Watercolour Assignment:
Illustrate a Song, Poem or Story

You will be choosing a song, poem, story or legend to illustrate. You do not have to make up the text, but if you choose you can create a story to illustrate.

You will be making a watercolour painting to illustrate your story, song or poem. You may decide to illustratate only one line from the song, poem or story, or you may decide to include a lot of imagery from the song, poem or story.
Think about the colour scheme!(what colours will give different emotions related to the song? )

1. Start by finding a story, poem or song.
2. Create sketches for what your images will look like and the layout of the page.
3. Lightly sketch the image on watercolour paper.
4. Paint the images carefully on the watercolour paper.
5. As the final step Include the text either on the page itself, by drawing it on, or print it on the computer to glue on, or Print as a separate page to be shown with the work. (If your writing is not neat, choose to print your text on the computer).

**REMEMBER TO CREATE YOUR OWN IMAGES; DO NOT USE IMAGES THAT SOMEONE ELSE HAS ALREADY CREATED!
FOR EXAMPLE, DO NOT DEPICT WINNIE THE POOH BECAUSE THAT IS A DISTINCT CHARACTER THAT SOMEONE ELSE MADE.

Watercolour Song Illustration Evaluation

Use of Images: Images enhance and illustrate the text well. Images show evidence of planning and thought to the final design (Hand in sketches). Images are interesting to look at, and are original designs. There are a variety of viewpoints or angles, or different types of scenes. Creativity and strong composition are demonstrated. 21 (7 per page)

Use of Medium and color choices: Watercolours were used with accuracy, skill, blending of colours, variety of shades and tints. Background painted first, then the foreground. 12 (4 marks per page)

Quality of Workmanship: Neat, clean, accurate, using care and attention on piece. 9 (3 per page)

Text is included or attached to images in a way that is appealing to the design and images. 3 (1 per page)

Total: /45

Artist Research Project

Here is an artist research assignment I had my students do. (On the worksheet I had included pictures of the artists self portraits, but I couldn't cut and paste it...) It can be left as a worksheet, or I have also used these same questions as a guide for students to use for a powerpoint project. With the powerpoint research project, they had to put the answer to each question on a slide.


Self Portrait Artist Research
Working by yourself, choose one self portrait artist from the following list and answer each question about the artist on the following page.


Choose from the following artists:
Chuck Close Rembrandt Vincent Van Gogh Francis Bacon
Frida Kahlo PabloPicasso Andy Warhol Albrecht Durer
Max Beckman Yasumasa Morimura Lukas Samaras

Do a google search in google images for the artist to get an idea of what their art typically looked like.

You can use one of these sites as references, or use other sources:
www.Encyclopedia.com
www.wikipedia.com

For quotes try using
http://www.brainyquote.com/quotes/topics/topic_art.html
http://artquotes.net/

Answer in Complete Sentences and In your own words
1. Where is this artist from originally, and where did they live for most of their life?
2. What kind of work is this artist known for making? What style of art do they make, and what art movement are/were they a part of?

3. Describe how they portray themselves in their selfportaits in your own words- (What kind of images do they use? Are they realistic? Are they highly stylized? What kinds of colours do they use? Are they paintings, drawings, or photos? Are they serious or is it lighthearted or funny?)

4. What has the artist said about the art they create?(find a quote by the artist about art).

5. Describe something about your artist’s life (Examples include: were they married, were they friends with other artists, did anything significant happen to them throughout their lives such as an accident, or were they recognized in any significant way for their art?

6. What is something that you found surprising about this artist?
7. List your references or where you found your information.

*With this rubric, students were expected to create at least 8 slides.
Powerpoint Artist Research Project Evaluation

Use of Information: Point form. Appropriate amount of information. Used own words. Answered each question appropriately( 2 marks per slide). Slides show a general knowledge of the artist. Sources cited.
/2 /2 /2 /2 /2 /2 /2 /2

Use of pictures: Used at least 5 pictures throughout or more.
1 2 3 4 5

Layout and General Presentation-Images and text are displayed in a way that is appealing and makes sense. Powerpoint features were used to enhance information and images. Logical flow to each slide. Consistent layout, fonts, texts, etc.
1 2 3 4 5 6 7 8

Total: /28

Figure Sculpture Project

An assignment I have done with several classes this year is a figure sculpture assignment. Students create a miniature figure using tinfoil, plaster bandages, plaster, and paint. Some have turned out really well. For many students it is an enjoyable project because they get to use different materials, and each step along the way is a little bit different, so every class brings something new, there isn't time to get bored with it(for most of them...).

Starting with a lesson on doing some figure sketching, I then lead into the project. Depending on the time I have with each class I may spend more time drawing the figure and focusing on that before starting on the sculpture assignment.

