Grd. 6-8 Core 3, Web Sample

CONTENTS

Page Unit 3

Contents, Art Materials

4 What Parents Want to Know: Book and Video Content, Scheduling 5 What Learners Want to Know: The Mysterious Language of Art 6 1 Line 8 A Dog by Saftleven, Netherlands 12 2 Space 14 Portrait of the Elephant , Dal Badal, India 18 3 Shape 20 Men Bringing Offerings, Egypt 24 4 Texture 26 Swimming Turtles by Hokusai, Japan 30 5 Value 32 Aboriginal Bark Painting , Australia 36 6 Form 38 42 7 Land Forms 44 48 8 Human Forms 50 Elisa Saldivar de Gutierrez Roldan by Rivera, Mexico 54 9 Still Life Forms 56 Upaupa Schenklud by Gauguin, France

Figure on Horseback by Leonardo da Vinci, Renaissance Italy The JingTing Mountains and Waterfall in Autumn by Tao-chi, China

60 Evaluation Sheet 61 Objectives 64 Bibliography ART MATERIALS graphite drawing pencils, set of 6 Ebony pencil plastic or vinyl eraser kneaded eraser metal handheld pencil sharpener sandpaper block drawing pad, 9” x 12”

unit one Line

ART MATERIALS VIDEO LESSON 1: Lines and Edges

In the video lesson, you see how this picture is made with pencil and then make a drawing with different types of lines.

View the video, Unit One: Lesson 1. You will need a photograph of a real animal. Do not select any type of image that has been modified by the hand of someone else, as in a cartoon. You’ll want a clear photo to view as many details as possible and get closest to what you would see in real-life. Your drawing will be unique as you apply the methods shown in the video to your own ideas.

Which pencil do I use? Your pencils have a few numbering systems that will help you make that decision. Pencils with an H are hard. They make light lines. Pencils with a B are soft. They make dark lines. HB falls in the middle range. Pencils also have numbers. H pencils are harder as the number increases. B pencils are softer as the number increases. After using your pencils for a while, you’re sure to find the ones that work best for the job at hand.

CREATIVITY LESSON 2: Line is an Element of Art

In this creativity lesson, you explore your surroundings and draw lines that describe the objects most clearly.

We draw lines within the space to create an image. Lines show edges. They separate the subject from what is around the subject. Lines can vary from light to dark when using pencils. (a) Look at the girl’s legs, arms, and the jump rope. The line varies from thick to thin. This slight variation suggests the roundness of the body and movement of the rope. Thick and thin lines make the girl appear less flat. (b) When the lines are of the same thickness throughout, the image appears flat. Wonderful works can be made with a pencil, paper, and line.

If you can write your name, you can draw! Drawing is coordinating the hand with what your eyes see. For handwriting, we make small strokes that fit neatly on lined paper. For art, we make larger strokes that fill up the whole sheet of paper. Try it. Write your signature in the upper right-hand corner of a white sheet of paper. Since you’ve done this on school papers for years, you’ll find it very easy. Write your name again, this time stretching it across the page so that it begins on the left edge and ends on the right edge. The letters have to be written large enough to reach the end of the paper. Keep the proportions of the letters the same as the handwritten signature. If you did not succeed, try again until you do. Congratulations! You’ve successfully used the skills it takes to draw a picture. You looked at an object (your written name), evaluated its shape, made visual judgments about space, and made large enough strokes to fill the page. You drew a picture of your name and it only took a short time to get it right.

Now use this same skill to draw an object. Choose an object that is sitting in your home. Draw it by looking at the outside edges and making lines that show those edges as you fill the space of the page.

ART APPRECIATION LESSON 3: World Artist and History

In the art appreciation lesson, you see how an artist uses lines and integrate the idea into your own work of art.

Herman Saftleven, A Dog .; before 1685.

