ART I & II-Period 4 (2023-2024) Assignments

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

The following project is reflecting your knowledge and understanding on The Principle of Design: VARIETY.

Steps include:
1). Researching the artist: KANDINSKY and viewing the attachments below for this week's project on VARIETY.
2). Brainstorming Abstract Art (Kandinsky Style) = This includes mark making skills you've learned all year. Your can use a page in your sketchbook, or use a separate sheet of paper to input your design ideas. 
3). While at task, you are to listen to your own choice of music for inspiration. Feel free to mention artist of song(s).
4). Final Project Composition = is what you are getting graded on. You will use a page in your sketchbook (or create your design on a separate sheet of paper). You can even print out one of the worksheets below if you're having trouble coming up with a drawing for your design. Make sure you color it in with your best drawing skills utilizing any of your mark making tools (pens, sharpies, markers, coloring pencils, crayons, watercolors, pastels, or paint).

*NOTE: You are able to also create this digitally if you like with any software (i.e.: Chrome Canvas, Sketchbook, Procreate, Photoshop, Ibis Paint, or any other app/software).

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

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

Unity (also called harmony) is an important principle of design that gives the artwork a sense of cohesion or coherence. It's the wholeness or completeness of a picture. Unity and harmony in art are used by artists to tie a composition together and to help make sense as a whole piece of art. Unity is the Principle of Design that unifies all other principles within a piece of work, allowing each individual element to coexist with one another to form an aesthetically pleasing design. For this assignment you are to fill in each of the boxes of the worksheet attached below by applying The Elements of Art that illustrate your understanding of UNITY. For example, copying and pasting in each appropriate box examples of art that you searched on-line for that illustrate unity with the use of lines, shapes, forms, colors, values and textures.

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

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

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

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

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

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

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

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

Students celebrate Holy Week by illustrating in their sketchbooks catholic symbols that represent meaning to them. Students can research online or use the attached images below to brainstorm for ideas. Students are to complete at least two pages or more in their sketchbook to receive full points.

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

The following 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.

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 fill in an Art Critic Worksheet as their exit ticket. Afterwards, students take down all their work to take home as well as help breakdown and clean up from the art show.

The GRID METHOD can be used to transfer or enlarge drawings from a photo. Using a grid from a photograph allows students to create accurate and proportional drawings. Students will focus on their observational skills while incorporating the mathematical skills of measuring, drawing straight lines, and proportion in their art. For this project, students will create a collaborative class poster using the GRID METHOD that will be displayed in Fine Arts Night. Students will use the grid method to collaboratively recreate a picture that improves observational drawing skills.

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.

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 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.

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

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

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

This assignment is a collaboration of all art classes to create a running presentation for the opening night of our Fine Arts Night on Wednesday - April 2nd! 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 to receive full points. If you'd like to add more, please do. 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.

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.

Objective: Students evaluate and practice how etching a mirror is a process of printmaking and how it can be used for a commercial art career. Known also for being a type of engraving process. Students are able to explore a new technique within art. First, students view an short video on POSITIVE/NEGATIVE - SPACE. Then, students start by developing their own design in their sketchbooks. Students may use the laptop cart to research images from the internet for their designs and explore stencil designs as well to create their positive/negative stencil. Once a design is picked then students can compose their positive/negative design on a piece of 12"x12" drawing paper and fill in with a sharpie the appropriate labeling of positive or negative in their design. Therefore, creating their template.
Students are to submit a picture of design, as well as, a picture of their final etching of their mirror.
Altogether, students' design for their mirror should demonstrate the knowledge of negative and positive space. Once teacher approved, students can then transfer with graphite their design onto a vinyl covered mirror. Next steps then are to cut out the positive or negative space with an X-acto knife. Then, place etching cream over design for about 10 minutes. After 10 minutes has passed students are to carefully remove the etching cream and scoop back into the container for reuse. The mirror then needs to be washed, vinyl removed, and then rewashed to fully clean off all etchant. This project is worth 25 points and is due by end of class Friday.

The following project 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 attached below to help guide you.

As a fun class activity, students construct a heart of their favorite things with names of loved ones, foods to eat and what they're thankful for. Students use card stock paper with a printed heart that has sections broken up to fill in. Students need to cut heart out and teacher will laminate.

In celebration of Valentine's Day week, we are going to continue in valuing all the things in our lives that we appreciate, love, and are thankful for. Students spend time on completing a series of Google Slides where they  "Build a Valentine" digital cartoon, make a "Digital Sticker," create a Valentine’s Day digital card and lastly create a love letter with Magnetic Poetry.

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.

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.

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. Each illustration needs to be shaded, or colored 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, posters, lights, framed pictures, etc.. 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.

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 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!

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 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!

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.

A new year is upon us! With a new year, comes new goals, new “one words” that will drive our focus and intentions for the upcoming year, and a renewed feeling of doing things right, growth, and advancement! All across the world, people create vision boards. Just ask Steve Harvey and Oprah! People search on Pinterest and Google images for quotes and pictures that will serve as visual representations of their goals for the new year. They print out pictures and quotes and mount them onto poster board, and then hang them in their bedrooms or bathrooms so they can see them each and every day. Some save them as their screen savers on their iPhones, or computer desktops to help them keep visually focused on their goals. Having this visual representation of your goals hanging somewhere where you can see it forces you to look at it every day. It plants your goals in your mind and keeps them at the forefront of all that you do. This assignment is for you to create your own vision board digitally in Google slides. You are to add your poster that you created from yesterday of your theme for the new year. Add a word cloud as well. Be creative and let's start off the New Year in positive motion to building a better you!

