Printmaking
850 2D FOUNDATIONS
1 Semester – ½ credit
Grades 9,10,11,12 – Elective – Fee – Prerequisite: None
Students interested in taking advanced art classes are encouraged to take this class freshman year. This is especially true for those who wish to pursue a career in the visual arts.
This class is required before taking:
Intermediate Drawing Exploration
Intermediate Painting Exploration
CCP Drawing (Requires permission of instructor)
Foundations in 2D Design is a course for beginning students who are interested in drawing and painting. Students will learn skills in the fore mentioned areas along with items such as color theory, principles of design, and art history.
Sketchbooks are required.
2D FOUNDATIONS
For visual examples of these projects, visit our Wix page, HERE.
FIRST 9 WEEKS
1.1 INTRODUCTION TO THE RIGHT-LEFT BRAIN
ACTIVITY: UPSIDE DOWN IGOR
Students draw the picture of Igor Stravinski by Picasso upside down. This project is from ‘Drawing on the Right Side of the Brain’.
GOAL/SKILLS:
This project intends to show the students how their brain works in regards to visual perception. I have the students draw this image upside down for about 25-30 minutes with no talking.
ASSESSMENT:
When the students are done, I ask them if A: Who drew it more accurately than they thought they would? And B: Who felt that their drawing improved as time went on?
Since the drawing by Picasso has imperfections, you can point out to the students that if they drew the imperceptions the same, they were drawing it accurately. If they drew it ‘correctly’, they were drawing with their left brains.
What I’ve discovered is that half or more of the students raise their hands to both questions. I point out that if this worked for them, they might want to consider drawing upside down in the future.
No grade for this, though you could have a completion/effort grade.
CULTURAL CONNECTION:
I want students to understand how the two halves of their brains work.
The left side is their communication side. It is in charge of speech, reading/writing, time, logic, etc. It draws in simple symbols, like bathroom door signs. It will try to tell you how to draw things ‘the right way’ rather than drawing what you see.
The right side of your brain is emotional, observational and spatial. It is in charge of drawing what you see, sports, video games and music. Since your right brain has no sense of time, this is why time does fly when you’re having fun.
1.2 BASIC OBSERVATION AND VALUE USAGE
PROJECT: GRID-VALUE DRAWING
Students choose a photograph of a person/animal/vehicle. They will draw a grid over this photograph, then transfer it to a larger photograph.
They will then draw a bunch of random lines over this drawing.
Finally, they will shade each shape created from black to white. The goal is to blend the value change as smoothly as possible.
GOAL/SKILLS:
Observational drawing. Students must follow the grids as accurately as possible.
Many students (especially ADD/ADHD) students may want to draw upside down, block off part of their paper with another paper, or cut out a square ‘blind’ so they can only see one square at a time to draw. It is important to present this option as ‘Your brain may like processing information this way.’ As opposed to a handicap/shortcoming.
Students must shade using a full value range from very dark to white. Students learn the importance of ‘full value range’ in their work to make it look more dramatic.
Students may not smudge, forcing them to learn to control pencil pressure and shading technique.
ASSESSMENT:
Drawing accuracy is assessed by how accurately their lines follow the grid, not by how well they draw.
Use of full value range: Every shape blends from very dark to white.
Value Transition: Values blend. There is not a black, gray and white area.
Neatness: Shading goes up to lines without going over, and you can’t see pencil lines.
CULTURAL CONNECTION:
This project is based in cubism, and can be connected to Picasso and Georges Braque.
GRID-VALUE PROJECT GUIDED RESPONSE
1.3. CARTOONING AND REALISTIC SHADING/DETAIL
PROJECT: HAND DRAWING/CARTOONING
How to Draw
Moving forward from grid observation and abstract shading, students will learn how to break down complex shapes into simple shape breakdowns. (Cartooning) Students will eventually draw their own hands, then shade them in a realistic manner which makes the hands appear 3D. For this final step, I have students trace their hands through a sheet of plexiglass with a wet erase marker, then shade their hands from observation. We have pin spots to add more dynamic light/shadow.GOALS/SKILLS
Breaking down more complex objects (hands) into simple shapes.
