Frank Curkovic

Project 1: Figure DrawingAug ~ Oct (8 Weeks)

Unit Objective: To realistically draw a portrait in pencil with values, tone and correct proportions.Students are evaluated on process, participation as well as end-product.

*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki: http://curkovicartunits.pbworks.com/Observational-Figure-Drawing

Whilst drawing in class, students should take side notes on their drawings on ways to improve etc. These notes are also assessed.

Week 1 - Measuring the Human Figure Warm-up: Line of Action

Task 1: How many heads?A student will act as a model. Using your pencil as a measurement tool, first observe...

-How many head lengths is the model?-How many head widths is the model (the shoulder area)? (2 if the head is rotated horizontally)

-How many head lengths are the arms/legs?-How many head lengths are the arms outstretched?

-Where is the bend line in the human form?Transfer these measurements to paper.

Task 2: 30 second gesture drawings.

Task 3: Students to act as models in class. Other students to draw measurements in marker.

Homework: see video on class wiki (http://bit.ly/aef4Me)

Week 2 - cont’d Warm-up: Gesture drawings using charcoal

View video: http://bit.ly/c6Pug9

Task 1: 4x model poses with charcoal and chalk (2 standing, 2 sitting)

Homework: TBA

Week 3 - Measuring 2 Warm-up: watch video http://vimeo.com/4753357

2x Contour drawing of model pose (2 x 5mins).

Task 1: Measuring Method 2 (in pencil). Teacher to demo.With a model, students will have 30 minutes to complete a drawing using the measurement

technique demonstrated in class using pencil/coloured pencil. Students should add value/tone through colour.

Homework: TBA:

Week 4 - Foreshortening Warm-up: 3x Gesture drawing, 2x Continuous line drawing in various seated and standing

positions.

“Figure It Out:”Figure Drawing

Frank Curkovic

Task 1: View Mantegna’s “Lamentation over the Dead Christ” and listen to podcast.

Task 2: View the following video http://bit.ly/dtD5Z8

Task 3: Students complete various 30 second gesture sketches in pencil with foreshortening.

Task 4: Students complete a foreshortened drawing in charcoal or coloured pencil (A4 size) using a measurement method of their choice. Depending on medium, students may wish to use coloured paper.

Homework: Complete task 4

Week 5 - Foreshortening cont’dWarm-up: Various timed gesture drawings (3mins, 1min, 30sec, 10sec)

Task 1 (40 mins): Students complete a foreshortened drawing in soft pastel using a measurement method of their choice. Depending on medium, students may wish to use coloured paper.

Task 2 (20 mins): ExperimentationCreate a foreshortened figure drawing in pencil from observation. Do not worry so much about correct proportions. Make it expressive! 

Homework: TBA

Week 6 - Summative TaskWarm-up: Figure painting (20mins.) using 2 colours to show shadow and highlight.

Summative assessment task: Create a foreshortened figure drawing in a medium of your choice (pencil, coloured pencil, charcoal, soft pastel, oil pastel). You will be evaluated on proportion (including foreshortening), value/tone, gradation and composition. Due week 8.View rubric.

Homework: No homework is given during week 6 and 7 as students are to work on their summative assessment task. Students are also encouraged to use the art room during their free time. 

Week 7 - cont’dStudents continue working on their summative task.

Homework: No homework is given during week 6 and 7 as students are to work on their summative assessment task. Students are also encouraged to use the art room during their free time. Summative assessment task due next week!

Week 8 - Presentation & Self-ReflectionPresentations and self-evaluations of student workTeacher Rubric

“Figure It Out:”Figure Drawing

Frank Curkovic

You will need to include an artist statement/self reflection with your piece. In paragraph form, please include the following information as well as key vocabulary used in class.

Describe the difficulties you had in this unit.What do you think you have learned, or improved on in this project?

If you had to repeat this project, what would you further improve on or do differently and why?

Name: Class:

“Figure It Out:”Figure Drawing-

Self-Reflection

Frank Curkovic

Grade 10 unit 1 - “Figure It Out” (Figure Drawing)Objective: Students create a foreshortened figure drawing composition in a medium of their choice with correct proportions, value/tone, gradation.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

Knowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & UnderstandingKnowledge & Understanding

The student demonstrates very limited knowledge of the artform studied.

The student has a very limited understanding of topic language, concepts and processes that support their current work.

The student demonstrates limited knowledge of the artform studied.

The student has limited understanding of topic language, concepts and processes that support their current work.

The student demonstrates a satisfactory awareness of the artform studied as evident in their developmental workbook.

The student has satisfactory understanding of topic language and a satisfactory understanding of the concepts and processes that support their current work.

The student demonstrates a good awareness of the artform studied as evident in their developmental workbook.

The student has a good knowledge of topic language and a good understanding of the concepts and processes that support their current work.

The student demonstrates an excellent awareness of the artform studied as evident in their developmental workbook.

The student has well developed topic language and an excellent understanding of the concepts and processes that support their current work.

ApplicationApplicationApplicationApplicationApplicationApplication

The student has basic forms and addressed proportion at a very limited level.

There are no attempts at tones or gradation.

The drawing is inappropriate for the task.

The student has basic forms and addressed proportion at a very limited level.

There are inappropriate tones and no attempts at gradation.

The drawing and composition is inappropriate for the task.

The student has considered proportion and addressed it a limited level.

There is an emerging proficiency in applying tones and attempting gradation.

The drawing and composition has limited expression for the task.

The student has considered proportion and addressed it at a satisfactory level.

There are some tones employed with indications of gradation.

The drawing and composition is satisfactory for the task.

The student shows good use of measured proportions.

There are 7 tones efficiently employed, with gradation applied at a good level of proficiency.

The drawing and composition is appropriate for the task.

The student shows an excellent proficiency in using correct, measured proportions.

There is an effective ability to employ over 7 tones, including gradation.

The drawing and composition addresses the purpose and shows a high level of creativity.

Reflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & EvaluationReflection & Evaluation

The student records his or her artistic development and processes with very little reflection and carries out a very limited evaluation of his or her work.

The student records his or her artistic development and processes with little reflection and carries out a limited evaluation of his or her work.

The student reflects on the progress they have made and carried out a satisfactory evaluation though some aspects may be unrealistic or incomplete.

The student attempts to use feedback in their artistic development and processes with guidance.

The student critically reflects and describes the progress they have made at different stages of their work and carries out a good evaluation by identifying some strengths and weaknesses in their work with some examples.

The student uses feedback in their development and processes with little guidance, which informs his or her artistic development and processes.

The student critically reflects and describes the progress they have made at different stages of their work and carries out an excellent evaluation by identifying strengths and weaknesses in their work with several examples.

The student intentionally uses feedback in their development with appropriate consideration of his or her artistic processes.

Personal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal EngagementPersonal Engagement

The student shows very limited commitment in using his or her own artistic processes.

The student demonstrates very limited curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows limited commitment in using his or her own artistic processes.

The student demonstrates limited curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows satisfactory commitment in using his or her own artistic processes.

The student demonstrates satisfactory curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows good commitment in using his or her own artistic processes.

The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take informed risks.

The student shows excellent commitment in using his or her own artistic processes and skills.

The student actively demonstrates curiosity, self-motivation, independence, initiative and a willingness to take informed risks.

Comments (if any):

Frank Curkovic