Students will take a natural object such as an animal or insect and draw it in the style of Steampunk.
1. SWBAT imagine a natural object and use creativity and problem solving to "build" it out of metal, leather steampunk elements.
2. SWBAT recognize the style of steampunk.
3. SWBAT use their prior knowledge and experience of using colored pencils to create value and shading as they color.
2. Pencil and Eraser
3. Colored pencils (muted colors)
1. As an introduction to the project we will watch the short film Mr. Hublot: https://www.dailymotion.com/video/x3qxufi
2. We will discuss the visuals as well as the story line for the movie.
3. Using the slideshow attached, students will be shown what steampunk is and examples of how to transform a natural object into the style of steampunk.
4. Students will draw at least 3 loose sketches to submit.
5. Students will pick one drawing to concentrate on and draw the outline of the object very large on their paper.
6. Once their drawings are layed out on the paper, they will think about the moveable parts it has and how to translate the construction of the object into metal and leather.
7. Resources for how to draw some of these parts are in the slideshow, and live demo's are also given to show how to draw pipes, bolts and gears.
8. Once the drawing is completed students will use colored pencils in muted tones (grey, brown, rust, yellow) to create value, sharing and form on their object.
9. If there is enough time students can add a background.
Students will be assessed based on the attached rubric.
Students are shown the attached slideshow.
This lesson is listed for high school but could be used at any level.
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
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[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
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
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