North B rookfield Jr./Sr.

High School
High School Visual Art II
Unit 2: Developing Drawing Skills
Project 1: Cross Contour Still Life Studies

Unit Objectives:
SWBAT continue to develop their drawing skills to complete contour drawings, blind contourdrawings,doubleblindcontourdrawings,valuescales,texturesquares,stilllife
objects, and representational ideas.
SWBAT apply these skills to a variety ofdifferentdrawingmediabyusingpencilandInktoconveycontourline,cross-contourline,space,volumeandthree-dimensionalityof
objects.
SWBAT draw what they see, not what they know, by practicing looking closely and observing a still life object while further developing their hand-eye coordinationtorender
objects accurately and proportionally.

MA Visual Art Standards:

2.14 Review systems of visualizing information and depicting space and volume, for example, scale and vanishing point, linear, atmospheric, and isometric perspective; and
create works using these systems.
 3.8 Create representational 2D artwork from observation and from memory that convincingly portrays 3D space and the objects and people within that space.
4.11 M aintain a portfolio of artwork that demonstrates a progression of ideas and skills over time.

Project Objectives:
SWBAT complete a series of 2 cross-contour still life studies by:
Choosing at least six still life objects and creating an interesting arrangement. This composition should show evidence of prior knowledge of the
qualities of creating a strong compositional arrangement.
Creating a quick thumbnail sketch for your first study to make sure your composition is strong.
Making sure you have some type of horizon line to ground your objects.
Beginning the mapping-out of objects onto your final paper in pencil. Include your contours and cross contours. Make sure that you capture the
VOLUME of the objects as well as space by adjusting line weight to show areas of highlights (light, broken lines) and shadows(dark, bold lines).
Continue to work-up all areas of your drawing in pencil, then applying ink over the pencil lines.
Erasing all stray pencil marks.
Repeating this process to create a second cross contour study.

Key Terms: Define the following...

Representational Art

Contour

Cross-Contour

Volume

Space

Composition

Study
Unit 2 Project #1:Cross Contour Still Life Studies ASSESsMENT Rubric
5 4 3 2 1

Line Weight & All objects were drawn
Accuracy proportionally and there is an
accurate variation in line
weight that creates a realistic
sense of form.
Almost all of the objects Many of the objects were Few of the objects were drawn One or less of the objects were
were drawn proportionally drawn proportionally and proportionally and there are drawn proportionally and there
and there is an accurate there are some attempted few a ttempted variations in was one or less attempts to vary the
variation in line weight variations in line weight. line weight. line weight.
that creates a sense of form

Your studies show evidence of a Your studies show evidence Your studies show evidence Your studies show evidence Your studies show little evidence of
mastery in the arrangement of that you are approaching of p roficiency in the that you are approaching knowledge of the qualities of a
Composition objects to create a strong mastery in the arrangement arrangement of objects to proficiency in the strong composition.
composition. of objects t o create a strong create a strong arrangement of objects to
composition. composition. create a strong composition.

Your project was carefully You worked hard to complete You put forth a mediocre Your design is complete, but Your design was finished with very
Craftsmanship constructed. You paid a great the design, but some details effort to complete your is lacking neatness and little or no attention to detail.
& amount of attention to small and neatness may be design and you may have attention to detail.
Skill details a nd completed the lacking. included only a few
design neatly. details.

Use of Space 100% of the required area of About 75% of the required About 50% of the required About 25% of the required Less than 25% of the required
your design was used. design area was used. design area was used. design area was used. design area was used.

Your project was finished with
Creativity & total originality after
Originality thorough experimentation.
Your project was finished Your project was finished Your project was finished Your project was incomplete or
with most of your original with some of your original with mostly borrowed ideas. finished with no evidence of
ideas and some ideas and little experimentation.
experimentation. experimentation.
Your Score: / 25 x 4= /100 POSSIBLE POINTS
Name:

North Brookfield Jr. Sr. High School

High School VISUAL ART II
Unit 2: Developing Drawing Skills
Project 2: Hybrid Animal & Object Illustration


Unit Objectives:
SWBAT continue to develop their drawing skills to complete contour drawings, blind contour drawings, doubleblindcontourdrawings,valuescales,
texture squares, still life objects, and representational ideas.
SWBAT apply these skills to a varietyofdifferentdrawingmediabyusingpencilandInktoconveycontourline,cross-contourline,space,volumeand
three-dimensionality of objects.
SWBAT draw what they see, not what they know, by practicing looking closely and observing a still life object while further developing their hand-eye
coordination to render objects accurately and proportionally.

Project Objectives:
SWBAT illustrate using pencil VALUE,thecombinationofaninanimateobject:scissors,fork,clock,apple,skateboard,car,pencil,shoe,chair,etc.WITHanAnimalorLivingThing:reptiles,
fish, birds, mammals, dinosaurs, insects, plants, human (eye, ear, nose, hair) by:
1. Completing at least two different and detailed sketches that show the complete combination of object and animal.
2. Checking-in to discuss concept for your illustration and for final paper (12x18).
3. Making sure that your Final artwork/illustration should focus on the use of value (dark & light) and should emphasize shading through a photorealistic approach to
drawing using pencil. I am looking specifically for full use of your paper and attention to detail. Details are going to really make your drawing POP! I will also be
looking for realistic rendering of texture.

Key Terms:
Value: The lightness or darkness of a color; imagine a value scale that ranges from the white of your paper to black.
Photorealism: A genre of art that encompasses painting, drawing and other graphic mediums, in which an artist studies a photograph and then attempts to reproduce the image as
realistically as possible in another medium.
Composition: The placement or arrangement of visual elements or ingredients in a work of art, as distinct from the subject of a work; how the Elements & Principles are arranged.
Hybrid: Something this is made by combining two different elements, a mixture.
Illustration: A visualization or a depiction made by an artist, such as a drawing, sketch, painting, photograph, or other kind of image of things seen, remembered or imagined,
using a graphical representation.

