Emily Columpsi

"The art of teaching is the art of assisting discovery" -Mark Van Doren

Arts Ed Art 9

*Value Scales Assignment:

Outcome(s):

CP 9.11 – Select and use appropriate forms, technologies, images, and art-making processes to convey ideas about a topic of concern to youth.

CP 9.12- Solve visual art problems in new and unfamiliar ways.

Indicators: 

a. Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media).

b. Demonstrate effective use of visual art tools, materials, and techniques.

e. Analyze application of the elements of art, principles of design, images, and techniques in own and peers’ art works.

Before introducing the assignment, go through the following presentation: Value Scale Presentation

Assignment:

Show the students how to properly construct the grids for the value scales.

Demonstrate to the students how to properly hold their pencil. As well, show them the proper techniques of how to shade and gradate value.

While giving the demonstration, make sure to highlight the following points: A Good Value Scale

After the demonstration, students will make their own value scales using either an HB, 2B, 3B, 4B or 5B pencil.

Show students examples of value scales done in previous classes.

Assessment: 

Value Scale Rubric


*Value Drawings Assignment

Outcomes:

CP 9.11 – Select and use appropriate forms, technologies, images, and art-making processes to convey ideas about a topic of concern to youth.

CP 9.12- Solve visual art problems in new and unfamiliar ways.

Indicators:

a. Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media).

b. Demonstrate effective use of visual art tools, materials, and techniques.

e. Analyze application of the elements of art, principles of design, images, and techniques in own and peers’ art works.

d. Describe own decision-making and problem-solving processes, and reflect on the effectiveness of choices made.

Before introducing the assignment go over the key points from the value scale presentation (see above) as the two assignments are correlated, show the students how to properly construct the grids for the value drawings on drawing paper, and get the students to recall how to shade and gradate value.

As well, demonstrate how to mark-make with the pencils.

Assignment:

Students will find a black and white photo that they want to draw. Go over what a photo should and shouldn’t  include.

Once chosen students will print and grid their photos in a similar way they did their drawing paper.

Once all the grids have been completed and checked by the teacher, students will lightly, skillfully, and carefully draw their photo onto their drawing paper, going square by square.

This assignment should take approximately 2 weeks (10 school days).

Show students examples of value drawings done in previous classes.

Assessment:

IMG_1901

Completed Value Drawing

IMG_1907


*Abstract Circles Assignment

Outcomes:

CP 9.12- Solve visual art problems in new and unfamiliar ways.

Indicators:

a. Take risks by working in unfamiliar ways (e.g., new ideas, techniques, or media)

b. Experiment with new ways of using symbols and manipulation of images

c. Solve visual art challenges or problems in innovative ways (e.g., imaginative use of point of view, perspective, colour theory, proportion, exaggeration, or distortion)

d. Describe own decision-making and problem-solving processes, and reflect on the effectiveness of choices made.

Assignment:

IMG_1903  IMG_1906

Assessment:

IMG_1902

Completed Abstract Circles Example:

IMG_1909  IMG_1911

 

Show students examples of abstract circles done in previous classes.

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