of design of a landscape, nature scene, or still life, students then need to get approval from the teacher so that they can move on to transferring their drawing onto watercolor paper. Students will then tape the edges of their paper so that they can frame their composition before painting. Students work on applying their watercolors over their sketch by using the different techniques that they learned in class. Examples of techniques students can use are dripping rubbing alcohol over a wash of painted color, sprinkling salt over a wet wash, scraping the paper with a paper clip by using an opened up paper clip or X-acto knife, coloring the paper with a crayon as a wax resist technique, or just using the wet-on-wet, wet-on-dry, dry-on-dry, or dry-on-wet techniques. 

The following assignment is regarding painting with watercolors to create IMPLIED TEXTURES. During class we went over various ways that you can create different textures by painting with watercolors. The Basic 4 Watercolor Techniques are: Wet-on-wet, wet-on-dry, dry-on-dry, and dry-on-wet.You are to complete this activity on a page in your sketchbook. Other watercolor techniques include using the common tools of: Table salt · Masking Fluid (RESIST TECHNIQUE) · Paper Clip and/or Sewing Needle (SGRAFFITO TECHNIQUE) · Rubbing Alcohol · Resist Crayon (RESIST TECHNIQUE) · Straw (SPLATTERING TECHNIQUE) · Rice  and · Paper Towel/Cotton Ball (LIFTING TECHNIQUE). You are to first section off your page into 8 different areas with masking tape. Then, you need to complete at least 8 different ways that you learned to create implied textures painting with watercolors. You may view the videos attached below if you would like to try other different techniques than the ones we did in class. Once you've completed 8 of your painting techniques, please let all your paint dry and then SLOWLY peel back your tape. You will then need to label each technique that you chose to illustrate. This assignment is worth 10 points and is due at the end of class.

The following examples below are of how artists draw IMPLIED TEXTURES. You are to complete the attached Hand Worksheet by drawing in your sketchbook the various textures that include burlap, bricks, fish scales, wood grain, mirror/window, trees, hair, and a prickly cactus texture. The examples attached below are for you to know what is expected. You may include your own textures as well. There is also a video link below for guidance if you may have any questions on how to start. Once you've completed your hand illustration, please show me your work so I can give you your points. This assignment is worth 10 points and is due by the end of class.

The following assignment is about how artists illustrate IMPLIED TEXTURE through the technique of rubbing over surfaces (also known as Frottage). You are to use a piece of regular white copy paper to rub over surfaces to complete 8 different implied textures. For example, you may use a colored pencil, crayon, or graphite pencil to rub over a brick wall to create a texture on your paper. Another example would be to rub the bottom of your shoe. First, fold your paper "hot dog" style, then fold a second, and then a third time until you have 8 sections on your paper. The following .pdf's attached below are examples provided for you as reference to what is expected for the assignment. Once you've completed rubbing 8 different textures for each section you are to label each. This assignment is worth 10 points and is due at the end of class.

The following Element of Art: TEXTURE Worksheet is attached below to help introduce textures in art by reviewing new vocabulary terms in relation to how artists create and use texture in works of art. An example is posted below for guidance. You may draw, use magazines cut outs, take photos, or even illustrate this worksheet digitally. You are to use our class textbooks for the bottom half portion for research on artists. You need to pick a work of art that illustrates the element of texture and write about it. Our class textbooks are posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points and is due by the end of class.

In this lesson, students learn techniques that help build upon creating a Chalk Pastel Composition. These techniques will help create more variety and interest to artwork and include the following:
Blending and Color Mixing,
Creating Texture,
The effects of light and heavy pressure with chalk,
Stippling/Pointillism,
Dusting,
Feathering,
Creating depth by Illustrating forms from shapes.
Students practice techniques by using the following worksheets attached below. Students are to complete these techniques in their sketchbooks. This assignment is worth 10 points and is due by Friday.

SUBTRACTIVE or REDUCTIVE DRAWING is an excellent way to learn some of the oldest techniques of the Great Masters, like the chiaroscuro technique. This technique is in which an artist can create high-contrast light and shade to give the appearance of depth as a way to create a more enhanced dramatic effect. For this, assignment you will be using your Conte crayon to sketch out your drawing and then your black and white pastel and your choice of color pastels to create depth with layers. Over the decades, Conte crayons have been used by professional artists and offers the widest variety of techniques and effects possible for drawing, sketching and pastel work. For this project, you will be replicating a still life of a sphere as the masters would by using this subtractive process with your conte crayon and pastels. Check out the videos attached below if you missed class and make sure to follow the steps as well.

