Subject Teacher: Anja Gharaibah
Contact: anja@askeris.no
Unit 5:
National Gallery of the Marche, Urbino The Ideal City attributed to Luciano Laurana, circa 1470
Perspective
Global Concept:
Orientation in Space and Time
Explorations: Epochs, eras, turning points and ”big history”
Explorations: Epochs, eras, turning points and ”big history”
Key Concept:
Perspective
Related Concept:
Innovation, Composition
Conceptual Understanding:
Three dimensional painting from one viewpoint as an innovation in perspective composition
Three dimensional painting from one viewpoint as an innovation in perspective composition
Statement of inquiry
Students will understand that three dimensional painting from one viewpoint was an innovation from Renaissance artists for perspective composition through an inquiry into the history of perspective painting and the exploration of perspective drawing.
Thursday, 18th May 2017
Grade 7 students continued to work on different central perspectives. Today students chose one of three different photos of museums to draw. This activity will lead us to our summative assessment. Similar to the image below:
Homework due 25th May
Make 3 photos of different scenes in central perspective (one-point perspective) and send your images in ONE pdf or slide until May 25th (even if it is a holiday ;-) You must be able to define the horizon and the vanishing point in your photo.
Inspirational photos:
Thursday, 27th April 2017
Today grade 7 reviewed the "ingredients" for drawing a one-point perspective, such as horizon line (eye level), vanishing point, orthogonal and transversal lines. Students had to draw orthogonal lines in a photo in order to find the vanishing point.
Homework due 4th May
1.) Make a photo of a street view or building in a one-point perspective. Print the photo or send it to me (latest Tue. May 2nd) and draw orthogonal lines, horizon and vanishing point on the image (as practised in class).
2.) Draw a simple street view: horizon, vanishing point and from the VP two lines down (below eye level) like an open triangle and add at least three buildings.
Unit 4:
The Histoty of
Human Portrait
in western art
STATEMENT OF INQUIRY
Students will gain an understanding of the transition from reality to abstraction
through an inquiry into
the history of human portraits in western art.
Global Concept:
Personal and Cultural Expression
Key Concept:
Form
STATEMENT OF INQUIRY
Students will gain an understanding of the transition from reality to abstraction
through an inquiry into
the history of human portraits in western art.
Global Concept:
Personal and Cultural Expression
Key Concept:
Form
Related Concepts:
Representation, Visual Culture
QUESTIONS OF INQUIRY:
Factual:
What are the purposes of portraits?
Conceptual:
How is the interaction between an artist and the sitter reflected in the portrait?
How did portraits change over time?
Why did artists in the 20th century chose to paint abstract portraits?
Debatable:
To what extend does a portrait convey reality?
SUMMATIVE ASSESSMENT
Task 1:
In a written test you demonstrate your knowledge and understanding of the different kinds and purposes of portraiture in western art.
Task 2:
Create an abstract self portrait.
Use your knowledge about abstract art.
Before you create your final portrait:
1. Explore:
In your book make a number of sketches and draw your face in profile and frontal view. (realistic)
Then create a variety of self portraits with different eye shapes, nose shapes etc. (abstract)
With your weekly drawing task in your book you demonstrate your exploration of facial features and demonstrate the development of your drawing skills.
All sketches and drawings must be made or glued in your book! Loose papers won’t be accepted!
When you create your final portrait:
2. Create:
Create an abstract self portrait that shows characteristics of your personality. Use abstract techniques, expressive colours and shapes.
Steps:
- Draw one side of your face in profile (from the side) and one from the front.
- Add eyes, mouth, nose, ears etc, and simplify these features.
Example: use shapes like triangular eyes
- Show your personality:
draw to different sides/aspects of your personality - one on each side of your portrait.
Describe these characteristics. Example:
My day dreaming and my active side.
My crazy and my reserved side.
My calm and my loud side.
My happy and my sad side.
My angry and my joyful side.
Picasso, Tête de Femme, 1965
- Choose colour schemes that describe each side best. Possible colour schemes could be:
- analogous colours (three colours next to each other on that colour wheel)
- warm / cool colours
- complementary colours (opposite on the colour wheel)
Colour your abstract portrait. Use at least thee different media to colour your portrait.
Media / materials you could use:
oil pastel, tissue paper, watercolour, news paper, chalk pastel, charcoal, coloured paper, etc.
Remember to focus on colours and shapes.
Some Inspirations:
Thursday, 19th January, 2017
This week grade 7 continued on the different portrait styles and purposes throughout history.
Homework due 26th January
1.) Make a frontal portrait photo of yourself, showing your complete head and face, your ears and your neck.
2.) Print the photo (A4 format should be filled with your portrait - see example below)
3.) Glue the print in your book - on the left side of a double page.
4.) With a ruler draw horizontal lines across the paper:
- through the center of your eyes
- at the lowest part of your nose
- at the lowest part of your lips
- at your chin
- above your eye brows
- at your hairline
- at the upper end of your head shape
5.) Draw (copy 1:1) your facial contour (outline only) on the right page
Thursday, 12th January, 2017
Related Concepts:
Representation, Visual Culture
QUESTIONS OF INQUIRY:
Factual:
What are the purposes of portraits?
