ART I & II-Period 3 Assignments

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.

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.

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.

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.

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.

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.

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 18th! If you are interested in performing during Fine Arts Night, you may click the second link below to sign-up. To complete this assignment, you need to click the first link, pick a slide and upload pictures of your artwork. You need to complete at least one Google Slide (or more). Don't forget to add your name and title of artwork(s).

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 a class group collaboration to create a running presentation for the opening of our Fine Arts Night, Thursday - April 18th! If you are interested in performing during Fine Arts Night, you may click the second link below to sign-up. To complete this assignment, you need to click the first link, pick a slide and upload pictures of your artwork. You need to complete at least one Google Slide (or more). Don't forget to add your name and title of artwork(s).

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 a class group collaboration to create a running presentation for the opening of our Fine Arts Night, Thursday - April 18th! If you are interested in performing during Fine Arts Night, you may click the second link below to sign-up. To complete this assignment, you need to click the first link, pick a slide and upload pictures of your artwork. You need to complete at least one Google Slide (or more). Don't forget to add your name and title of artwork(s).

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 a class group collaboration to create a running presentation for the opening of our Fine Arts Night, Thursday - April 18th! If you are interested in performing during Fine Arts Night, you may click the second link below to sign-up. To complete this assignment, you need to click the first link, pick a slide and upload pictures of your artwork. You need to complete at least one Google Slide (or more). Don't forget to add your name and title of artwork(s).

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!!!!

The grid drawing method, along with several other mechanical aids have been used for hundreds of years. Many artists in the past considered the use of a grid as a trade secret. They wanted the viewer to believe that their accuracy of depicting the natural world was due to their high skill level. Leonardo Da Vinci was just one of the many artists who used the grid method for developing an accurate outline of live subjects. Chuck Close is another famous artist that used this method for all his large portrait works of art. 

For this project, you will create a grid drawing based on a portrait photograph or cartoon character of an animal, person, or object. For example, an object can be a car. You can use an image provided below, or your own photograph. If you use a picture of your own please post your photo here in this assignment in order for me to print it out. You photo must fit most of a regular 8 1/2" x 11" page. Good photos include having a simple background, clear with your subject in-focus where the subject is the main focus of the image. You are going to be enlarging your photograph onto a larger piece of drawing paper that you need to grid out lightly. When enlarging your grid onto the larger paper you need to draw your lines lightly since later all your grid lines must be erased before shading. So, in other words. . .DRAW LIGHTLY!!!!! If you draw too dark it will make it harder to erase or make any changes. Your drawing needs to be as accurate as possible. This means that you must shade your drawing utilizing a value scale going from dark to light. This includes using the value techniques of blending that you've learned from last semester. Your shading should look smooth and even. While lastly, PLEASE erase any smudges and all grid lines when your work is completed. – This will count towards neatness! Steps are attached below for guidance. Overall, this project is worth 25 points and is due Friday.

The grid drawing method, along with several other mechanical aids have been used for hundreds of years. Many artists in the past considered the use of a grid as a trade secret. They wanted the viewer to believe that their accuracy of depicting the natural world was due to their high skill level. Leonardo Da Vinci was just one of the many artists who used the grid method for developing an accurate outline of live subjects. Chuck Close is another famous artist that used this method for all his large portrait works of art. 

For this project, you will create a grid drawing based on a portrait photograph or cartoon character of an animal, person, or object. For example, an object can be a car. You can use an image provided below, or your own photograph. If you use a picture of your own please post your photo here in this assignment in order for me to print it out. You photo must fit most of a regular 8 1/2" x 11" page. Good photos include having a simple background, clear with your subject in-focus where the subject is the main focus of the image. You are going to be enlarging your photograph onto a larger piece of drawing paper that you need to grid out lightly. When enlarging your grid onto the larger paper you need to draw your lines lightly since later all your grid lines must be erased before shading. So, in other words. . .DRAW LIGHTLY!!!!! If you draw too dark it will make it harder to erase or make any changes. Your drawing needs to be as accurate as possible. This means that you must shade your drawing utilizing a value scale going from dark to light. This includes using the value techniques of blending that you've learned from last semester. Your shading should look smooth and even. While lastly, PLEASE erase any smudges and all grid lines when your work is completed. – This will count towards neatness! Steps are attached below for guidance. Overall, this project is worth 25 points and is due Friday.

The grid drawing method, along with several other mechanical aids have been used for hundreds of years. Many artists in the past considered the use of a grid as a trade secret. They wanted the viewer to believe that their accuracy of depicting the natural world was due to their high skill level. Leonardo Da Vinci was just one of the many artists who used the grid method for developing an accurate outline of live subjects. Chuck Close is another famous artist that used this method for all his large portrait works of art. 

