Wesley Clark Fine Art
Art Education / Students
Claremont Senior Secondary Art 11/12 Term 2 2001
Drawing / Painting / Sculpture
Classroom routines and responsibilities
Tardiness will result in extra clean up duties. Unexcused absence
of more than 5 classes will affect marks if no attempt is made to catch up or finish
There is zero tolerance for unsafe activities, horsing around, disrespect for materials, studio, other students and teacher. Three warnings and student is removed from class.
Daily activities : when possible.
*drawing excursuses. 15-30 minutes.
*Web site maintenance. [Senior art students who are web savvy will be asked to build a class website] .
*current cultural events, artists, art , film, etc interest discussion
*studio management and clean up.
Life drawing from the human form . Observation / imaginary:
various selected themes, i.e. still life, landscape.
Conceptual [ plan ] schematic. Perspective , Architectural , illustrative rendering
Graphic, word and image, digital imaging, WebPages design.
Photography [35mm camera] digital, video.
Acrylic polymer and water based mixed media, montage.
Casting concrete or plaster, clay , found objects, site specific,earthworks.
Drawing: news print, cartridge papers, sketch books, graphite
sticks 2b 4b, charcoal [compressed] conte', pastels, pencils, ink [India], rulers, white
erasers, paper glue, news papers, magazines
Painting: Acrylic paint , cadmium red, yellow, alizarin crimson, titanium white, black, Prussian blue, cobalt blue, thalo green, violet, burnt umber, yellow ochre, emulsion. Mixed brushes and marking tools, paint scrapers, rollers, palettes, buckets, board, canvas, 140lb papers
Sculpture: Pre mix concrete, pottery plaster, burlap, wire, low fire clay [ grogged ] 1 x 4 boards , plywood , carpentry tools, stapler, nails, screws, wood glue, sand paper, files, electric drill , selection of bits, grinder, trowels, clay tools, electric kiln, sand. Found objects [collected by students] selected natural materials i.e., rock, earth , straw, sticks, logs, cedar, driftwood etc. square, camera, computers [ if available] easels, tables, lights, drawing sticks, glue sticks, tempera paint , board, canvas, mixed media, projection, computers/ graphics and image editing software, scanner, wood, cloth, etc......
Core Concepts and Activities
Elements of 2d and 3d visual theory and image development strategies. Picture plane, perspective, light, composition, format, context, observation, imagined, emotive, expression, texture, empathy to materials, process, patterns, rhythm, balance , unity, discord, distortion, emphasis, contrast, exaggeration, proportion, cohesion, styles, geometric shapes, positive and negative space, form and function, image reproduction, comparisons, image sources, roles and purposes of art and artists, career awareness, reflection, self evaluation, portfolio management, presentation and display, marketing art, cultural influences, audience, criticism, analysis, issues in art, belief systems, media influences, music, visualization, meaning, associations, effects, quality, originality, creative process, venture, experimentation, mixed media, digital media technology, studio practices and care of tools and materials, safety, environmental awareness, environment,
Art history [context ]
Ideas and themes are introduced through multi-cultural examples [ texts, videos ,slides , field trip, artist lectures, studio visits ] that range from Neolithic to contemporary times with an emphasis on current Canadian interests.
Suggested Term Projects and portfolio assignments
· Still life drawing and painting
· Life drawing from a model
· Conceptual drawings for sculpture
· Sketchbook , personal reflection and observation.
· Clay skills, various projects
· Mid term project: Site specific sculpture and associated research.
· Painting ..historical
· Painting ..observational
· Painting . Contemporary [ mixed media ]
· Final project .drawing/painting or sculpture.
· Portfolio and documentation.
Criteria Referenced Evaluation:
Given on all assignments:
· Name, Date and Block clearly marked on assignment
· Organized and well crafted
· Tools and equipment including clean up rules are respected
5 marks A
· assignment completed
· demonstrates a high insight, reflection and creative perception
· excellent craftsmanship, skilled use of materials and tools
· depth of knowledge and vocabulary
· presentation, finishing
· original thinking
4 marks B
. assignment completed
· thoughtful content , reflection and perception
· evidence of skilled craftsmanship, respects tools and equipment
· attention to detail, vocabulary developing
· neat and well organized
· ability to communicate personal observations and ideas
3 marks C+
· assignment completed
· understands concept , knows content of project
· good effort and attempts to respond, develop ideas
· limited vocabulary
· can follow directions
· uses tools and equipment with respect
2 marks C
· attempted to finish , some organization
· evidence of understanding concept
· obvious and simplistic interpretation
· vocabulary almost nil
· minimal effort, needs reminding
1 mark [Minimum acceptable must redo]
· marginal attempt , some organization of ideas, incomplete
· extremely brief responses
· vague ,undeveloped concept
· work disorderly, unsigned, insufficient amount to evaluate
· fails to meet the given criteria
A = 86% to 100% B = 73% to 85% C+ = 67% to 72% C = 60% to 66%
Example Unit: Drawing and Painting
Lesson 1 . Introduction to Landscape Painting
Historical overview using slides and overheads.
17th century romantics, primitivists, fauvists, impressionists, abstract expressionists, contemporary and CDN artists working in this form.
Students choose an artist and copy one selected painting using
pencils and pastels.
A brief bio on artist to be included
Students are introduced to ink and wash painting [black ink] using bamboo brushes
Elements of the landscape, water, rocks, trees, associations in art examples are presented and demonstrated. Students practice using the brushes.
Students produce simple landscapes that incorporate combinations of basic elemental images developing skills in brush work, tone , texture,form and line.
Principles of landscape perspective drawing single point perspective.
Landforms, geographic shapes
Using studies produced outside [school grounds] students produce one perspective drawing in pencil
Textures, transfer techniques.
Students are shown how to make rubbings of textures found locally. Each student spends 15 minutes gathering textures on one sheet of paper using graphite. Textures are cut up into shapes [landforms] and used to make a landscape or nature based composition.
Color theory [ pastels or tempera paint] video on color basics [
E. Carr I.] Students make a color wheel with pencil crayons . Terms are explained.
Mood [working with color statements] Monet studies are produced using pastels . Warm or cool.
Composition, concept and image development. Inside, outside, above, below dualistic forces in natural world
Using photography. The Camera as a documentation tool. Found
images, shooting your own pics.
Point of view, perspectives, scale, projection copy, Robert Bateman
Abstraction Ken Danby , Alex Colville, nature as muse.
Canadian art and views on the natural world.
Group of Seven ..European influences.
Reproduce a landscape painting from the group of seven. Using a grid for proportion.
Reproduce a landscape of Tom Thomson. Xerox in colour , cut into 30 squares, each student does one square x 4 enlarged.
Environmentalism in art.
Current trends , Goldsworthy, Finlay, Nagouchi and the
BC Rainforest issues.