Artists draw what they see. This dog licks something from beneath. Perhaps it was a table or a cart that presented some tasty leftover food. Look at the lines that Herman Saftleven uses to outline the dog. It is not one continuous line. Instead, we see that the line is broken up. The artist focuses on short sections of the dog’s outline. We see the outline of the dog’s top ear. (1) Moving to the right, the long fur breaks up the outline of his neck. (2) We see the curve of the back drawn in a wiggly line to show fur. (3) Curved lines describe his bony hind, the curve of the tail, and front of the thigh. Look carefully at the thickness of the lines. This is called lined weight. (4) We see thick line on the shaded side of the body. (5) We see thin line where sunlight shines on the body.

THE ARTIST Herman Saftleven the Younger (1609-1685) Dutch Artist of the Baroque Period

WHERE IN THE WORLD? Netherlands

When looking at art around the world, it is easy to imagine that countries were isolated and that citizens of each country developed a unique look in their art. This can be true for a few cultures, but surprisingly, countries that are vastly separate from each other developed connections by land and by sea. A land route connecting the far Eastern countries of China and India to Western countries surrounding the Mediterranean Sea was used for over 17 centuries with only occasional periods of isolation. It was called the Silk Road. The road connected many early Persian routes and eventually led all the way to China. Nations exchanged goods. Caravans of wool carpets, blankets, glass, gold, and silver traveled eastward. Silk, sugar, and spices traveled westward. This exchange of goods naturally resulted in an exchange of ideas between nations as well. Artistic ideas were shared among nations. In the 15th century the Turkish Empire stopped trade along this land route. European nations looked to the sea for new routes so that trade could resume. The search for better sea routes to India and China led to the discovery of the American continents. By the 17th century the Dutch East India Company opened trade again with the East using routes by sea. Two or three fleets traveled each year on an eight-month journey from the Netherlands to the East Indies. For two hundred and fifty years the Dutch were the only nation allowed to trade with the completely isolated Japanese culture. The success of this shipping company made the Dutch Republic world leaders in sales of products and goods.

During his lifetime, Herman Saftleven was one of Holland’s most popular artists. It was a huge accomplishment to be among the best in an age where so many artists sold and traded their art all around the world through the shipping services of the Dutch East India Company. Herman Saftleven painted mountain landscapes near the Rhine River. He was born into a family of painters. His father was a painter in Rotterdam. His brothers were also painters. He painted in the medieval city of Utrecht and became the dean of the Guild of St. Luke. Herman was known for his depictions of people traveling through the woods and wooded landscapes with rivers. These scenes represent the Dutch landscape as he saw it. In the 1670’s a storm destroyed most of the town of Utrecht. Herman had previouslymade a series of drawings of Utrecht churches. After the storm, he sold the drawings to the city to be used for the practical purpose of reconstructing the buildings. Most animals won’t cooperate with you as you draw them. Standing still just isn’t in their natures. For that reason, it is a common practice among artists to work from photographs of animals. Draw an animal from a photograph. Look at edges and draw lines that describe those edges as shown in The Dog by Saftleven.

MASTER LESSON 4: Apply the Element of Line

In the master lesson, you show what you know about lines as you create an original work of art. Your drawing will be unique as you apply the methods shown below to your own ideas.

On the previous page we show an approach that you might take when making your own drawing. Don’t worry about mistakes as you draw. No one gets it perfect the first time. One way to reduce problems is to draw the first lines lightly, using the HB or H pencil. The lines can be drawn over until you are pleased with the placement and they can be erased easily. Once objects are placed on the page, the artist begins to use a darker mark with a 2B pencil. The darker lines show greater contrast with the white of the paper so that the drawing stands out. Very dark marks are made with pencils ranging from 4B-9B. Working from light pencils to dark pencils allows you to change the drawing easier in the earlier stages of the drawing. Find a photograph of an animal, bird, or fish. Look in a nature magazine, a non-fiction book, or an internet image search. Look for a photograph that is clear and large enough so that you can see the details. We begin the drawing using light lines as we identify and place the major parts of the animal onto the paper (1). We might look for circular shapes that describe the parts and how they fit together. We use these circular shapes to guide in drawing a more descriptive outline (2). We add any special markings with the dark pencil (3). Student Gallery Michael Saragosa

unit four Texture

ART MATERIALS VIDEO LESSON 1: Space and Texture

In the video lesson, you see how space affects textures and then make your own texture drawing. View the video, Unit Four: Lesson 1. You will discover how to draw a convincing three-dimensional space using the size of the animals within the picture space, using position of those animals, and creating a space between the animals. These practices are used in the Western tradition of perspective, developed in the Renaissance period in Europe. Draw a landscape with animals. Your drawing will be unique as you apply the methods shown in the video to your own ideas.