For this project, you will create a grid drawing based on a portrait photograph or cartoon character of an animal, person, or object. For example, an object can be a car. You can use an image provided below, or your own photograph. If you use a picture of your own please post your photo here in this assignment in order for me to print it out. You photo must fit most of a regular 8 1/2" x 11" page. Good photos include having a simple background, clear with your subject in-focus where the subject is the main focus of the image. You are going to be enlarging your photograph onto a larger piece of drawing paper that you need to grid out lightly. When enlarging your grid onto the larger paper you need to draw your lines lightly since later all your grid lines must be erased before shading. So, in other words. . .DRAW LIGHTLY!!!!! If you draw too dark it will make it harder to erase or make any changes. Your drawing needs to be as accurate as possible. This means that you must shade your drawing utilizing a value scale going from dark to light. This includes using the value techniques of blending that you've learned from last semester. Your shading should look smooth and even. While lastly, PLEASE erase any smudges and all grid lines when your work is completed. – This will count towards neatness! Steps are attached below for guidance. Overall, this project is worth 25 points and is due Friday.

Students earn points for participation in class. Some examples include typing in live responses into Edpuzzle, PollEverywhere, Padlet, Nearpod, Google Forms, or just from turning in written responses to class discussions.

Students earn points for participation in class. Some examples include typing in live responses into Edpuzzle, PollEverywhere, Padlet, Nearpod, Google Forms, or just from turning in written responses to class discussions.

In 3-Point Perspective there are three vanishing points. One difference from 2-Point Perspective with three point perspective is that only two of the vanishing points are actually drawn on the horizon. One vanishing point in a three point perspective drawing is that the 3rd point will usually be drawn directly above or below the object. For this assignment, you to illustrate your understanding of 3-Pt. Perspective by drawing in your sketchbook an illustration of two shapes. Requirements are for you to draw at least two, or more shapes. One above the horizon line and one, or more below the horizon line. ...For a total of two different viewpoints. You may do this on two separate pages of your sketchbook, or on one page. Thus, you will be creating the illusion of a BIRD'S EYE, or WORM'S EYE viewpoint. Lastly, you will need to illustrate your work by utilizing a light source and shade or coloring your work appropriately in order to receive full points. This will create greater depth and give a much more realistic composition. It is your choice on which vanishing point you would like your light source to come from. This assignment is worth 10 points and is due by midnight this Friday.

In 3-Point Perspective there are three vanishing points. One difference from 2-Point Perspective with three point perspective is that only two of the vanishing points are actually drawn on the horizon. One vanishing point in a three point perspective drawing is that the 3rd point will usually be drawn directly above or below the object. For this assignment, you to illustrate your understanding of 3-Pt. Perspective by drawing in your sketchbook an illustration of two shapes. Requirements are for you to draw at least two, or more shapes. One above the horizon line and one, or more below the horizon line. ...For a total of two different viewpoints. You may do this on two separate pages of your sketchbook, or on one page. Thus, you will be creating the illusion of a BIRD'S EYE, or WORM'S EYE viewpoint. Lastly, you will need to illustrate your work by utilizing a light source and shade or coloring your work appropriately in order to receive full points. This will create greater depth and give a much more realistic composition. It is your choice on which vanishing point you would like your light source to come from. This assignment is worth 10 points and is due by midnight this Friday.

The grid system of drawing or transferring an image to paper (or other painting surface) has been used for centuries by many artists, including Leonardo da Vinci and Albrecht Durer. It is a low-tech, inexpensive tool used to reproduce, decrease, or enlarge an image. For this assignment you will complete one of the worksheets below, or create your own. To make your own grid, the following steps include: (1)Picking an image, (2)Drawing grid lines over your reference photo, (3)Lightly drawing a larger grid (of equal ratio) on your work surface, (4) LABELING the grid boxes drawn on left and top (by numbers or alphabet) to help you keep your place as you proceed to transfer your image from box to box. For example, you might label boxes down the left SIDE with letters 0, A, B, C, etc. You might label boxes across the TOP with numbers 0, 1, 2, 3, 4, etc. This way, you'll be able to keep track of the lines you are transferring from each box to its corresponding box on your larger paper (second) grid. Then, square by square, transfer the same lines to illustrate details to the second grid one square at a time. Fill in each box with details from box to box. You are to look at where the lines start and progress. For example, copying what is in square E3 to the approximate same line placement on the other E3 grid area. Your aim is to recreate similar lines you “see” WITHOUT interpreting and drawing what you think you see. Once your image is fully transferred, please upload your work here and submit it here to receive full points This assignment is worth 10 points and is due by the end of class.

