Showing posts with label proportion. Show all posts
Showing posts with label proportion. Show all posts

Thursday, January 4, 2018

Scale Dwelling Model




Lesson Plan Nest Dwelling Model  

OBJECTIVE: 
Design and create an architectural model of a dwelling for a specific species of bird of your choice.

MATERIALS: 
sticks, wooden matches, toothpicks, dowel rods, straws, mat board, cardboard, paper, Foam Core, wire any combination of the above, or similar materials of your choice.

CA Advanced Art Standards
1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.
1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.
2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influenc
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
5.2 Create a work of art that communicates a cross-cultural or universal theme taken from literature or history.

DISCUSSION: 
  • An architectural model is a type of scale model - a physical representation of a structure - built to study aspects of an architectural design or to communicate design ideas.
  • Architectural models are a good way of presenting a 3D version of your architectural design, interior design, or urban design project. 
  • They give you a sense of how the different elements will feel in reality combined together
  • SCALE: In art the size relationship between an object and the human body is significant. In experiencing the scale of an artwork we tend to compare its size to the size of our own bodies. 
  • Proportion refers to the relative size of parts of a whole (elements within an object, i.e.: your face). 

ARTIST: 
Tim Prythero
  • Creates miniaturized structures that record nostalgic moments in time
  • Small worlds are simple but powerful and dramatic 
  • Favorite subjects include gas stations, trailer parks, diners, and architectural kitsch. 
  • He researches his subjects and spends hours carving and assembling and hand painting his environments.  


ARTIST:
  • M. Pei was born in China on April 26, 1917. 
  • In 1935 he began studying architecture in the United States 
  • He earned his B.A. from MIT and his M.A. from Harvard. 
  • He started his own architectural firm in 1955, Pei designed such well-known structures as the Kennedy library, the glass pyramid at the Louvre. 
  • Pei continued to design impressive buildings during the 1990s, including the United States Holocaust Memorial Museum in Washington, D.C., and the Rock and Roll Hall of Fame in Cleveland, Ohio.
  • Now in his nineties, Pei continues to design innovative structures throughout the world. 
  • He has countless honors for his work within the field of architecture.
  • In December 1992, Pei was awarded the Presidential Medal of Freedom by President George H. W. Bush

PROJECT REQUIREMENTS:
Student will research a bird of their choosing
Based on that specific species birds habits, needs, etc., student will design (sketchbook) and build a scale architectural model of the bird's habitat. 
This habitat should not be traditional. Be creative. 
In the design, include a visual reference to at least one characteristic of the bird AND an element that references a specific human-made architectural structure. 

Additional Resources
You may want to explore the work of  Frank Gehry, Zaha Hadid, Moshie Safdie








Tuesday, November 24, 2015

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.