Art I STudent Growth: Drawing
At the beginning of the year I have students create a drawing that is supposed to incorporate 3 aspects of their personality/interests. I offer no instruction other than the concept of the drawing. I want to see where they are at in terms of their rendering and shading skills.
Throughout the school year, Art I students are given weekly sketchbook assignments. These assignments target different types of skills: drawing from observation, drawing from imagination, as well as opportunities to practice different techniques.
The examples below demonstrate student progress: the beginning of the year sketchbook drawings and the end of the school year graphite drawing.
Students often improve in the following areas:
Throughout the school year, Art I students are given weekly sketchbook assignments. These assignments target different types of skills: drawing from observation, drawing from imagination, as well as opportunities to practice different techniques.
The examples below demonstrate student progress: the beginning of the year sketchbook drawings and the end of the school year graphite drawing.
Students often improve in the following areas:
- the extent to which their drawing is convincing, accurate and realistic
- shading skills: using a full range of value, creating contrast
- surface textures: creating intentional textures such as hair, fur, wood grain, etc...
- craftsmanship: neat and careful work
- overall composition: the way the drawing is arranged on the paper
#1: Personal logo assignment, value scale, facial features, end of the year graphite drawing
#2: Personal logo, drawing of hand, #2 hand drawing, end of the year graphite drawing (hand/skateboard)
#3: Personal logo, value scale, hand, end of the year graphite
#4: personal logo, value scale, pop can, end of the year graphite drawing
#5: personal logo, facial features, end of the year graphite
2018!
Students begin the school year by doing a graphite, self-portrait. This drawing is done after some brief drawing exercises, but as their first major project, serves as a barometer of their starting skill set.
Students practice their drawing skills with weekly sketchbook assignments that hightlight different aspects of drawing: drawing from imagination, drawing from observation, and various technical skills.
Second semester, students had the opportunity to do another graphite drawing--this time working with a subject matter of their own choice. Putting the self-portrait next to the second graphite drawing is rewarding. Obviously the subject matter is different, but the skills have noticeably improved in the areas of: accuracy (more accurate rendering), value (shading with a full range of value), attention to detail, and use of texture.
Here are some Art I examples:
Example Sketchbook Assignments (where students practiced skills):
Art I: Acrylic Painting Unit
Before beginning an actual painting, students practice with the following painting exercises:
- tints and shades value scale
- dry-brushed sphere
- mini paintings--students do three of these, experimenting with different color schemes, textures and brush strokes
Acrylic Painting Project:
Here are some photos that show a comparison of a sketchbook assignment: first and second attempt!