The grid system of drawing or transferring an image to paper (or other painting surface) has been used for centuries by many artists, including Leonardo da Vinci and Albrecht Durer. It is a low-tech, inexpensive tool used to reproduce, decrease, or enlarge an image. For this assignment you will complete one of the worksheets below, or create your own. To make your own grid, the following steps include: (1)Picking an image, (2)Drawing grid lines over your reference photo, (3)Lightly drawing a larger grid (of equal ratio) on your work surface, (4) LABELING the grid boxes drawn on left and top (by numbers or alphabet) to help you keep your place as you proceed to transfer your image from box to box. For example, you might label boxes down the left SIDE with letters 0, A, B, C, etc. You might label boxes across the TOP with numbers 0, 1, 2, 3, 4, etc. This way, you'll be able to keep track of the lines you are transferring from each box to its corresponding box on your larger paper (second) grid. Then, square by square, transfer the same lines to illustrate details to the second grid one square at a time. Fill in each box with details from box to box. You are to look at where the lines start and progress. For example, copying what is in square E3 to the approximate same line placement on the other E3 grid area. Your aim is to recreate similar lines you “see” WITHOUT interpreting and drawing what you think you see. Once your image is fully transferred, please upload your work here and submit it here to receive full points This assignment is worth 10 points and is due by the end of class.

The grid system of drawing or transferring an image to paper (or other painting surface) has been used for centuries by many artists, including Leonardo da Vinci and Albrecht Durer. It is a low-tech, inexpensive tool used to reproduce, decrease, or enlarge an image. For this assignment you will complete one of the worksheets below, or create your own. To make your own grid, the following steps include: (1)Picking an image, (2)Drawing grid lines over your reference photo, (3)Lightly drawing a larger grid (of equal ratio) on your work surface, (4) LABELING the grid boxes drawn on left and top (by numbers or alphabet) to help you keep your place as you proceed to transfer your image from box to box. For example, you might label boxes down the left SIDE with letters 0, A, B, C, etc. You might label boxes across the TOP with numbers 0, 1, 2, 3, 4, etc. This way, you'll be able to keep track of the lines you are transferring from each box to its corresponding box on your larger paper (second) grid. Then, square by square, transfer the same lines to illustrate details to the second grid one square at a time. Fill in each box with details from box to box. You are to look at where the lines start and progress. For example, copying what is in square E3 to the approximate same line placement on the other E3 grid area. Your aim is to recreate similar lines you “see” WITHOUT interpreting and drawing what you think you see. Once your image is fully transferred, please upload your work here and submit it here to receive full points This assignment is worth 10 points and is due by the end of class.

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.

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.

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.

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 rectangle. Next step is to figure out what letter you are going to be starting with. Either starting on the edge, corner, or positioning on the middle of the page. So, first plan out what word you'd like to start with.  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.

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 rectangle. Next step is to figure out what letter you are going to be starting with. Either starting on the edge, corner, or positioning on the middle of the page. So, first plan out what word you'd like to start with.  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.

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.

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 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.

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 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.

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.

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 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.

In celebration of Valentine's Day week, 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.

In celebration of Valentine's Day week, 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 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.

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. Secondly, you'll design a 1-point room digitally by opening up the attached blank Google Slide. While finally, you'll illustrate a large room in 1-point perspective using gridded paper (handed out in class). Within all of these tasks, you'll need to illustrate doors, windows, and objects/items. When you finish your illustration, make sure to shade, or color in appropriately utilizing a light source. 

For the third part of this project, you are to use the larger gridded paper to illustrate a one-point room in perspective by including in your drawing a minimum of 7 objects within your room. For example, a chair, table, couch, plants, rug, or framed pictures. Use your creativity to come up with something really interesting for your composition. The following attachments below include the class instructional worksheet (that you are to complete first), a link to an Instructables Step-by-Step 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 with colored pencils utilizing a light source. This project is worth 25 points.

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. Secondly, you'll design a 1-point room digitally by opening up the attached blank Google Slide. While finally, you'll illustrate a large room in 1-point perspective using gridded paper (handed out in class). Within all of these tasks, you'll need to illustrate doors, windows, and objects/items. When you finish your illustration, make sure to shade, or color in appropriately utilizing a light source. 

For the third part of this project, you are to use the larger gridded paper to illustrate a one-point room in perspective by including in your drawing a minimum of 7 objects within your room. For example, a chair, table, couch, plants, rug, or framed pictures. Use your creativity to come up with something really interesting for your composition. The following attachments below include the class instructional worksheet (that you are to complete first), a link to an Instructables Step-by-Step 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 with colored pencils utilizing a light source. This project is worth 25 points.

