ART ONE Assignments Instructor: Dawn Jacobson

Unit 1: Observation Drawing (Time on Unit 2 weeks)

Students will learn to depict what is actually seen rather than how they think an object might look.
In this unit students will first create several preliminary drawings studies to focus on the drawing process not product. These
exercises are designed to teach students ways of seeing and responding that will form the foundation for future work in
drawing. Several drawing studies will explore gesture drawing, continuous line, blind contour, negative space drawing, blocking out,
sighting with a pencil, using a viewfinder and the contour line drawings.

Unit 1 Studies
Students will assemble 4 sheets 12x18 newsprint into a book that they will label and create their studies on. Each study will have
assessment questions that students must answer about the technique they learned. Drawing studies booklet will be turned in for a
grade.
( 12 points/classwork/ time 5 days)
gesture drawing of tools
continuous line of fabric & folds
blind contour of vase with flowers
negative space drawing of chair
blocking out & sighting with a pencil from the large still life
contour line drawings of hand

Unit 1 Project:Parts of a Whole

Students will select a small still life object and demonstrate the ability to create a detailed contour line drawing of the same object in
correct proportion with three different points of view. Final contour line drawings will be done side by side on 12x18 white drawing
paper each being about the size of an open hand. Students should use the techniques learned above in their studies as well as accent line
to darken and lighten areas but do not shade in any value. (20 points/projects/ 4 days)

Unit 2: Perspective Drawing (Time on Unit 2 weeks)

Students will learn how to perceive depth through perspective.
In this unit students will study the theory of perspective that is based on a few simple principles that help the artist to describe deep
three dimensional space on a flat surface. Students will explore a depth look at the history of perspective, preliminary studies in linear
perspective, one point perspective and two point perspective and atmospheric perspective.

Unit 2 Studies
Students will assemble 4 sheets 12x18 newsprint into a book that they will label and create their studies on. Each study will have
assessment questions that students must answer about the technique they learned.
Worksheet to identification of orthogonals, and vanishing points.
Worksheet One Point of a room
Drawing Using Initials made 3D using one point
Two Point study on newsprint of boxes at above and below eye level
(20 points/classwork / time 4 days)

Unit 2 Project: One or Two Point Drawing of boxes

Given the directive to depict a still life of various sized boxes, students will demonstrate the ability to perceive and draw accurate angles
by drawing the boxes at above and below eye level on 18x24 white paper. Students will sit in front of still life. Based on their station
point, they will either draw the boxes in one or either two point perspective. Boxes should be rendered in lightly with pencil, all
orthogonal and sight lines erased then outline in ultra fine sharpie marker. (20 points/projects/ time 3 days)

Unit 3: Value Drawing (Time on Unit 3 weeks)

Students will demonstrate the ability to depict volume by shading objects to show light and value.
The students will learn how to shade objects to show value and visual texture.
As they examine objects in a still life that are lighted by lamps, they will learn to see value. Light falling off a form can produce up to six
distinct tonal categories: highlight, light, shadow, core shadow (terminator), reflected light, and the cast shadow. Students will learn
about light and value, tone and color value in drawing as well as a variety of shading techniques in a series of value studies. Once the
concept of value is understood students will create a shaded still life drawing.

Unit 3 Studies
Students will assemble 4 sheets 12x18 of white drawing paper into a book that they will label and create their studies on. Each study
will have assessment questions that students must answer about the technique they learned.
Worksheet of shaded value scale & color value scale
Shaded study of a sphere labeled
Worksheet with shading techniques tonal, hatching, cross hatching, stipple, scumble & smudge
 Shaded fruit or vegetable in grey values using charcoal pencil and then in color values using chalk pastel
(20 points/classwork / time 5 days)

Unit 3 Project
Students will use the medium of graphite pencil to create a realistic rendering of a still life that has accurate proportion, value and
detail. Students will study how to change a composition, looking for areas of interest, selecting a dominant form to focus on that will
create a dynamic composition. They will create 2 blocked in drafts that pose two different compositions of the same still life
subjects. After a critique of the two drafts, students will select the most dynamic composition to enlarge the view on 12x18 paper. As
they draw, they need to be sure to keep accurate proportions, details, highlights, shadows, reflections and textures. Most of the drawing
needs to be done sitting in front of the still life. However, may use a camera/cell phone device to photograph their composition. The
photo can be sure to help them shade the values. When shading work from light to dark, keep the paper good quality, smudges and
eraser marks hurt the overall grade. Details should shaded last. Final drawings should be finished by cutting a mat.
(30 points/projects/ time 10 days)

Unit 4 Painting & Color Theory (Time on Unit 3 weeks)

