Grade 9 Art Foundation Unit 2: Pastels Project

Art Foundation Project 2: Pastels

November ~ January (10 Weeks)

Unit Objective: To implement various pastel techniques and methods into a landscape composition.

You are evaluated on process, participation as well as product. All work must be submitted for assessment. *lessons and assignments may be subject to change - This information is also available on the class website.

Week 1 - Charcoal & Chalk

Exploration of charcoal working methods (blending, tonal range, gradation, errors).

Which type of paper would work best and why?

Task 1: Students create a still life arrangement and execute it using charcoal and chalk.

How should you begin the drawing? What techniques could be used?

Highlight the use of tones for shadows and the use of chalk for highlights.

Homework: View charcoal techniques here: http://artinspired.pbworks.com/Charcoal View the following site for info on chiaroscuro: http://artinspired.pbworks.com/Chiaroscuro Come prepared to the next class to discuss and implement.

Week 2 - Chiaroscuro

Discuss chiaroscuro.

Task 2: A cloth or drape is set up with a spotlight. Using charcoal, how can we complete the drawing? What steps would be best?

Complete the drawing highlighting the shadows and light.

Homework: Create a full page drawing highlighting your knowledge of chiaroscuro in your sketchbook. Your subject matter could be cloth, drapery, a wrinkled paper bag, a towel or wrinkled sheets, etc., (a light coloured material may work best). Your composition should be interesting and attractive. Review previous resources on composition if needed. Your drawing should be done realistically and contain depth and form. Please create a border or frame on your page. *Due week four.

Week 3 - Charcoal & Chalk cont’d

View: Still Life with Geometric Forms using Sanguine Crayon http://bit.ly/17YlsB to examine stages for creating and completing a composition.

Task 3: Sketch a still life with a minimum of three basic geometric forms highlighting the use of shadows and light.

Homework: continue week 2 homework

Week 4 - Soft Pastels Exploration

Share, review and critique chiaroscuro composition homework.

Using soft, or chalk pastels, students explore working methods. Students should note different paper styles. Which would work best and why? Students attempt various line techniques (weight, intensity, hatching, shading). What happens when one colour is shaded over another? How can two different colours be blended? How can tonal range and gradation be created?

Photo credit: http://www.flickr.com/photos/ 91687216@N00/114904416/

Task 4: Using chalk pastels, select two colours and create a simple still life composition.

Attempt using the techniques discussed in class as well as chiaroscuro. It is suggested you use the crate technique or create an undertone.

Homework: View pastel artwork and note techniques: http://vi.sualize.us/elemict/pastel/

Frank Curkovic & James McCrory

Week 5 - Soft Pastels Application Task 5: Using chalk pastels, create a still-life composition that includes a plant. Three colours (a dark, a light and one of your choice) are to be used with coloured paper.

Attempt using the techniques discussed in class.

Homework: Bring your choice of a full page printed landscape photo to class, preferable one from field studies.

View artwork in the Pastel Society for inspiration (http://www.thepastelsociety.org.uk/) as well as The Pastel Society of America (http://pastelsocietyofamerica.org/main/component/ option,com_frontpage/Itemid,1/).

View next week’s web links.

Week 6 - Soft Pastels Application

View pastel artwork (http://vi.sualize.us/elemict/pastel/) and work by Paul Cezanne (http://artinspired.pbworks.com/Paul-Cezanne) to examine and discuss techniques used, especially that of colour.

(Note: Cezanne's work is primarily oil paint, but several of the colour techniques apply) Summative Tasks 1-2: 1. Recreate a small area from a Degas or Cezanne composition in your sketchbooks using soft pastel (40 minutes).

2. Create a still-life or landscape composition using chalk pastels from your own photo.

Attempt using the techniques discussed in class. Consider how to show highlights and shadows. It is suggested you use the crates technique.

Homework: Complete summative tasks 1 and 2.

Bring another printed landscape photo from your field studies trip. If you do not have one, find a suitable landscape picture. This picture should include plant life.

View oil pastel techniques video: http://www.youtube.com/watch?v=_fBFVetoKJ8

Week 7 - Oil Pastel Techniques

Exploration of oil pastel techniques. How do oils work differently from chalk or charcoal?

Can the same techniques be applied? Are they different? Explore various techniques and discuss video from homework week 6.

Summative Task 3: Begin creating a large landscape in oil pastels (from reference photos). Will you add any artistic or expressive techniques to your work either through colour or line, etc., (consider Van Gogh, Cezanne and Degas)? Attempt to add interesting pastel techniques into your work (http://artinspired.pbworks.com/Pastel). Please also review the rubric. You may also wish to photograph your work at various stages to document your process or improvement.

Homework: Review oil pastel info (http://en.wikipedia.org/wiki/Oil_pastel) and pastel techniques (http://artinspired.pbworks.com/Pastel).

Week 8 - Oil Pastels Application

Continue working on composition.

Week 9

Continue working on composition and/or complete any unfinished work.