Key Artists:
Redmer Hoekstra

Self-Reflection Statement:
Explain your reasoning behind why you chose that specific hybrid combination for your drawing What qualities do youfindmostappealingaboutthecombination? Howdoesyouruseof
texture and value affect the visual perception of your hybrid? Please provide specific examples from your artwork.

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 Hybrid Animal & Object Illustration Assessment Rubric
5 4 3 2 1

Value It is evident that you
& depicted all areas of
highlights, shadows, and mid
Accuracy tone grays as accurately as
possible.
Many of the highlights, Some of the highlights, shadows, Few of the highlights, shadows, Your drawing is lacking most of the
shadows, and mid tone grays and mid tone grays are depicted. and mid tone grays are depicted. highlights, shadows, and mid tone grays.
are depicted accurately.

Composition The overall composition The composition reflects that The composition reflects some The composition reflects that The composition appears that very little
reflects a great amount of quite a bit of thought was put thought was put into the little thought was put into the thought was put into planning or
thought put into the into the arrangement of the arrangement of most of the arrangement of most of the thumbnail sketches.
arrangement of the objects. objects. objects. objects.

Your project was carefully
Craftsmanship constructed. You paid a great
amount of attention to
& small details and completed
Skill the design neatly.
You worked hard to complete You put forth a mediocre effort to Your design is complete, but is Your design was finished with very little
the design, but some details complete your design and you may lacking neatness and attention or no attention to detail.
and neatness may be lacking. have included only a few details. to detail.

Use of Space 100% of the required area of About 75% of the required About 50% of the required design About 25% of the required design Less than 25% of the required design area
your design was used. design area was used. area was used. area was used. was used.

Your completed Your completed Your completed self-reflection Your completed Your completed self-reflection
Self-Reflection self-reflection statement self-reflection statement statement shows a level of self-reflection statement statement shows a level below
Statement shows a level of mastery in shows a level of approaching proficiency in length, detail shows a level of approaching proficiency in length, detail, and
length, detail, and your mastery in length, detail, and your ability respond to the proficiency in length, detail, your ability respond to the prompt.
ability to thoroughly and your ability respond to prompt. and your ability respond to
respond to the prompt. the p rompt. the prompt.

Your Score: / 25 x 4 = /100 Possible Points

Name:

North Brookfield Jr. Sr. High School

High School VISUAL ART II
Unit 2: Developing Drawing Skills
Project 3: Representational Charcoal Still Life Drawing

Unit Objectives:
SWBAT continue to develop their drawing skills to complete contour drawings, blind contour drawings, doubleblindcontourdrawings,valuescales,
texture squares, still life objects, and representational ideas.
SWBAT apply these skills to a varietyofdifferentdrawingmediabyusingpencilandInktoconveycontourline,cross-contourline,space,volumeand
three-dimensionality of objects.
SWBAT draw what they see, not what they know, by practicing looking closely and observing a still life object while further developing their hand-eye
coordination to render objects accurately and proportionally.
Project Objectives: SWBAT complete a Representational Charcoal Still Life Drawing by:
using a viewfinder or zooming in on an interesting area of the still life set-up to create an interesting composition.
completing 3 different thumbnail sketches of interesting areas for your composition.
choosing the most interesting composition out of the 3 thumbnail sketches to use for the final drawing.
using a #2 HB pencil (regular pencil) to lightly draw-in the contours of the objects onto their final paper while checking their relative sizes,
proportions, and for accuracy in their shape.
using compressed charcoal to add value, texture, and accurate areas of light and dark within and around all of the objects in your composition.
Working up or building up areas all around the drawing in terms of their value - start with the lightest or the darkest value and work your way
appropriately around the picture in terms of value (paint by value).
Using an eraser to add bright white highlights and using your finger/paper towel to blend/smudge dark areas.
Using Chiaroscuro; notice areas ofthelightestvaluewherethelightisdirectlyhittingtheobjectaswhite;thedarkestshadowareasareyourdarkestgray
or black values.
Making sure that your drawing is completely finished!!! A finished drawing has all areas of the composition accounted for.

Key Terms
View Finder a square or rectangular tool that acts as a frame; you look through the viewfinder to focus or frame that area of the still life that you want to draw.

Still Life is a work of art depicting mostly inanimate subject matter, typically commonplace objects which may
be either natural (food, flowers, dead animals, plants, rocks, or shells) or man-made (drinking glasses, books, vases, jewelry, coins, pipes, and so on).

Composition the placement or arrangement of visual elements or ingredients in a work of a rt, as distinct from the subject of a work; how the Elements & Principles are arranged.

Thumbnail Sketch a small, quick sketch used to determine the most interesting composition. Artists typically create a few thumbnail sketches and then choose which has the best
composition for their final artwork.

The terms hard edge andsoftedgeareusedtodescribetwodifferentwaysinwhichobjectscanbepainted.Ahardedgeisthetermusedwhentheedgeofanobjectispainted

Hard vs. Soft Edges in a well defined or
definite way. There's a strong sense of where the object ends. A soft edge is when it is painted so that it disappears or fades into the background.
 Organic Shape Organic shapes are associated with things from the natural world, like plants and animals.

Chiaroscuro an effect of contrasted light and shadow created by light falling unevenly or from a particular
direction on something.

Implied Line lines that are not necessary drawn in an image, but are lines created by values, colors, textures or
shapes that guide the eye though the piece

Observational Drawing Drawing what you see, not what you know. Looking closely and observing an object then drawing what you see in front of you.

Self-Reflection Statement
Briefly describe the stages of the process that you used todevelopyourcompletedStillLifeCharcoal,drawing. Pleaseincludespecificexamplesofthemethodsthat
you used to add value to areas of your drawing.