Conceptual:
How is the interaction between an artist and the sitter reflected in the portrait?
How did portraits change over time?
Why did artists in the 20th century chose to paint abstract portraits?
Debatable:
To what extend does a portrait convey reality?
SUMMATIVE ASSESSMENT
Task 1:
In a written test you demonstrate your knowledge and understanding of the different kinds and purposes of portraiture in western art.
Task 2:
Create an abstract self portrait.
Use your knowledge about abstract art.
Before you create your final portrait:
1. Explore:
In your book make a number of sketches and draw your face in profile and frontal view. (realistic)
Then create a variety of self portraits with different eye shapes, nose shapes etc. (abstract)
With your weekly drawing task in your book you demonstrate your exploration of facial features and demonstrate the development of your drawing skills.
In your book make a number of sketches and draw your face in profile and frontal view. (realistic)
Then create a variety of self portraits with different eye shapes, nose shapes etc. (abstract)
With your weekly drawing task in your book you demonstrate your exploration of facial features and demonstrate the development of your drawing skills.
All sketches and drawings must be made or glued in your book! Loose papers won’t be accepted!
When you create your final portrait:
2. Create:
Create an abstract self portrait that shows characteristics of your personality. Use abstract techniques, expressive colours and shapes.
Steps:
- Draw one side of your face in profile (from the side) and one from the front.
- Add eyes, mouth, nose, ears etc, and simplify these features.
Example: use shapes like triangular eyes - Show your personality:
draw to different sides/aspects of your personality - one on each side of your portrait.
Describe these characteristics. Example:
My day dreaming and my active side.
My crazy and my reserved side.
My calm and my loud side.
My happy and my sad side.
My angry and my joyful side.
 |
| Picasso, Tête de Femme, 1965 |
- Choose colour schemes that describe each side best. Possible colour schemes could be:
- analogous colours (three colours next to each other on that colour wheel)
- warm / cool colours
- complementary colours (opposite on the colour wheel)
Colour your abstract portrait. Use at least thee different media to colour your portrait.
Media / materials you could use:
oil pastel, tissue paper, watercolour, news paper, chalk pastel, charcoal, coloured paper, etc.
Remember to focus on colours and shapes.
Some Inspirations:
Thursday, 19th January, 2017
This week grade 7 continued on the different portrait styles and purposes throughout history.
Homework due 26th January
1.) Make a frontal portrait photo of yourself, showing your complete head and face, your ears and your neck.
2.) Print the photo (A4 format should be filled with your portrait - see example below)
3.) Glue the print in your book - on the left side of a double page.
4.) With a ruler draw horizontal lines across the paper:
- through the center of your eyes
- at the lowest part of your nose
- at the lowest part of your lips
- at your chin
- above your eye brows
- at your hairline
- at the upper end of your head shape
5.) Draw (copy 1:1) your facial contour (outline only) on the right page
Thursday, 12th January, 2017
Today students gained a first insight into the history of portraiture. They were discussing the nature of a portrait and learned about different purposes types of portraiture. To be continued next week.
These are the links to the videos we watched in class:
Art through times / portraits link
500 years of female portraits in western art link
500 Years of Male Self Portraits in Western Art link
Homework
In your art book make a pencil drawing of your eye. Your drawing should be as big as the span between your thumb and your forefinger.
Follow these steps:
1.) Get a mirror, place it on your table and look at your eye.
2.) Take your time to watch closely and try to catch every detail.
3.) With your pencil try to capture the shape and outline of your eye.
4.) Work out pupil, eyebrow, eyelashes and add detail to your eye drawing
Today students gained a first insight into the history of portraiture. They were discussing the nature of a portrait and learned about different purposes types of portraiture. To be continued next week.
Art through times / portraits link
500 years of female portraits in western art link
500 Years of Male Self Portraits in Western Art link
Homework
In your art book make a pencil drawing of your eye. Your drawing should be as big as the span between your thumb and your forefinger.
Follow these steps:
1.) Get a mirror, place it on your table and look at your eye.
2.) Take your time to watch closely and try to catch every detail.
3.) With your pencil try to capture the shape and outline of your eye.
4.) Work out pupil, eyebrow, eyelashes and add detail to your eye drawing
Unit 3:
Natural orders adapted in art
The Element of Art: Value and The Principle of Art: Symmetry
Natural orders and systems are inspiration for scientific and technical innovations and used as models for composition in art
Statement of inquiryStudents will understand that the elements and principles of art are related to orders we find in nature through an inquiry into natural symmetrical forms and their adaption in art.
Questions of inquiry:
Factual:
What are the different forms of symmetry?
How are the elements line, shape and colour related to each other?
How useful are colour schemes?
Conceptual:
How do lines and shapes create radial symmetry?
How does value change the quality of colour?
Debatable:
Global Concept:
Scientific and technical innovations
Key Concept:
Systems
Related Concept:
Composition
Thursday, 30th November, 2016
Students were introduced to the concept of radial symmetry and designed their own symmetrical pattern.
