 |
 |
 |
|
|
|
developed for The Northwest School Summer Program 2005
SKILLS TO BE COVERED • Drawing vocabulary & principles:
line, value, perspective, • How to use a variety of drawing media:
pencils, pens, charcoal, • How to draw from life by training your
eyes to look at the world
PART 1: SKILL BUILDING
CLASS INTRODUCTION We will warm together by playing an introduction exercise. I will introduce the space, the materials, and the rules. We will play two drawing games: Exquisite Corpse (a collaborative Surrealist drawing game) and a Mirror Drawing Game that focuses on shapes, lines & optical illusions. Students will begin to loosen up and become excited about the class and drawing. SEEING VS. SYMBOL DRAWING Discussion: As as class we will ask the question, “What is the difference between a drawing based on seeing and a drawing based on symbols?" Examples are shown. Activity: Students receive a complicated line drawing of a man sitting in a chair. They turn this drawing upside down and slowing begin to copy the lines and shapes they see upside down. Students begin to realize that drawing from life is more about SEEING rather than drawing symbols. This exercise comes from the book, “Drawing on the Right Side of the Brain” by Betty Edwards. CONTOUR LINES Discussion: Students will learn about contour lines and we will look at examples of contour line drawings. Activity: Students will make 2 contour drawings of their hands: one is completely blind (meaning they cannot look at the paper, rather they must focus on the lines the see in their hand) and the other is modified (meaning the students can look at their paper and make adjustments). Students are encouraged to slow down and look very closely at contour lines and while trying to make a descriptive and sensitive line. VALUE Discussion: Students will learn about value and texture in drawings. Activity: Students will create a 6-shift value scale and a matrix of different textures to describe adjectives (foggy, delicate, noisy, etc.) After a break, students will draw an object from life (an umbrella, teapot, sneaker, etc.) and use both contour lines, value and texture to describe the object. DRAWING PORTRAITS Discussion: I will demonstrate the basic proportions of a head and students receive a worksheet with this info. Activity: Using mirrors and charcoal, students will create self-portraits. Students are encouraged to use the proportional tips we just learned, contour and value. Once finished students will share their drawings with the group.
PART 2: CREATIVE DRAWING PROJECTS
FIELD TRIP: THE PARK We will take a field trip to a local park.Once there, students will use view-finders to create an interesting composition and make a drawing. Students will share their finished drawings with the group. COMIC BOOKS Discussion: What are the different types of comics (political, action, editorial, the funnies)? Show examples (Maus, Charlie Brown, Spiderman, the Boondocks, newspaper comics). Analyze comic techniques (use of boxes, black lines, cross hatching, thought bubbles, character development, pacing). Activity: Students develop a short comic based on the theme “Urban Legend”. Students develop their characters and create quick sketches/thumbnails to figure out the story. Students draw the final version on nice paper and create a mini comic book by learning and using the pamphlet stitch for binding. GRID DRAWINGS: GIGANTIC SELF-PORTRAITS Discussion: We will look at the work of Chuck Close: his grid technique, his subject matter, and his challenges as a disabled artist. Activity: Each student receives a black & white photo of themselves and a large piece of paper. Students create corresponding grids for both sheets and then using the grid technique create gigantic self-portraits based on the photo. Quality of line and variety of value are emphasized. IMAGINATION DRAWING: MYTHOLOGICAL CREATURES Discussion: We will look different mythological creatures and how different artists have drawn them. Activity: Each student receives a written description of a creature. Using this description students are to create an imaginary creature. Perhaps the creature has an elephant head,spider legs, bird claws, etc. Students are encouraged to create a brainstorm sketch before beginning their drawing. FINALE ART SHOW! Students will learn the protocol for hanging
an art show. Skills include: cooperation, space design, hanging &
displaying art, titling & name tag design. Please note this is a brief overview of
the curriculum. |
|