Use of value to create shape. Blending values create curves on objects, while instantaneous changes in values create gaps between two objects.
Inclusion of realistic details (like skin folds on hands) make objects look real. Though you don’t need to include all of the details to do this. The details which are included should look real. I require them to have 3-5 real folds from each finger joint and their palm. They quickly realize this is possible, without being overwhelming. (Basically, if it takes 30 seconds/finger joint, it still only takes about 3-4 minutes to do the entire hand.
ASSESSMENT
Use of realistic detail.
Full value range, and value creates the illusion of shape/depth.
Correct location of cast shadows on hands.
CULTURAL CONNECTION
This could be tied into and cartoonist or classic realist. MC Escher’s drawing of hands drawing each other, the hands of Adam and God by Michaelangelo.
PERSPECTIVE AND DEPTH
PROJECT 2.1: 1 POINT PERSPECTIVE
HOW TO CREATE 1 POINT PERSPECTIVE SHAPES
Students will create a drawing using 1 Point Perspective
GOAL/SKILLS:
Students will learn to master the rules of 1 Point Perspective.
Students will learn the ‘Elements of Depth’. This defines how we perceive if objects are closer or further away from us.
Overlap: One object being in front of another.
Scale: Objects appear smaller as they get further away.
Fade: Colors fade/bleach out/lose contrast/get lighter as they get further away. Of course, this is ‘aerial perspective’, but I tell them they can learn the correct name in art school if they go there. They kept confusing the name with linear perspective.
Students learn about the Horizon Line and Eye Level in drawings.
Basic use of Focal Point and Balance. (Asymmetrical/Symmetrical)
ASSESSMENT:
Accuracy of perspective shapes.
Use of the 3 Elements of Depth.
Since this project does not involve color, I use ‘Line Weight’ in place of fade.
Creation of a focal point and type of balance.
Variation: Levels of complexity allow for a large diversity in students' skills.
CULTURAL CONNECTION:
Connection to the Renaissance, when perspective was invented.
Connection to interior design, video game level design.
Connection to industrial design.
1 POINT PERSPECTIVE GUIDED RESPONSE
PROJECT 2.2 POINT PERSPECTIVE
PROJECT 2.2 POINT PERSPECTIVE
HOW TO DRAW A BASIC 2 POINT BOX
HOW TO CREATE COMPLEX 2 POINT SHAPES
This project is almost exactly the same as 1 Point Perspective, except that the students will work with 2 point perspective and the projects will be colored. To that end, I will only point out the differences from 1 point perspective. Everything else is the same.
GOALS:
Students will learn to use ‘Fade’ by having more distant shapes be lighter than closer shapes.
Students will engage earlier learned blending skills with colored pencils.
Students will learn to work with a directional light source on their shapes. So, shapes will have shadowed and lit sides. Different sides of shapes should be defined through value change, not through outline.
ASSESSMENT
Correct portrayal of light source direction.
All previous skills from 1 point perspective.
Neatness of coloring.
Creation of a focal point and type of balance.
Variation: Levels of complexity allow for a large diversity in students' skills.
PROJECT 2.3 WATER COLOR PAINTING FROM PHOTO/PHOTO COLLAGE
Students will try to create a realistic painting from a photograph. This semester, we’re experimenting with creating a photo collage first, then painting that. The students must use photographs, since one of the goals includes realistic portrayal of the colors.
*I’ve found the most successful pics are people, animals and landscapes. Buildings tend to have too many details, and cars have lots of subtleties.
GOALS
Students will learn basic water coloring skills and terms.
Students will learn how to mix colors and use the color wheel.
Students will apply the skills they learned with value to color.
ASSESSMENT
Correct use of water color technique.
Mixing, working light to dark, wet on wet and wet on dry technique.
Accurate color matching.
CULTURAL CONNECTION:
Pick your favorite one. J
Kelly Allen for the photo collages. She sets up the photo collages, then paints them.