Unit Outcomes
Specific Learning Outcomes:
Art 8
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.
2B. Overlapping figures or objects create an illusion of space in two-dimensional works.
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problems.
Art 9
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
5B. The terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
6B. The same forms, when composed with different spatial relationships, present different visual effects.
Lesson #1
Outcomes:
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
Summary:
Activity 10 min
Look at various comic strips as a class and get the students to write down the mood and feelings that you feel when you look at each comic. Questioning and guiding towards discovery.
Activity 30 min
Start at the top corner of your sketchbook page. Draw a simple head in profile and include only an eye and nose. Moving slightly to the right, draw the same head again, but with the addition of an eyebrow. Again move to the right, drawing the same head the same size with the same eyebrow. Keep moving rightward, drawing the same head, same eyebrow. Keep adding rows. Allow yourself vary the eyebrow from head to head. Let the previous eyebrow suggest the next. Once you have a page full of head profiles, you will switch pages with a partner and write emotions under the head that strikes you as having that particular emotion. You could have a minimum number of emotions to write down, you could also have numerous students do this to each student's paper.
Afterwards do the same activity but with a full face, two eyes, and then add a nose, and add a mouth. Students should try and draw the exact same faces, but also allow the natural changes of the eyebrows and mouth. Then they will switch their work with another partner and add moods to the faces.
Lesson #2
Outcomes:
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.
2B. Overlapping figures or objects create an illusion of space in two-dimensional works.
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problem3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
Summary:
Activity 20 min
Having a student in the centre of the room (you can also use an object), and play music drawing that person from your seat, when the music stops you go to someone else's seat and draw that same person from that perspective. You draw right over top of your previous drawing, you can use different colours if you want. You go to multiple seats and continue drawing.
Activity 15 min
Students will discover various types of lines and how they affect the mood of drawings. The students will list ten adjectives, and then they will pick five of them and draw lines that correspond with that adjective. Ex: strong, excited, playful, angry, passionate and so on. How would those lines look?
Activity 30 min
Students were working on developing a figure. They will put this figure into some location.
The figure will be their self-portrait. They will choose an action and location from a bag. You have 30 seconds to trade. Do a rough sketch in your sketchbook. Focus on composition. Before you can begin your good copy you must show me your sketchbook drawing. The rough copy should only take you five to ten minutes.
Closure 5 min
Re-hand out the used actions and locations and get them to match it up to the right cartoons.
Lesson #3
Outcomes:
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problems.
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
Summary:
Activity 30 min
Step through of drawing a self-portrait
Add a pattern to your clothes.
Do a profile drawing. Walking. Sitting
Put your character in your favourite place.
Crit for One Panel:
You have two sticky notes
You are going to stick them on to two different cartoons.
On each cartoon your going to write the action and the location, a strength and something that could be improved.
Lesson #4
Outcomes:
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
5B. The terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
6B. The same forms, when composed with different spatial relationships, present different visual effects.
Summary:
Activity 15 min
Students will select various comic strips, they could also look online for comic strips. and they will work in small groups and answer the following questions:
- How are the comic strips different?
- How are they the same?
- How are the panels set up?
- How are the images framed?
- How are the styles different?
- How does this affect the overall message and mood?
Activity 30 min
Create a their own comic strip. They can put it into an accordion book.
Criteria:
Develop Quality of line and style.
Use composition to strengthen story with emphasis and rhythm.
Communicate a sequence of events.
Questioning:
What is the emphasis in the sequence?
What types of compositions were used?
How did it affect the overall story?
How was the quality of line used?
What sequences of events were communicated?
How did they communicate them?
Specific Learning Outcomes:
Art 8
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.
2B. Overlapping figures or objects create an illusion of space in two-dimensional works.
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problems.
Art 9
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
5B. The terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
6B. The same forms, when composed with different spatial relationships, present different visual effects.
Lesson #1
Outcomes:
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
Summary:
Activity 10 min
Look at various comic strips as a class and get the students to write down the mood and feelings that you feel when you look at each comic. Questioning and guiding towards discovery.
Activity 30 min
Start at the top corner of your sketchbook page. Draw a simple head in profile and include only an eye and nose. Moving slightly to the right, draw the same head again, but with the addition of an eyebrow. Again move to the right, drawing the same head the same size with the same eyebrow. Keep moving rightward, drawing the same head, same eyebrow. Keep adding rows. Allow yourself vary the eyebrow from head to head. Let the previous eyebrow suggest the next. Once you have a page full of head profiles, you will switch pages with a partner and write emotions under the head that strikes you as having that particular emotion. You could have a minimum number of emotions to write down, you could also have numerous students do this to each student's paper.