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 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 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 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 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 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 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 work!

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 work!

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 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.

Students earn points for participation in class. Some examples include typing in live responses into Edpuzzle, PollEverywhere, Padlet, Nearpod, Google Forms, or just from turning in written responses to class discussions or quizzes.

Students earn points for participation in class. Some examples include typing in live responses into Edpuzzle, PollEverywhere, Padlet, Nearpod, Google Forms, or just from turning in written responses to class discussions or quizzes.

Students earn points for participation in class. Some examples include typing in live responses into Edpuzzle, PollEverywhere, Padlet, Nearpod, Google Forms, or just from turning in written responses to class discussions or quizzes.

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 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 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 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.

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.

After learning and practicing the process of SCRATCHBOARD as a way to gain a greater understanding of how to create various TEXTURES with the use of POSITIVE/NEGATIVE designs, students will continue to further their understanding of Scratchboard techniques on a larger scale of an 8-1/2”x 11” page format.

From previous learning, students will understand how 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. Students next steps are to first choose a POSTIVE/NEGATIVE image to copy & paste into a Google Doc. This way it can be resized to be printed out where it covers an 8 1/2" x 11" size paper. Students then use their graphite stick from their pencil kits to cover the back of their image. Then, the print-out needs to be taped onto an 8 1/2"x 11" piece of scratchboard. Next, students need to trace over their print-out. After tracing, students need to mark the appropriate areas that are darker or highlighted areas by lightly circling. For example, areas that need to stay dark (as shadows), and highlights (of the areas that need to stay white). This allows students to have a guide as to where to reference certain areas that need more work. At the same time, students will be looking at their reference picture so that they can plan out what areas to apply HATCHING, CROSS-HATCHING, STIPPLING, or SCUMBLING within their composition.

As students attempt to scratch away at their design, students need to make sure to scratch using repeated short lines, marks and strokes while utilizing the drawing techniques of HATCHING, CROSS HATCHING,STIPPLING, and SCUMBLING (SCRIBBLING) that have been learned from previous lessons. This will illustrate overall highlights, mid-tones, and shadows of a composition. A video is attached below for some guidance. Please upload your picture here to start this assignment. Once your picture is approved it will be printed out for you to start.

After learning and practicing the process of SCRATCHBOARD as a way to gain a greater understanding of how to create various TEXTURES with the use of POSITIVE/NEGATIVE designs, students will continue to further their understanding of Scratchboard techniques on a larger scale of an 8-1/2”x 11” page format.

From previous learning, students will understand how 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. Students next steps are to first choose a POSTIVE/NEGATIVE image to copy & paste into a Google Doc. This way it can be resized to be printed out where it covers an 8 1/2" x 11" size paper. Students then use their graphite stick from their pencil kits to cover the back of their image. Then, the print-out needs to be taped onto an 8 1/2"x 11" piece of scratchboard. Next, students need to trace over their print-out. After tracing, students need to mark the appropriate areas that are darker or highlighted areas by lightly circling. For example, areas that need to stay dark (as shadows), and highlights (of the areas that need to stay white). This allows students to have a guide as to where to reference certain areas that need more work. At the same time, students will be looking at their reference picture so that they can plan out what areas to apply HATCHING, CROSS-HATCHING, STIPPLING, or SCUMBLING within their composition.

As students attempt to scratch away at their design, students need to make sure to scratch using repeated short lines, marks and strokes while utilizing the drawing techniques of HATCHING, CROSS HATCHING,STIPPLING, and SCUMBLING (SCRIBBLING) that have been learned from previous lessons. This will illustrate overall highlights, mid-tones, and shadows of a composition. A video is attached below for some guidance. Please upload your picture here to start this assignment. Once your picture is approved it will be printed out for you to start.

After learning and practicing the process of SCRATCHBOARD as a way to gain a greater understanding of how to create various TEXTURES with the use of POSITIVE/NEGATIVE designs, students will continue to further their understanding of Scratchboard techniques on a larger scale of an 8-1/2”x 11” page format.

From previous learning, students will understand how 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. Students next steps are to first choose a POSTIVE/NEGATIVE image to copy & paste into a Google Doc. This way it can be resized to be printed out where it covers an 8 1/2" x 11" size paper. Students then use their graphite stick from their pencil kits to cover the back of their image. Then, the print-out needs to be taped onto an 8 1/2"x 11" piece of scratchboard. Next, students need to trace over their print-out. After tracing, students need to mark the appropriate areas that are darker or highlighted areas by lightly circling. For example, areas that need to stay dark (as shadows), and highlights (of the areas that need to stay white). This allows students to have a guide as to where to reference certain areas that need more work. At the same time, students will be looking at their reference picture so that they can plan out what areas to apply HATCHING, CROSS-HATCHING, STIPPLING, or SCUMBLING within their composition.

