G9AF-3-Painting

Art Foundation Project 3: Painting

February ~ March/Apr (9 Weeks)

Unit Objective: Students will use colour theory and brushwork techniques to create a landscape or cityscape painting (tempera) that includes architecture.

You are evaluated on process, participation as well as your end-product. *lessons and assignments may be subject to change

Week 1 - Colour theory What are primary, secondary and tertiary colours?

What are complementary, warm and cool colours?

How does colour make you feel?

Task 1: Students create a colour wheel in sketchbooks.

Homework: Complete colour wheel.

Week 2 - Values

Task 2: Create a tonal scale in paint going from dark to light in your sketchbooks.

Homework: view next week’s web links

Week 3 - Brushwork & Complementary Colours

Brush types and caring for brushes. http://www.youtube.com/watch?v=-XTBamcYJ2M How should you prepare your palette?

Colour mixing and exploration of painting techniques with brushwork: scumble, wet on wet, dry brush, pointillism, blending , etc. http://www.youtube.com/watch?v=dLpixRyS0ko http://www.youtube.com/watch?v=XbxbPko74Zs&feature=related http://www.youtube.com/watch?v=eLVaojWbwHE&feature=related Task 3: Still life painting sketch of 3 food objects to be completed in class using only 2 colours (in sketchbooks). Tints and shades are not permitted. Complementary colours may also be used. Pictured left is an example. A brown has been used for shadows and a yellow for highlights.

Homework: TBA

Week 4 - Monochromatic Painting

Task 4: Still life painting using one colour with hues and tints to be completed in class on large paper.

Homework: Watch this video on creating a warm to cool colour chart. http://www.youtube.com/watch?v=zSjUtTyAW8Q

Week 5 - Landscape Painting Introduction

Task 5: Landscape painting sketch (students to decide on colour scheme etc) on large paper.

Homework: Begin searching for landscape photos to use for Task 6 and print.

Bring to next class!

Frank Curkovic & James McCrory

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Week 6 - Planning Complete Task 5.

Show teacher reference photos to be used for Task 6. Please note teacher feedback.

Homework: continue searching for landscape photos to use for Task 6 and begin planning your composition. Will you take influence from a famous artist, style or movement? Will your painting be expressive or realistic? View these bookmarked landscape paintings for inspiration (http:// vi.sualize.us/elemict/landscape%20painting/). Note colour and brushwork.

Week 7 - Final Project Task 6: Students create a landscape painting of their choice that must include architecture. Your building(s) could be the focal point, or off in the distance. This could be a city-scene, a barn, the countryside , etc. This will be done on large paper.

Lightly draft your composition in pencil. Create your palette.

Homework: Work on task 6. Feel free to come into the Art room after school but make sure to tidy up.

Week 8 - cont’d Continue task 6

Homework: All tasks to be submitted the following week. Students must photograph all work to be included in no more than 2 printed pages.

Week 9 - Presentations & Self-Reflection

Presentations and self-evaluations of student work.

Teacher Rubric

Frank Curkovic & James McCrory

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Project 3: Painting

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

In paragraph form, please include the following information as well as key vocabulary used in class.You should also refer to the rubric area for guidance.

Describe how you used different tones, effects, techniques and why (include inspirations and artists if used).

Describe the difficulties you had in these works.

What do you think you have learnt, or improved on in this project?

If you had to repeat this project, what would you improve on or do differently and why?

Name:

Frank Curkovic & James McCrory

Class:

3

Frank Curkovic & James McCrory

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PROJECT 4: PAINTING Unit Objective: Students will use colour theory and brushwork techniques to create a landscape or cityscape tempera painting that includes architecture.

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 brushwork and addressed it at a very limited level.

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

The student has considered brushwork and addressed it at a satisfactory level.

The student shows good use in using brushwork and techniques.

There are inappropriate colours and no attempts at applying colour theory.

There is an emerging proficiency in applying colour theory.

The painting is inappropriate for the task.

The painting has limited expression for the task.

There are some colour techniques employed with indications of colour theory.

Colour is efficiently employed with value and tone applied at a good level of proficiency.

The painting is satisfactory for the task.

The painting is appropriate for the task.

The student shows an excellent proficiency in using brushwork and techniques.

There is an effective ability to employ colour. This could also includes value, tone and hue, etc.

The painting 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.

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.

Comments (if any):

Frank Curkovic & James McCrory

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