Afterwards do the same activity but with a full face, two eyes, and then add a nose, and add a mouth. Students should try and draw the exact same faces, but also allow the natural changes of the eyebrows and mouth. Then they will switch their work with another partner and add moods to the faces.
Lesson #2
Outcomes:
2A. The size of depicted figures or objects locates those objects in relationship to the ground or picture plane.
2B. Overlapping figures or objects create an illusion of space in two-dimensional works.
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
2F. The principles of repetition or emphasis can be applied to achieve unity in two- dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problem3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
Summary:
Activity 20 min
Having a student in the centre of the room (you can also use an object), and play music drawing that person from your seat, when the music stops you go to someone else's seat and draw that same person from that perspective. You draw right over top of your previous drawing, you can use different colours if you want. You go to multiple seats and continue drawing.
Activity 15 min
Students will discover various types of lines and how they affect the mood of drawings. The students will list ten adjectives, and then they will pick five of them and draw lines that correspond with that adjective. Ex: strong, excited, playful, angry, passionate and so on. How would those lines look?
Activity 30 min
Students were working on developing a figure. They will put this figure into some location.
The figure will be their self-portrait. They will choose an action and location from a bag. You have 30 seconds to trade. Do a rough sketch in your sketchbook. Focus on composition. Before you can begin your good copy you must show me your sketchbook drawing. The rough copy should only take you five to ten minutes.
Closure 5 min
Re-hand out the used actions and locations and get them to match it up to the right cartoons.
Lesson #3
Outcomes:
2C. The amount of detail depicted creates spatial depth in two-dimensional works.
3A. Use line freely and rhythmically to add mood or movement to a two-dimensional image.
5B. Dominant elements and principles of media applications can be discussed by students in relation to the effective solving of their visual problems.
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
Summary:
Activity 30 min
Step through of drawing a self-portrait
- Take a picture of your self with your phone or computer. If you do not have a partner up and take a picture of both of you together.
- Draw the shape of your face. Is the shape of your face circular, or long and rectangular? Draw the shape of your face slightly exaggerated with your pencil.
- Fill in the shape of your hair. Your hair is a very distinct feature, especially for women. What kind of hairstyle are you known for? What does it look like? Draw it onto the shape you drew for your head, and exaggerate anything distinct like sideburns or bangs. If you are a person that wears hats a lot, that is also a distinctive feature and one that you are probably well-known for.
- Fill in basic placement of your features with your pencil. Create the crosshairs of your facial features first (a cross vertically right at the center of the face shape, and one going horizontally where the eyes should be placed). Do this according to the actual placement of your facial features. Now very lightly fill in little circles where each part will go. You will start drawing more specific shapes in the next step.
- Exaggerate the distinct features of your face. If you have big eyes, draw them bigger. If you have little eyes, draw them very small. If you have circles under your eyes, make them bigger, or if you have a square chin with a dimple, exaggerate that. If you want to make your portrait somewhat attractive, keep features like the nose within limits--but still distinctly the shape of your nose and placement. Facial hair and beauty marks are extremely helpful for this. Have fun messing with your own facial features.
- Outline your drawing with the black marker. This will give it that cartoony look and will also keep your drawing from going too far with details. Try to use as little strokes as possible, as you do not want to give it a "sketchy" or crosshatch look.
Add a pattern to your clothes.
Do a profile drawing. Walking. Sitting
Put your character in your favourite place.
Crit for One Panel:
You have two sticky notes
You are going to stick them on to two different cartoons.
On each cartoon your going to write the action and the location, a strength and something that could be improved.
Lesson #4
Outcomes:
3A. The subjective perception of the individual student affects the way he/she expresses action and direction.
5B. The terms for design, media and techniques used in one’s own compositions helps in description and analysis of one’s own and others’ works.
6B. The same forms, when composed with different spatial relationships, present different visual effects.
Summary:
Activity 15 min
Students will select various comic strips, they could also look online for comic strips. and they will work in small groups and answer the following questions:
- How are the comic strips different?
- How are they the same?
- How are the panels set up?
- How are the images framed?
- How are the styles different?
- How does this affect the overall message and mood?
Activity 30 min
Create a their own comic strip. They can put it into an accordion book.
Criteria:
Develop Quality of line and style.
Use composition to strengthen story with emphasis and rhythm.
Communicate a sequence of events.
Questioning:
What is the emphasis in the sequence?
What types of compositions were used?
How did it affect the overall story?
How was the quality of line used?
What sequences of events were communicated?
How did they communicate them?