ࡱ>  4bjbjT~T~ .p66,bb\bnnnnnnnnpr|n:::nn:jn:ndjh:gm2n0bnh6sj6sjjF6s%m nnHRbn::::6sb k: Grade 10 Art- Giandalia Unit - Artists as Storytellers Figure Drawing AOI- Human Ingenuity- How important a role do the arts play in human communication? MYP Unit Questions- A picture is worth how many words? Tasks and Objectives- Students will study figurative artwork through the ages. They will learn how to draw a proportionately correct figure and will create an artwork of choice based on a figure in motion. Students will demonstrate an understanding of storyboarding/figure drawing as subject matter Students will experiment with Gesture Drawing- Drawing the figure from life in various poses Students will demonstrate an understanding of the proportions of the human figure Students will demonstrate an understanding of storyboarding/comic strip as an art form Students will look at symbolism and simplification (in comics, artwork and world around them) Students will demonstrate an understanding of composition, specifically through, color, line, space & Movement/Rhythm Students will be able to describe and compare characteristics and purposes of narrative artwork throughout different times/cultures Students will create a narrative piece including the human form in action students may also create one large figure drawing or painting Students will demonstrate an understanding of the properties ink and watercolour Brainstorming in Workbook- Choices for final project- Create one large figure drawing or painting in action/movement (from a photograph or life) Create a sequential artwork including the human form- Storyboard Social or Environmental Issues- Bring to light a problem that we have in our community/world. How can you approach/communicate that problem in a light hearted way that makes people RE THINK the direction we are going? How to Guide- How to ride a bike, how to make a peanut butter and jelly sandwich- Communicate your talent/skills in a step by step sequential artwork. Illustrate/narrate a specific historical or recent event that you feel people should be made aware of. Personal- Illustrate a specific happening/life altering event that you have undergone. Do an in depth anatomy study- focusing on either bone or muscles structure In depth gestural wire sculpture, including cross contours (must develop two-dimensional studies as well) *Everyone will have a chance to create a wire sculpture figure List four different ideas/concepts under the topic of your choice-You must develop a proportionately correct figure in MOVEMENT-What position/pose would you like to portray? If you do a storyboard- How will you break your narrative into different frames (write it out). How many frames will you include? Thumbnail sketches IN YOUR WORKBOOK- 3 thumbnail sketches that include the following- Layout (simplification of all frames if youre doing a storyboard) Development of Color scheme (pen and watercolor wash) Research in Workbook- Choose 3 artworks from at least two different artists/time periods/cultures and COMPARE/CONTRAST them to one another & your OWN WORK! Write about how they will inspire your artwork! Also make sure you critique each piece (describe, analyze, interpret, judge!)- use that art vocabulary! Explain the purpose and concept behind each of the works. How does the purpose and concept differ in each? How is it similar? * Your research must be Neat & Organized (dont forget your MLA citations and artwork information (artist name, artwork, date etc) Here are a few ideas- Early Figures in art- Paleolithic (i.e. Venus of Willendorf or cave paintings) Egyptian, Greek, Roman Sculptures Old Masters- Leonardo da Vinci, Michelangelo, Caravaggio Modern Figure painters- Edouard Manet, Paul Gauguin, Pablo Picasso, Thomas Eakins, Edgar Degas 20th Century Figure painting- Egon Schiele, Lucien Freud, Henri de Toulouse-Lautrec If you are interested in doing a storyboard, you may research storyboards, Comic strips etc. Experimentation IN YOUR WORKBOOK- We will specifically experiment with the different watercolor washes & pen/ink techniques/wire If you would like to create your art piece in any other medium, you MUST experiment (and document experimentation) prior to creating your final piece. Experimentation on animation website or digital storyboarding- (must document process in the workbook!) Reflection- Daily & Final Reflection Every art class, document your process in your workbook-What have I completed today? What worked? What did not work? How can I improve on this next class? What ideas do I have for next class? Final critique questions will be given to you upon finishing your project Assessment- Criterion A: Knowledge and understanding(Research in the workbook!) Students are expected to have a knowledge and understanding of the art form(s) studied: Knowing and understanding the theoretical basis of the art form(s) studied Developing an understanding of themes and issues studied through the arts Using subject-specific terminology to show aesthetic and critical awareness when discussing their work or the work of others Understanding how historical developments and cultural perspectives have shaped the arts Understanding how theorists, practitioners and artists have contributed to the arts. Objectives: Quality and content of workbook/homework assignments Contribution to class discussions Results