1. Teacher shows examples of scratchboard artwork. Discuss with students how it is made. (5-10 min)
2. Demo how to set up the Photoshop document. 8.5" x 11", 300 ppi, RGB, and 8 bit. Create new.
3. Have students learn how to use the layers panel. Have students drag the image onto the document in Photoshop and then drop the opacity to 20-25% depends on the photo.
4. Have students fill a new layer with black below it.
then have students use the eraser tool to erase away the the black. They need to pay attention to the lines and the width of the line to capture the form of the animal and textures. (Above takes 10-15 min. depends on students familiarity with software)
Next 5 to 6 sessions have students continue to work on their protraits and turn in as a JPG.
The last session I taught them also how to add a gradient in Photoshop.
Students are assessed based on the quality of the line variation, creating form and texture, and contrast. I've posted a link in the related sources for the rubric.
1. Students will tend to scribble. You have to get them to see the difference in the width of the fur.
2. Students will make whiskers like they stick out straight and made of wire. Whiskers should curve and bend.
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[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
Color/Value, Form, Texture
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