The following steps include: 

Using your Conté à Paris Black Pastel to cover your page with a broad flat middle tone. (Tip: Use a paper towel, your finger, or rag to help spread the pastel all over your sketchbook page as a way to "tone" your paper).  

You will use your kneaded eraser to begin removing the pastel from areas that they see are light (your highlight). This is called the subtractive process because the shadows are already present, unlike a traditional drawing in which shadows are added. Tip: Squinting your eyes will help to see large forms and contrasts of light and dark.  

Once the initial large lighted area is revealed, you can begin to add a range of values with different degrees of colored pastels. Use the corner of the sketching pastel for detail and the side to cover larger areas. Different degrees of light and dark will aid in creating a range of values that create depth. 

In the last stage of the drawing, use your darkest pastel to make marks, details, and your cast shadow. You can use your white pastel to highlight the lightest parts of the sphere to complete the drawing. 
This project is worth 25 points and is due this Friday.

This project is for you to create a GRAFFITI Composition using OIL PASTELS and techniques from your previous learning. You are to first LIGHTLY sketch out your design of letters on the watercolor paper that represent a positive word for you this year. For example, it could be the name of your city, a word of inspiration, or love. Next, you are to choose a font style. It can be Graffiti style, Wild Style, Bubble, Calligraphy, or just bold block style). You are to overlap your lettering. Then, add your details (i.e., stars, arrows, flowers) coming out from, or around your lettering. PLEASE draw your word at an angle as a way to create more interest and a give much more of a dramatic effect. Once your drawing is finalized you are to go over your sketch with a thick sharpie. Add your shadow with the sharpie as well by thickening the letters on the opposite site that light is hitting it. Next, you'll need to pick out your color scheme by using a minimum of two or more different oil pastels. If using only two pastels, you need to make sure that one is lighter in color in order to create a gradient effect. If using three pastels, then you would use a lighter color, a medium, and a darker color so that your gradient goes from dark to light in value. Lastly, you are to use baby oil to help blend and smooth your colors together going from light to dark with a Q-tip. After all is dry then you can use white or silver paint pens to highlight letters. You will need to spray with a sealer once your composition is completed and dry. This will help protect it as well as keep it from smearing. This project is worth 25 points and is due by Monday.

This assignment is for you to enhance your learning on color as you try out a new medium: OIL PASTELS. Along with this assignment you will be trying out some new techniques as well. This assignment is a two part assignment, meaning two worksheets. You are to apply oil pastels to both worksheets utilizing techniques that include: BLENDING, LIGHT PRESSURE, HEAVY PRESSURE, COLOR MIXING, STIPPLING, SCUMBLING, SGRAFFITO, and APPLYING BABY OIL to create various color blends and GRADIENTS. Therefore, you will be learning techniques of COLOR MIXING by overlapping colors to form various gradients. On the second worksheet, you will be creating TINTS and SHADES from your previous learning about color by adding white, black, and gray to a pure color of your choice. You are to do both of these worksheets in your sketchbooks by taping off sections to create boxes on each page. Then, once completed you will need to take off your tape and labeling each technique that you've learned so that you become more familiar with each technique term and how it's applied. There is an example of the first worksheet from Art of Ed and some student examples below for guidance. This assignment is worth 10 points and is due by Thursday (due to the Veteran's Holiday).

This worksheet is to help you practice the technique of POINTILLISM. First, you are to create a value scale from dark to light by using a fine tip marker to make thousands of tiny dots. As you go, you are to fill the entire squares as you create darker values by drawing the dots closer together and then gradually spreading the dots slowly away from one another to create lighter values. This technique is called STIPPLING by creating various values from dark to light. After creating a value scale you will then mix two colors together to create secondary colors. For example, the worksheet has you create the colors orange, green, and purple. First you must create your dots using the lighter color (yellow) within the box and then go over by overlapping the color blue. Next, you will create your own colors by using two different colors that you overlap with dots. Lastly, you will create different forms by dotting in a sphere, star and heart with one color using the stippling technique. Don't forget your light source to create a greater realistic effect. This assignment is worth 10 points and is due by this Thursday due to the holiday for Veteran's Day.

