Shattered Value Drawing Lesson Plan

Using Values in Cubism

Submitted by: Marianne Galyk
Unit: Drawing - Values - Pencil Shading
Lesson: Shattered Images Value Study
Grade Level: Loftier School - adaptable to Middle School (Elementary accommodation)

(Adjusted from a lesson by Ken Vieth in his book From Ordinary To Extraordinary)

Objectives/Goals

Agreement of

• Values

• Repeated patterns

• Grids and enlargement

• Cubism

Materials

• x" x 16" (25.4 x 40.6 cm) White Drawing Paper (80 lb.)

• Cartoon Pencils and/or Ebony Pencils

• Transparency grids

• Magazines

Click images for larger views

Resources

Examples of cubist works - also run into lesson program on Crayola Portfolios series

Procedures

ane. Have students select a subject field and produce a contour line drawing. Limit the size of this drawing to fit a 5 Ten 8 inch (12.7 10 xx.three cm) piece of paper. Encourage students to choose a unmarried object such as a car, insect, person'due south confront, fish, etc. Subject could be taken from a magazine photo.

2. When student has fatigued their image, lay the transparency grid over the image and demonstrate to the students how to enlarge their image to 2x its original size using the filigree method.

3. At this time, evidence the students examples of cubist works by Braque and Picasso, and give background on the movement.

Prints of Braque and Picasso

• L'Oiseaux Bleu et Gris by Georges Braque

• The Lodge of Birds 2 by Georges Braque

• Quondam Guitarist by Pablo Picasso

• Three Musicians by Pablo Picasso

4. After yous have given the students this information, take them figure out a way to intermission up/divide their image in a linear mode before value is added. Give them examples of shattered glass, waves of water, screw of a seashell, or geometrical division of shapes such equally squares or triangles. These new lines will overlap the enlarged drawing of their subject. This will make their initial line cartoon more visually complicated. The event is to create many more shapes, like a giant puzzle.

5. Have students create two value scales, one in divided squares, and another which is graded evenly from black to white.

half dozen. Have the students experiment with filling the shapes in their image with a range of black to grayness. Have them look at each shape and decide which area should start with the richest blackness and which should be the lightest gray.

vii. Accept students fill the entire paper with values including both the positive shapes and the negative background shapes.

8. Class critique - relate finished work to cubist work studied.

nine. Optional - have pupil do same composition in color. See example.

Pupil Handout:

Shattered Values Assignment

(Adapted from a lesson by Ken Vieth in the book From Ordinary To Extraordinary).

1. Select a subject of which y'all can make a contour line cartoon. Focus on a single object, such every bit a motorcar, insect, person or fish.

2. Overstate that subject to fit 12" X eighteen" inch (thirty.five x 46 cm) newspaper using the grid method.

3. "Shatter" the subject in some way by breaking it upwardly with lines or shapes or patterns of some sort. These lines volition overlap your kickoff drawing. (There are numerous methods you lot could utilize…be artistic. Think of diverse ways that lines pause up objects: shattered glass, wavy lines of water, spiral lines every bit seen on a snail beat out, geometrical divisions of shapes.) The objective is to create more than shapes in your drawing, like a giant puzzle. (Wait at examples of Cubism for inspiration.)

4. Create ii value scales on the worksheet with Ebony pencil. One will be divided into separate grays in the boxes, and i volition be a composite value calibration from blackness to white in the long box.

five. In your drawing, focus on each individual shape you lot have created, and apply the entire range of value (from black to low-cal grayness) in each shape. Proceed from shape to shape, deciding which part should be the richest black and which should be the lightest grayness. Sometimes you may want to alternate from ane shape to the next. You may besides want to vary the direction of your shading inside your object from that outside your object in gild to emphasize it.

vi. Fill the entire paper with values, including positive shapes of the object and negative background shapes.

7. Critique your work. Compare and contrast to cubist work studied.

Assessment - Rubric:

Cess Rubric
Student Name: Lesson: Shattered Values - shading with pencils						Form Flow:
Circle the number in pencil that best shows how well yous feel that you completed that criterion for the consignment.		Excellent	Good	Average	Needs Improvement	Rate Yourself	Teacher'southward Rating
Criteria 1 – Student chose an appropriate subject to draw and successfully enlarged that cartoon using the grid method.		10	9 – 8	7	vi or less
Criteria 2 – Pupil understands the concept of value in art, and tin can use a pencil to limited a total range of values from blackness to lite gray. Completed drawing shows that range.		x	nine – 8	7	6 or less
Criteria iii – Student used creativity to "shatter" the drawing in order to create new shapes over the original. Filled these shapes with value in an interesting way that enhanced the original subject.		10	nine – 8	seven	6 or less
Criteria 4 – Endeavor: took time to develop idea & consummate projection? (Didn't blitz.) Good use of form time?		10	9 – 8	vii	6 or less
Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media?		10	9 – eight	7	6 or less
Total: fifty (possible points)	Grade:					Your Total	Teacher Full

Student Comments:

Teacher Comments:

Educatee Worksheet:

Proper name _______________________________ Date ______________ Period _______

Value

1. Employ Ebony pencil to create x values going from black to white with 8 grays in-between in the boxes below.

Value Scale

Black White

2. Use Ebony pencil to create 10 values blending smoothly from black to white with 8 grays in-between in the box below.

Composite Value Calibration

Black White

National Standards:

ane. Understanding and applying media, techniques, and processes	ii. Using knowledge of structures and functions	iv. Understanding the visual arts in relation to history and cultures	5. Reflecting upon and assessing the characteristics and claim of their work and the work of others
Students utilize media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks	Students demonstrate the power to form and defend judgments almost the characteristics and structures to attain commercial, personal, communal, or other purposes of art	Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of fine art	Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in detail works
	Students evaluate the effectiveness of artworks in terms of organizational structures and functions	Students depict the role and explore the meaning of specific fine art objects within varied cultures, times, and places	Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts
	Students create artworks that utilize organizational principles and functions to solve specific visual arts problems	Students clarify relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the assay and using such conclusions to inform their own fine art making	Students reflect analytically on various interpretations as a means for agreement and evaluating works of visual fine art

Simple Shattered Values - Submitted by Jan Hiller - Course 5

Students trace their hands three times, overlapping is fine. Then they depict 3-5 lines from ane side of the paper to another, breaking upwards the largest spaces. The students shade each space with colored pencils. I encourage my students to figure out their own 'rule' for shading - for example, darkest towards the eye of the page or darkest towards the bottom. Then they pick out a color group and shade! We start this early in the year and keep it available to work on equally other projects are completed - instead of 'costless art.' (from post to Art Didactics list serve 9/1/05)

nelsonledis1950.blogspot.com

Source: https://www.incredibleart.org/lessons/high/Marianne-Values.htm

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