7 sessions; 50 minutes per session
1. SWBAT identify and demonstrate how value creates the illusion of form.
2. SWBAT use a grid to successfully transfer an image.
3. SWBAT show ability using drawing pencils to create and blend value.
1. Drawing Pencils
2. Drawing Paper (proportional to the portraits you'll be using)
3. Good Erasers
4. Magazine portraits
—Clear binder slips for protection
Need these materials? Visit Blick!
1. Search for 30ish quality facial closeups in magazines (and tear them out)
—This will save a lot of time wasted by students thumbing through the mags
2. I highly suggest placing the images in clear binder slips
—This will preserve the images so that they can be reused
—This will allow you to draw a grid on the slip
—If the grid is on the slip, you can replace the image inside
—I use the same images for all classes
3. Use a permanent marker to grid (with squares) the slips
4. Cut drawing paper proportional to the gridded image
—Ex. If the magazine grid is 1in. squares in 8 rows of 10 (8X10in.), you can make your final paper 1.5in. squares in 8 rows of 10 (12X15in.).
1. Have students LIGHTLY grid papers proportionally to mag image
—See step 4 above
—Instructors: They will need your help with this!
2. Transfer the image lightly with lines only
—Draw lightly, follow important lines, pay attention to the grid!
—I have my students start light, and build up to darker values
—They should probably already have some instruction on shading
4. Put the finishing touches on it!
—Make sure values are built up smoothly (where necessary)
—Add in any important detail work
Students are assessed on a rubric that is given out before the project. They are graded on a scale of 0-3 for categories including: Craft, Use of Materials and Technique, and Use of Class Time.
1. Be sure to discuss value, how it is used and when it started being introduced into artwork.
2. This is the second project I do with my students. I work chronologically through art history and tie this project in with the introduction of value in Ancient Rome and the Renaissance (and its use in Baroque works).
3. This lesson works well as a follow-up to this line study: http://beta.thesmartteacher.com/exchange/resource/18/Contour-Hand-Contrast-Drawings
4. Make sure you (as the instructor) create a couple examples before letting the kids try their hand at it. This will ensure that sure you have a solid grasp on the process.
Visual Arts Standard 1:
Understanding and applying media, techniques, and processes
[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 communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2:
Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
Visual Arts Standard 4:
Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art
[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 common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
Michelangelo Merisi da Caravaggio, Tomaso Masaccio, Rembrandt van Rijn, Peter Paul Rubens, Raphael Sanzio, Leonardo da Vinci, Albrecht Dürer
Ancient Rome, Baroque, Renaissance
Color/Value, Contrast, Proportion/Size
Drawing, Graphite, Paper, Pencil