Drawing

Program Outline


Students will learn the techniques and approaches involved with the most fundamental of the visual arts, Drawing. They will learn how to properly use a pencil when creating a work of art by working through a 'grey scale'.  They will then utilize this skill and illustrate various three- dimensional shapes. By the end of the program students will end up with two finished drawings of floating spheres and an apple.


Curriculum Ties


Overall Expectations


-produce a two dimensional work of art that communicates ideas for a specific purpose and to a familiar audiences

-identify and use the elements of design
-use correct vocabulary and art terminology

Specific Expectations


Knowledge of Elements


-identify monochromatic colour schemes

-demonstrate awareness that the overlapping of shapes is one way of creating the illusion of depth
-demonstrate understanding of the proper and controlled use of art tools, materials and techniques

Creative Work


-produce two-dimensional work of art

-plan a work of art, identify the artistic problem and a proposed solution
-identify strengths and areas for improvement in their own work

Critical Thinking


-describe how a variety of artists working in different styles and media have used the elements of design and/or tools and techniques in their art

-explain how the elements of design organized in a work of art communicate feelings and convey ideas

Acrylic Painting


Program Outline


Students will learn about the difference between artistic paints and explore the techniques and uses of acrylic paint. They will create a colour wheel (primary and secondary colours) and a tinting scale and then learn how to identify complimentary colours. They will also learn about the _ Pop Art_ movement and its relevance today. By the completion of the program, students will create a painting in the style of the _ Pop Art_ movement that utilizes the knowledge and techniques taught within the class.


Curriculum Ties


Overall Expectations


-produce a two-dimensional work of art that communicates a range of ideas for a specific purpose and specific audience

-define the elements of design and use them appropriately
-describe the interpretation of a work of art
- use correct vocabulary and art terminology

Specific Expectations


Knowledge of Elements


-identify the three pairs of complementary colours

-describe how line may be used to define shape and forms and to create movement and depth
-identify how the shading of shapes can be used to create the illusion of depth
-identify tools and techniques used by artists to create the illusion of texture
-describe the strengths and limitations of various art tools, materials, and techniques

Creative Work


-organize their art work to create a specific effect, using the elements of design

-produce a two-dimensional work of art that communicates a range of thoughts, feelings, and ideas for a specific purpose and audience
-identify strengths and areas for improvement in their own work

Critical Thinking


-compare works on a similar theme from various periods and cultures, and describe the impact of time and location on style

-describe the connection between an element
Cartooning

Program Outline


Students will learn the importance and popularity of cartooning and illustration in today_ s art world. They will explore various ways to create their own character and then produce ‘buttons’ of these characters utilizing a button machine.


Curriculum Ties


Overall Expectations


-produce a two-dimensional work of art that communicates a range of ideas for specific purpose and to a specific audience, using a variety of familiar art tools, materials, and techniques

-identify the elements of design and the principles of design and use them appropriately
-explain the interpretation of variety of art works, with examples of how the elements and some of the principles of design are used in the work
-use correct vocabulary and art terminology

Specific Expectations


Knowledge of Elements


-describe how line can be used to direct the viewers' attention

-demonstrate an understanding that shadows and shading create an illusion of a third dimension
-describe how artists may use texture to represent or to evoke an emotional response
-describe how the strengths and limitations of both traditional and contemporary art tools, materials, and techniques affect artistic choices
-identify the most appropriate tools, materials, and techniques for the size and scope of the work and use them correctly

Creative Work


-solve artistic problems in their work, using the elements of design and at least one of the principles of design

-identify strengths and areas for improvement in their own work

Critical Thinking


-compare works from various periods and describe how the artist has used the elements and principles of design

-demonstrate awareness that an artist intentionally uses the elements and principles of design to convey meaning, and explain how the artist accomplishes his or her intent

I walk the line


This program will place an emphasis on students' fine motor skills and the

importance of utilizing them to create art works. They will take a look at
artists that create with painstaking precision and patience, and will in
turn create their own Abstract work that takes precision, but without
artistic intimidation. They will utilize VERY fine art brushes and ink to
create a piece that has rhythm and balance with a focus on composition.

Curriculum Ties


Overall Expectations


-produce a two-dimensional work of art that communicates a range of ideas for a specific purpose and specific audience

-define the elements of design and use them appropriately
-describe the interpretation of a work of art
-use correct vocabulary and art terminology

Specific Expectations


Knowledge of Elements


-describe how line can be used to direct the viewers' attention

-describe how line may be used to define shape and forms and to create movement and depth
-identify tools and techniques used by artists to create the illusion of texture
-describe the strengths and limitations of various art tools, materials, and techniques

Creative Work


-organize their art work to create a specific effect, using the elements of design

-produce a two-dimensional work of art that communicates a range of thoughts, feelings, and ideas for a specific purpose and audience
-identify strengths and areas for improvement in their own work

Critical Thinking


-compare works on a similar theme from various periods and cultures, and describe the impact of time and location on style

-describe the connection between an element

Colour Rendering


Program Outline


Students will take their drawing skills to the next level by learning how to

utilize colour effectively.  Using coloured pencil crayons they will learn
and then apply artistic techniques to create tonal value, illusion of 3rd
dimension and depth. By the programs' end students will have created a still
life that examines the most fundamental of the arts; Drawing.

Curriculum Ties


Overall Expectations


-produce a two dimensional work of art that communicates ideas for a specific purpose and to a familiar audiences

-identify and use the elements of design
-use correct vocabulary and art terminology

Specific Expectations


Knowledge of Elements


-identify monochromatic colour schemes

-demonstrate awareness that the overlapping of shapes is one way of creating the illusion of depth
-demonstrate understanding of the proper and controlled use of art tools, materials and techniques

Creative Work


-produce two-dimensional work of art

-plan a work of art, identify the artistic problem and a proposed solution
-identify strengths and areas for improvement in their own work

Critical Thinking


-describe how a variety of artists working in different styles and media have used the elements of design and/or tools and techniques in their art

-explain how the elements of design organized in a work of art communicate feelings and convey ideas
HOME
"I've been having Sean come into my classroom for a number of years now. I always love his enthusiasm for art and how he connects a school subject to the real world.  As a professional artist, he brings an air of legitimacy that students really respond to.  Sean is a great artist who is also a great teacher!"

Jeff Dunlop
Minising Central Public School