Frank Curkovic, James McCrory, Mike Mural

Project 1: Line DrawingAug ~ Oct (9 Weeks)

Unit Objective: To create a line drawing that shows texture and tone.*Composition must include a figure, a background, a middle-ground and a foreground using

various line techniques, textures and tones in ink.Students are evaluated on process, participation as well as end-product.

*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki link: http://curkovicartunits.pbworks.com/Line-DrawingsWeek 1 - Van Gogh’s Line

Students are shown line drawings by Van Gogh.Discuss:

What techniques were used with line?How was texture created?

Do the direction of lines matter?How are shadow and light shown?

Task: Students to recreate one of Van Gogh's works on large A3 paper. When complete, students share work to discuss pros/cons, struggles/highlights etc.

Homework: View 2 videos on class wiki

Week 2 - Intro to Line Task 1 (45 mins): Students are introduced to different textural effects that may be done with line through marker. These techniques and effects are then applied to

geometric shapes with value and tone added (worksheet to be given in class).Students to view the following video: http://bit.ly/anJ9Gp

View reference examples on page 3.Task 2 (30 minutes): Example work from Albrecht Durer & Rembrandt van Rijn 

Homework: Complete class work

Week 3 - Common Drawing MistakesWarm-up: What line techniques are used in this artwork by Van Gogh?

Task: Have students practice drawing landscapes or sections of landscapes using line techniques. This should include drawing trees, bushes and clouds with

value.When complete, have students critique.-Students view previous student examples for critiques.

-View Common Drawing Mistakes and Suggestions (http://bit.ly/913ngH)How will students improve their work?

Homework: Students should bring in any reference photos to next class to use in their final summative assessment. See "Choosing and setting the scene" section

under week 4.

Week 4 - Composition-Review Composition (http://bit.ly/9O9fpb)

With this knowledge, you will plan and create your own composition for your summative assessment task (due week 9). The scene can be either inside or outside and will include at least one figure. You MUST collect and use your own photos and

pictures as a reference, as well as references made available to you.

Drawing Foundation: Line Drawing

Frank Curkovic, James McCrory, Mike Mural

You will:• Collect pictures• Plan your drawing• Draw your picture, using value and textures with a black marker or black

ink

Key Vocabulary:Background outline, Composition, Cross-hatching, Foreground, Mid-ground, Overlapping, Scumbling, Texture, Value

Choosing and Setting the SceneBefore you begin drawing, you should look for inspiration through magazines, newspapers or old calendars, etc., for images. The larger the size, the better. Look for both interior and exterior photos. Remember, you need to include at least ONE figure. You are using line to show textural effects, etc.Your composition should have a background, middle ground and foreground. Gather several pictures. It is OK if you do not use them all. Cut out the sections you may use. Organise them to create a composition. Either create a quick collage to use as a reference, or provide a quick sketch. Think carefully about the possibilities for each location.It is OK to create your scene using “layers.” This means, the pictures do not necessarily have to match but attempts should be made to 'tell a story.'NOTE: a common error students make is to either make it too light, flat or too dark. Pay close attention to creating value in your work. This will greatly enhance it.

Review rubric.

Homework: Have plan completed by next class.

Week 5 -Students are reminded of the work done by Van Gogh, Durer & Rembrandt. What interesting techniques did they use that you may incorporate?Students begin drafting their final piece on large paper, adding details and may begin adding marker if ready.Students should seek advice and constructive criticism from peers and teacher.

Homework:

Week 6-7-8Students to continue working on line drawing.

Homework:

Week 9 - Presentation & ReflectionPresentations and self-evaluations of student workTeacher Rubric

Drawing Foundation: Line Drawing

Frank Curkovic, James McCrory, Mike Mural

Drawing Foundation: Line Drawing

Frank Curkovic, James McCrory, Mike Mural

Drawing Foundation:Self-Reflection

You will need to include an artist statement/self reflection with your piece. In paragraph form, please include the following information as well as key vocabulary used in class. Describe the composition of your drawing.Describe how you used different tones, textural effects and why.Describe the difficulties you had in this drawing.What do you think you have learned, or improved on in this project?If you had to repeat this project, what would you improve on or do differently and why?Use the other side of this sheet if you need to.

Name: Class:

Composition title:Composition title:

Attach photo here

Frank Curkovic, James McCrory, Mike Mural

Grade 7 Project 1: Line DrawingUnit Objective: To create a line drawing that shows texture and tone

*Composition must include a figure, a background, a middle-ground and a foreground using various line techniques, textures and tones in ink.

Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artworkKnowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artworkKnowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artworkKnowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artworkKnowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artwork

The student shows limited knowledge and understanding of the art form studied, the elements of the art form studied and a limited critical understanding, in the context of his or her own work.

The student shows satisfactory knowledge and understanding of the art form studied, the elements of the art form studied and a satisfactory critical understanding, in the context of his or her own work although some opportunities are not pursued.

The student is able to demonstrate good knowledge and understanding of the art form and elements studied and a good level of critical understanding, in the context of his or her own work.

The student is able to demonstrate excellent knowledge and understanding of the art form and elements studied and is able to communicate a well-developed critical understanding, in the context of his or her own work.

Application Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present artApplication Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present artApplication Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present artApplication Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present artApplication Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present art

Composition techniques are applied at a very limited level with no indication of planning.

The student has basic forms and addressed line techniques at a very limited level.

There are inappropriate tones and no attempts at gradation.

The drawing is inappropriate for the task.

Composition techniques are applied at a limited level with some indication of planning.

The student has considered line techniques and addressed it a limited level.

There is an emerging proficiency in applying tones and attempting gradation.

The drawing has limited expression for the task.

The composition has some indication of planning.

The student has considered line techniques and addressed it at a satisfactory level.

There are some tones employed with indications of gradation.

The drawing is satisfactory for the task.

There is a well planned composition.

The student shows good use of textures and line techniques.

Tones are efficiently employed with gradation applied at a good level of proficiency.

The drawing is appropriate for the task.

There is a carefully considered and balanced composition with background, middle-ground and foreground.

The student shows an excellent proficiency in using textures and various line techniques.

There is an effective ability to employ tones to create gradation.

The drawing addresses the purpose and shows a high level of creativity.

Reflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processesReflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processesReflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processesReflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processesReflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processes

The student records his or her artistic development and processes with little reflection and carries out a limited evaluation of his or her work.

The student reflects on his or her artistic development and processes and carries out a satisfactory evaluation though some aspects may be unrealistic or incomplete.

The student attempts to use feedback in their development and processes, with guidance.

The student reflects critically on his or her artistic development and processes at different stages of their work and carries out a good evaluation.

The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

The student uses feedback in their development and processes, with little guidance, which informs his or her artistic development and processes.

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.

Personal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their ownPersonal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their ownPersonal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their ownPersonal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their ownPersonal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their own

The student shows limited commitment in using his or her own artistic processes.

The student demonstrates limited curiosity, self-motivation, initiative and a willingness to take informed risks.

The student works with his or her peers in a positive way, with encouragement.

The student rarely participates in discussions.

The student shows satisfactory commitment in using his or her own artistic processes.

The student demonstrates satisfactory curiosity, self-motivation, initiative and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a positive way, with encouragement.

The student occasionally participates in discussions.

The student shows good commitment in using his or her own artistic processes.

The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a positive way, with little encouragement.

The student often participates in discussions.

The student shows excellent commitment in using his or her own artistic processes and skills.

The student actively demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

The student actively supports, encourages and works with his or her peers in a positive way.

The student usually participates in all discussions.

Frank Curkovic, James McCrory, Mike Mural