Art Essentials: 7 Grade · Rubric for Assessment – “Impressionist Sketchbook” Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment

Name: _______________________________ Period: _______ Due Date: __________

Art Essentials: 7th Grade Project #1: “Impressionist Sketchbooks”

OBJECTIVES:

Students will explore the Impressionism art movement, in the

creation of sketchbook covers. In doing so, students must:

□ Learn about Impressionism and its contributors

□ Sketch and plan a sketchbook cover design

□ Create a color wheel, to practice color mixing

□ Paint composition using short, quick, brushstrokes

□ Once cover is dry, glue it to cover boards, and bind sketchbook

PLANNING QUESTIONS:

What did you notice about art, or artists, from the Impressionist movement?_____________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

What’s your personal connection to the subject matter you’ve chosen to paint? Why did you choose it?

___________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

VOCABULARY:

Impressionism - Composition - Elements of Art - Thumbnail Sketch

Color Mixing - Complementary Colors - Color Wheel - Primary Colors - Secondary Colors

Circle two terms from above to define here:

1. _________________________: ________________________________________________________________

____________________________________________________________________________________

2. _________________________: ________________________________________________________________

____________________________________________________________________________________

Hint: Check these off as you

complete them!

What techniques might have been used to

create Water Lilies, by Claude Monet?

27

Create 4 thumbnail sketches of a cover design you may use, in the spaces below:

Option 1 Option 2

Option 3 Option 4

Circle the thumbnail sketch you will use for your final composition, above

REFLECTIVE PRACTICE:

List and explain 3 Elements of Art that you utilized in your final composition: _____________________

___________________________________________________________________________________________

____________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

28

Rubric for Assessment – “Impressionist Sketchbook”

Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment below. (Ms. Bongiorno will take your opinion into consideration, but does not base your grade solely on your own self-assessment.)

Use this number

scale to assess

the artwork on

each category

5

Excellent

4

Very Good

3

Good

2

Basic

1

Needs

Improvement

Your Assessment: Teacher’s Assessment: Write the number (1-5) that you believe Ms. Bongiorno writes here you deserve for each category below

ART PRODUCTION 5pts =

□ Illustrates the essence of the chosen subject matter, with Impressionist-inspired brushstrokes

□ Utilizes wet on wet painting

□ Uses only complementary colors when mixing dark tones

□ Incorporates a minimum of 3 Elements of Art, creating an interesting composition (2 pts)

CREATIVE THINKING 5pts =

□ Clever interpretation of the assignment for a creative product

□ Unique subject matter

□ Pulls inspiration from personal interests and background (3 pts)

SELF-DIRECTED LEARNING

5pts = □ Submits the assignment by

deadline _____________ (2 pts)

□ Utilizes checklist to meet goals

□ Shows self-motivation

□ Demonstrates studio citizenship

ART CRITICISM 5pts =

□ Detailed writing: planning & reflection (2 pts)

□ Demonstrates a knowledge of Impressionism □ High participation in critique

□ Thoughtful self-assessment

Additional Comments:

FINAL GRADE: ______ /20 x 5 = _________ 26 29

Hint: Check these off as you

complete them!


Art Essentials: 7th Grade Project #2: “Embossed Eagle”

OBJECTIVES:

Students will explore the importance of markmaking and actual texture in art and design. In doing so, students must:

□ Learn about the significance of Pointillism, and the Arts and Crafts Movement, while learning the history of Repoussé

□ Practice embossing techniques to create a well-crafted design in metal

□ Create a mark, symbol, or pattern

□ Add this textured mark/design to the final piece of collaborative artwork

PLANNING QUESTIONS:

What is the significance of the Art and Crafts movement? __________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________

___________________________________________________________________________________________

What mark will you use? Draw the mark in the space provided Why have you chosen this mark?

___________________________________________________

___________________________________________________

___________________________________________________

Can you tell if this

Repoussé tray from

India uses implied, or

actual texture?

