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Painting Project-old

Page history last edited by Frank Curkovic 12 years, 11 months ago

THIS PAGE WILL BE UPDATED FOR THE 2010-2011 ACADEMIC YEAR

(9 weeks x 80mins a week)

"When learning to paint, be a good observer.

Observe what's around you.

Observe how the paint dries and how the paint acts.

Paint what you are interested in.

How you feel and what you observe will come through your painting.

If you are not interested in the painting, it will show."

Unit Objective: Students will use colour theory and brushwork techniques to create a landscape tempera painting that includes architecture.

Students are evaluated on knowledge, process, participation as well as product.

*lessons and assignments may be subject to change - All work must be submitted for assessment.

The teacher will photograph some of your work during week 9 and post the photos onto Flickr and embed the slideshow onto this page.

No names will be used when uploaded to Flickr.

At the end of the unit, students will need to submit:

Tasks 1-5
Summative Task 6

Total: 6 pieces

All work must be photographed and inserted into a document (maximum 2 pages) during week 9.

Week 1 - Colour Review

What are primary, secondary and tertiary colours?

What are complementary, warm and cool colours?

Colour An Introduction

View more documents from Frank Curkovic.

Students create a colour wheel in sketchbooks.

Homework: complete colour wheel and view the video below

Week 2 - Value

Task 2: Create a tonal scale in paint going from dark to light in your sketchbooks.

Week 3 - Brushwork & Complementary Colours

Brush types and caring for brushes.

Preparing your palette.
How should you prepare your palette?
Colour mixing and exploration of painting techniques with brushwork: scumble, wet on wet, dry brush, pointillism, blending.

Task 3: Still life painting sketch of 3 food objects to be completed in class using only 2 colours (in sketchbooks). Tints and shades are not permitted. Complementary colours may also be used. Pictured below is an example. A brown has been used for shadows and a yellow for highlights.

Homework: TBA

Week 4 - Monochromatic Painting

Task 4: Still life painting using one colour with hues and tints to be completed in class on large paper.

Homework: Watch this video on creating a warm to cool colour chart.

Week 5 - Landscape Painting Introduction

An Intro To Landscape Painting

View more presentations from Frank Curkovic.

Task 5: Landscape painting sketch (students to decide on colour scheme etc) on large paper.

Homework: begin searching for landscape photos to use for Task 6 and print. Bring to next class! Some may be interested in using Tsumago for inspiration.

Week 6 - Planning

Complete Task 5.

Show teacher some reference photos to be used for Task 6. Please note teacher feedback.

Homework: continue searching for landscape photos to use for Task 6 and begin planning your composition. Will you take influence from a famous artist, style or movement (ex. Fauvism, Impressionism)? Will your painting be expressive or realistic? View these bookmarked landscape paintings for inspiration. Note colour and brushwork.

Week 7 - Final Project

Task 6 (Summative Assessment): Students create a landscape painting of their choice that must include architecture. Your building(s) could be the focal point, or off in the distance. This could be a cityscene, a barn, the countryside etc. This will be done on large paper. You may use a reference photo. Decide on your colour scheme and be prepared to back up your decisions.

This assessment is the culmination of all units up to now:

Observational Drawing=Composition, proportion, value, tone

Pastels=Chiaroscuro, value, colour and colour blending

Painting=(as above)

Please note the rubric area for Application.

Homework: Work on task 6. Feel free to come into the Art room after school, but make sure to tidy up.

Week 8 - cont'd

Continue task 6

Homework: All tasks to be submitted the following week. Students must photograph all work to be included in no more than 2 printed pages.

Week 9 - Presentations & Self-Reflection

Presentations and self-evaluations of student work.

You will need to include an artist statement/self reflection for your work.
In paragraph form, please include the following information as well as key vocabulary used in class.
Describe how you used different tones, effects, techniques and why (include inspirations and artists if used).
Describe the difficulties you had in these works.
What do you think you have learnt, or improved on in this project?
If you had to repeat this project, what would you improve on or do differently and why?

A level 7/8 on the rubric entails:

The student reflects critically and in-depth on his or her artistic development and processes at different stages of their work and carries out an excellent evaluation.
This shows a considered appraisal of quality of work and improvements that could be made.
The student intentionally uses feedback in their development and processes, with appropriate consideration of his or her artistic processes.

Teacher Rubric