As students attempt to scratch away at their design, students need to make sure to scratch using repeated short lines, marks and strokes while utilizing the drawing techniques of HATCHING, CROSS HATCHING,STIPPLING, and SCUMBLING (SCRIBBLING) that have been learned from previous lessons. This will illustrate overall highlights, mid-tones, and shadows of a composition. A video is attached below for some guidance. Please upload your picture here to start this assignment. Once your picture is approved it will be printed out for you to start.

Our class Midterm Exam will be on Wednesday, Dec 13th. 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. You will need to illustrate drawing techniques that you learned in class of HATCHING, CROSS-HATCHING, STIPPLING and SCUMBLING. Then, the second part of assessment will be assessing your technical drawing and painting skills. You are to draw and shade a VALUE SCALE and then draw, shade and label a SPHERE (utilizing a light source). Lastly, you will draw, label, and paint a COLOR WHEEL on a separate sheet of paper with watercolors. This part is worth 30 points for the Midterm total of 100 points.

Our class Midterm Exam will be on Wednesday, Dec 13th. 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. You will need to illustrate drawing techniques that you learned in class of HATCHING, CROSS-HATCHING, STIPPLING and SCUMBLING. Then, the second part of assessment will be assessing your technical drawing and painting skills. You are to draw and shade a VALUE SCALE and then draw, shade and label a SPHERE (utilizing a light source). Lastly, you will draw, label, and paint a COLOR WHEEL on a separate sheet of paper with watercolors. This part is worth 30 points for the Midterm total of 100 points.

Our class Midterm Exam will be on Wednesday, Dec 13th. 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. You will need to illustrate drawing techniques that you learned in class of HATCHING, CROSS-HATCHING, STIPPLING and SCUMBLING. Then, the second part of assessment will be assessing your technical drawing and painting skills. You are to draw and shade a VALUE SCALE and then draw, shade and label a SPHERE (utilizing a light source). Lastly, you will draw, label, and paint a COLOR WHEEL on a separate sheet of paper with watercolors. This part is worth 30 points for the Midterm total of 100 points.

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

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

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.

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.

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.

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.

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. 

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 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 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 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.

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.

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.

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.

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.

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.

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.

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.

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 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 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 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 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 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 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 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).

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.

Pointillism is a technique of painting or drawing in which small, distinct dots are applied in patterns to form an image and are blended by the eye to form a color or tone. This may be done in color, or by simply just using black. The closer together the dots are drawn, the darker the tone will be. The farther away, the less value your image will have. For this project, you will be creating a composition in your choice of color or just in black sharpie by using this technique (also known as STIPPLING) with fine tip markers.

Steps Include:
Sketching very lightly in pencil your image using the GRID METHOD to help you transfer your image. See the video below for guidance. This task is a way for you to breakdown your picture in order to transfer proportions accurately. 
Use a sharpie to start creating your outline with tiny dots along your sketch. Then, fill in your gradation of values from dark to light.
If you are using color: Pick out your COLOR SCHEME first with at least four colors for your composition. (For example, your base could be: a lime green, then you'll need a darker shade: like teal or dark green, and you'll need a light shade: like yellow, and you'll have to have the darkest value: a fine tip black marker). You would color in your sketch first with your lightest color (yellow). Then, color in your sketch with your base color (in most of your areas). Next, you would then fill in color with your darker shade. But, only stippling over your darker values of your picture as a way to create different values. . .But, not too much! Just enough to create darker values in some areas. While finally, take your black fine liner marker to dot in areas around the very bottom corners of shapes to shade and shape your picture. But, not too much! Just enough to add a stronger value.
Otherwise, take you time. A good composition shouldn't be rushed. Give yourself breaks in between so that your hand doesn't get tired. This project is worth 25 points and is due by midnight this Sunday.

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.

Pointillism is a technique of painting or drawing in which small, distinct dots are applied in patterns to form an image and are blended by the eye to form a color or tone. This may be done in color, or by simply just using black. The closer together the dots are drawn, the darker the tone will be. The farther away, the less value your image will have. For this project, you will be creating a composition in your choice of color or just in black sharpie by using this technique (also known as STIPPLING) with fine tip markers.