Students submit a LOGO DESIGN for the Mary Star Fiesta Logo Contest after learning about what makes a good logo. Students first go over the requirements for the contest and then brainstorm ideas by using the worksheet provided below. Next, students view a short Canva video, and then open up the CANVA website to digitally create their own logo. Students will submit their work digitally for the contest. This assignment is worth 10 points and is due this Friday.

Hue, tint, tone, and shade are the four categories of COLOR. This worksheet is for you to complete to help you understand the difference between them. The directions for this worksheet are for you to paint to mix your tints, tones, and shades for each color (of your choice) to create gradual value gradations. To make a tint = add white. A TINT is basically the whiter version of a color. To make a TONE = add grey. A TONE is a medium value of a hue (color). To make a SHADE = add black. A shade is a darker value of a color. Afterwards, you are to paint the sphere below using tints, tones & shades. Remember to blend for a smooth transition from white to dark. This worksheet is worth 10 points and is due by the end of class.

The following Halloween inspired Google Slides attached below are for you to submit your final illustrations of your choices from each day that you decided on creating during class. Throughout the week you will complete a drawing or digital drawing for each day:

Monster Monday - Your monster face can be drawn, or digitally illustrated. Then, take a picture of it so that you can paste it into Slide #2.
Tombstone Tuesday - Your tombstone can be drawn, or digitally illustrated. Then, take a picture and insert your photo in Slide #4.
Werewolf Wednesday - Your werewolf can be drawn, or digitally illustrated. Then, take a picture and insert your photo of it in Slide #6.
Terrifying Thursday - Your terrifying scary scene can be drawn, or digitally illustrated. Then, you are to take a picture and insert your photo of it in Slide #8.
Freaky Friday - Your Ghost face (Scream), or skull can be drawn, or digitally illustrated. Lastly post a picture or your screenshot of your work in Slide #10.
*NOTE: Video tutorials are on each slide to help guide you with your artwork for creating very scary drawings or digital creatures. Have fun, and do a good job in order to receive 25 points. Due date is this Friday.

The following Color Schemes Worksheets are reviewed and started in class regarding PRIMARY, SECONDARY, COOL & WARM COLORS, MONOCHROMATIC, ANALOGOUS, COMPLEMENTARY, SPLIT-COMPLEMENTARY, TRIADIC, AND DOUBLE-SPLIT COMPLEMENTARY color schemes. First step is to fill out the left hand side of the worksheet and then color in the right side of the page. You are to fill the entire area of the design with your colored pencils or markers by following each of the color schemes. Attached below is an example for guidance. This worksheet is graded on the correct color schemes and neatness. . . .Please do your best work! It is worth 10 points and is due by midnight this Friday.

This project consists of you constructing a Color Wheel where you draw the 12 parts of the color wheel to then mix and paint using acrylic paints. Instructions include in coloring the color wheel appropriately using only PRIMARY COLORS: red, blue and yellow paints to paint the color wheel. A tip is to make sure to label the color wheel colors first before painting. You should label outside of the triangles before you paint the inside. After filling in your color wheel, please attach the your cut out template attachments of Complementary, Triad, and Split Complementary to attach them with a "bracket" to your color wheel. This will allow you to spin/swivel or turn your dial to any colors representing your color schemes. This project is due by the end of class today and is worth 25 points.

Students take the time to familiarize themselves with The Element of Art: COLOR as they attempt to complete the following activities on their own by completing a Google Slide activity. After students have finished the slide deck then the whole class will go over the answers. Please submit your completed slide deck and let me know when you’re finished. This activity is to assess your learning of The Element of Art: COLOR and is your exit ticket. You will receive 10 points for completing this assignment.

The following Color Wheel Worksheet is attached below. You are to use ONLY three colored pencils in order to complete this worksheet = primary colors (yellow, red, and blue). Once you fill in the primary colors then you are to mix the primary colored pencils together to create secondary colors (orange, green, and violet/purple). Next steps are for you to create Tertiary colors by mixing secondary colors together. For the middle of the worksheet, you are to complete the 3 sets of Complementary colors (yellow & purple, red & green, and orange & blue. While lastly for the bottom portion of the worksheet, you will need to draw with a thin sharpie different patterns in the four boxes at the bottom of the page. Then, fill in the first box with Analogous Colors, the second box with Warm Colors, the third box with Cool Colors, and the last box with a Monochromatic Color. Examples are attached below if needed. This worksheet is worth 10 points and is due this Friday.

