Wrapped Animal Portrait Drawings
Submitted by: Kimberly Sheek, Montezuma-Cortez High School, Cortez, Colorado
UNIT: Drawing
Lesson: Contour Wrapped Animal Portrait
Grade Level: High school
BASIC PROJECT DESCRIPTION
Students will select a high interest animal portrait. After completing an accurate light line drawing, the portrait will be finished using contours lines constructed of implied wrapping using pencil and pen. The eyes will be completed in colored pencil.
COLORADO VISUAL ARTS STATE STANDARDS
STUDENTS RECOGNIZE AND USE THE VISUAL ARTS AS A FORM OF COMMUNICATION.
STUDENTS KNOW & APPLY ELEMENTS OF ART, PRINCIPLES OF DESIGN & SENSORY & EXPRESSIVE FEATURES OF VISUAL ARTS.
STUDENTS KNOW & APPLY VISUAL ARTS MATERIALS, TOOLS, TECHNIQUES & PROCESSES.
STUDENTS RELATE THE VISUAL ARTS TO VARIOUS HISTORICAL AND CULTURAL TRADITIONS.
STUDENTS ANALYZE & EVALUATE THE CHARACTERISTICS, MERITS & MEANINGS OF WORKS OF ART.
White Striped Bear White Striped Wolf White Striped Panther
Click images for larger views
Note: The piece titled "White Stripe Bear" on the left above won a gold at the National Scholastic Art Show this past year and was also featured in the November/December Scholastics Art Magazine, 2006.
SMARTEE SHEET – ASSIGNMENT: CONTOUR WRAPPED ANIMAL PORTRAIT
NAME:____________________________________
ART SHELF NUMBER:________BLOCK:_________
TEACHER: ________________________________
BASIC PROJECT DESCRIPTION
STEPS – This instructs you step by step on the procedures to follow so you may successfully complete this project.
1) Select a high interest animal portrait. Snarling animals are suggested.
2) Complete a light line drawing that is accurate and uses up at least ¾â€™s of the paper surface.
3) After viewing the slides of this project (anchor set/best practices), begin drawing in the contour lines that will be used as guides for your wrapping. A weaving type style/pattern is required on this project. The "wrapping" should vary in length and width. This should be done to both create contrast in the weaving as well as work with the patterns of dark and light in your original image.
4) Once all the pencil work is completed, carefully go over the lines with pen and ink. Fill in the negative spaces with ink.
5) Begin shading the wrapping with your pencil. Think of how the light would work with the bottom, middle and top wrapping. Be careful to not smear your work.
6) Complete your drawing by completing lifelike eyes and
possibly teeth using Prismacolor Colored Pencils
7) Complete the written portion of your SMARTEE sheet according to the directions. You must use all the terminology introduced in the lesson in you writing.
8) Complete your rubric and give yourself a letter grade.
Materials:
Reference images, Bristol Board
ART TERMS – contour lines, contrast, and portrait
REQUIREMENTS: Check this often to make sure your project includes ALL of the requirements.
1) You must work from an approved portrait of an animal as reference for your drawing.
2) You must complete an accurate line drawing of your animal that uses at least ¾â€™s of the paper space.
3) You must "wrap" your animal portrait with contour line ribbons of varying lengths and widths.
4) You must complete the contour wrapping with shading and shadowing.
5) You must complete the eyes with Prismacolor pencils to make them realistic.
6) You must complete the written portion of your SMARTEE sheet.
7) You must complete your rubric and give yourself a letter grade.
TIME FRAME – Approximately 8 class blocks.
EVALUATION – Read the following paragraph and then answer the questions using all the new terminology in such a way that it is clear you understand the meaning of each word. Make sure you actually answer the question that is asked. The student must complete this section. In this section you write directly about your work. You should talk about the strengths and weaknesses; things you could do better; things that are done exceptionally well.
It must be legible, both in terms of the actual writing as well as the intended meaning. Spelling is also important, make sure it is correct. Your answer tells me about your artwork and your understanding of the project. Defend your statements. Just writing phrases such as, "I like it." is not good enough. Why do you like it? You must also give yourself a written grade. You must use the rubrics provided to help you determine what grade you deserve. In your writing, you must use complete sentences.