Steps Include:
Sketching very lightly in pencil your image using the GRID METHOD to help you transfer your image. See the video below for guidance. This task is a way for you to breakdown your picture in order to transfer proportions accurately. 
Use a sharpie to start creating your outline with tiny dots along your sketch. Then, fill in your gradation of values from dark to light.
If you are using color: Pick out your COLOR SCHEME first with at least four colors for your composition. (For example, your base could be: a lime green, then you'll need a darker shade: like teal or dark green, and you'll need a light shade: like yellow, and you'll have to have the darkest value: a fine tip black marker). You would color in your sketch first with your lightest color (yellow). Then, color in your sketch with your base color (in most of your areas). Next, you would then fill in color with your darker shade. But, only stippling over your darker values of your picture as a way to create different values. . .But, not too much! Just enough to create darker values in some areas. While finally, take your black fine liner marker to dot in areas around the very bottom corners of shapes to shade and shape your picture. But, not too much! Just enough to add a stronger value.
Otherwise, take you time. A good composition shouldn't be rushed. Give yourself breaks in between so that your hand doesn't get tired. This project is worth 25 points and is due by midnight this Sunday.

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.

Pointillism is a technique of painting or drawing in which small, distinct dots are applied in patterns to form an image and are blended by the eye to form a color or tone. This may be done in color, or by simply just using black. The closer together the dots are drawn, the darker the tone will be. The farther away, the less value your image will have. For this project, you will be creating a composition in your choice of color or just in black sharpie by using this technique (also known as STIPPLING) with fine tip markers.

Steps Include:
Sketching very lightly in pencil your image using the GRID METHOD to help you transfer your image. See the video below for guidance. This task is a way for you to breakdown your picture in order to transfer proportions accurately. 
Use a sharpie to start creating your outline with tiny dots along your sketch. Then, fill in your gradation of values from dark to light.
If you are using color: Pick out your COLOR SCHEME first with at least four colors for your composition. (For example, your base could be: a lime green, then you'll need a darker shade: like teal or dark green, and you'll need a light shade: like yellow, and you'll have to have the darkest value: a fine tip black marker). You would color in your sketch first with your lightest color (yellow). Then, color in your sketch with your base color (in most of your areas). Next, you would then fill in color with your darker shade. But, only stippling over your darker values of your picture as a way to create different values. . .But, not too much! Just enough to create darker values in some areas. While finally, take your black fine liner marker to dot in areas around the very bottom corners of shapes to shade and shape your picture. But, not too much! Just enough to add a stronger value.
Otherwise, take you time. A good composition shouldn't be rushed. Give yourself breaks in between so that your hand doesn't get tired. This project is worth 25 points and is due by midnight this Sunday.

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.

Pointillism is a technique of painting or drawing in which small, distinct dots are applied in patterns to form an image and are blended by the eye to form a color or tone. This may be done in color, or by simply just using black. The closer together the dots are drawn, the darker the tone will be. The farther away, the less value your image will have. For this project, you will be creating a composition in your choice of color or just in black sharpie by using this technique (also known as STIPPLING) with fine tip markers.

Steps Include:
Sketching very lightly in pencil your image using the GRID METHOD to help you transfer your image. See the video below for guidance. This task is a way for you to breakdown your picture in order to transfer proportions accurately. 
Use a sharpie to start creating your outline with tiny dots along your sketch. Then, fill in your gradation of values from dark to light.
If you are using color: Pick out your COLOR SCHEME first with at least four colors for your composition. (For example, your base could be: a lime green, then you'll need a darker shade: like teal or dark green, and you'll need a light shade: like yellow, and you'll have to have the darkest value: a fine tip black marker). You would color in your sketch first with your lightest color (yellow). Then, color in your sketch with your base color (in most of your areas). Next, you would then fill in color with your darker shade. But, only stippling over your darker values of your picture as a way to create different values. . .But, not too much! Just enough to create darker values in some areas. While finally, take your black fine liner marker to dot in areas around the very bottom corners of shapes to shade and shape your picture. But, not too much! Just enough to add a stronger value.
Otherwise, take you time. A good composition shouldn't be rushed. Give yourself breaks in between so that your hand doesn't get tired. This project is worth 25 points and is due by midnight this Sunday.

Students complete a Grid Drawing of a Halloween inspired pumpkin or skull and color in with complementary colors (blue/orange, red/green, or yellow/purple). Students start off by copying each square one at a time from the left onto the blank grid on the right. Students need to use the numbers and the letters to keep track of where they are at. Lastly, students are to color in with markers using complementary colors of their choice. (red/green, purple/yellow, or blue/orange).  