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 Unit 2 Project #2: Representational Charcoal Still Life Drawing Assessment Rubric
5 4 3 2 1

Value It is evident that you
& depicted all areas of
Accuracy highlights, shadows, and
mid tone grays as accurately
as possible.
Many of the highlights, Some of the highlights, Few of the highlights, Your drawing is lacking most
shadows, and mid tone shadows, and mid tone shadows, and mid tone grays of the highlights, shadows,
grays are depicted grays are depicted. are depicted. and mid tone grays.
accurately.

Composition The overall composition The composition reflects The composition reflects The composition reflects that The composition appears that
reflects a great amount of that quite a bit of thought some thought was put into little thought was put into very little thought was put
thought put into the was put into the the arrangement of most the a rrangement of most of into planning or thumbnail
arrangement of the objects. arrangement of the of the objects. the objects. sketches.
objects.

Your project was carefully You worked hard to You put forth a mediocre Your design is complete, but Your design was finished with
Craftsmanship constructed. You paid a great complete the design, but effort to complete your is lacking neatness and very little or no attention to
& amount of attention to some details and neatness design and you may have attention to detail. detail.
Skill small details and completed may be lacking. included only a few
the design neatly. details.

Use of Space 100% of the required area of About 75% of the required About 50% of the required About 25% of the required Less than 25% of the required
your design was used. design area was used. design area was used. design area was used. design area was used.

Your completed self-reflection Your completed Your completed Your completed self-reflection Your completed self-reflection
Self-Reflection statement shows a level of self-reflection statement self-reflection statement statement shows a level of statement shows a level below
Statement mastery in length, detail, and shows a level of approaching shows a level of proficiency approaching proficiency in proficiency in length, detail, and
your ability to thoroughly mastery in length, detail, in length, detail and your length, detail, and your ability your ability respond to the
respond to the prompt. and your ability respond to ability respond to the respond to the prompt. prompt.
the prompt. prompt.

Your Score: / 25 x 4= /100 Comments:
Name:

North Brookfield Jr. Sr. High School

High School VISUAL ART II
Unit 3: Drawing in Different Media
Project 1: Ink & Watercolor Animal Studies

Unit Objectives:
SWBAT apply their drawing skills acquired throughout Unit 2: Developing DrawingSkillstofurtherdeveloptheirskillsinavarietyofmediaincluding
colored pencil, Ink, and oil pastel.
SWBAT further develop their skills in composition and their ability to make important decisions in regards to creating strong compositions and
utilizing the elements and principles as effectively as possible.

Project Objectives: SWBAT complete an Ink and Watercolor Animal Study by:
 Choosing the animal subject for their composition. Use a photograph that you took or a copyright-free reference image. Remember, zoom-in on the
animal.
Creating a thumbnail-sketch of the animal in pencil and experimenting with watercolor on this sketch to finalize idea. Experiment with color and
consider how you will differentiate foreground from background...
Using pencil to draw your animal on the final paper, then applying ink.
Erase all stray Pencil marks.
Be sure to show texture and volume through your thoughtful use of line.
Using watercolor paint techniques to apply color to animal. COnsider bold colors to represent the animals personality.
Completing a self-reflection statement to explain the process behind your work.

Key Terms:
Medium: the single material that is being used; acrylic paint, pencil, ink, watercolor, etc.
Mixed-Media: two or more different mediums(media) are being used; for example, an ink drawing covered with watercolor paint.
Watercolor Paint: water-soluble pigment; water activates the pigment in the paint.
Contrast: the state of being strikingly different from something else, in this case, ink vs. watercolor
Composition: the placement or arrangement of visual elements or ingredients in a work of art, as distinct from the subject of a work; how the Elements &
Principles are arranged.
Study/Studies: drawing, sketch or painting done in preparation for a finished piece; visual notes
Observational Drawing: observational drawing at the actual location of your subject matter; drawing the trees while actually being out in the field.

 Self-Reflection Statement
Describe your experience working with mixed-media to create your animal. Howdidyoumanipulatecolortocapturethecharacteristicsoftheanimal?Besureto
provide specific examples from your artwork.
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 Ink & Watercolor Animal Study Assessment Rubric

5 4 3 2 1

Composition The artwork shows strong The artwork shows some The artwork shows little evidence The artwork shows weak evidence The artwork shows the slightest
evidence that knowledge of the evidence that knowledge of the that k nowledge of the elements that k nowledge of the elements evidence that knowledge of the
elements and principles was elements a nd principles was and principles was used to make and principles was used to make elements and principles was used
used to make informed choices used to make i nformed choices informed choices about the informed choices about the when creating the artwork.
about the overall composition. about the overall composition. overall composition. overall composition.

The application of Ink and
Ink & Watercolor shows evidence of a
Watercolor strong understanding and
Application mastery of the mediums. You
have mastered depicting your
animal.
The application of Ink and The application of Ink and The application of Ink and The application of Ink and
Watercolor shows evidence of Watercolor shows evidence of a Watercolor shows evidence of Watercolor shows evidence of an
approaching mastery in proficient understanding of the approaching proficiency in attempt to understand the
understanding the mediums. mediums.You are proficient in understanding the intended use of the mediums. You
You are approaching mastery depicting your animal. mediums.You are approaching are below proficiency in depicting
in depicting your animal. proficiency in depicting your your animal.
animal.

Your project was carefully
Craftsmanship constructed. You paid a great
& amount of attention to small
Skill details a nd completed the
design neatly.
You worked hard to complete You put forth a mediocre effort Your design is complete, but is Your design was finished with very
the design, but some details to complete your design and you lacking neatness and little or no attention to detail.
and neatness may be lacking. may have included only a few attention to detail.
details.

Use of Space 100% of the required area of About 75% of the required About 50% of the required design About 25% of the required Less than 25% of the required design
your design was used. design area was used. area was used. design area was used. area was used.

Your completed self-reflection
Self-Reflection statement shows a level of
Statement mastery in length, detail, and
your ability to thoroughly
respond to the prompt.
Your completed self-reflection Your completed self-reflection Your completed self-reflection Your completed self-reflection
statement shows a level of statement shows a level of statement shows a level of statement shows a level below
approaching mastery in proficiency in length, detail and approaching proficiency in proficiency in length, detail, and
length, detail, and your your ability respond to the length, detail, and your ability your ability respond to the prompt.
ability respond to the prompt. prompt. respond to the prompt.