30

VOCABULARY:

Identity - Mark Making - Chasing - Repoussé - Embossing - Actual Texture

Implied Texture - Craftsmanship - Collaborative Art - Warm Colors - Cool Colors - Ink

Circle three terms from above to define here:

1. _________________________: ________________________________________________________________

____________________________________________________________________________________

2. _________________________: ________________________________________________________________

____________________________________________________________________________________

3. _________________________: ________________________________________________________________

____________________________________________________________________________________


Describe your final tooling foil piece, and the level of craftsmanship used:

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

What was challenging about this piece? What would you change, or do differently?

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

31

Rubric for Assessment – “Embossed Eagle”


Use this number

scale to assess

the artwork on

each category

5

Excellent

4

Very Good

3

Good

2

Basic

1

Needs

Improvement



□ Neat, well-crafted design

□ Incorporates detailed mark/pattern

□ Demonstrates skilled technique in both Repoussé and chasing

□ Successful use of Elements & Principles of Design

□ Clearly incorporates a specific color scheme


□ Clever interpretation of the assignment for a creative product

□ Chose and executed a mark that fit personal interests

□ Unique concept for a mark (3 pts)



deadline _____________


□ Is a positive member in the collaboration





□ Demonstrates a knowledge of the Arts and Crafts movement

□ High participation in critique


32 FINAL GRADE: ______ /20 x 5 = _________


Art Essentials: 7th Grade Project #3: “Perspective & Space, pt. 1”

OBJECTIVES:

Students will explore value and form while learning how to utilize one-point perspective. In doing so, you must:

□ Understand the difference between abstract, and realistic artwork

□ Draw a minimum of 2 shapes, and transform them into forms

□ Include or disguise a symbol that represents your own identity; for instance, you could use a letter or initial from your name, jersey number, or another symbol

□ Utilize one-point perspective to create unity between all forms

□ Use hatching, crosshatching, or tonal shading

□ Add line detail with a fine tip illustration marker

□ Use your composition as a page in a collaborative star book

PLANNING & PRACTICE:

Draw and label the image to the right Include the following terms

o Horizon Line

o Vanishing Point

Turn the following shapes into forms:

VOCABULARY: Unity - Vanishing Point - Horizon Line - Hatching - Crosshatching

Tonal - Value Scale - Color - Colored Pencil - Atmospheric Perspective

Circle one term from above to define here: ________________________________________________________

____________________________________________________________________________________

33

Does this artwork meet all

of the project criteria?


Art Essentials: 7th Grade Project #3: “Perspective & Space, pt. 2”

OBJECTIVES:

Students will continue to explore value and form while learning how to utilize two-point perspective. In doing so, students must:

□ Practice two-point perspective

□ Complete 1 watercolor practice page

□ Select a subject matter that shows two-point perspective:

o Use a sample provided by Ms. B. OR

o Bring in a printed image of your own

□ Draw your scene using two point perspective

□ Add color to the scene using appropriate watercolor techniques, and at least one wash

□ Include changes in value to emphasize form and depth (tonal value, hatching, or cross-hatching)

o Optional addition of line detail or hatching with a fine tip illustration marker

PLANNING:

What scene have you chosen to draw, and why? ___________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

VOCABULARY: Two-Point Perspective - Proportion - Wash - Focal Point - Foreground

Middle Ground - Background - Color Wheel - Primary Colors - Secondary Colors


1. _________________________: ________________________________________________________________

____________________________________________________________________________________

2. _________________________: ________________________________________________________________

____________________________________________________________________________________

Can you find the 2

vanishing points, and

the horizon line?

34

Rubric for Assessment – “Perspective & Space”


Use this number

scale to assess

the artwork on

each category

5

Excellent

4

Very Good

3

Good

2

Basic

1

Needs

Improvement



□ Forms are detailed, with accurate value

□ Free of unintentional color bleeding

□ Utilizes a watercolor wash

□ Includes a foreground, middle ground, and background

□ Successful use of two-point perspective and atmospheric perspective


□ Unique interpretation of the assignment for a creative product

□ Chose and executed a scene or design that fit personal interests (3 pts)

□ Clever use of space to create depth



deadline _____________ (2 pts)





□ Detailed writing: planning

□ Demonstrates a knowledge of Surrealism or Regionalism

□ High participation in critique (2 pts)

