SWBAT define proportion.
SWBAT create a grid system.
SWBAT transfer proportion of a picture onto the larger paper using a grid system.
SWBAT identity dark and light value.
SWBAT define typography.
SWBAT create a self-portrait in typography.
SWBAT convey feelings through facial expression.
pencil
paper
ruler
eraser
camera
printer
photo editing program
Take a picture of a head.
Edit the photo into dark and light values.
Print the photo.
Draw 1" grid on the photo. (7x10 boxes)
Draw 2" grid on a larger paper 14"x20". (7x10 boxes)
Transfer the proportion of the photo onto the larger paper.
Erase the grid.
Fill in the dark area with letters and words that describe self.
Students will be assessed on:
The accuracy of the proportion
How he/she used the grid system.
Facial expression.
Original words that describe self.
Craftsmanship.
Lee Jeffries photography for facial expression
Typography on Google search
This was worth trying although it was a hard project. Kids loved it after it was done.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use
[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks
[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation
[9-12 Advanced] Students communicate ideas regularly at a high level of effectiveness in at least one visual arts medium
Visual Arts Standard 2: Using knowledge of structures and functions
[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions
[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art
[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems
[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life
[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art
[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works
[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions
THE FEATURES
Proportion/Size
Graphite, Pencil, Digital, Drawing
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