Your Score: /25 x 4 = /100 Possible Points

 North Brookfield Jr. Sr. High School
High School VISUAL ART II
Unit 3: Drawing in Different Media
Project 2: Two-Point Surreal Cityscape in Colored P
encil

Unit Objectives:
SWBAT apply their drawing skills acquired throughout Unit 2: Developing DrawingSkillstofurtherdeveloptheirskillsinavarietyofmediaincluding
colored pencil, Ink, and oil pastel.
SWBAT further develop their skills in composition and their ability to make important decisions in regards to creating strong compositions and
utilizing the elements and principles as effectively as possible.

Project Objectives: SWBAT complete a Two-Point Surreal Cityscape in Pencil by:

Creating a practice drawing using two-point linear perspective techniques while mapping-out a plan for their surreal cityscape.
Consider developing a normal cityscape first, then you will transform the buildings into surreal objects before moving onto your final
paper.
Using pencil to recreateyourtwo-pointperspectivecityscapeontoyourfinalpaper.Besuretodouble-checkyourdrawingandyoursurrealbuildingsto
make sure that they follow the rules of two-point perspective.
Using colored pencil to add blending and burnishing to create depth in your cityscape. Be sure to apply colored pencil to allareasofyourdrawingso
your drawing in finished and complete.
Key Terms

Surrealism: a realistic style of depiction, nearly photographic, combined with unexpected objects and imagery. These
combinations are often dream-like and can be humorous, a fantasy, a pun, or even creepy.
Linear Perspective:a type of perspective used by artists in which the relative size, shape, and position of objects are determined by
drawn or imagined lines converging at a point on the horizon.
Two-Point Perspective: linear perspective in which parallel lines along the width and depth of an object are represented as meeting
at two separate points on the horizon that are 90 degrees apart as measured from the common intersection of the lines of
projection.
color blending: lightly mixing colored pencil layers, while keeping in mind the color wheel, to create new hues.
Layering: the process of lightly coloring one hue and then adding another hue on top of it to create a new hue, a tint, or a tone.
burnishing: once all color blending and layering is complete, burnishing is the process of using a sharp colored pencil and
pressing down firmly to create a smooth and finished surface. This is the FINAL step in coloring with colored pencil because you
can not add anymore color over a burnished area.

 One-Point Perspective

Two-Point Perspective

 Self-Reflection Statement
Describe the elements of your colored pencil cityscape that make it surreal. (whats going on in your drawing!?) USe specific examples from your artwork.
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 Two-Point Surreal Cityscape Assessment Rubric
5 4 3 2 1
Colored Pencil It is evident that you Many of the values are Some of the values are depicted Few of the valuesaredepicted Your drawing is lacking mostofthe
Application depicted all areas of value depicted using layering and using some layering and using few areas of layering values and thereislittlelayeringor
using layering and burnishing. burnishing. and burnishing burnishing.
burnishing

Surreal Drawing shows mastery in Drawing shows you are Drawing shows youareproficient Drawing shows you are Drawing shows you are below
Composition & two-point perspective and approaching mastery in in two-point perspective and approaching proficiency in proficiency in two-point perspective
Tw0-Point depicting surrealism. two-point perspective and depicting surrealism. two-point perspective and and depicting s urrealism.
Perspective depicting surrealism. depicting surrealism.

Your project was carefully You worked hard to complete You put forth a mediocre effort Your design is complete, but Your design was finished with very
Craftsmanship constructed. You paid a great the design, but some details to complete your design and you is lacking neatness and little o r no attention to detail.
& amount of attention to and neatness m ay be lacking. may have included only a few attention to detail.
Skill small details and completed details.
the design neatly.

Use of Space 100% of the required area of About 75% of the required About 50% oftherequireddesign About 25% of the required Less than 25% oftherequireddesign
your design was used. design a rea was used. area was used. design a rea was used. area w as used.

Your completed
Self-Reflection self-reflection statement
Statement shows a level of mastery in
length, detail, and your
ability to thoroughly respond
to the prompt.
Your completed Your completed self-reflection Your completed Your completed self-reflection
self-reflection statement statement shows a level of self-reflection statement statement shows a level below
shows a level of approaching proficiency in length, detail and shows a level of approaching proficiency in length, detail, and
mastery in length, detail, your ability respond to the proficiency in length, detail, your ability respond to the prompt.
and your ability respond to prompt. and your ability respond to
the prompt. the prompt.
Your Score: / 25x4= /100 Possible Points

 North Brookfield Jr. Sr. High School

High School VISUAL ART II
Unit 3: Drawing in Different Media
Project 3: Abstract Oil Pastel Study in the Style of O
Keeffe

Unit Objectives:
SWBAT apply their drawing skills acquired throughout Unit 2: Developing DrawingSkillstofurtherdeveloptheirskillsinavarietyofmediaincluding
colored pencil, Ink, and oil pastel.
SWBAT further develop their skills in composition and their ability to make important decisions in regards to creating strong compositions and
utilizing the elements and principles as effectively as possible.


Project Objectives: SWBAT complete an abstract oil pastel object study in the style of Georgia
OKeeffe by:
Choosing an object or objects to use as your subject. Consider organic objects found in nature. Pinecones, flowers, leaves, etc.
Creating 3 thumbnail sketches in pencil to figure out your composition.
Using pencil to very lightly map-out your object onto your large final paper.
Applying oil pastel using color-blending techniques. Remember,thisisanabstract,zoomed-inversionofyourobjectsoyoucanexperimentwithcolor,
texture, details, etc.
Considering shadows and highlights to make your abstract object have volume, three-dimensionality, and depth.
Accounting for ALL AREAS of your composition!!!
Completing a self-reflection statement that explains the process of creating your work.