□ Thoughtful self- assessment


FINAL GRADE: ______ /20 x 5 = _________ 35

Ready for Bisque Fire, Due: __________

Ready for Final Glaze Fire, Due: __________

Art Essentials: 7th Grade Project #4: “Ceramic Picnic”

OBJECTIVES:

Students will learn how artists show personal, or cultural identity through their artwork. In doing so, students must:

□ Sketch a food that represents personal, or cultural identity

□ Create a sculptural clay piece around this food design, at least 6 inches tall, wide, OR long

□ Use handbuilding techniques and understand the properties of clay

□ Show the use of craftsmanship in the creation of your sculpture, smoothing unintentional marks, roughness, and jagged edges

□ Glaze the final product, to enhance detail and interest

PLANNING:

What food have you chosen to sculpt? ________________________________________________________

What personal, or cultural significance does this food have for you (why have you chosen it)?

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

VOCABULARY:

Sculpture - Still Life - Ceramics - Handbuilding - Craftsmanship

Slip & Score - Kiln - Glaze - Underglaze


1. _________________________: ________________________________________________________________

____________________________________________________________________________________

2. _________________________: ________________________________________________________________

____________________________________________________________________________________

36

Consider Claude Monet’s Apples

and Grapes. Why might food be a

common inspiration for artwork?

Sketch two potential designs in the spaces provided

Option 1 Option 2

Circle the sketch you will use for your final composition, above


Describe the method of construction (slab, coil, pinching) that you used, start to finish, and include the tools used for this process:

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

Describe how your piece shows good craftsmanship:

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

37

Rubric for Assessment – “Ceramic Picnic”


Use this number

scale to assess the

artwork on each

category

5

Excellent

4

Very Good

3

Good

2

Basic

1

Needs

Improvement



□ Neat, well-crafted piece with strong connections/clay attachments

□ Unintentional marks, roughness, and jagged edges have been smoothed

□ One dimension of the piece is ≥ 6”

□ Clearly sculpted food item □ Demonstrates advanced ceramic and glazing techniques in achieving detail



□ Chose and executed a ceramic design that fit identity

□ Clever use of techniques (pinch, coil,

and/or slab) to create forms (3 pts)

SELF-DIRECTED LEARNING 5pts =

□ Submits the assignment by

deadline _____________ (2 pts)






□ Demonstrates a knowledge of chosen artist/artistic style




FINAL GRADE: ______ /20 x 5 = _________ 38

33


Art Essentials: 7th Grade Project #5: “Motifs & Abstractions”

OBJECTIVES:

Students will explore how artists can visually interpret their surroundings in abstract ways. In doing so, students must:

□ Draw material objects from life, creating ≥6 thumbnail sketches

□ Learn about the art historical significance of Expressionism and Cubism

□ Select one object sketch to use in an abstraction

□ Transform the original object, through deconstruction/reconstruction, repetition, pattern, line, and markmaking

□ Use one of the finished abstractions to create a blockprint

□ Pull at least 3 prints from your printmaking block

PLANNING:

After seeing examples of Expressionism, Cubism, and Abstract art, what are some things that artists did to alter the original object’s appearance?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

After working through the drawing stations, which object did you like best? ______________________

VOCABULARY:

Motif - Expressionism - Cubism - Transformation - Pattern - Line - Repetition

Markmaking - Composition - Blockprinting - Artist’s Proof - Newsprint

Circle one term from above to define here:

1. _________________________: ___________________________________________________________________

________________________________________________________________________________________

39

Notice how Picasso

abstracts this violin

through deconstruction

Sketch the object that you will be abstracting in Box 1.

In Box 2, abstract the object from Box 1, using repetition.

In Box 3, abstract the object using line designs.

In Box 4, abstract the object through deconstruction and reconstruction

Box 1 Box 2

Box 3 Box 4

39

PRINTMAKING TERMS:

Impression Number Hint: This print would have been the 8

th print, in

an edition of 10 prints; meaning, 10 prints total were made, and this is 8 out of 10

If the print is an Artist’s Proof, or a practice print, simply write: AP

Your signature/name Sign your prints neatly Make sure your name is legible

Title of your piece Hint: Use “Untitled,” if you do not have a title Always use “quotation marks”

(www.columbus.k12.nc.us)

HO

W T

O L

AB

EL A

PR

INT:

8/10 “Octopus” Sarah Smith

Use this as an example!

