Art 3, Week 18 Art in Focus, Chapter 18.3: Northern Renaissance

Art 3, week 18 Art in Focus, chapter 18.3: Northern Renaissance

Essential Standards P.V.1.4 Evaluate the use of the Elements of Art and Principles of Design in art. P.CX.1.2 Understand how personal perspective is influenced by temporal context. P.CX.1.4 Understand how personal aesthetic responses to art are influenced by culture.

Common Core Read and comprehend complex literary and informational texts independently and proficiently. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Monday 1. Please conduct an internet search for “Albrecht Dürer”. 2. At your table, discuss and write down the answers to these questions: a. When did Albrecht Dürer live? b. Where was he from? c. What art media was he known best for? d. What subject matter was he best known for? e. How was Dürer able to sell his artworks so inexpensively that people could afford them? f. Pull up an image of Albrecht Dürer’s “Knight, Death, and the Devil”. Zoom in on the image and determine what kind of shading techniques he used. g. What symbols do you see in this artwork and what do they mean? Read page 409 in Art in Focus to learn about the symbols he used. 3. You will create an ink drawing of a Symbolic Self-Portrait on 18 x 24” white paper. There will be no color except the ink, but there will be hyper-detailed contours and shading as Dürer had. You will be able to work from photographs and montages (piece several photos together to get all the objects in one image). 4. Please start brainstorming your ideas with your classmates for the following: a. Meaning of the artwork: Myself as…..high school student, worker, college student, daughter, son, niece, nephew, grandson, granddaughter, farmer, musician, artist, dancer, what else???? b. Your pose c. Will there be any other people in the artwork (especially if you are in a band, family). d. What symbols will you include that help the viewer see you as you intended. You may write the meanings first and then come up with symbols or vice versa. For instance, if you show yourself as an artist, you may include the symbol of a doorway. It could stand for the career opportunities you look forward to, but you can’t see what is behind the door, so you don’t know what art career you will end up in. Another symbol could be something about your passion for your art or nursing, etc.: what could represent that? 5. Your artshow display is due tomorrow: please bring it in to the library or the classroom.

Tuesday 1. Ideation Critique: Tell the class what your answers are for your artwork meaning, symbols, and layout. Take notes on what ideas your peers have for you! 2. Read the rubric for the drawing. Be sure you understand the assignment before you begin. 3. Work on your primary sketch (a gesture, not a final layout), due tomorrow first thing. This sketch should be no larger than your sketchbook page. Be sure your viewer can determine what you are or what you are doing by your setting, symbols, clothing, and pose. Your scene should not have any dead, valueless areas: it should be heavy with scenery and objects.

Wednesday 1. Art show display is due today! Set up your display in the library. 2. Use a rubric to grade your display. 3. Primary sketch is due. Share with your classmates for a critique and constructive criticism. Can we determine what you are or what you are doing by your setting, symbols, clothing, and pose?

Thursday 1. Final drawing: copy your final contours onto 18x24” white paper using art pencils: My Pal, H, HB, or B and using a light touch (sketching pencil grip: fingers on one side, thumb on the other, holding the pencil sideways so you don’t make a heavy mark.) You may not use the enlargers for this drawing. Erase all unnecessary marks before inking.

Friday 1. Ink practice: You will use a variety of line types in your artwork, so practice with all three ink nibs: sharp, wide, round. Practice drawing circles, contour lines, shading techniques: hatching, cross-hatching, scumble, stipple. What works best for each area of your drawing? After practicing all techniques, ink your preliminary sketch to mark which area gets which technique. Name Project: Symbolic Drawing Grade

Assessor A B C D F 90-100 80-89 70-79 60-69 0-59 Requireme Accurate contours of self-portrait, drawn 15 13 11 10 0-8 nts from life if possible or photos with good met lighting and shadows

whole body and face in profile or ¾ view 10 8 7 6 0-5 Accurate contours of symbolic objects 10 8 7 6 0-5 which you can explain, drawn from life if possible or photos with good lighting and shadows Accurate contours of background scene 15 13 11 10 0-9 drawn from life if possible or photos with good lighting and shadows Craftsmans Skillful use of media: pencil contours 15 13 11 10 0-8 hip and ink shading technique 15 13 11 10 0-8 Artistic Excellent use of shading, texture, pattern, 5 4 3 0-2 Vision detail, linear perspective

layout highlights focal point, Rule of 5 4 3 0-2 Thirds or Fibonacci layout, WOW factor

Name Project: Symbolic Drawing Grade

Assessor A B C D F 90-100 80-89 70-79 60-69 0-59 Requireme Accurate contours of self-portrait, drawn 15 13 11 10 0-8 nts from life if possible or photos with good met lighting and shadows

whole body and face in profile or ¾ view 10 8 7 6 0-5 Accurate contours of symbolic objects 10 8 7 6 0-5 which you can explain, drawn from life if possible or photos with good lighting and shadows Accurate contours of background scene 15 13 11 10 0-9 drawn from life if possible or photos with good lighting and shadows Craftsmans Skillful use of media: pencil contours 15 13 11 10 0-8 hip and ink shading technique 15 13 11 10 0-8 Artistic Excellent use of shading, texture, pattern, 5 4 3 0-2 Vision detail, linear perspective

layout highlights focal point, Rule of 5 4 3 0-2 Thirds or Fibonacci layout, WOW factor