Oval Figure Drawing

INTRODUCTION to lesson (Anticipatory set): Students will choose a quote by an artist below:
Francisco Goya: When I work, I work very fast, but preparing to work can take any length of time.

Alberto Giacometti: My contribution to the world is my ability to draw. I will draw as much as I can for as many people as I can for as long as I can. Drawing is still basically the same as it has been since prehistoric times. It brings together man and the world. It lives through magic.

Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.

Students will: independently read the power point slide

Discuss the quotes with group members

Independently write down their own response

Share written responses with group members

Participate in this class discussion 

OBJECTIVE: Create a figure drawing showing movement using gestural drawing techniques with correct proportion based on rules learned

Students will be able to: 

Draw Oval Action Figures

Draw Gestural Figures

Draw with correct Proportion

Learn to draw movement

Draw with models

Students will be able comprehend and use these terms in relation to drawing 

Figures: 

Movement Proportion Central Axis Line Line of Force

Oval Action Gestural drawing

CA STANDARDS: (addressed in detail page one) 

2.1 Solve Visual art standard w/effective use of art elements

2.4 Review and Refine observational drawing skills

4.5 Employ art critiques in writing and speaking about works of art

PURPOSE: Drawing the figure becomes more achievable when students have rules and actions to follow. 

INSTRUCTION: 

Students will be introduced to the artist Pablo Picasso and his line drawing studies. These works will allow students to comprehend simplifying the figure to shape and line. 

MATERIALS: Sketch Books Pencils with eraser

Copy Paper Large copy paper or card stock

DIRECT INSTRUCTION:

Day 1: Power Point Presentation

Opening: In sketch Books, Art Quote activity

Review of Blind Contour drawings STILL LIFE 

***Video Link on slide***

Pablo Picasso

Contour Line

HOLDING YOUR PENCIL

Try each hold in sketch book

Figure proportion

First pose and drawing

CLOSURE: Ask students to spend the last moments of class

discussing the process with their table

In sketch book write what you like/dislike about oval action drawing

Teacher Models: 

Each Proportion while discussing (PPP ends slide 18)

First Pose for group in prep for day 2

Check for Understanding: 

Check first pose in sketch book by walking around the room

See that students have taken accurate notes

Give handout 

Day 2: Studio class

Opening: In sketch books, Draw what is written activity 

(PPP slide 19)

Review Power point on proportions

Review holding your pencil

Review WHY: grab essence of moving object quickly 

Students each have one turn posing

Poses go from one minute to 45 seconds to 30 seconds

If time allows, students could pair up and continue to draw 30

Second poses

CLOSURE: write brief summary of studio class in journal

Like/dislike/rules/etc.

Day 3: Gestural Drawing

Opening: In Sketch books: Draw what you see activity

(PPP slide 20)

Review Oval Action (PPP Slide 21-24)

Watch Video on gestural drawing

Discuss Line of force

Discuss Central axis Line 

Students Pair up and attempt this new type of drawing

CLOSURE: Assign Final Art Project

Gestural Drawing Series Assignment: 

Large Paper

5-7 poses

Could tell story/ Can also be random series

DO NOT ERASE GESTURAL LINES

Finish each in some way: 

INK Shading

Color Pencils Stippling 

Day 4: Studio Class: work on Final assignment

Opening: (PPP slide 20)

Students begin work on final art project

Day 5: Studio Class: work on Final Assignment and CRITIQUE

Opening: Review/Revisit: Vincent Van Gogh: The emotions are sometimes so strong that I work without knowing it. The strokes come like speech.

Students complete final project 30 minutes

Students participate in Critique last 25 minutes of class. 

Collage Overlapping with Matisse

DISCUSSION: 

still life: group of object placed together in interesting ways

Perspective: near and far

Overlapping: one object covering a portion of another object

Look at Matisse’s work: "Red Interior: Still Life on a Blue Table," by Henri Matisse 45 5/8 by 35 inches, Kunstsammlung Nordrhein-Westfalen, Dusseldorf, 1947

What colors does he choose

   Do they help tell the story

What about the lines he chooses 

What do we know about zig zag lines and the color red?

What story does it tell?

Can we tell what time of year or day it is?

What might it smell like

Do you have any other sensory reaction to the scene?

MATERIALS: 

Construction paper scrappys in all colors

9x12 construction paper for window frame

Glue

Watercolors

Paint brushes

Scissors

sheet of white card stock for our exterior (8x11)

ARTIST: Henri Matisse 

1869-1954
French Painter,
Studied law until he was 21

Mother gave him a paint box after surgery and he discovered painting

He returned to work, and every morning before work, he attended drawing classes; at lunch time he would paint for an hour or so, and then return to work. After work he would paint till night fell. It was his life. 

In 1891 set off for Paris. 

Matisse began his journey of studies which ultimately lead him to his love of line, shape and color. 

Matisse felt that his greatest influence had been the work of the artist Cezanne (1839 – 1906, French). 

In the 1950‘s, Matisse began creating paintings using paint and paper cut outs. 

In his last years, as he aged and fell ill, Matisse continued to paint, this time on the walls of his room, using a piece of charcoal attached to the end of a bamboo pole. He painted until his death in 1954. 

Matisse had strong feelings about only one thing, the act of painting. 

The purpose of these pictures, he always asserted, was to give pleasure. 

For Matisse, painting was the rhythmic arrangement of line and color on a flat plane. 

He had created the technique of striking contrasts, unmixed hues, flat planes of color (similar to Gauguin, 1848 – 1903, French) 

expressive brush strokes (similar to Van Gogh, 1853 – 1890, Dutch). 