The following Element of Art: COLOR - Worksheet is attached below and was started during class. This worksheet helps to introduce COLOR by reviewing new vocabulary terms in relation to how artists use color in works of art. You are to complete the rest of this worksheet as homework if you do not finish during our class in order to turn it in by this Friday. An example is posted as well as a guide. You may draw, use magazines cut outs, take photos, or even illustrate this worksheet digitally. You are to use our class texts for the bottom half portion (as the "Research" part) of the worksheet. The class text is posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points.

This idea behind this assignment is to practice your shading skills in order to create beautiful smooth value gradations. You are to divide each square into smaller shapes (at least 4). Then, shade each shapes with a black to white transition. Some examples are attached below for guidance. The following steps include:

Steps:
1. Extend the lines of the first design.
2. Add more lines (straight or curved) to divide each section into at least 4 shapes.
3. Shade each shape from black to white.
4. Start shading each shape with the darkest value. Change the direction of the shading in each shape.
5. Shade with tiny pencil strokes, don't press hard on the pencil.
6. Use a blending stump for smooth blending.

This project is worth 25 points.

This digital worksheet is to assess your learning of value in a fun and easy way. First, you are to use the 7 boxes at the top to create a VALUE SCALE. To do this, you will need to click on each box and then use the fill tool that is represented as the paint bucket icon at the top of the Google Slide in the editing toolbar. Then, you are to illustrate your knowledge of MONOCHROMATIC colors by creating value by using only one color within the four boxes on the right side. To do this you will start from going dark to light using again the paint bucket icon to fill each box. While lastly, you will practice using value on various forms (pyramid, cube, sphere, cylinder, and cone) utilizing a light source. To do this you will start by choosing a light source (the sun), and then click on each shape to fill in with the appropriate value. For the sphere, cylinder, and cone you will use the GRADIENT tool when you click on the color of your choice. An example is attached below as a guide to help you if needed. This activity is worth 10 points.

The following worksheet was started in class today as an activity for students to illustrate their knowledge on VALUE. You are to complete the worksheet by filling in the cube on the left first using only one colored pencil. You are to apply pressure to #1, and less pressure to #2 when coloring. Next, you are to color the male's face with the appropriate values that are designated for each number. There are examples below for guidance. This worksheet is worth 10 points. Also, you have the option to do this digitally. Attached below is a Google Slide if you prefer to do this digitally.

This worksheet is on illustrating the illusion of a 3-dimensional sphere with the use of value. Student first create a value scale on the right side of the worksheet (creating values from dark to light). If you do not have the exact pencils stated on the example (if you are doing this at home), you can just add pressure as you shade going from your darkest value (black) to your lightest value (white). Then, you are to shade in the sphere, starting from dark to light, following along with your value scale that you completed. You may leave the smallest circle of the sphere white as recognition of the light source. Attached below is an example for guidance.

NOTE: On #3 of this worksheet it asks for you to create a sphere on your own. This is optional. If you would like to complete another sphere on your own in your sketchbook, you may do so. It is not required.

Value is an element of art that deals with the darkness or lightness of a given surface. Value depends on how much light a surface reflects or if there are shadows that overlay an object. To practice shading techniques you will create values going from dark to light. For this worksheet, you will need to one HB, 2B, 4B, and one colored pencil of your choice. Using a blending stump is optional. You are to create the largest values in the set of squares below. Each box should be a different value going from darkness to lightness. Do this with each type of pencil. Your darkest value should start on your left and your lightest value should be on your right. This worksheet is worth a total of 10 points.

Practice makes perfect! Students enjoy learning how to shade basic 3D geometric forms in this value activity. Students shade in utilizing values from dark to light in (4) different forms: a cube, a sphere, a cylinder, and a cone. Each is broken down into value sections for easy understanding. Students learn to shade utilizing a light source with blending techniques. These two worksheets are worth 10 points.