Students complete a Grid Drawing of a Halloween inspired pumpkin or skull and color in with complementary colors (blue/orange, red/green, or yellow/purple). Students start off by copying each square one at a time from the left onto the blank grid on the right. Students need to use the numbers and the letters to keep track of where they are at. Lastly, students are to color in with markers using complementary colors of their choice. (red/green, purple/yellow, or blue/orange).  

Students complete a Grid Drawing of a Halloween inspired pumpkin or skull and color in with complementary colors (blue/orange, red/green, or yellow/purple). Students start off by copying each square one at a time from the left onto the blank grid on the right. Students need to use the numbers and the letters to keep track of where they are at. Lastly, students are to color in with markers using complementary colors of their choice. (red/green, purple/yellow, or blue/orange).  

The following Color Schemes Worksheets are regarding COLOR THEORY. The first worksheet reviews PRIMARY, SECONDARY, COOL & WARM COLORS, MONOCHROMATIC, ANALOGOUS, COMPLEMENTARY, SPLIT-COMPLEMENTARY, TRIADIC, AND DOUBLE-SPLIT COMPLEMENTARY color schemes. The second worksheet attached below has you fill out the left hand side of the worksheet first 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 are examples for guidance. Both these worksheets are worth altogether 10 points. . . .Please do your best work! These are 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 Color Schemes Worksheets are regarding COLOR THEORY. The first worksheet reviews PRIMARY, SECONDARY, COOL & WARM COLORS, MONOCHROMATIC, ANALOGOUS, COMPLEMENTARY, SPLIT-COMPLEMENTARY, TRIADIC, AND DOUBLE-SPLIT COMPLEMENTARY color schemes. The second worksheet attached below has you fill out the left hand side of the worksheet first 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 are examples for guidance. Both these worksheets are worth altogether 10 points. . . .Please do your best work! These are 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 Color Schemes Worksheets are regarding COLOR THEORY. The first worksheet reviews PRIMARY, SECONDARY, COOL & WARM COLORS, MONOCHROMATIC, ANALOGOUS, COMPLEMENTARY, SPLIT-COMPLEMENTARY, TRIADIC, AND DOUBLE-SPLIT COMPLEMENTARY color schemes. The second worksheet attached below has you fill out the left hand side of the worksheet first 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 are examples for guidance. Both these worksheets are worth altogether 10 points. . . .Please do your best work! These are 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 Color Schemes Worksheets are regarding COLOR THEORY. The first worksheet reviews PRIMARY, SECONDARY, COOL & WARM COLORS, MONOCHROMATIC, ANALOGOUS, COMPLEMENTARY, SPLIT-COMPLEMENTARY, TRIADIC, AND DOUBLE-SPLIT COMPLEMENTARY color schemes. The second worksheet attached below has you fill out the left hand side of the worksheet first 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 are examples for guidance. Both these worksheets are worth altogether 10 points. . . .Please do your best work! These are 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 template for the COLOR WHEEL Project completed in class today is attached below. This project helps familiarize students with color mixing and learning painting techniques by carefully applying acrylic paints to the correct color wheel sections. This project consists of constructing a Color Wheel by illustrating the 12 parts of the color wheel and then mixing colors together to then paint. Instructions are to lightly print each name of the appropriate section of the color wheel. Students are to first fill in by painting the primary colors (yellow, red, and blue). Then, students need to paint the secondary colors (yellow + purple, blue + orange, and red + green) by mixing two primary colors together. The next step is to then mix the Tertiary colors (blue-green, blue-violet, red-orange, red-violet, yellow-orange, and yellow-green) and then paint them in the appropriate areas in order to complete finishing painting the entire color wheel. Then last step is to cut out the attachments: Complementary, Triad, and Split Complementary. Once the completed painted color wheel is dry you can then place the cut outs together (one on top of another) and attach with a "bracket" onto your color wheel. This will allow you to spin/swivel or turn as a dial to any colors representing your color schemes. Please take a picture and upload here in Google Classroom when completed. This project is worth 25 points.

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.

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 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.

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 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.

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 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.

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 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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 and is due by this Friday.

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 and is due by this Friday.

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 and is due by this Friday.

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 and is due by this Friday.

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.

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.

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).

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: 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: 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: 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: 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 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.

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.

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 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 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 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.

Police officers don’t always get the respect and appreciation they deserve, but you can help change that. It isn’t always about the big shows of support. Sometimes it's the small acts of kindness that are just as powerful. So, for this assignment, you to take some time to show the officers in our town how much we appreciate them. Making a card, or writing a letter is actually a very underrated option as a means to showing our appreciation in comparison to what they do for our community day after day. Therefore, you are to do your best work possible to design a card or letter using www.canva.com or www.adobe.com/express/

...Click on the links below to get you started in brainstorming ideas before starting.

