D0-overs and Reflection

4&5 Learning Targets: We can plan art, reflect on, and revise it within the artistic cycle. We can evaluate our work with an Art Rubric. We can talk about our work in a written statement.

Day 1: Collect and review your year's worth of work. What would you 'do-over' if you had the chance?

Discuss how artists plan art and how we reflect and often revise within the artistic cycle. Talk about why we might “redo” an idea or skill to improve on our work.

Do- Over Option success criteria:

• Collage - cutting and gluing paper

  • Used multiple sources of material

  • Good craftsmanship with glue

• Human Figure Sculpture -foil or pipe cleaners (if materials located)

  • Shows a dynamic pose

  • Realistic proportion

  • Build a form with spirals or criss-crossing wires

• Architecture -on tinkercad

  • Used a floorplan to plan artwork

  • Modeled a 3-dimensional scene

  • Viewed multiple perspectives

• Perspective Drawing

  • Details

  • Good shading

  • Forshortening/perspective

  • Variety of values and colors

Day 2: How do we reflect on real life? How do we reflect in art? We practice verbally by submitting a magic invisible microphone time or telling someone how we are doing. In our redo, lets tell people how you have been doing this year. Can you make art that tells a personal story about the pandemic?

Day 3: Begin filling out "Art Rubric" worksheet. Art Rubric

Use the faces or spaces to rate how well you think you did. This is called self-evaluation. Try to be as honest and kind as you can. Continue and complete a final Drawing/painting.

Day 4: Begin writing an artist statement. An artist statement talks about your work and gives the audience a how and why you made it. What steps did you take to create your artwork? What challenges did you face? How did you work through them? What do you like/dislike about your work? Why? What did you learn by creating this artwork//If you could do it again, would you change anything? What and why? Complete the "Art Rubric" worksheet. Continue and complete a final Drawing/painting.

Day 5: Reflect on your work. Complete the "what, how, and why" Artist Statement worksheet.

week seven: drawing with extreme foreshortening

or digital architecture

Materials: ruler, paper and pencil, optional: *chromebook logged into tinkercad

Day 1: Think of an idea that is 3-d, is foreshortened, and may use a vanishing point. Then draft in sketchbook. Draw a picture in your sketchbook of something with foreshortening- an extreme perspective where the closer the object is to the viewer, the larger in the drawing.

Optional: * Floorplan of room or house on paper or google drawing

Day 2: Shading- making the value in a piece of art dark by adding black. What is Value? In art, value is the level of light or dark. Practice shading by filling in different shapes with different levels of light and dark.

Optional: *Experiment with tinkercad. Watch beginner videos if helpful.

Day 3&4: Begin the sketch and then a final. Goals for final: Details, shading, Forshortening/perspective, a variety of values and colors.

Optional: *Using tinkercad, construct the room or a house you drew a floorplan for.

Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.

week six: drawing in perspective

Materials: ruler, paper and pencil

Day 1: Think of an idea that is 3-d. Then draft in sketchbook. Draw a picture in your sketchbook of something 3-D. What does 3-D mean? It stands for three dimensions and the object that is 3-D has height, width, and depth.

Day 2&3: Begin the sketch for a final. It must have a vanishing point. Watch the videos to help understand perspective and drawing in 3-D:

INTRO TO 3-D SHAPES

INTRO TO PERSPECTVE

SUNSET ROAD PERSPECTIVE

ROOM PERSPECTIVE

RIVERSIDE LANDSCAPE WITH PERSPECTIVE

CITYSCAPE PERSPECTIVE

ARTIST: STEVEN WILSHIRE

Day 4: Continue and complete a 3-D work of art using perspective. Make Sure you have a foreground, middleground, and background.

Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.

week five: landscapes and watercolor/color theory techniques

Materials: Heavy Paper and pencil and watercolor paint

Day 1: Think of an idea. Then draft or sketch. Draw a picture in your sketchbook of something you'd like to make out of watercolor paint. Make or fill in a color wheel.

Day 2: Begin the sketch for a final. Make Sure you have a foreground, middleground, and background. Try drawing in perspective. Watch this video to help understand perspective:

https://www.youtube.com/watch?v=HnJtAu-uF-8&t=601s (House in 1-Point Perspective in a Landscape)

Day 3 &4: Continue and complete a painting that demonstrates space in a setting. As you experiment with mixing colors, make a glazing chart. Test what colors and show how they interact. Try glazing by letting your paint dry in between layers of watercolor.

If you can not use paint experiment with complementary colors!

WHAT YOU DO:

1. Using a ruler and a pencil (drawing lightly), divide the paper into 6 parts (as per examples)

2. Students center their names (using pencil) in block lettering.

3. Students then outline their names in black marker.

4. Color each each section as a color wheel.

5. Color those parts of the letters that fall within the boundaries of a color wheel section the appropriate complementary color.

6. Re-outline using black marker if necessary.

Day 5: Reflect on your work. Write 4 sentences about your work. Talk about how well you think you did and what you could do to improve your work. Submit a response with me via my email 170949e@jeffcoschools.us OR use the magical invisible microphone link for Flipgrid.