Still Life's are paintings or drawings of an arrangement of objects, typically including fruit and flowers and objects contrasting with different textures such as bowls and glassware. Cezanne is a famous artist who is well known for his realistic Still Life paintings. The goal of this project is to create a composition from your observation where you draw objects from observation (hence your placed objects that you have arranged). Within your Still Life composition, you will include at least 3 or more different forms. You need to overlap your forms to create an interesting composition and utilize a light source to cast shadows. For this project you will be using your choice of charcoal vine stick, compressed charcoal, or charcoal pencils. You will also use your finger, or a paper towel to create smooth blending of your charcoal, your kneadable eraser and white pastel to create highlights within your composition.

For this project, you will be illustrating a Still Life Composition. First off, you will be using your 3 green pencils from your pencil kits to sketch lightly with your HB pencil in your sketchbook. Next, you will either take your vine stick charcoal to draw carefully the outline of your forms and cast shadows of your objects. Try to add details with soft strokes. When using your vine stick charcoal, do not press too hard with the carbon tip, otherwise you will make the drawing too dark. Then, you will need to fill in your drawing with your charcoal pencils. You can easily do this by using the smudging technique which is a classic drawing technique by using your fingers. After creating some shadows and structures you can then work in dark areas with your carbon pencil. Save the real dark areas to fill in lastly. By working out these dark structures, a very considerable effect is created, which makes your drawing clearly more expressive and realistic. Once finished, you may use your white pastel (or if you have a white charcoal pencil) to highlight certain areas of your composition. Make sure to represent your light source! You can use your kneadable eraser to do this (subtractive art). While, finally add a horizon line to ground your Still Life. This will help to make your forms not seem like they are floating. Please submit a picture and your completed work. A Google Slide and some examples are attached below for guidance. This project is worth a total of 25 points (so please take your time).

The following Element of Art: VALUE Worksheet is attached below and was started during our class today. This worksheet helps to introduce The Element of Art: VALUE by reviewing new vocabulary terms in relation to how artists create value in their works of art. An example is posted below as well for guidance. You may draw, use magazines cut outs, take photos, or even illustrate digitally. You are to use our class text for the bottom half of the "Research" part of the worksheet. The class text is posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points.

This assignment is meant to help you learn more about The Element of Art: FORM. You are to construct 5 DIFFERENT FORMS (that you can use in creating your Still Life drawing project due this Friday). You are going to be taking flat shapes and turning them into 3-dimensional forms = 2D into 3D. You will construct all forms during class, then arrange them in the photo booth utilizing a light source, to then take a picture so that you can use as a reference photo for your Still Life Composition project that is due this Friday. You will need to post your photo here, in Google Classroom as well as a picture of your finished Still Life illustration. You may draw your Still Life in your sketchbook creating the illusion of 3D forms from your stylized Still Life composition photo, or on a separate piece of paper. This assignment is worth 25 points and is due this Friday.

The following worksheets below are to aid you in illustrating the illusion of various forms. In class today we will practice drawing forms in order to create the illusion of them in a three-dimensional aspect. You will be turning in a picture(s) of your illustrations of each form (either individually, or on the same page) of a sphere, cube, cylinder, and cone. This assignment is worth 10 points. I've included a link to a YouTube video to help guide you.

The following Element of Art: FORM Worksheet is attached below and is to be completed during our class today. An example is attached below for guidance, or if you've missed class. This worksheet helps introduce The Element of Art: FORM by reviewing the different types of geometric forms and how artists represent illustrating them realistically by creating the illusion of an object that has height, width, and depth = 3-Dimensional (3D). You may draw, use magazines cut outs, take photos, or even illustrate this worksheet digitally. You are to use one of our class textbooks for the bottom portion of the worksheet as "Research" to write about form. The class texts can be found under "Class Materials" here, in Google Classroom (Art Talk, or Art Fundamentals). This worksheet is worth 10 points and is due by this Friday.

The following Element of Art: SHAPE Worksheet is attached below and is completed during class. An example worksheet is attached below, as well, to help guide you. This worksheet helps to introduce The Element of Art: SHAPE by reviewing the different types of shapes and how artists utilize them within their art. You are to fill out this entire worksheet representing your understanding of shape by illustrating, defining and writing about shape. You may draw, use magazines cut outs, take photos, or even illustrate shape graphically. You are to use your class texts for the bottom half portion of the worksheet. Make sure to document which textbook you are referencing. The class text's are posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points and is due by midnight this Friday.