of tests and exams Quality of personal research, oral or digital presentations and essays 0The student does not reach a standard described by any of the descriptors given below.1-2The student has acquired limited theoretical knowledge and little understanding of the topic under consideration3-4The student shows a basic acquisition of theoretical knowledge and understanding of the topic under consideration. The student uses some subject-specific terminology to show a critical awareness.5-6The student shows a broad understanding of the topic under consideration, and applies theoretical knowledge and subject-specific terminology to identify some of the complexities of the materials studied.7-8The student shows a thorough understanding of the topic under consideration. The student confidently applies theoretical knowledge and subject-specific terminology to identify clearly the complexities of the material studied. Criterion B: Application- Development of skills and Realization of practical work(Planning in the workbook & final project!) Students are expected to apply knowledge, understanding, skills and strategies to develop and elaborate ideas, themes or compositions: Planning and organizing effectively to define and set goals, negotiate and make decisions Experimenting through both spontaneous and structured activities Choosing appropriate forms for the expression of ideas, thoughts and feelings in a creative manner Demonstrating a range of techniques and skills Finding original and inventive solutions Developing and elaborating ideas, themes and compositions to a point of realization Presenting work through formal or informal exhibitions and performances. Objectives: Documented work progress in the development workbook The students approach to the assignment, including brainstorming, planning, experimentation and comments on the choices made Level of independence and creativity fulfilling practical assignment Final artwork/solution of practical assignment 0The student does not reach a standard described by any of the descriptors given below.1-2The student demonstrates limited abilities to use skills and strategies. The work is of poor quality.3-4The student demonstrates success with basic skills and strategies. The work reaches a point of realization and shows some proficiency in technique(s). 5-6The student applies skills and strategies needed to produce creative work showing reasonable proficiency in technique(s). 7-8The student shows competence in applying skills and strategies needed for the realization of work, which shows creativity and proficiency in technique(s).9-10The student is highly competent in choosing and applying a range of skills and strategies for the realization of work. The students processes and resolved artwork reflect a high level of proficiency and creativity. Criterion C: Reflection/Evaluation (Daily & Final Reflection!) Students are expected to reflect on the themes and issues encountered during the course, and to evaluate creative development and processes: Using a developmental workbook throughout the creative cycle Reflecting upon, evaluating, assessing and appraising work to support and promote creative development Using feedback and discussion on artwork to support creative development. Objectives: Documented ongoing and final reflections and evaluations in the development workbook Oral presentations about personal development Final reflections and evaluations 0The student does not reach a standard described by any of the descriptors given below.1-2The students use of feedback and reflections upon themes and processes is minimal. The student completes a rudimentary evaluation of his/her level of skill. 3-4The student finds it difficult to take feedback into account when working. The student provides an evaluation of his/her development as well as evaluating the themes and issues. Some aspects of the evaluation may be unrealistic or incomplete. 5-6The student reflects on themes and issues and takes feedback into account when working. The student provides an evaluation of his/her development and the process of working. The evaluation includes an appraisal of the quality of produced work and an identification of areas of improvement.7-8The student gives a considered response to feedback and provides a thorough reflection and evaluation of his/her development and of the process of working. This evaluation includes an accurate analysis of the quality of produced work and details of improvements which could be made. Criterion D: Attitude and Personal Engagement Students are expected to develop an aesthetic, cultural and critical awareness, and to engage with arts: Showing sensitivity to ones own and different cultures Inviting and accepting views from others Showing self-motivation, initiative and a willingness to take artistic risks Supporting and encouraging peers towards a positive working environment. Objectives: Does the student arrive in time and prepared to class? Is the student a positive member of the class, respectful, supportive to the needs of him/her-self and others? Does the student keep a neat process journal? Does the student participate actively in class discussions, show respect to the views of others, to ones own and different cultures? Does the student hand in assignments on time? 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