Light was expressed, not in the method of the Impressionists, but with a harmony of intensely covered surfaces. 

For additional information please visit: http://en.wikipedia.org/wiki/Henri_Matisse

PROJECT:  Could take two weeks

Step 1: on your white card stock create a view from your window. Use weather from your favorite time of year

Step 2: set your painting aside for it to dry

Step 3: cut out a window frame from construction paper

Step 4: on a large piece of construction paper use marker to create wallpaper

Step 5: cut out a chair or table from construction paper

Step 6: cut out a pet or a vase of flowers from construction paper

Step 7: create a piece of fabric for your table or chair with markers and paper, cut it out

Step 8: cut out a piece of carpet from construction paper

Step 9: glue all of the objects on your page, create depth

Step 10: clean up

Value Hearts with Jim Dine

Week one of a two week project: 

      grades 2-6

DISCUSSION: Value

What does value mean?

What happens when you add white to a color? TINT

What happens when you add black to a color? SHADE

How important is it to have value in art?

     DRAW A VALUE CHART: 

White is on this end

Black is on the opposite end

        Pure color is in the middle

                what is pure color? Color in it's truest form right from the bottle

Tint is between white and pure it is a little of both mixed together

Shade is between pure and black and it is a little of both mixed together.

 Look at Jim Dine's Green heart done in the 80’s

how many shades of green do you see?

What other colors are prominent?

        What is hidden in the center? a mitten

What does the work mean? Could we make a story about it?

  Look at the next heart

How many values of red do you see?

How do you think he created this piece?

        can you see the brush strokes?

        if the artwork were only one shade of red, would it be a interesting?

ARTIST: Jim Dine 

born 1935-

American pop artist. 

He is sometimes considered to be a part of the Neo-Dada movement. 

He was born in Cincinnati, Ohio, 

He attended the University of Cincinnati and received a BFA from Ohio University 

 He first earned respect in the art world with his Happenings. 

Pioneered with artists Claes Oldenburg and Allan Kaprow, the "Happenings" were chaotic performance art that was a stark contrast with the more somber mood of the expressionists popular in the New York art world. 

In 1962 Dine's work was included, along with Roy Lichtenstein, Andy Warhol and Wayne Thiebaud, in the historically important New Painting of Common Objects.

This exhibition is historically considered one of the first "Pop Art" exhibitions in America

Jim Dine’s Hearts were included in this exhibit

for additional information, please visit: http://en.wikipedia.org/wiki/Jim_Dine

PROJECT: Create Value Hearts in three colors

Step1: On a 12x18 piece of white paper draw 15 hearts about the size of your fist or smaller.

Step2: Choose three colors, white and black

Step3: Paint three of your hearts white

Step 4: paint three of your hearts in black

Step5: paint three hearts in your pure color (red)

Step6: Mix white and pure (red) together now (about 1/2 and 1/2) and paint three hearts

Step4: Mix black and 1 pure together (black goes a long way so just a dot at a time) and paint three hearts

MATERIALS: 

paint: white, black and one pure (I choose red)

       12x18 paper 

        pencils

WEEK 2 

RECAP last weeks vocabulary, etc.: 

Jim Dine: Value, Value Chart,  Pure color, Tint, Shade

DISCUSSION: Show Jim Dines work again

Collage: What does this word mean?

    Does he use collage in the green piece?

    What is he trying to say in this piece?

Overlapping: to place on top of something 

Balance: finding balance in your art is as important as staying balanced in life

      it is no fun to have someone let go when you are plying tug of war

           or jump off on the see saw. 

  How is Jim Dine's work balanced? 

Project: collage together a Jim Dine style heart with mini value hearts on a large heart

Step1: on a 9x12 sheet of card stock Draw a heart that fills the page

Step 1/2: WRITE YOUR NAME ON THE BACK

Step2: cut out all your hearts from last week

Step3: begin to lay out your small hearts into the larger heart

will the be light to dark, dar to light of random?

Step4: Think about all the things we talked about. 

Is it balanced?

Should I overlap?

Step5: when you get it just right you may begin to glue down each heart. 

Materials: 

Painted hearts from week 1

scissors

Card stock

glue sticks

Overlapping, Symbols, Color and Balance with Ryan McGinness

I showed the students the following video on your laptop/iphone:

http://www.youtube.com/watch?v=rbgJA5iSx6g&feature=player_embedded#

If this is not a possibility just print a couple of his pieces of art and watch the video to explain his work.

Discuss his artwork
his theory about mistakes
his messages in his artwork
His method of applying paint

ARTIST: RYAN MCGINNESS: 1971-
American artist,
living and working in New York City.
He grew up in the surf and skate culture of Virginia Beach, Virginia
studied at Carnegie Mellon University in Pittsburgh, Pennsylvania as an Andrew Carnegie Scholar.
During college, he worked at the Andy Warhol Museum as a curatorial assistant.
Known for his original extensive vocabulary of graphic drawings which use the visual language of public signage, corporate logos, and contemporary iconography,
McGinness creates paintings, sculptures, and environments.

PROJECT:
Use stencils to overlap and make a statement about your art
I found stencils at the doaller store and they worked great.

Step1: Large white paper
Step2: Think out your ideas in a sketch
Step3: Use oil pastels to get a hang of how they work
Step4: Begin to overlap your ideas
Step5: think about Color, balance and the visual statement you are creating

MATERIALS:
Oil pastels
Chalk Pastels
Paint
Stencils
Letter stencils
White paper

ADAPTATIONS: grades k-3
have students cut symbols out of card stock to create symbol stencils
each student could cut three and all the stencils could be shared