Georgia OKeeffe
Georgia Totto O'Keeffe was an American artist. She was best known for her paintings of enlarged flowers, New York skyscrapers, and New Mexico landscapes. O'Keeffe
has been recognized as the "Mother of American modernism."

 Self-Reflection Statement
Explain your thinking and planning behind your abstract object, the oil pastel application, and the colors that you chose. How did you create an abstract
composition?
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 Abstract Oil Pastel Study Assessment Rubric

5 4 3 2 1

It is evident that you depicted Many of the values are Some of the values are Few of the values are depicted Your drawing is lacking
Oil Pastel all areas of value using color depicted using color depicted using some color using few areas of color most of the values and there
Application blending techniques. blending techniques. blending. blending and some white is is little color blending and
showing through. a lot of white is showing.

The artwork shows strong The artwork shows some The artwork shows little The artwork shows weak evidence The artwork shows the slightest
evidence that knowledge of the evidence that knowledge of the evidence that knowledge of the that knowledge of the elements evidence that knowledge of the
Composition elements and principles was used elements a nd principles was elements a nd principles was and principles was used to make elements and principles was
to make informed choices about used to make i nformed choices used to make i nformed choices informed choices about the used when creating the artwork.
the overall composition. about the overall composition. about the overall composition. overall composition.

Your project was carefully You worked hard to complete You put forth a mediocre Your design is complete, but is Your design was finished
Craftsmanship constructed. You paid a great the d esign, but some details effort to complete your lacking neatness and with very little or no
& amount of attention to and neatness may be design and you may have attention to detail. attention to detail.
Skill small details and completed lacking. included only a few details.
the design neatly.

100% of the required area of About 75% of the required About 50% of the required About 25% of the required Less than 25% of the required
Use of Space your design was used. design area was used. design area was used. design area was used. design area was used.

Your completed Your completed Your completed Your completed self-reflection Your completed
Self-Reflection self-reflection statement self-reflection statement self-reflection statement statement shows a level of self-reflection statement
Statement shows a level of mastery in shows a level of approaching shows a level of proficiency approaching proficiency in shows a level below
length, detail, and your mastery in length, detail, in length, detail and your length, detail, and your ability proficiency in length, detail,
ability to thoroughly respond and your ability respond to ability respond to the respond to the prompt. and your ability respond to
to the prompt. the p rompt. prompt. the prompt.
Your Score: / 2
5 x 4= /100

Name:
North Brookfield Jr. Sr. High School
High School VISUAL ART II
Unit 4: Printmaking & Linoleum Block Reliefs
Printing i n Depth: Portraying Background, Middleground, & Foreground

Unit Objectives:
SWBAT identify and use the different printmaking methods, terms, and tools properly.
SWBAT u se the Relief Printing Method to create a linoleum block print that shows depth and space in their print by showing background, middleground, and foreground
effectively.

Project Objectives:
SWBAT complete a linoleum block carving by:
Choosing your Subject.
Must show depth and have background, middleground, and foreground.
Sketch-out 2-3 different compositions.
Choose which image is going to work best & remember, your image will print backwards!
Transferring your sketch onto your linoleum block.
Use pencil to lightly draw your subject onto your block; keep in mind backwards printing
Color in the lines that need to stay for your image. Leave the areas that will be carved away
blank.
Remember how Relief Printing works: what you carve away will not print!
Clearing Non-Image areas.
Non-images are the linoleum that you need to remove.
Use your gouge to cut into the linoleum and carefully remove the areas of non-images.
REMEMBER to leave your raised lines where your surface will print.
Use caution with your gouge and ALWAYS work away from your body on your bench hook.
Trial Printing your block.
Proof your print by applying printing ink to your brayer.
Carefully roll the brayer with ink onto your block.
Place your paper on top of your block.
Use your baren to press your paper against your block until you feel the impression.
Carefully remove your proof and put on the drying rack to dry.
Assess how the proof looks...what changes need to be made?
If you make any changes after this point, do another trial print and repeat the process until you are satisfied with your image.
Printing Your Edition! Your trial print and proofs were a success, now its time to print your edition.
Your final edition will consist of 5 of your BEST prints and should be numbered and signed. (You will have more than 5 prints total)
YOU MUST KEEP YOUR PRINTS ORGANIzED, signed, & All tools properly cleaned/cared for.

 Self-Reflection Statement
Explain your experience with the carving of your linoleum block and the printing process. How did you purposefully portray depth in your print?
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 Assessment Rubric
5 4 3 2 1

You have mastered the You are approaching mastery of You are proficient in the safe You are approaching proficient in You are unaware of the safe and
Linoleum Block safe and proper use of the safe and proper use of and proper useoflinoleumblock the safe and proper use oflinoleum proper use of linoleum block
Carving linoleum block carving linoleum block carving tools carving tools to accurately block carving tools to accurately carving tools to depict your
tools toaccuratelydepict to accurately depict your depict your subject. depict your subject. subject.
your subject. subject.

Your prints reflects a Your prints reflect that youare Your print reflects a proficiency Your print reflects you are Your print reflects you are below
mastery at depicting approaching mastery at at depicting depth using approaching proficiency at proficiency at depicting depth
Capturing Depth depth usingprintmaking depicting depth using printmaking techniques. depicting depth using printmaking using p rintmaking techniques.
techniques. printmaking techniques. techniques.

Your block and print was You workedhardtocompletethe You put forth a mediocre effort Your block and print is complete, Your blockandprintwasfinished
Craftsmanship carefully constructed. block and print, but some to complete your block and you but is lacking neatness and with very little or no attention
& You paid a great amount details and neatness may be may have included only a few attention t o detail. to detail.
Skill
of attention to small lacking. details.
detailsandcompletedthe
design neatly.

Use of Space 100% of therequiredarea About 75% of the required About 50%oftherequireddesign About 25% of the required design Less than 25% of the required
of your design was used. design a rea was used. area was used. area was used. design area was used.