The following Tangrams are attached below. The first Tangram Puzzle is one that we complete in class as an activity. Students are to cut out all the puzzle pieces and then arrange them to fit into the square. There are at least 6 different ways to solve this paper Tangram. Please attach puzzle pieces with a glue stick once completed. 

The other Tangrams that are attached below are digital in the form of Google Slides format marked "Tangrams - Digital." You are to complete each tangram puzzle by fitting the different shapes into each animal template. There are five altogether. A video is in the 2nd slide if you need guidance. This assignment is to help you recognize various shapes, as well as, to enhance your spatial reasoning. It helps students to fine tune hand and eye coordination to better drawing skills. Please complete each tangram in order for me to give you 10 points for this assignment that is due this Friday.

Students create a Line Design Project using 10 or more lines that go from one edge to another edge in your sketchbook. The lines should go ALL the way to the edge. Students can use any type of line (i.e.: diagonal, zig-zaggy, curved, straight, wavy). Students are to practice using lots of lines close to each other and further away from each other in the boxes below. The key is to keep the lines parallel (the same line, repeated, and never touching). Students will practice creating more lines that are “light colored” and more lines that are “dark colored.” This can be achieved based on how close they draw their lines to each other and the pressure they use with their pencil. Students are to make sure to complete all the boxes in their worksheet before they fill in the blank spaces (sections) in their sketchbooks. Once students are confident, they can go ahead and add lines to their final artwork. Optional: using colored pencils. This project is worth 25 points and is due by this Friday.

The following Element of Art: LINE worksheet is attached below and is to be completed during our class today. An example is attached below as well for help. This worksheet helps to introduce The Element of Art: LINE by reviewing the different types of lines in how artists utilize them, and for you to represent illustrating them. You may draw, use magazine cut outs, take photos, or even illustrate line digitally. You are to use our class texts for the bottom portion of the worksheet. Our class texts are posted under "Class Materials" here, in Google Classroom. This worksheet is worth 10 points.

This project assignment is a two part assignment that was started in class and is to be completed this Friday. The following PREZI presentation below is attached that we viewed in class as a way to help guide and further enhance technical drawing skills. You may get two pages done in your sketchbook. One page of a continuous hand drawing and another page of your blind continuous contour line drawing.

For the Continuous Contour Line Drawing you are to put your hand in a pose to draw with your other hand a continuous line drawing (WITHOUT PICKING UP YOUR PENCIL)!!! This would be drawing the contour lines (an outline or silhouette of your hand). After you complete your drawing you have the option to shade by filling in certain areas of your continuous contour drawing.


Next, you are to illustrate your understanding of a Blind Contour Drawing. You are to still use a continuous line when drawing but to also use a partner to draw one another. You are NOT LOOK AT YOUR PAPER while drawing your partner as you look them. If you are doing this at home, you may look at yourself in a mirror (or use your cell phone). Another option is to use a picture as well for reference. But, make sure NOT TO LIFT YOUR PEN OR PENCIL! Once you've completed your continuous blind contour drawing you may look at your paper to fill in with different colors. You should blend certain areas of your contour lines with a slightly wet paint brush to give a watercolor effect. The Crayola markers are water based and give a watercolor effect, as well as, the watercolor colored pencils. This will help to create more depth within your drawing. This project is due this Friday and is worth 10 points by submitting both pictures of your work.

After being introduced to The Elements of Art, students further their knowledge and understanding by decorating and constructing two sculptures: a CUBE and an ORB from the templates provided in class and attached below. 

For the CUBE, students are to draw each Element of Art individually on each square of their worksheet. Then, cut out their cube template to then fold and tape to appropriately construct a cube. The Cube Project is a cube template (that is copied onto card stock) in which students illustrate the six elements of visual art (line, shape, color, texture, space, value) and where the seventh element - form, is the actual cube itself. 

For the ORB, students will create an orb out craft paper to further their understanding of The Elements of Art by creating a form (sculpture). Students have the choice to decorate them if they used plain card stock.

This project is worth 25 points total (for both) and is due this Friday.

As a way to assess students at the beginning of the year in order to organize lessons for the year, students fill out the following attached worksheet.

Review the Course Policy requirements attached below. Please return the signed syllabus (with one parent signature) in class to me, or via Google Classroom in order to receive 5 points. This will stay on file for the entire school year as documentation that you have read, acknowledge, and understand the requirements of this course, as well as, are willing to adhere to all course policies of Mary Star of the Sea High School.