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Painting Project

Page history last edited by Frank Curkovic 7 years, 3 months ago

(8-10 weeks x 2 80mins a week)

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.

 

 

 

"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 in your painting.

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

 

 

Unit Questions: How do artists represent form, texture & utilise colour with paint? How do artists represent the natural world?

 

Unit Objective: Students will use colour theory and brushwork techniques to create a landscape or still life tempera painting.

 

 

Week 1, Lesson 1 & 2:

Monochromatic Painting (Pre-assessment)

You will be given black and white paint. Using different values with no instruction, paint the still life pictured. Paint it as you see fit.

You have 1 week (2 double lessons) to complete it.

 

Homework: complete painting

 

Week 2, Lesson 1:

Activity 1: Critique monochromatic paintings. Which stand out? Why? What are some different painterly techniques? What different techniques were used? Were they successful? Why or why not? How did students handle the brush and the paint? Considering your failures, where could this lead you?

Write a mini-reflection regarding your work (strengths/weaknesses) and a goal(s) you would like to explore and achieve.

 

Activity 2:

What moods do colours evoke?

The arrangement and placement of colour can also make a difference and create an effect. 


What is colour? You will do some research. Find out how to make a colour wheel.

What are primary, secondary and tertiary colours?

What are complementary, warm and cool colours?

What are some colour schemes to be aware of?

What are hues and tints?

You will be given a blank colour wheel template. Watch the video below and take personal notes on the questions above in the margins.

This, your colour wheel and the value scale activity below will be assessed for Criteria A (Knowledge & Understanding) on the rubric.

 

Activity 3: Students create a colour wheel in sketchbooks.

 

Activity 4: Create a tonal scale in paint going from dark to light in your sketchbooks. Do 1 starting from black and move towards white. On the second one, choose a colour and add white. Extension: Do the second one again but add black.

 

If colour wheel is complete, have students view Landscape Painting slideshow below. Looking at some of the paintings, what colour schemes were used to create harmony?

Example: Note the complementary colour scheme?

 

 

Homework: Complete colour wheel

 

 

Week 2, Lesson 2

Activity 1: View Analysing an Image. Critically compare & contrast the 2 still life paintings. How are they similar/different?

  

 

Activity 2 - Project Task:

Keep in mind the Unit Questions: How do artists represent form, texture & utilise colour with paint? How do artists represent the natural world?

 

You will create a final still life, or landscape painting. You will have to critically research & plan your final composition. You cannot simply paint a photo found on the Internet. If you are painting a still-life, you have to actually create it. If you are doing a landscape, you need to have been there and taken the photo. Therefore, working from photos is allowed if you have taken the photo. That being said, working from photos is allowed. Please ensure your reference photo has been cropped appropriately to create an interesting and well balanced composition. You will be assessed on your planning & research (Criteria A: Knowledge & Understanding). Your painting (Criteria B: Application) will be assessed on composition, colour, brushwork and expressive qualities (if applicable). You will also submit a final self-reflection (Criteria C) as well as your artistic awareness & personal engagement (Criteria D). 

 

Before you begin, you will need to consider and research how to tackle your painting:

  • What will be your subject? (*Please note a landscape composition can also include a street scene from your neighbourhood)
  • What style will you paint in (traditional, expressive, realistic etc)? Will you focus on any principles or elements of art or design? Will you play with perspective? Scale? Line? etc.
  • You may need to look throughout art history for inspiration. If so, you may start with these 2 sites: smArtHistory & ArtInThePicture
  • What colours scheme will you use? Why?
  • What brushwork, painterly techniques, art movements/styles could you take inspiration from? (example: impressionism, pointilism, cubist, expressionism, etc.) *Note: You are not simply mimicking a painter! Be inspired, but don’t copy. : (
  • You will be guided through this, but it is up to you to apply and further develop your skills from the previous units and working with your peers. Simply showing a photo to the teacher and saying “I want to do this” will not be enough.

  

 

Gr9u3 Painting Rubric

Rubric may be downloaded from here: G9AF-3-Painting Rubric.pdf

 

View the examples below in the 2 slideshows as an introduction. When you see something you like, take a screenshot. Do some research on the artist and his/her painting technique and/or art movement, composition framing, colour palette etc.

We will attempt to follow this design process:


Think! What is the task? What are you required to do? If you are considering a still life, you need to actually create the still life and photograph it if required. What will you include? Why? Do you wish to convey something etc? If you are considering a landscape, you should also have photographed it, or created sketches. Your plan should be recorded and organised through this template. *You will have to log into your school gmail account. This will be assessed in Criteria A.

  • What is the problem asking you?
  • You should have looked at the introductory slideshows on the class wiki for inspiration.
  • Will you decide to do a landscape or a still-life? What do you think you will need to learn? It is encouraged to collaborate research at this stage.
  • Formulate a design specifications for your painting (style, art movement, cultural, brushwork, colour etc.). Will you focus on only one aspect or all etc.?
  • Document your research & findings.
  • You will have 3 lessons to do this. Use your time wisely! 

 


 

 

Week 3: Investigate

Students continue with research outlined in week 2.

If you wish, view some previous student work:

 

Week 4 & 5: Planning/Experiment/Developing ideas

Continue research (gather images, explore colour schemes, develop your own composition).

It is recommended you do some exploration with colour/paint etc before beginning your final painting.

Remember:

  • Design and plan your solution.
  • Gather research to help you tackle the problem (this can include tutorial videos, slideshares, photos of artwork & advice from the teacher etc.).
  • Document your findings.
  • You are also encouraged to experiment with painting techniques and document these. Simply photograph them and insert them into your document. For example, what colours will you use? Why? How can you show evidence to test your thoughts/composition?

 

Week 6, 7 & 8.1: Create

Pitch your plan to your table highlighting certain aspects of your research (composition, brush technique, colour etc) and what you have learnt.

Audience members are required to offer feedback. Presenters should also record their feedback and document any changes that they will do etc. This is part of your assessment for Criteria C (Reflection).

You will begin your final painting. Use appropriate techniques and tools. Follow your plan and create your work.

 

Week 8.2: Evaluate

In paragraph form, evaluate your progress throughout this process. Did you make changes? How were your skills? Have you done enough research? Evaluate your work answering the questions below. This will be posted on your blog, where you will email the blog entry link to the teacher. You are encouraged to hyperlink your google doc on your blog.

1. Briefly describe resources and/or inspirations you gathered and how you applied them to your learning and your artwork. (This may 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 in your work or process to support your statements.

3. What are the strengths and weaknesses in your work? What do you think you have learnt or improved on? Provide specific examples to support your statements.  
4. Identify effective strategies or goals to further develop and improve your artistic processes (this may include research, planning, your painting skills, time management etc.). Please remember, a successful piece doesn't have to look "real."

 

Read Blogging for Reflection to get tips. 

 

2013 student work:


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