Your completed Your completed self-reflection Your completed self-reflection Your completed self-reflection Your completed self-reflection
Self-Reflection self-reflection statement shows a level of statement shows a level of statement shows a level of statement shows a level below
Statement statement shows a level approaching mastery in length, proficiency in length, detail and approaching proficiency in length, proficiency in length, detail, and
of mastery in length, detail, and your ability respond your ability respond to the detail, and your ability respond to your ability respond to the
detail, and your ability to the prompt. prompt. the prompt. prompt.
to thoroughly respond to
the prompt.
/25 x 4 = /100 Possible Points
Name:
North Brookfield Jr. Sr. High School
High School VISUAL ART II
Unit 5: Exploring Color Theory
Cubism Color Scheme Compositions in Acrylic

Unit Objectives:
SWBAT complete a series of color theory projects that show their knowledge of color theory by identifying color groupings,
color schemes, and color theory vocabulary.

Project Objectives: SWBAT complete 3 Cubist color scheme compositions in acrylic paint by:
Using a pencil, ruler, and geometric shapes to create 3 different compositions in the Cubist style that fill the entire paper and go off the edges of the
paper as well.. (SEE cubism for examples!)
Choosing 3 colors schemes and applying one color scheme to each composition using acrylic paint. See color theory packet for color scheme ideas.
Being sure not to lose your original lines and shapes. paint over those lines using black paint as a final step.
Utilizing color blending techniques with the acrylic paint to create a series of tints, tones, and shades within your color schemes when appropriate.
Completing a self-reflection statement that describes your color scheme choices and the process by which you composed your cubist composition.

CUBISM
An early 20th-century style and movement in art, especially painting, in which perspective with a single viewpoint was abandoned and use was made of simple
geometric shapes, interlocking planes, and, later, collage. (Picasso)

 Self-Reflection Statement
Describe the three color schemes that you chose to use in your compositions and the colors that were included in each. Be sure to use appropriate color theory
vocabulary to describe these themes. How do your compositions resemble cubism? Provide evidence from at least one of your paintings.
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 Cubist Color Scheme Compositions Assessment Rubric
5 4 3 2 1

Cubist Composition Your tile design shows mastery Your tile design shows you are Your tile design shows proficiency in Your tile design shows you are Your tile design shows you are below
in depicting the qualities of approaching mastery in depicting the qualities of cubism. approaching proficiency in proficiency in depicting the qualities of
cubism. depicting the qualities of depicting the qualities of cubism. cubism.
cubism.

Mastery of color schemes is Approaching Mastery of color proficiency of color schemes is Approaching proficiency of color Below proficiency of color schemes is
Color Scheme evident in your compositions. schemes is evident in your evident in your compositions. schemes is evident in your evident in your compositions.
compositions. compositions.

Your project was carefully
Craftsmanship constructed. You paid a great
& amount of attention to small
Skill details and completed the
design neatly.
You worked hard to complete the You put forth a mediocre effort to Your design is complete, but is Your design was finished with very little or
design, but some details and complete your design and you may lacking neatness and attention to no attention to detail.
neatness may be lacking. have included only a few details. detail.

Use of Space 100% of the required area of About 75% of the required design About 50% of the required design area About 25% of the required design Less than 25% of the required design area
your design was used. area was used. was used. area was used. was used.

Your completed
Self-Reflection self-reflection statement
Statement shows a level of mastery in
length, detail, and your
ability to thoroughly respond
to the prompt.
Your completed
self-reflection statement
shows a level of approaching
mastery in length, detail,
and your ability respond to
the prompt.
Your completed self-reflection
statement shows a level of
proficiency in length, detail and
your ability respond to the
prompt.
Your completed self-reflection Your completed self-reflection
statement shows a level of statement shows a level below
approaching proficiency in proficiency in length, detail, and your
length, detail, and your ability ability respond to the prompt.
respond to the prompt.

Your Score: /25 = /100

Name:
North Brookfield Jr. Sr. High School
High School Visual Art II
Unit 6: Portraying the Human Figure
Artist-Inspired Self-Portrait: Adapting an Artists Style

Unit Objectives:
SWBAT develop their skills in drawing the human figure as well as facial features by completing a series of learning activities
related to portraying people in different mediums.

Project Objectives: Students will be able to complete a Self-Portrait in the medium/media of their choice by:
Choosing an artist and researching Date of Birth/Death? ArtMovement?TypicalMedium/Media&meansofproducingartwork?Descriptionofwhatyou
learned about the artist and why you chose that particular artist. Any highlights/interesting facts?
Creating a rough draft/sketch in that artists style using a picture of you or a mirror as a reference.
Moving on to final paper and using your choice of medium/mixed-media. Acrylic, oil pastel, watercolor, ink, pencil, etc. Must be related to what
your artist used so you can achieve the same effects in your artwork!
Making sure that the artistic style used in your portrait is thesameastheartistofyourchoice. Ishouldbeabletonameyourartistofinfluencewhen
looking at your completed artwork.
Synthesizing the key skills that we have learned throughout the year; value, shading, shadow, rendering of objects...we will look closely at facial
proportions!

Suggested Artists:
Vincent Van Gogh, Salvador Dali, Chuck Close, Andy Warhol, Georgia OKeeffe, Egon Schiele, Pablo Picasso, Frida Kahlo, Albrecht Durer, Giuseppe Arcimbaldo, Roy
Lichtenstein, CindySherman,BernardBuffet,KaraWalker,FlorenceHenri,ManRay,M.C.Escher,Jean-MichelBasquiat,M.C.Escher,NormanRockwell,FrancisBacon
***Please check-in with me if you would like to use any artist that is not included on this list.

Follow these steps...