Every year as the clock nears midnight on December 31st, millions of people dream about what the new year will bring. A new year brings the hope of possibilities and a fresh start, and many of us make New Year’s resolutions and share them with others. We vow to lose weight, to spend more quality time with family, or to volunteer more often. Some resolutions we accomplish and others we don’t. Still, there is joy in the dreaming. You can make your resolutions SMART: Specific, Measurable, Attainable, Relevant, and Time-bound. ...BUT, the concept is to NOT think of one particular thing that you'd be doing changing, or doing differently, or basically what you'd be giving up. But, to take on a New Year's Resolution approach to more as a THEME for the year. 

. . . .Then, create a poster using either Google Drawings, Canva, Google Slides, Adobe for Education, or any other type of digital site that you like. Your poster should reflect your THEME for this new year.

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.

A new year is upon us! With a new year, comes new goals, new “one words” that will drive our focus and intentions for the upcoming year, and a renewed feeling of doing things right, growth, and advancement! All across the world, people create vision boards. Just ask Steve Harvey and Oprah! People search on Pinterest and Google images for quotes and pictures that will serve as visual representations of their goals for the new year. They print out pictures and quotes and mount them onto poster board, and then hang them in their bedrooms or bathrooms so they can see them each and every day. Some save them as their screen savers on their iPhones, or computer desktops to help them keep visually focused on their goals. Having this visual representation of your goals hanging somewhere where you can see it forces you to look at it every day. It plants your goals in your mind and keeps them at the forefront of all that you do. This assignment is for you to create your own vision board digitally in Google slides. You are to add your poster that you created from yesterday of your theme for the new year. Add a word cloud as well. Be creative and let's start off the New Year in positive motion to building a better you!

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.

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.

Our class Midterm Exam will be on Thursday, Dec 12th. 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.

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

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

After learning 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.

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

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

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

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

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

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

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 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.

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

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

The following Color Schemes Worksheets are 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 to paint mixing your tints, tones, and shades for each color (of your choice) to create gradual value gradations. To make a tint = you will add white. A TINT is basically the whiter version of a color (hue). 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.

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 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 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.

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 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.

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 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.

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 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 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.

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

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

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

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.

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 assignment is meant to help you learn more about The Element of Art: FORM. You are to construct at least 3 DIFFERENT FORMS from the attached templates below. You will be using these to create 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 first need to decide on a favorite cartoon to draw on your forms. Next, you will color and sharpie your cartoon character. Then, score and cut out your forms to construct. 

For the second part of this assignment, you will arrange your forms 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 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. There is a video attached below for guidance.

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

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

Students break down images into basic shapes to improve drawing skills. Students use this technique to break down 6 different images into simple shapes by drawing the shapes over the image on the worksheet attached below. Students may use colored pencils or markers to do this. Then, in the box provided, students are to choose one image to copy and turn into a complete drawing. Using this breakdown technique helps to establish the base of any artist's illustrations.

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.

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 technique of drawing upside-down helps students practice recognizing shapes and lines in a subject. By turning their reference photo upside-down, student can begin to draw with the right side of their brains. They don’t have to worry as much about the final product, and can focus more on the actual drawing process. It's the age old concept of drawing what you actually see, not what you think you see. Therefore, students are to complete the attached worksheet below that have 3 turned pictures that are upside down. This techniques helps to inhibit the brain in categorizing the reference of showing students a conceptual version. Then students are left with seeing the pictures for what they really are, abstract shapes and lines. It's a good exercise for beginning artists. Basically, the left side of the brain processes visual cues, interpreting them as familiar patterns and symbols. By turning the reference photo around, it becomes unrecognizable. The right side of the brain is forced to see the lines, shapes, and abstracted details instead of the object as a whole.

The second part of this assignment is for students to complete an upside-down illustration of a larger proportion. Students are to pick a reference picture, turn it upside-down and then sketch it in a full page in their sketchbook. Coloring is optional.

This lesson involves creating a geometric design inspired by a circle or square. Students are to use straight lines (using a ruler), or circular lines (using a safe-t compass). Students may use the printed out templates below and use a ball-point pens, colored pencils, fine-tip sharpies to connect the dots to create a composition filled with their line designs, or circular spirals. 

Objectives:
Students will understand the basic principles of geometric line art. Students will practice using geometric shapes to create intricate designs. Students will develop their fine motor skills and attention to detail.

Materials:
1.  Drawing paper (Black, White or colored) 
2.  Pencils
3.  Rulers or compass
4.  Erasers
5.  Colored pencils, ball-point pens, fine-tip markers or fine tip sharpies.

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.

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 Elements of Art Worksheet is attached below and is to be completed during class. This worksheet introduces all 7 elements: Line, Shape, Form, Value, Color, Texture, & Space by reviewing vocabulary terms and then illustrating your understanding by drawing a picture to represent each term. Below are some examples as well to guide you.

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 assignment is for the class to create an amazing Spotify playlist as a means of building a good classroom environment while we work in art. Therefore, everyone needs to participate! Please click on the blank Google Doc attached (on the top right) and input at least 20 songs, or more. This way, all your requests are anonymous! There will be no shaming of anyone in class by their music choices, or shaming of any particular genre. ...Only positive vibes in the art room! :)

Please list the SONG NAME & the ARTIST:
All songs are to be school appropriate,
Songs that have an "E" for "Explicit" are not allowed,
Not all "Clean Version" songs are necessarily clean. Please double check your choices since I will be checking as well,
Submit this document so that I can add your songs and give you full points!

Review the Course Policy requirements attached below. A copy was handed out in class. Please return the signed syllabus (with your signature and one parent or 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.

Students are introduced to the Elements of Art vocabulary terms by completing the attached crossword puzzle.

Review the Course Policy requirements attached below. A copy was handed out in class. Please return the signed syllabus (with your signature and one parent or 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.

Students are introduced to the Elements of Art vocabulary terms by completing the attached crossword puzzle.

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.