CREATIVITY LESSON 2: Texture is an Element of Art

In the creativity lesson, you explore your surroundings and draw textures that describe the surface of the objects most clearly. What comes to mind when someone says toad? You might think of dry skin covered in irregular bumps. Those irregular bumps form a texture that is the special quality of a toad. Texture is the surface quality of an object. When we look for shapes and add to that the special qualities of texture, we can make a successful drawing of any subject.

The rubbing technique begins with a light outline. More details and darker marks are added in the second step. The pencil is held under the hand. The paper is then placed over a rough surface and the area is filled in by rubbing back and forth using the side of the pencil lead. The texture for this toad was made over a stucco wall. Make patches of rubbings to gather some information on the types of textures that you have available from the surfaces around you. Examples of texture through rubbing are shown below. Once you have six to ten rubbings, look at the special qualities of each. What type of animal or object does each texture bring to mind? Select one and draw an outline of the animal or object. Use rubbing to fill in the texture.

ART APPRECIATION LESSON 3: World Artist and History

In the art appreciation lesson, you see how an artist uses texture and integrate the idea into your own work of art.

Katsushika Hokusai, Swimming Turtles; 1832-33

Look for the special qualities of the objects within this water scene. You can use the pencil in different ways to better show the unique qualities of water, fauna and flora.

Any shape repeated creates a texture. We can imagine the bumpy surface of a turtle shell. The tip of the pencil can be used to make a sharp line.

The side of the pencil can be used to create a smooth edge along one side of the line.

A sharp line is drawn with the tip of a sharpened pencil and curved in a general direction.

The side of the lead is used, working back and forth and varying pressure.

Lines radiate from a center point outward to create shapes. When these shapes are repeated, texture is created.

THE ARTIST Katsushika Hokusai, (1760-1849) JAPANESE UKIYO-E PAINTER

WHERE IN THE WORLD? Japan

Create an underwater scene. Use some of the textures that are shown on the previous page. You may enjoy creating water in the way Hokusai shows us. Do so by first drawing the sweeping lines with the tip of the pencil. Place the other objects into the picture. Do not use the side of your pencil for completing the water yet. This technique lays a lot of graphite onto the paper, which will smear easily. Think about plants that grow underwater and invent specific strokes to show the texture of those plants. Add animals or fish to your scene. Once the animals, fish, and plants are finished, complete the water by going over the water lines with the side of the pencil. Remember to draw subjects that you enjoy as you explore new ideas. You can get pictures of water creatures from the internet, encyclopedias, or books. For centuries in Japan, only the student that copied his master’s strokes perfectly would be admired. Methods were developed for how to draw a rock, a tree, or a mountain. Students did not look at real nature until they had perfected the methods of portraying the specific things they would see there (343 Lee). This attitude, combined with Japan’s isolation from other countries during Hokusai’s lifetime, makes his story of creativity an amazing one. He trained as a child and worked in the traditional manner. At age 30, Hokusai found a few European prints. Upon the death of his master, he began using the types of subjects he saw Europeans use. He began painting landscapes and the daily life of Japanese people from every social status. These types of subjects were new to Japanese artists. He traveled throughout Japan making prints of what he saw. His account of the land, weather, and people is an amazing accomplishment in a society where following tradition was valued far above thinking foroneself.His coloredwoodblock prints were much loved by the Japanese people during his lifetime. He died just before his 90th birthday.