1. Research:RECORD YOUR RESEARCH IN YOUR SKETCHBOOK!!!
a. Using the list of artists above, research a number of different artists and their portrait or self-portrait artwork.
b. Choose an artist whose work you find most interesting or intriguing.
c. Keep in mind that you will be adapting their specific style to create your self-portrait.
2. Gather Information:
a. Date of Birth/Death? Still Alive and working?
b. Which Art Movement?
c. Typical Medium/Media & means of producing artwork?
 d. Description of what you learned about the artist and why you chose that particular artist.
e. Any highlights or interesting facts?
3. Sketch/Begin to Create:
a. Complete a detailed sketch of your self-portrait in the style of the artist/artwork that you chose.
b. Test your materials to make sure that you can recreate a particular visual effect. Bring in any materials that are not available in the artroom.
c. Check-In with me once your sketch is near completion.
4. Final Artwork:
a. Once we have discussed your sketch and your concept, you may begin your final artwork.
b. Remember to use rendering skills thatyouveacquiredthroughouttheyeartoaidyouincreatingaself-portraitthatisrecognizablyrelatedto
your artist of choice.
c. I will be looking for accuracy and design complexity, neatness, attention to detail, and a self-portrait that is believably a picture of you!
d.
Self-Reflection Statement:
Describe how your self-portrait is recognizably related to the artwork by your choice artist. Use specific examples from your self-portrait and from the
portrait/self-portrait of your choice artist. How have you successfully mastered the skills used by your choice artist in your own self-portrait?
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 Assessment Rubric
5 4 3 2 1

Portraying an Artists Evidence of mastery of your Evidence of approaching Evidence of proficiency of Evidence of approaching There is little evidence of
Style choice artists style is present mastery of your choice your choice artists style is proficiency of your choice your choice artists style
in your artwork. artists style is present in present in your artwork. artists style is present in present in your artwork.
your artwork. your artwork.

Your entire artwork shows Your artwork shows that you Your artwork shows that Your artwork shows that A few areas of your
Capturing Your Self mastery in depicting your are approaching mastery in you are proficient in you are approaching artwork depict your
likeness. depicting your likeness. depicting your likeness. proficiency in depicting likeness.
your likeness.

Your project was carefully You worked hard to complete You put forth a mediocre Your design is complete, Your design was finished
Craftsman- constructed. You paid a great the p ainting, but some effort to complete your but is lacking neatness with very little or no
ship amount of attention to small details a nd neatness may be painting and you have and attention to detail. attention to detail.
& details of the animal and lacking. included a proficient
Skill completed the painting neatly. number of details.

Use of Space 100% of the required design About 75% of the required About 50% of the required About 25% of the required Less than 25% of the
area of was used. design area was used. design area was used. design area was used. required design area was
used.

Self-Reflection Your completed self-reflection Your completed Your completed Your completed Your completed
Statement statements shows a level of self-reflection statements self-reflection statements self-reflection statements self-reflection statements
mastery in length and detail. shows a level of approaching shows a level of p roficiency shows a level of shows a level b elow
mastery in length and in length and d etail. approaching proficiency in proficiency in length and
detail. length and detail. detail.

/25 Possible Points x 4 = /100

 North Brookfield Jr./Sr. High School
H.S. Visual Art 1I
Unit 7: The Clay Process
Illuminated Ceramic Houses

Unit Objectives:
SWBAT identify and create complete ceramic vessels using the different hand-building methods: pinch and coil.
SWBAT identify and define the important ceramic terms listed in this packet.

Project Objectives: SWBAT complete a ceramic house design by:

Choosing who the house will be for...fairy? Hobbit? Frog? Decoration? Theme?
Cut holes in the window to let light out AND somewhere on your design so you can fit a tealight battery candle inside to illuminate the
house. YOUR DESIGN MUST BE ABLE TO BE LIT UP = ILLUMINATED!
Creating at least two sketches for house designs in pencil in your sketchbook. Work out details and consider the different clay methods that youve used
in the past
Considering in the roof will be a separate piece or will be attached.
Transforming your design into a clay vessel using the pinch, coil, slab methods when appropriate. Be sure to embellish your house - the more details the
better! Be sure to remove all air pockets to avoid explosions in the kiln!
Scoring and slipping all pieces when attaching to ensure that it stays together.
Wrapping your house with plastic bags to make sure that your clay stay workable. Add damp paper towels if you wont return to it for a few days.
Allowing it to dry completely when finished and placing on the back table for bisque firing.
Glazing after bisque-firing; remember, glaze can either make or break a piece! Take your time, add 3 coats of glaze on all areas. Try to avoid the very
bottom of the piece. PLEASE be conservative of the glaze - do not be wasteful it is very expensive!!!
Completing a self-reflection statement about your finished work.

Some more ideas for inspiration....

 SAFETY HAZARDS for working with Clay

Dust from ordinary clay and several other materials contains some free silica that is too fine and heavy to be expelled from
the lungs. Over time this can cause fatal silicosis if breathed often enough. Never carelessly produce dust.

Key Terms:
Clay: a stiff, sticky fine-grained earth, typically yellow, red, or bluish-gray in color and often forming an impermeable layer in the soil. It can be molded when
wet, and is dried and baked to make bricks, pottery, and ceramics.

Pottery/Ceramics: The pots and other articles made from clay hardened by heat. Pottery is also referred to as ceramics, and ceramics is referred to as pottery. So
the terms are interchangeable depending on who you talk to. Ceramic is a catch-all phrase that includes both pottery and porcelain. Ceramics are made from a
mixture of clay, water and various additives that are shaped and fired.

Pinch: The pinching method is to create pottery that can be ornamental or functional, and has been widely employed across cultures and times.

Slab: A method of making pottery in which a thick, flat plate, or slice of clay is cut into shapes which are joined to form an object. The joined edges are scored
and slipped.

Coil: Coiling is the technique of building ceramic forms by rolling out coils, or ropes, of clay and joining them together with the fingers or a tool by scoring and
slipping.

Scoring: Making marks on the edges of two pieces of clay before joining them together with slip. Scoring is roughing up the clay surface so that they two pieces
will stay together.

