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Unit Objective: To implement colour, various pastel techniques and methods into a well balanced and attractive landscape composition.
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. Student work will be photographed and uploaded onto Flickr.
At the end of the unit, students will need to submit:
Group Research Task (Criteria A, D)
Compare/Contrast task (Criteria A)
Summative Pastel Drawing (Soft or Oil) (Criteria B)
Reflection (Criteria C) *to be written on student blogs with pictured inserted and correct tags and category used.
Artistic Awareness & Personal Engagement (Criteria D)
Distribute oil and soft pastels to students. Have students experiment making marks with each of them for 15 minutes in their sketchbooks.
Students should experiment with:
How to make thin/thick lines & blocks of colour
Making various strokes
Experiment with applying various pressure
Blending 2 colours etc.
How are oil and soft pastels different?
Students to get into groups of 4 & view the following painting by Paul Cezanne to discuss the following questions (10-15mins):
(*Though an oil painting, similar techniques apply to pastel)
What type of strokes do you see?
How is colour used to show shadow and highlights?
How is colour used to show depth?
How are colours placed next to each other? Why are colours placed next to each other?
How is this similar/different to drawing in pencil?
Pre-assessment task 1: Half the group attempts to recreate the above work of art in oil pastel and the other in soft pastel.
Homework: Complete the pastel drawing done in class
Lesson 2:
Students refer to their drawing from last class. Looking at your work, what do you believe are your strengths? Weaknesses? What questions do you have regarding the drawing medium? Where do you think you need to improve? These answers should be documented in sketchbooks with date and title of "mini-reflection."
Pair up with a person who drew in a different medium (example: an oil pastel student pairs with a soft pastel student) and share your answers. You are encouraged to ask your partner questions regarding technique and medium. (10-15 minutes)
Pre-assessment task 2: Draw the above landscape by Cezanne again in the medium not used last class (example: if you drew in oil pastels last class, do so today in soft pastels).
Homework: Complete the pastel drawing done in class.
Week 2
Lesson 1:
Students should look at the 2 drawings completed last week. Compare and contrast your 2 drawings by yourself. Which was easier/difficult? Why? Which medium are you more comfortable with? Why? Which medium do you think you were more successful with? Why? What were your weaknesses with your unsuccessful medium? How do you think you can improve them? What do you need to know/learn to improve? Now share your thoughts with a peer.
Assign students into groups of 4.
As a group, what driving questions do you have re: pastels? (This could include material, medium, techniques, executing a work etc.)
Feel free to organise the questions into soft pastels and oil pastels if required. Do this as a shared google doc. (Title: "Pastel Questions" - include group member names on document). Share the doc with your teacher as well. Title your questions as "Burning Questions" (15-20 minutes).
Copy and paste the questions below into your document:
What are soft pastels? What are oil pastels?
How are oil and soft pastels similar/different? (You may consider material, technical use and application)
How do we handle pastels? (Meaning, how you handle the pastel may affect your stroke - oil and soft)
What are some techniques for soft pastel? (This includes line techniques amongst others)
What are some techniques for oil pastel? (This includes line techniques amongst others)
How is colour used?
Who are some famous pastel artists?
Each group is required to answer and present their finding to the class. Answer the above questions first and then return to your "Burning Questions" to see if they were addressed. This is a formative assessment and will count towards criteria A.
You are also required to gather resources you find useful and enter them onto the google doc. This could include videos, slideshares, websites, books, photo examples etc.
Students to begin research.
Homework: Continue with research.
Lesson 2:
Students continue with research. Due next week!
Homework: Continue with research. Due next class.
Week 3
Lesson 1:
Student Research groups split into pairs. Each pair join another pair to share research findings.
Students may add to their google doc if they wish (20 mins).
Teacher may call upon certain members to share findings to questions.
Compare and contrast the 2 pastel works by Edgar Degas & Mary Cassatt. What are the similarities and differences?
Consider how composition, colour and technique are used.
Use this sheet to help you organise and analyse the work.
Task: Students to do a soft pastel landscape based on a field studies picture in their sketchbooks.
Homework:
Complete a compare/contrast sheet based on the 2 above works of art.
This is an assessment for Criteria A. Due week 4 lesson 1
Use this sheet (Analysing an Image) to write your analyses formally when required to do so.
Lesson 2:
Students share and critique their previous drawing.
Task: Students to do an oil pastel landscape based on a field studies picture in their sketchbooks.
NO CLASS FRI NOV 25 DUE TO BTG
Week 4
Lesson 1:
Compare/Contrast assessment due.
Students share and critique their previous drawing.
Summative Task: You are to create an attractive and well balanced landscape composition based on your field studies trip. This may be a rural landscape or a city scape. You may include figures if you wish. You are permitted to use reference photos. You are also permitted to add different elements from different photos to create a composition. You are expected to incorporate and improve what you learnt on composition from unit 1. You will be assessed on composition, your use of colour (including tone and gradation) and pastel techniques. This will mostly be an independent drawing activity utilising the resources on pastel techniques you gathered with your group and in class. Please remember you may not be able to include fine details due to the medium and/or size of your drawing. You may decide if you wish to use oil pastel or soft pastel.
Students continue developing their composition and may begin final drawing if ready.
Teacher to distribute paper. Note the texture/grain of the paper etc.
Week 5
Students should begin their final drawing.
Week 6
Students continue working on their their final drawing.
WINTER BREAK HOLIDAYS
Week 7
Students continue working on their their final drawing.
Week 8
Students continue working on their their final drawing.
Week 9
Lesson 1:
Students present their work in small groups.
Students may plan/begin their final reflection.
This will be written on your blog and is for Criteria C on the rubric.
You are also required to insert a photo of your work.
In paragraph form, please include the following information as well as key vocabulary used in class. Consider your work and your creative, developmental process. Provide details on your artistic development, inspiration and creative process at different stages and evaluate it. Consider, but do not limit yourself to:
1. What resources did you gather and how did you apply them to your learning and artwork? (This may also include practice work done in class, as well as techniques, research, artists' work etc.)
2. Describe the difficulties you had and how you tried to overcome them. Provide specific examples.
3. What are the strengths and weaknesses in your work? What do you think you have learnt or improved on? Provide specific examples.
4. Identify effective strategies or goals to further develop and improve your artistic processes (this may include research, planning, your drawing as well as technical skills, time management etc.).
Feel free to compare/contrast your final work to an earlier piece.
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