STUDENT NAME: __________________________________

PROJECT: TEXTURE DRAWING______________________

TITLE OF ARTWORK: ______________________________

Essential Question: WHAT IS TEXTURE?

Summary: Review and learn many texture drawing, shading and color blending techniques. Explain that these skills and this knowledge SHOULD be used on and applied to every project that they do from 6th grade up. That art is just like math, each year you build on your past skills and experiences to learn more advanced and expressive techniques. Inform students that they will be transferring these “drawing” skills to paint application, in a later project. Demonstrate how to achieve the illusion of form through blending and shading techniques with Chalk pastels, colored pencil, marker and pencil, we also review textures and pattern as decoration. Look at artwork by Gustav Klimt and the Art Nouveau Movement. This project is so versatile that you can incorporate these skills and standards into any favorite texture project.

LEARNING GOAL #1: The learner will use texture drawing, color blending and value shading techniques in order to show the illusion of form and contrast in their artwork. CONTENT STANDARDS: 1 & 2

ADVANCED PROFICIENT: I can use texture drawing, color blending and value shading techniques in order to show the illusion of form and contrast in my artwork.

I used contrasting texture to show the different areas of my artwork. I used color blending to give depth to my textures I used value to show form on at least one object in my picture.

PROFICIENT: I can use texture drawing, color blending and value shading techniques in my artwork.

I used contrasting texture to show the different areas of my artwork. I tried to used color blending and value but I need to practice the technique to improve the

gradual change of color.

DEVELOPING: I can use texture drawing, color blending or value shading techniques in my artwork. I need to try to use more textures and practice more with some of these advanced drawing techniques.

NOT PROFICIENT: I need help to correctly use texture drawing skills. Rather than just coloring things in, I need to remember to use the color blending or value shading techniques in my artwork.

LEARNING GOAL #2: The learner will develop the background of their artwork focusing on contrast, rhythm and balance while also including texture, blending and shading techniques. CONTENT STANDARDS: 2 & 3

ADVANCED PROFICIENT: I can use differences in the elements of art to create

contrast, rhythm and balance between the background and foreground in my artwork.

I used some of the textures more than once to create a rhythm in my artwork. I created a contrast between the objects in the background and the object I am choosing to

emphasise. I can identify the type of balance I used in my artwork.

PROFICIENT: I can create differences in the elements of art (contrast) in my artwork by choosing to use different drawing techniques. I am beginning to develop rhythm and balance but need more practice keeping the artwork unified.

DEVELOPING: I can create differences in the elements of art (contrast) in my artwork by choosing to use different drawing techniques. I need more practice and assistance understanding how to develop rhythm and identify balance in my artwork.

NOT PROFICIENT: I need assistance composing my artwork around the principles of design.

LEARNING GOAL #3: The learner will be aware that their choices of subject, background and drawing techniques should convey something personal about themselves. They will also begin to develop awareness that every individual viewer of their artwork will have a different experience or impression of their work by having a classmate write their interpretation of another’s project on the artist statement form. You will still write one too! CONTENT STANDARDS: 3 & 5

ADVANCED PROFICIENT: I can make decisions that express my own personal ideas and values in my work. I collaborated with a classmate by having them write their interpretation of my work on my artist statement form at the end of the project. I did not coach them on what my artwork was about! I did discuss my art with them after they were done writing.

PROFICIENT: I can make decisions that express my own personal ideas and values in my work. I collaborated with a classmate by having them write their interpretation of my work on my artist statement form at the end of the project. I may have coached them a little on what my artwork was about, We should have done the follow up discussion!

DEVELOPING: I need to remember to make choices that express my own personal ideas and values in my work. I collaborated with a classmate by having them write their interpretation of my work on my artist statement form at the end of the project.

NOT PROFICIENT: I need help generating personal ideas for my project, I collaborated with a classmate by having them write their interpretation of my work on my artist statement form at the end of the project.

LEARNING GOAL #4: The learner will come into the room respectfully and prepared (planner and pencil). They will immediately get out their project and supplies, and work at their table consistently until the 5 minute alarm. At that time they will put away their project, clean and return their supplies and sit quietly in their seat until the bell rings. UNIVERSAL CONSTRUCTS: Flexibility and Adaptability; Productivity and Accountability

ADVANCED PROFICIENT: I come to class prepared, respectfully get my supplies and work until the alarm. I clean up correctly and wait quietly for the bell to ring before leaving my seat.

PROFICIENT: I come to class prepared, I work at my seat until the alarm. I sometimes need to be reminded to return to my seat or be more productive. I put supplies away correctly and sit at my seat until the bell rings.