While Europe, from southern Italy to the Netherlands in the north, developed a taste for realismin their art, Japan, adistant small country to the east, was not bound by how close the object appeared to the real thing. This allowed them to focus on a more emotional response to the things they saw. In Swimming Turtles , the artist has focused on the feel of water, and the feel of turtles floating and gliding through it. We even get a sense of the way underwater plants move with the motion of water. Although the turtles look very realistic, the water does not. This work shows the idea of water. Japanese artists, aware of the human experience, used all human senses, emotions, and feelings about what is seen. The practice of meditating on objects within nature and the high value they held for the natural world affected their art. While contemplating water for hours the artist could be inspired by some aspect of it. They would then show that quality about water. In contrast, Europe developed a strict set of rules for accuracy in what they saw. We will discuss the reasons for those rules in later lessons. For now, keep inmind that East andWest developed different ideas about art according to the values the societies thought were important. Art is always a reflection of cultural values.

MASTER LESSON 4: Apply the Element of Texture

In the master lesson, you show what you know about texture as you create an original work of art. Your drawing will be unique as you apply the methods shown below to your own ideas.

To find subjects for your work, think about topics that you care about. What people, animals, or activities are exciting? Our focus today is adding texture to your picture, but nearly every object you choose to draw has textures. You probably already have access to pictures of the subjects that you like. Go to those sources. Look at your selected photograph to make sure the subject is close enough that the texture is clearly seen. In this drawing, you may use both drawing and rubbing methods within the same picture. Draw a picture that shows a variety of textures. On the previous page we show an approach that you might take when making your own drawing. (1) We begin with lines. (2) Fill spaces with pencils as you make marks to show areas of texture. (3) Add the darkest areas using a soft B pencil of the highest number in your set. Student Gallery Adam Gutierrez and Phillip Bradick

OBJECTIVES Objectives are statements that describe what the learner is expected to achieve as a result of the instruction and demonstrations provided in the lessons. Objectives can be used in two ways. Objectives are used by the teacher for assessment. By achieving the objective we can consider the learner competent. Objectives are useful for the learner. They convey instructional intent while used to guide, to focus, and to help the learner set priorities for his or her artwork. Unit 1: Lesson 1: The learner will demonstrate the use of a variety of lines in a pencil drawing using graphite pencils. Unit 1: Lesson 2: The learner will demonstrate the use of visual judgment; identifying the edges of a real object and then drawing lines that describe those edges in a way that fills the space of the page. Unit 1: Lesson 3: The learner will select a photographic reference of any subject of their choice. They will build their drawing on shapes, used to lay out the parts of the subject, the foreground, and the background. Unit 1: Lesson 4: The learner will select a photograph of an animal and use light lines to sketch the beginning stages of the drawing, followed by heavier lines to add more details to the drawing. Unit 2: Lesson 1: In a pencil drawing, the learner will apply the practice of selecting objects within a still life that are of different heights and shapes and place the largest object to the side, rather than the middle of the picture space. Unit 2: Lesson 2: The learner will draw the outside edges of an object as well as turn the paper horizontally or vertically to fit the object into the space of the paper. Unit 2: Lesson 3: The learner will demonstrate abilities to adjust the size of the lines to fill the space of the paper in a full and half sheet of paper. Unit 2: Lesson 4: The learner will demonstrate their knowledge of the space of the page by arranging an imaginary scene within the space. The learner will arrange two or more figures onto a sheet of paper, creating a drawing from the story provided. Unit 3: Lesson 1: The learner will demonstrate their knowledge of construction lines and building shapes to draw simple forms. Unit 3: Lesson 2: The learner will find three to four man-made objects of different sizes, arrange them, and draw them with a focus on shapes. Unit 3: Lesson 3: The learner will select a variety of food items and arrange them. The learner will draw the arrangement while using shapes as a preliminary step to a finished drawing. Unit 3: Lesson 4: The learner will select a photographic reference of any subject of their choice. They will build their drawing on shapes, used to lay out the parts of the subject, the foreground, and the background.

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