Students will demonstrate an understanding of color theory by recreating the colors in
the color wheel then in a landscape painting.
Unit 4 Studies
Students will assemble 4 sheets 9x12 of white tagboard that later will be stapled into a book that they will label. Each study will have
assessment questions that students must answer about what they learned.
Color wheel
Analogous color
Complementary color
Tints, Tones & shades (20 points/classwork / time 7 days)

Unit 4 Project Tempera Landscape

Using only the primary colors and black and white, they will create a landscape painting. They may use multiple photographs as
inspiration, but may not recreate an exact copy. Students are encouraged to take their own photos of landscapes. Students will create
two sketches of ideas, then after a critique they will recreate the picture on 11x14, tag board. (30
points/projects/ time 8 days)

Unit 4 Project Graphic Design Project

Students will look into the career in Graphic Design. They will study how color affects advertising and will have to design postage stamp for the 2018
Winter Olympics that will take place in Pyeongchang, South Korea, from Friday, February 9, 2018 to Sunday, February 25, 2018. 4 thumbnail sketches
will be presented to the class to share their ideas via the document camera and an informal critique. The final design will be 3x5 inches done on bristol
board with watercolor pencil.

Unit 5: Alternative Methods of Drawing (Time on Unit 4 weeks)

Pen & Ink Stippling

Students will learn how to create a drawing that shows light, value and texture only using dots.
Students will learn about the history of pointillism and divisionism in art.
Students will learn how to use the grid to reproduce and image in correct proportion.

Unit 5 Study
Worksheet students will learn how to create consistent dots and shade a 3d sphere using stipping method.
(10 points/classwork / time 1 day)

Unit 5 Stipple Portrait Project:

Students will look at the work done by artist Chuck Close. They will then take a 4 close up photos of their face, select the best
composition and print it in black and white. Students will then trace the photo of it on 8x10 tag board. Students will use .05
micron markers or have an option to try and use a traditional quill pen. Skillful use of a quill pen without error will add 5
points to your overall grade. As they create their dots students must work out the details, values and textures with the
pointillist method with the goal to create as realistic a image as possible.
(30-35 points/projects/ time 10 days)
Scratchboard Animal
Students will learn about scratchboard as an art form and how to work with a reverse method of value.
Students will research the art of scratchboard etching. They will examine contemporary scratchboard art. They will find and print a
clear 8x10 copy machine printed photograph of a living creature as a subject for their scratchboard. ( HINT: close up images with
texture work best and will receive a better grade).
Unit 5 Study
On a 8 x 10 black construction paper students will use carbon paper to trace their photo. They will then create a reverse value study
using white charcoal. This will show students where to scratch and how to create values and textures.
(10 points/classwork / time 2 days)
Unit 5 Scratchboard Project
Using a carbon transfer once again students will trace their photos onto the black scratchboard. Another study to learn how to
scratch will be done on practice piece of scratchboard with the instruction examining how stippling, cross hatching, hatching
scumble can be used. Once students know what to scratch, they will begin working with the stylus. The photo should be turned
in with the final project. Final scratchboard should be spray mounted on white tag board. (30 points/projects/ time 5
days)

Unit 6 on Printmaking (Time on Unit 4 weeks)

Students will learn about the history of printmaking and a variety of printmaking processes.
In this unit students will explore a very hands on approach to several printmaking processes. A series of prints will be turned in at the
end of the unit for a overall grade.
Monotype Working with Masks & Stencils ( 4 day)
You can place thin materials such as cut or torn paper or fabrics on top of the inked plate. The mask elements will block the ink
from transferring to the paper. For this project students will print on the paper twice. First color will be added to the plate with
a brayer in a marbled kind of bright analogous green color scheme. Looking at a vase of flowers, students will premix colors.
Another plate will have the vase of flowers gestured onto it with a fine tip brush. Before it dries, yarn will be set on to the wet
flower imaged plate in the shape of leaves. The dry marbled paper will be set on to of this plate using a barren to transfer the
image.
Collagraph ( 5 day)
Students will bring in flat soft found objects to glue onto a piece of cardboard. Cardboard will be split into 5 sections. The
objects must be glued in patterns in each section. This will be the printing plate. Once the glue is dry, ink will be applied to the
plate and transferred to paper. Students will experiment with colors and texture in 4 different prints.
Relief Print (5 days)
Students will create a 2x2 inch design using their initials. They will transfer the design to a soft block and cut away sections of
the surface not meant to hold ink. The image to be printed will be raised from the background. A colored piece of construction
paper will have a grid traced onto it. Using complementary students will use a brayer to apply ink to the block and then
stamped it in a pattern on the grid. Grid lines will be erased once the ink is dry. Students should make 2 different relief prints.