Slip: Clay that has been diluted with water to the consistency of cream, used for joining pieces of clay. (liquid clay)

Leather hard: Refers to a specific stage during the drying of a pot or other clay object. At this stage, the clay is still visibly damp (usually a darkish gray) but
has dried enough to be able to be handled without deformation.

Bone Dry: Refers to clay which is ready to be fired. All the moisture is gone from the clay. Clay is VERY FRAGILE at this stage.

Greenware: Compeletely dry, unfired pottery. Greenware is typically bone dry.

Bisque/bisqueware: Pottery that has been bisque fired in the kiln for its first firing.
Bisque Firing (First Firing) - The process of firing unglazed clay to a low temperature to harden the clay and drive the physical water from it. The approximate
temperature of this firing is 1815 F. This is the first firing and transforms greenware to bisqueware.

Functional: A piece of artwork or pottery that serves a usable purpose. Ex) bowls, cups, anything you can use daily.

Sculptural: A piece of pottery that does not necessarily serve a function, but rather is made to be viewed.

Glaze: Glaze is an impervious layer (hard & strong) or coating of a vitreous substance which has been fused to a ceramic body through firing. Glaze can serve to
color, decorate or waterproof an item.

Glazeware: Bisqueware that has been painted with glaze and then glaze fired in the kiln and is now waterproof.

Glaze Fire: A cooler, quicker fire than the initial Bisque fire. In this firing, bisqueware painted with glaze is placed in the kiln and the result is the final and
finished piece of pottery.

Kiln: An electric kiln is a heating chamber used to transform materials at high temperatures. A kiln hardens ceramic bodies using a process invented thousands of
years ago. Clay, when heated properly, becomes hard enough to form tiles and vessels.

Self-Reflection Statement
Describe your house design and who it is intended for. What makes your house unique?
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 Illuminated Ceramic House Assessment Rubric
5 4 3 2 1

Your house shows a mastery Your house shows an approaching Your house shows a Your house shows an approaching Your house shows a below
level of working with clay and mastery level of working with proficient level of working proficient level of working with proficient level of working
Design using the proper techniques to clay and using the proper with clay and using the clay and using the proper with clay and using the
create the house design. techniques to create the house proper techniques to create techniques to create the house proper techniques to create
design. the house design. design. the house design.

Your project was carefully
Craftsmanship constructed. You paid a great
& amount of attention to
Skill
small details of the animal
and completed the painting
neatly.
You worked hard to complete the
painting, but some details and
neatness may be lacking.
You put forth a mediocre Your design is complete, but is Your design was finished with
effort to complete your lacking neatness and attention very l ittle or no attention
painting and you have to detail. to detail.
included a proficient
number of details.

Self-Reflection Statement
Your completed self-reflection
statement shows a level of
mastery in length, detail, and
your ability to thoroughly
respond to the prompt.
Your completed self-reflection Your completed Your completed self-reflection Your completed
statement shows a level of self-reflection statement statement shows a level of self-reflection statement
approaching mastery in length, shows a level of proficiency approaching proficiency in shows a level below
detail, and your ability respond in length, detail and your length, detail, and your ability proficiency in length, detail,
to the prompt. ability respond to the respond to the prompt. and your ability respond to
prompt. the prompt.

Your Score: / 15 x 4 = /60 Possible points





Name:
North B
rookfield Jr. Sr. High School
High School Visual Art II
Unit 8: 3-D Media & Design
Cardboard Robot Sculpture

Unit Objectives:
SWBAT manipulate and combine 3-dimensional media to assign it a new meaning. Students will explore a variety or
3-d objects and materials build a sculpture that is intended to be viewed in the round.

Project Objectives: SWBAT complete a cardboard robot sculpture by:
Developing an original robot design through drafting a series of at least 3 pencil sketches. Remember, a sculpture is 3-D so you must capture your robot
in a sketch from all angles.
Bringing in cardboard and glue sticks, cutting, glueing and designing your robot sculpture. They should be between 1 and 3 tall.
Making sure that you robot will be able to stand on its own. You may have to find a creative way to add weight to the legs/feet to ensure it is
free-standing.
Considering the sculpture from all angles and views...if someone walked around the robot what would they see?
Using marker, paint, and other materials to design your robot if youd like. A well-designed, sturdy, and detailed plain cardboard robot can be
successful even without additional details.

Key Terms:
Sculpture, Form, Symbolic/symbolism, 3-Dimensional, Characteristics

Self-Reflection Statement
Describe your robot and the process and steps you took in creating the finished sculpture.
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 Cardboard Robot Sculpture Assessment Rubric
5 4
Your design shows mastery of
detail, sturdiness, and
Robot design execution of 3-D design.
Your project was carefully
Craftsmanship constructed. You paid a great
& amount of attention to
Skill
small details of the animal
and completed the sculpture
neatly.
Your completed self-reflection
Self-Reflection Statement statement shows a level of
mastery in length, detail, and
your ability to thoroughly
respond to the prompt.
3 2 1
Your design shows you are Your design shows Your design shows you are Your design shows you are
approaching mastery of detail, proficiency of detail, approaching proficiency of below proficiency of detail,
sturdiness, and execution of 3-D sturdiness, and execution of detail, sturdiness, and execution sturdiness, and execution of
design. 3-D d esign. of 3-D design. 3-D d esign.
You worked hard to complete the You put forth a mediocre Your design is complete, but is Your design was finished with
sculpture, but some details and effort to complete your lacking neatness and attention very l ittle or no attention
neatness may be lacking. sculpture and you have to detail. to detail.
included a proficient
number of details.
Your completed self-reflection Your completed Your completed self-reflection Your completed
statement shows a level of self-reflection statement statement shows a level of self-reflection statement
approaching mastery in length, shows a level of proficiency approaching proficiency in shows a level below
detail, and your ability respond in length, detail and your length, detail, and your ability proficiency in length, detail,
to the prompt. ability respond to the respond to the prompt. and your ability respond to
prompt. the prompt.
/15 Possible Points x 4 = /60