Supplies needed:
tinfoil
plaster bandages
plaster of paris
paint
primer
Pieces of wood to use as a base
nails or screws
sandpaper

1. To begin students are to decide on a emotion, or theme that they want to express with the body language of their figure. They then do a few sketches to get their ideas down and so that there is a goal in mind.
2. They start with a piece of tinfoil about 1 foot or a foot and a half long. I found that thicker tinfoil works best, and you won't need as much for the whole class. Make several slits in the tinfoil as a basic template as to where the arms and legs, and head goes. Smush, crumple, and shape the tinfoil into the shape of a person. Be careful about proportions, thickness and height.
3. Attach tinfoil character onto a nail on the wooden base. You may need more that one nail to keep it steady and free from wobbling. Sometimes I will have students attach the tinfoil to the screw threw the calf, and then add another nail where the foot will go so that you can build up the foot around the nail.
4. Cut plaster bandages into strips up to an inch wide, and about 5 inches long. Dip in water and cover tinfoil with bandages. You will probably need at least 2 layers of bandages. Make sure that where the weight of the sculpture is there is enough layers of bandages so that it cannot bend or break.
5. Use plaster of Paris to fill in any gaps, or to smooth out areas. Let dry.
6. Take Sandpaper and sand down any areas.
7. Prime sculpture with acrylic primer. If you don't prime it the paint will end up flaking off of the bandages.
8. Paint sculpture with acrylic paint.

Sometimes I need to add some glue to keep the sculpture from wobbling or moving around. Glue gun glue works well for this. I have also done this project using chicken wire instead of tinfoil, but found that it was too hard to shape. Tinfoil allows for more details. If you went larger then chicken wire might be needed.


Figure Sculpture Evaluation
Use of materials: The figure was built up well. The student makes good use of the materials. The student followed directions on creating a sculpture base, using plaster bandages, plaster and paint. The student demonstrated skill in the use of these materials. Figure structure is sturdy. Student has learned the basics of sculptural design.
1 2 3 4 5 6 7

Proportions, Figure stance, Theme and Creativity The figure shows emotion or the theme it was intended to express. The figure is proportionally accurate, or the proportions of the figure add to the significance of the theme. Sculpture demonstrates creativity.
1 2 3 4 5 6 7 8

Final Product, Process and Workmanship: The final result of the figure is interesting to look at. The colours and the paint enhance the sculpture. The student has demonstrated neatness and accuracy. The student has demonstrated consideration for all aspects of this piece. The student has shown skill in creating a 3-dimensional sculptural piece.
1 2 3 4 5 6 7 8 9 10

Total: 25

Human Rights Painting Project

I sent an email out to a teacher who was on the lookout for teachers who promote social justice or human rights issues within their school or classroom. I thought I'd share about this painting project that I had my grade 9 art class do. Students were to take a human rights issue and promote, uphold, or show an original perspective on that issue through a painting. They were to think about what kinds of symbols and imagery they could use to represent issues based around the Declaration of Human rights put out by the United nations. I suggested they start with a quote by a famous human rights advocate, and try to come up with some relatable images. This was a challenge for most of my students, and in retrospect this may be a project better suited for a grade 11 or 12 class, but there were several students who really took the project to heart and ended up with some really nice paintings. The pictures shown above are student examples. I decided to do this project because of a Canada-wise painting contest that was open to high school students.

I started the assignment by showing students video about the Declaration of Human rights. This was useful not only to inform students, but also to get them thinking about possible symbols and images(and that their images did not need to be elaborate to show the idea). I also supplied a handout of quotes by Human Rights Leaders to get students started.

Here are some video links that I showed in class:
Declaration of Human rights:
http://www.youtube.com/watch?v=hTlrSYbCbHE&feature=PlayList&p=D24E69D89D157FFF&playnext_from=PL&index=1

http://www.youtube.com/watch?v=xYQ-rvvF48U&feature=PlayList&p=D24E69D89D157FFF&playnext_from=PL&index=2

Martin Luther King Jr. Video:
http://www.youtube.com/watch?v=qV9plu2jLy4&feature=PlayList&p=D24E69D89D157FFF&playnext_from=PL&index=0


Here is the handout that I gave students:

Human Rights Perspective
Painting Assignment

You will be creating an image that promotes, upholds, encourages, or shows perspective on a human rights issue.

Human Rights Definition:
pl.n. The basic rights and freedoms to which all humans are entitled, often held to include the right to life and liberty, freedom of thought and expression, and equality before the law.

You will be creating your image with acrylic paint on illustration board. You can reflect on the past, present, or even think of potential issues for the future.
To begin this assignment:
1. Brainstorm about what kind of human rights issue is important to you.
1. Complete an Internet search for a quote regarding a human rights issue. http://www.wisdomquotes.com/cat_human_rights.html
Use a quote as a basis for your ideas. OR if you have a good idea to start with of what images you want to use then start sketching.
2. Begin some sketches about what kinds of images and words you will use. You may choose to illustrate the quote, and include the words, or work only with images.
3. Sketch your image on illustration board.
4. Paint your image.
5. Write a paragraph reflecting on what images you chose to use and why, and your opinion of your finished piece.

Some Human Rights activists who may inspire you with their quotes: Nelson Mandela, Martin Luther King Jr, Mother Theresa, Ghandi, Jimmy Carter….there are many more…




Human Rights Painting Evaluation

Workmanship-Neat and clean. Time, effort, process and planning are demonstrated
/4

Creativity and Composition- Images used are creative and original. They are arranged in an interesting way that makes good use of the space. /10

Use of theme-Human Rights issues are evident in the painting. Images and words promotes, upholds, encourages, or shows perspective on a human rights issue successfully.
/6

Use of Paint and colour choice-Paint is blended well and is evenly applied. Colours used enhances the piece. Colours are mixed well. There is a variety of darks and lights. Colours have been blended to create a variety of colours. More than one layer of paint is applied where needed.
/10

Total: /30