40

TURNING YOUR DRAWING INTO A BLOCKPRINT:

1. Lightly trace one of your finished abstractions on a new piece of paper

2. Place your tracing over your Styrofoam printmaking block

3. Press into your tracing with a stylus or pencil (redraw the lines again, pressing into the block)

4. Reveal your block, and indents should show your design has transferred; If not, repeat step 3

5. Continue to press into your block until your design is clear

6. Add value to your block with patterned lines, hatching, and crosshatching

Now you are ready to print with you block


Which was your favorite finished product, and why (your drawing, or your prints)? _____________ ___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

What was challenging about this piece? What would you do differently? ______________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

___________________________________________________________________________________________ ___________________________________________________________________________________________

41

Rubric for Assessment – “Motifs & Abstractions”


Use this number

scale to assess

the artwork on

each category

5

Excellent

4

Very Good

3

Good

2

Basic

1

Needs

Improvement



□ Motif is created using careful abstraction techniques in deconstruction, line detail, pattern, and repetition □ Creates at least 2 final abstract drawings

□ Varied use of value, and color in final drawing&prints

□ Prints a minimum of: 1 Artist’s Proof & 2 final copy prints

□ Prints are clean, free of smudging, with appropriate amount of ink



□ Chooses interesting composition for final designs (3 pts) □ Creative marks are used to demonstrate value in final prints



deadline _____________ (2 pts)






□ Demonstrates knowledge of Expressionism &Cubism




FINAL GRADE: ______ /20 x 5 = _________ 42

Create value scales in the empty rectangles; match the shading techniques shown

Date: _______________

Drawing Post-Test: Value & Shading

Tonal/Blending

Crosshatching

Hatching

Stippling

Hatching

1.

2.

3.

4. 43

Circle the form/s shown below:

Turn this shape into a form, using line, one-point perspective, value, and/or shading:

Turn this shape into a form, using line, one-point perspective, value, and/or shading:

Create a composition in the space provided.

Show a foreground, middle ground, and background:

5.

6.

7.

8.

44

Exit Survey

Directions: Answer the following questions honestly, and critique the course.

Your feedback will be used to frame future classes!

1. What was your favorite project? (you may circle your response, or write another option)

Sketchbook Painting Metal Embossing Clay Sculptures

One and/or Two-Point Perspective Motif Drawing/Prints Other: ___________________

Explain why: _________________________________________________________

____________________________________________________________________

2. What was your least favorite project? (you may circle your response, or write another option)

Sketchbook Painting Metal Embossing Clay Sculptures

One and/or Two-Point Perspective Motif Drawing/Prints Other: ___________________

Explain why: _________________________________________________________

____________________________________________________________________

3. Fill in the blank: “It drove me nuts when Ms. B _____________________________.”

4. What would you change about the class /projects? ___________________________

____________________________________________________________________

____________________________________________________________________

_____________________________________________________________________

45

5. What did you enjoy about the class? _______________________________________

____________________________________________________________________

____________________________________________________________________

_____________________________________________________________________

6. If you could do it again, what would you do differently in class, or on a project?

____________________________________________________________________

____________________________________________________________________

7. What letter grade did you earn in class? (circle your response)

A B C D F IDK…?

8. Complete the sentence: “Next year in art, I hope I can _______________________

____________________________________________________________________ .”

9. Complete the sentence: “In art, I wish I knew how to _________________________

_____________________________________________________________________ .”

10. Complete the sentence: “This summer, I want to __________________________

___________________________________________________________________!”

11. Additional comments (optional): ________________________________________

____________________________________________________________________

____________________________________________________________________

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Documents

Art Essentials: 7 Grade · Rubric for Assessment – “Impressionist Sketchbook” Refer to the Art Studio Rubric for Assessment, in your sketchbook, to complete the self-assessment