NEW TERMS: Contour lines, cross contour, contrast, and portrait
Contour lines are created by the edges of things. They are perceived when three-dimensional shapes curve back into space. Edges are perceived because the objects differ from the backgrounds in value (lighter verses dark), texture or color. When line is used to follow the edges of forms, to describe their outlines, the result is called contour drawing. This is probably the most common use of line in drawing.
Contour lines also can describe interior detail. For example, a contour line drawing of a person’s face would include a line defining the shape of the head and additional lines that describe the surfaces and planes of the facial features. These lines can vary in thickness. REMEMBER TO USE ALL THE TERMS IN YOUR WRITING.
1) What are contour lines?
2) What was the most difficult part of this assignment and why?
3) What do you feel like you did exceptionally well on this project?
EVALUATION – Teacher evaluation: Most comments will be noted on the rubric specifically designed for and attached to each project’s individual SMARTEE sheet.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
© Kimberley Sheek 2005
ASSESSMENT FOR EVALUATING YOUR ARTWORK
"Craftsmanship"Exceeds the Standard
Craftsmanship: 4
The finished project is exceptionally clean and undamaged.
The edges always depict the way the edges really look, smooth where they should be smooth; rough where they should be rough, etc.
The light source is obvious and works consistently throughout the picture. The transitions from light to dark are smooth. Because the light source works so well, the forms/objects
Meets the Standard
The finished project is basically clean and undamaged. There is very little evidence of mishandling, for example bends, tears, dirtiness.
The edges fairly consistently depict the way the edges really look, smooth where they should be smooth, rough where they should be rough, etc.
The light source is evident and works well. Transitions from light to dark are usually smooth. Most objects are believable as three-dimensional forms.
Nearing the Standard
Craftsmanship: 2
The finished project shows some signs of neglect. These may appear in the form of bends, tears, smudges and/or things spilled on the project.
The edges need more work to make them representational of the way they actually should look. More attention needs to be spent on drawing the edges with the characteristics one can observe when looking at the forms being drawn.
There is evidence of a light source but may be conflicting throughout the picture and seem to come from several directions rather than one direction only. It works in some areas but does not work consistently throughout the picture. Some objects appear to be three dimensional and some appear to be flat.
A Ways to Go
Craftsmanship: 1
The finished or possibly unfinished project suffers from neglect. It may be torn, dirty, bent and/or a combination of these things.
The edges appear to be laid in without really observing the form being drawn. There are few if any edges that actually resemble what the edges of the object or form being drawn looks like.
The light source has either been ignored or laid in so poorly that it is very difficult to detect where the light is coming from. Forms also suffer from the lack of a defined light source in that they mainly appear to be flat.
No. Score ______
SCORING RUBRIC FOR CONTOUR WRAPPED ANIMAL PORTRAIT
Name__________________________
SMARTEE SHEET SELF-EVALUATION:
1) Is it completed?
2) Is it legible/ Can I read it?/ Does it make sense?/ Is it written using complete sentences?/ Is the spelling correct?/ Does it answer the question?
3) Are all the terms used correctly?
FULL CREDIT_______ NO CREDIT____________ 30 POINTS TOTAL= _____
REQUIRED ELEMENTS:
1) Did the student work from an animal portrait? 0 10
2) Did the student complete an accurate line drawing of the animal?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 (x3) = _____
3) Did the student use at least 3/4’s of the paper space?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 (x2) = _____
4) Are the values used correct throughout the drawing?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 (x4) =_____
5) Are the contour lines and wraps drawn in correctly?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 (x5) = _____
5) Is the work done in an organized, skillful manner and creative from beginning to end?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 (x5) = _____
For example, varied lines where needed, neatly drawn, consistent use of values, no errant marks, variation in sizes and shapes, good contrast, etc.
6)
Is the final drawing clean and undamaged?
0 Â Â 1 Â Â 2 Â Â 3 Â Â 4 Â Â 5 Â Â 6 Â Â 7 Â Â 8 Â Â 9 Â Â 10 = _____
7) Is the drawing completely finished? 0 60
Total ______out of 300 possible- Multiply total times .33 to get your final score.
A = 100-90 Â Â Â Â B = 89-80 Â Â Â C= 79-70 Â Â Â D= 69-60
National Standards:
1. Understanding and applying media, techniques, and processes
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
2. Using knowledge of structures and functions
Students create artworks that use organizational principles and functions to solve specific visual arts problems
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others
Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