Homework Finish your pattern (all 8 sections must be filled / copied)
Homework Finish your pattern (all 8 sections must be filled / copied)
Unit 2:
The Elements of Art
Line, Colour, and Value
Statement of inquiry
Students will understand that
artists use visual elements of art to create artworks and to express their ideas
through an inquiry into
the position of shapes in the space, the light and shadow, and colour theory.
Questions of inquiry:
Factual:
What are the building blocks of composition in art?
What relationship have the visual elements to one another?
Conceptual:
How do artists use the elements of art to express their ideas?
How does the knowledge of the elements of art inform our creative process?
Debatable:
Is the number of visual elements of art related to the expression of an art work?
Key concept:
Aesthetics
Related Concepts:
Composition, Expression
Global Context: Personal and Cultural Expression
Homework extension: Task 2, due Tuesday, 22nd November
Task 2:
Make a copy of this document, rename it and add the following:
Name and characterise the seven elements of art. Find and explain each element in the painting ”Dickens' dream” from Robert William Buss.
Example:
- Line is an element of art. Line is a path of a moving point. ("A line is a dot that went for a walk." Paul Klee) Lines can be straight, swirly etc. Lines can cross over to form shapes.
Thursday, 10th November, 2016
This week students worked on their final pieces for this unit - monochromatic still lifes with analogous colours. We used pencil and watercolour. Photos to follow.
Homework:
Hand in your assessment Task 2, due 17th November
In a Google or Word document name and characterise the seven elements of art.
Find and explain each element in Robert William Buss' painting ”Dickens' dream”.
You can also use this template
The focus of this lesson was on colour theory. Students painted a colour wheel with 12 colours and learned how to create a colour scheme with analogous colours. Each student chose three colours that are next to each other on the colour wheel. Students will apply their colour scheme on their still life drawings to create a monochromatic painting.
Homework:
Make sure you bring your home drawing book with your still life drawing (see homework from 27th Oct. below) to class.
Homework:
Make sure you bring your home drawing book with your still life drawing (see homework from 27th Oct. below) to class.
Thursday, 27th October, 2016
Today students learned to draw a still life with three objects that vary in shape and size. We also practised to create a balanced compositions and to use the full space of the paper.
Homework:
In your home drawing book practise what you have learned today and make a balanced composition. Make a line drawing:
- of three objects
- in different sizes
- with overlapping shapes
- chose the right format
- use the full space of your paper.
This composition will serve as your template for your good drawings.
Thursday, 20th October, 2016
Grade 7 started their new unit about the Elements of Art.
The Visual Elements have a relationship to one another:
• Most images begin their life as line drawings.
• Lines cross over one another to form shapes.
• Shapes can be filled with tone and colour, or repeated to create pattern.
• A shape may be rendered with a rough surface to create a texture.
• A shape may be projected into three dimensions to create form.
Homework:
Make a line drawing of three items. Details you find here
Unit 1:
Art and Architecture in Ancient Greece
Statement of inquiry:
Ancient Greeks developed the building blocks of Western Architecture.
Global Context: Orientation in time/space
Key Concepts: Culture
Related Concepts: style, visual culture, innovation
Questions of inquiry:
Factual: What architectural styles have the Ancient Greeks developed?
Conceptual: How does their architecture reflect Ancient Greek culture and beliefs?
Debatable: To what extend do we find the principles of Ancient Greek architecture in contemporary architecture?
Art History
This unit provides an introduction into Greek history, culture and art with focus on Greek architecture. Students will learn about the classical orders. At the end of this unit students will be able to identify the 3 classical orders (Doric, Ionic, Corinthian) and their characteristics. Students will be able to recognise these orders in the architecture that surrounds us today.
Creative Production
Students will draw the 3 column types, work out the characteristics and create an atmospheric painting with tonal gradation (3 colours).
Thursday, 13th October, 2016Homework:
Your presentations about Ancient Greek Architecture are due! Please share your presentation with we, if you haven't sent it yet. Details are to find in the Art folder on the AskerMYP drive.
This Thursday we closed our Unit on Ancient Greek Architecture and students applied their detailed Greek column drawings on the atmospheric landscape paintings. The results are impressive! Well done Grade 7!
Thursday, 29th September, 2016
This week students have learned how to create a tonal gradation for their atmospheric landscape. Here are some examples. The landscape painting will be the background for our columns.
Finish your column drawings and your google slide presentation. Remember: your fact slides should give answer to our inquiry questions. Due: Thursday, 13th October
Thursday, 15th September, 2016
There is no specific homework today. But review what you have learnt about the classical order of greek architecture. You should be able to name all parts correctly.
Rubric
Thursday, 8th September, 2016
Thursday, 25th August, 2016
Today grade 7 students were introduced to their first unit about Ancient Greek Art and Architecture. All students took a copy of the unit summary home.
Homework: Read the handout about Greek History and answer the questions by filling in the blank on the seperate question sheet given out.
A digital copy can be found on the shared MYP drive in the Art - Grade 7 folder.
Thursday, 18th August, 2016
Our 1st art lesson started with an art quizz about all kinds of art and art styles across the world and times.
Students then worked on a collaborative project as an introduction to this unit which will be continued next lesson.
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