5 sessions; 85 minutes per session

1. SWBAT set up an interesting composition.
2. SWBAT create accurate proportions.
3. SWBAT use a ruler to create a grid.
4. SWBAT define photorealism and identify leading artists within genre.
5. SWBAT use color pencils to create forms and shapes.

1. Drawing paper (I used 10 x 14, 100 lb smooth)
2. Digital camera
3. Sharpie
4. Ruler
5. Prisma color
6. No.2 Pencil
7. Colorless blender
8. Candy and toys (variety)

Need these materials? Visit Blick!

1. Watch slide show of examples (10 minutes)
2. Hand out materials (5 minutes)
3. Have students set up a still life and photograph composition (1 hour for class of 30 with limited cameras)*Optional* Have students waiting on camera start the grid on drawing paper (see below).
4. Print pictures and have ready for next class meeting.
5. Have students apply a 1 inch border to paper. (10 minutes)
6. If using a 10 x 14 inch piece of paper, make 2 x 2 inch squares within the border. (10 Minutes)
7. Have students grid picture with sharpie in 1"x1" squares. (10 minutes)
8. Check grid lines for accuracy.
9. Begin contour lines of candy and toys using the grid system (like Chuck Close) to create accurate proportions. (1.5 hours)
10. Color areas using prisma color colored pencils and blenders. (multiple sessions depending on student skill and work ethic)

See attachment for rubric

See attachment for slideshow/ power point. Manipulate to fit your own class.

I had really great results with this project. There was a high success rate and many went on to compete with their work in various contests. I would use this in an advanced or AP art class, as the photorealism aspect can be a bit daunting for such a large area.

[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 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 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[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

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Advanced] Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions

Chuck Close, Audrey Flack

Photorealism, Photography

Shape, Proportion/Size, Line, Form, Color/Value, Texture

Photography, Colored Pencil, Drawing

Technology

rubric_wellborn.doc
Candy and Toys Midterm.doc
Candy and Toys for theSmartTeacher.pptx