Police officers don’t always get the respect and appreciation they deserve, but you can help change that. It isn’t always about the big shows of support. Sometimes it's the small acts of kindness that are just as powerful. So, for this assignment, you to take some time to show the officers in our town how much we appreciate them. Making a card, or writing a letter is actually a very underrated option as a means to showing our appreciation in comparison to what they do for our community day after day. Therefore, you are to do your best work possible to design a card or letter using www.canva.com or www.adobe.com/express/

...Click on the links below to get you started in brainstorming ideas before starting.

Police officers don’t always get the respect and appreciation they deserve, but you can help change that. It isn’t always about the big shows of support. Sometimes it's the small acts of kindness that are just as powerful. So, for this assignment, you to take some time to show the officers in our town how much we appreciate them. Making a card, or writing a letter is actually a very underrated option as a means to showing our appreciation in comparison to what they do for our community day after day. Therefore, you are to do your best work possible to design a card or letter using www.canva.com or www.adobe.com/express/

...Click on the links below to get you started in brainstorming ideas before starting.

Police officers don’t always get the respect and appreciation they deserve, but you can help change that. It isn’t always about the big shows of support. Sometimes it's the small acts of kindness that are just as powerful. So, for this assignment, you to take some time to show the officers in our town how much we appreciate them. Making a card, or writing a letter is actually a very underrated option as a means to showing our appreciation in comparison to what they do for our community day after day. Therefore, you are to do your best work possible to design a card or letter using www.canva.com or www.adobe.com/express/

...Click on the links below to get you started in brainstorming ideas before starting.

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.

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.

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.

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.

After being introduced to The Elements of Art, students further their knowledge and understanding by decorating and constructing a CUBE sculpture from the template provided in class and attached below. 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 glue/tape to appropriately construct a cube. The Cube Project is a cube template (that is copied onto card stock) in which students illustrate the 7 elements of visual art (line, shape, color, texture, space, value), where the seventh element - form, is the actual cube itself.

The following Elements of Art Worksheet is attached below and is to be completed during class. This worksheet is to introduce the  (Line, Shape, Form, Value, Color, Texture, & Space) by reviewing vocabulary terms and then illustrating understanding with drawing a picture to represent each term. Below are some examples.

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.

Students create WORD CLOUDS to promotes ideas on "What is Digital Art?" ...and "What is Graphic Design?" to then post their answers in www.Padlet.com to discuss in class. These interactive word clouds are generated to promote ideas by visually representing the topic of Digital Art and Graphic Design. It allows students to draw attention to key words and phrases so that students can easily absorb information better presented in a visual format. Students are to submit their work here in Google Classroom in order to get it printed out in color and put in their portfolios.

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.

Students create WORD CLOUDS to promotes ideas on "What is Digital Art?" ...and "What is Graphic Design?" to then post their answers in www.Padlet.com to discuss in class. These interactive word clouds are generated to promote ideas by visually representing the topic of Digital Art and Graphic Design. It allows students to draw attention to key words and phrases so that students can easily absorb information better presented in a visual format. Students are to submit their work here in Google Classroom in order to get it printed out in color and put in their portfolios.

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.

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.

Students create WORD CLOUDS to promotes ideas on "What is Digital Art?" ...and "What is Graphic Design?" to then post their answers in www.Padlet.com to discuss in class. These interactive word clouds are generated to promote ideas by visually representing the topic of Digital Art and Graphic Design. It allows students to draw attention to key words and phrases so that students can easily absorb information better presented in a visual format. Students are to submit their work here in Google Classroom in order to get it printed out in color and put in their portfolios.

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.

Students create WORD CLOUDS to promotes ideas on "What is Digital Art?" ...and "What is Graphic Design?" to then post their answers in www.Padlet.com to discuss in class. These interactive word clouds are generated to promote ideas by visually representing the topic of Digital Art and Graphic Design. It allows students to draw attention to key words and phrases so that students can easily absorb information better presented in a visual format. Students are to submit their work here in Google Classroom in order to get it printed out in color and put in their portfolios.

Review the Course Policy requirements attached in Google Classroom. A copy was handed out in class. Please return the signed syllabus (with one parent/guardian 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.

Review the Course Policy requirements attached in Google Classroom. A copy was handed out in class. Please return the signed syllabus (with one parent/guardian 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.

Review the Course Policy requirements attached in Google Classroom. A copy was handed out in class. Please return the signed syllabus (with one parent/guardian 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.

Review the Course Policy requirements attached in Google Classroom. A copy was handed out in class. Please return the signed syllabus (with one parent/guardian 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.

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.

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.

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.

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.