DEVELOPING: I come to class prepared most of the time, get my supplies and work until the alarm with a few short breaks. I put away dry supplies but may not do so well with paint stuff. I sometimes have to be reminded to return to my seat till the bell rings.

NOT PROFICIENT: I need help getting to my seat and being productive, I sometimes put away my supplies and usually am in my seat when the bell rings.

STANDARDS AND CONSTRUCTS

National Art Content Standards

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1. Understand and apply media, techniques and processes

2. Using knowledge of structures and functions

3. Choose and evaluate a range of subject matter, symbols, and ideas

4. Understand the visual arts in relation to history and cultures

5. Reflect upon and assess the characteristics and merits of their work and the work of others

6. Making connections between visual arts and other disciplines

Universal Constructs ⬇

Critical Thinking ⤫ ⤫

Complex Commun. ⤫

Creativity ⤫ ⤫

Collaboration ⤫

Flexibility & Adaptability

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Productivity and Accountability

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A note about Learning Goals:

These Learning Goals are intended to guide highly successful project development for the majority of students. If a student has a unique inspiration for a project that meets the required learning goals but may do so in a more expressive way outside the creative guidelines given for the project, I encourage them to conference with me and follow their inspiration. This rubric will then need to be applied on an individual basis for students who go above and beyond the standard definition of Advanced Proficient. This process will be identified as outside the norm prior to beginning the project and the student MUST conference with me regularly during their project development and execution in order to use this option.

STANDARDS BASED GRADING RUBRIC POINT CONVERSION

100 points total Advanced Proficient Proficient Developing Not Proficient

LG #1 4 / 20 pts 3 / 15 pts 2 / 10 pts 1 / 5 pts

LG #2 4 / 20 pts 3 / 15 pts 2 / 10 pts 1 / 5 pts

LG #3 4 / 20 pts 3 / 15 pts 2 / 10 pts 1 / 5 pts

LG #4 4/ 20 pts 3 / 15 pts 2 / 10 pts 1/ 5 pts

STATEMENT 4 / 10 pts 3 / 7 pts 2 / 5 pts 1 / 3 pts

CRITIQUE 4 / 10 pts 3 / 7 pts 2 / 5 pts 1 / 3 pts

Critique: Create “ribbons” for each of the elements and principles of art. Following the completion of a project gather in front of the display for a verbal critique. Each student is given a numbered “ribbon”. They first read through their element or principle definition, then they select the artwork that they feel

used that element or principle most successfully. They pin their ribbon beside the work and share with the group why they have selected this artwork. This process takes an entire 40 minute class. Following

critique the student fill out their artist statement and then instructor grade their projects using the Standards and Instructional goals included here.

Artist’s Statement Analysis and Critique

CONTENT STANDARD 5: Reflecting upon and assessing the characteristics and merits of their work and the works of others. CONTENT STANDARD 4: Students will understand the visual arts in relation to history and cultures. UNIVERSAL CONSTRUCTS: Critical Thinking; Product and Accountability STEP 1 DESCRIPTION What do you see? Study the work in detail carefully. Describe the work in full detail. Be factual. Mention everything you see. ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________

STEP 2 ANALYSIS Tell me how you used one of the ELEMENTS OF ART in this artwork. line shape color value form texture space __________________________________________________________________________________________________________________________________________________________________________

Tell me how you used one of the PRINCIPLES OF DESIGN in this artwork. balance pattern rhythm emphasis contrast movement unity __________________________________________________________________________________________________________________________________________________________________________ Circle the STYLE of the artwork. Realistic Abstract Non-Objective Circle the PROCESS used to create the artwork. 2D- drawing painting collage MULTI-MEDIA or 3D- sculpture fiber pottery Circle the SUBJECT of the artwork. PORTRAIT STILL LIFE

LANDSCAPE NON-OBJECTIVE Circle the PURPOSE for creating the artwork. DECORATIVE FUNCTIONAL

EXPRESSION NARRATIVE

STEP 3 INTERPRETATION Complete learning goal 3 here, read directions carefully. EXPLAIN your own artwork. What is happening? What are you trying to communicate? Art is a personal

experience and you should have drawn from your own life experiences to create this artwork. Tell me what

your artwork means to you. MINE!________________________________________________________________________________

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STEP 4 REFLECTION What was the most successful part of your project as a whole? How or what does it communicate with the

viewer? What did you learn from the process of creation? Judge whether your work succeeds or needs

improvement now that you have seen other finished artworks and have experienced a critique of the

project. EXPLAIN why you feel this way and what changes you would like to make to your art.. _____________________________________________________________________________________

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