SWBAT use the elements of line and color to create a composition mixed with black and white charcoal, and pastels in color schemes (VA-CE-H3).

SWBAT compare and contrast their original work to those of their classmates and speak about their work using art vocabulary (VA-AP-H1).

SWBAT experiment and create an abstract drawing fixed into a composition (VA-HP-H1).

1.Handout and example on abstract art
2.References of various animals
3.Charcoal sticks and/or pencils
4.Blenders (tortillons or folded paper towels or shammy cloth)
5.Oil pastels
6.Pencils
7.Erasers
8.Drawing paper
9.Sketch paper
10.Examples of completed projects.

Need these materials? Visit Blick!

1. Choose an animal for composition
2. Make a contour drawing for the realistic animal on 12x18 drawing paper.
3. Sketch another pose of the same animal on sketch paper.
4.Repeatedly trace the sketch- making changes in each new drawing to create an abstract version of the animal.
5.Choose the best abstract sketch and arrange it on paper with the realistic contour drawing .
6. Use charcoal to shade the realistic version of the animal.
- focus on details, light and shading.
6.Use pastels to draw and color the abstract animal in a color scheme of your choice.
-use the rule of three, blending analagous colors wherever pastel is used
7. The shapes created by the animals overlapping may either
-be colored with pastels and outlined in charcoal
-be shaded with charcoal and outlined with pastel
8.Color a fitting background using pastels or charcoal to finish off the animal portraits.

Success if dependent on student's ability to follow directions.
Work will be judged on craftsmanship, neatness, and willingness to do best original work.
Students must correctly use color schemes.

Oil Pastel Rule of 3 video tutorial: https://www.youtube.com/watch?v=0OWNTRUazEA&feature=youtu.be


Link to Prezi that I show the class (can be edited and saved): http://prezi.com/ubupquumpy1a/?utm_campaign=share&utm_medium=copy&rc=ex0share

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[9-12 Advanced] Students analyze and interpret artworks for relationships among form, context, purposes, and critical models, showing understanding of the work of critics, historians, aestheticians, and artists

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

Abstract Art, Cubism, Photorealism

Balance, Color/Value, Contrast, Shape, Texture, Unity/Harmony, Variety

Charcoal, Drawing, Pastel

grade template2.pptx
Turn the original animal drawings into abstract forms.docx