Portraiture
Art II elective classes are involved in a series of PORTRAIT STUDIES. These studies will allow students to experiment and explore a wide variety of wet and dry media. Various techniques will be employed, enabling students to expand their individual creativity and produce works that are entirely original and unique to that of their peers.
Students will be assigned to take in 7 photos of faces (1 profile, 3 frontal, 3 3/4 views), as a homework assignment.
Using the DIGITAL CAMERA, black/white photos will allow each student a visual for creating REALISTIC AND EXPRESSIVE PORTRAIT STUDIES. Students will be instructed to create a GRID (a technique used to proportionally enlarge an image). After students enlarge their self-portraits, they will engage in developing their knowledge and skills by experimenting with the following mediums. ..CHARCOAL, INDIA INK WASHES, LAYOUT PENCIL, PASTELS, WATERCOLORS, ACRYLICS rendering their portraits on varied surfaces.
The ability and expertise in handling the mediums will vary throughout the levels of Art I, II, Ill, and IV, allowing students in all electives to benefit from exposure to the numerous styles and techniques that will inevitably evolve throughout the classes.
TERMINOLOGY and ART HISTORY are an integral part of the learning experience and students will be introduced to terms and art history (artists/periods/styles) along with student works, used as tools that will help influence them in developing their creativity and knowledge of portraiture.
Following the series of portrait studies, students will be involved in student critiques and discussions in reference to important terms and techniques emphasized throughout the projects. Examples of portraiture created in various periods of art history by artists such as Michelangelo, Da Vinci, Chuck Close, Picasso, and Van Gogh will be presented to the students with the use of POWERPOINT.
*Students will be tested on the terms/techniques, artists/art history as a means of increasing students knowledge of art and further develop their understanding of the curriculum, allowing for advanced creativity of their ideas and finished works.
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Kristen McGee | Koral Kolenda |
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Cathleen Durkin | Alexia Rohan |
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Christina Ketterman | Dustin Cortese |
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Elyssia Riviello | Erica Runco |
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Evan Hill | Ian Corazzi |
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Kristen McGee | Koral Kolenda |
FIGURE DRAWING
Students will be introduced to the human body and its anatomical structure. A powerpoint and "Think Quest" section of www.artmuseums.com (teacher exchange) on Leonardo da Vinci will demonstrate to students, the importance of gaining a sound understanding of the anatomical structure of the human body. This knowledge will allow students to create more accurate, precise and realistic renderings.
Students will begin with some thumbnail sketches of various parts of the body. Students will also be instructed to bring in 3 full figure photos (homework assignment) in interesting poses. These photos will be used to create giant, life-size figure drawings. Students will also practice modeling draped fabric to gain an understanding of how the folds of clothing take on the form of the human body. Pencil, charcoal, washes, and acrylics will allow students to get more spontaneous with their drawing skills.
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Amanda Carroll | Rachel Lavelle |
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Cathleen Durkin | Koral Kolenda |
STILL-LIFE RENDERINGS IN PENCIL
Students will further their understanding of line and value. Understanding the importance of these elements in relation to drawing becomes absolutely necessary to the development of a heightened skill level when executing their still-life rendering.
--- Awareness of varied line weight verses contour lines and tonal gradation
--- Contrast
---Highlights and shadows
---Detailing and simulating textures
---Creating an "illusion of depth"
---Creating effective composition (background, middle ground and foreground)
---Proportion and balance of objects within the picture plane
---Light source(s)
These are just some of the many concepts that provide students with the knowledge they need to successfully develop their artistic skills.
A teacher introduction will review the various types of dry media that students will be utilizing in the drawing section of the curriculum, along with the varied surfaces they will be working on. The still-life composition should indicate heightened knowledge of design concepts since these fundamentals are focused on in depth throughout the Art I & Art II curriculums.
The drawing skills of students in this course should also reflect an improved level of skill from that of the Art I students.
The following criteria will be used to grade finished works:
1)creating an interesting composition with effective + - space
2)understanding the importance of a light source, highlights, shadows
3)ability to create photo-realistic qualities by modeling the objects with gradual blending of subtle tonal variations from the darkest darks to the lightest lights.
4)focus on fine, subtle detailing
5)accurate proportion of the sizes of objects in relation to each other within the picture plane
6)creation of the "illusion of depth"
7)fine quality linear drawing demonstrating knowledge of varied line weight
8)aesthetic quality and individual style developing in their work
CERAMICS
Teacher will demonstrate the skills for designing a 3-D piece that demonstrates knowledge of the following fundamental hand-building techniques.
COIL
SLAB
PIERCING
EMBOSSING
RELIEF
APPLIQUE
CARVING
Students should always employ crosshatching/slip technique to ensure adhesion of clay when using coils, slabs, and applique'. CRAFTSMANSHIP and CREATIVITY are extremely important when creating a piece that reflects a clean, finished look.
Students may choose to model a mask, sculpture, functional vessel, or relief, As long as the design is challenging and indicates heightened level of creativity and skill.
Students will read Scholastic Art magazines focusing on historical works done by Greek, Roman, Chinese, and Mayan artisans along with individual artists…Picasso and Robert Arneson. Ancient ceremonial masks will also displayed as source of ideas for ceramics project. Students are encouraged to visit websites like google and research ideas for their ceramic piece.