You need to submit: Tasks 1-5 Homework from week 2 Summative Tasks 1-3 Total: 9 pieces Homework: Complete any unfinished work. All work done during this unit is to be photographed chronologically and inserted onto a word document (maximum 2 pages) for week 10. You may also wish to upload your photos to Picasa or Flickr for easier access. If so, please email me the link as well.

Week 10 - Presentation & Assessment

Presentations and self-evaluations.

Frank Curkovic & James McCrory

Photo credit: Frank Curkovic

Project 2: Pastels

Self-Reflection You will need to include an artist statement/self reflection for your artwork.

In paragraph form, please include the following information as well as key vocabulary used in class.

Consider your work. Provide details on your artistic development, inspiration and process at different stages and evaluate it. You may describe how you used different tones, colours, effects, techniques and why.

You may also describe the difficulties and improvements you made. What further improvements could you make or what would you do differently?

Name:

Frank Curkovic & James McCrory

Class:

Frank Curkovic & James McCrory

PROJECT 2: PASTELS Unit Objective: To implement various pastel techniques and methods into a landscape composition.

Level 1-2

Level 3-4

Level 5-6

Level 7-8

Level 9-10

Knowledge & Understanding Students should be able to demonstrate knowledge and understanding of: The art form studied with societal, cultural, historical and personal contexts, including specialised language, concepts and processes - Communicate a critical understanding of the art form studied in context of their own artwork

The student shows limited knowledge and understanding of the art form studied, the elements of the art form studied and a limited critical understanding, in the context of his or her own work.

The student shows satisfactory knowledge and understanding of the art form studied, the elements of the art form studied and a satisfactory critical understanding, in the context of his or her own work although some opportunities are not pursued.

The student is able to demonstrate good knowledge and understanding of the art form and elements studied and a good level of critical understanding, in the context of his or her own work.

The student is able to demonstrate excellent knowledge and understanding of the art form and elements studied and is able to communicate a welldeveloped critical understanding, in the context of his or her own work.

Application Students should be able to: Develop an idea, a theme or a personal interpretation to a point of realization, expressing and communicating their artistic intentions - Apply skills, techniques and process to create, perform and/or present art

The student has basic forms and addressed proportion at a very limited level.

The student has considered proportion and addressed it a limited level.

The student has considered pastel techniques and colour at a satisfactory level.

The student shows good proficiency in using pastel techniques and colour.

Composition techniques are applied at a very limited level with no indication of planning.

Composition techniques are applied at a limited level with some indication of planning.

The composition has some indication of planning.

There is a well planned composition.

There are inappropriate colours and no attempts at gradation.

There is an emerging proficiency in applying colour and attempting gradation.

There is a range of colour employed for an adequate range of 3D objects with indications of gradation.

There is a wide range of colour, efficiently employed for most 3D objects, with gradation applied at a good level of proficiency.

The drawing is inappropriate for the task.

The drawing has limited expression for the task.

The drawing is satisfactory for the task.

The drawing is appropriate for the task.

The student shows an excellent proficiency in using pastel techniques and colour.

There is a carefully planned and balanced composition.

There is an effective ability to employ colour to create a variety of 3D effects, including gradation.

The drawing addresses the purpose and shows a high level of creativity.

Reflection & Evaluation Students should be able to: Reflect critically on their own artistic development and processes at different stages of their work - Evaluate their work - Use feedback to inform their own artistic development and processes

The student records his or her artistic development and processes with little reflection and carries out a limited evaluation of his or her work.

The student reflects on his or her artistic development and processes and carries out a satisfactory evaluation though some aspects may be unrealistic or incomplete.

The student reflects critically on his or her artistic development and processes at different stages of their work and carries out a good evaluation.

The student attempts to use feedback in their development and processes, with guidance.

The evaluation includes an appraisal of the quality of work produced and an identification of some areas of improvement.

The student uses feedback in their development and processes, with little guidance, which informs his or her artistic development and processes.

The student reflects critically and in-depth on his or her artistic development and processes at different stages of their work and carries out an excellent evaluation.

This shows a considered appraisal of quality of work and improvements that could be made.

The student intentionally uses feedback in their development and processes, with appropriate consideration of his or her artistic processes.

Personal Engagement Students should be able to: Show commitment using their own artistic processes - Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks - Support, encourage and work with their peers in a positive way - Be receptive to art practices and artworks from various cultures, including their own

The student shows limited commitment in using his or her own artistic processes.

The student demonstrates limited curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student works with his or her peers in a positive way, with encouragement.

The student rarely participates in discussions.

Comments (if any):

Frank Curkovic & James McCrory

The student shows satisfactory commitment in using his or her own artistic processes.

The student demonstrates satisfactory curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student shows good commitment in using his or her own artistic processes.

The student generally demonstrates curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student supports, encourages and works with his or her peers in a positive way, with encouragement.

The student supports, encourages and works with his or her peers in a positive way, with little encouragement.

The student occasionally participates in discussions.

The student often participates in discussions.

The student shows excellent commitment in using his or her own artistic processes and skills.

The student actively demonstrates curiosity, selfmotivation, initiative and a willingness to take informed risks.

The student actively supports, encourages and works with his or her peers in a positive way.

The student usually participates in discussions.