*Visual arts use their own unique sensory language for creating and communicating.
*Identity is explored, expressed, and impacted through arts experiences.
*The arts provide opportunities to gain insight into the perspectives and experiences of people from a variety of times, places, and cultures.
*Creative arts experiences can build community and nurture relationships with others.
An understanding and application of the: Visual Tool Box
Colour theory: what’s light got to do with it? primary, secondary, tertiary,
complimentary, warm and cool, analogues, monochromatic
Composition: rule of thirds, perspective, check your corners, symmetry, a-
symmetry, radial balance, balance, harmony, unity,
juxtaposition, opposition, repetition
Elements of design: light, line, shape, tone, form, colour, texture
Design strategies: simplification, repetition, manipulation, enlargement,
exaggeration, compare, contrast
Sketchbook: For each sketchbook assignment below use at least one visual tool from each section of the Visual Tool Box. (these sketchbook assignments and due dates are subject to change. Students will be notified of changes)
**Draw an animal in motion due. Sept. 20
**Draw 3D cube, cone, sphere
**Draw a tone or value scale of 10 shades from black to white
**Go to www.shoeonthewall.weebly.com > click Art How To’s > Painting Resources > Colour Theory Explained > read this article down to “Colour Harmony”, then paint a colour wheel including primary, secondary, and tertiary colours
Finish reading the article on the colour theory website mentioned above, then
paint a monochromatic (you will have to figure out what this word means), complimentary, and analogous gradient
Use paint to create a 3D texture
**Paint a 3D cube, cone, sphere (you can modify the shapes if you want)
Draw a subject with interesting form using a single line
The Human Body: using a modal draw a single body part
Illustrations from a book
Draw a scene from a movie
Project planning & organization:
For each art project described below, in your sketchbook using images and/or writing, answer these questions:
What am I being asked to make?
Draw and write a description of what I plan to make?
What am I trying to say or communicate with this art project?
Have I studied the work of other artists who are trying to say the same thing, and have I collected examples of their work?
What is my subject and have I studied other artists’ work containing similar subjects? (example: I am painting a fur tree, I have looked at Joe Smith’s paintings of fur trees.)
What reference photographs will help me make my project?
What materials / media am I going to use to make my project and where can I get these materials?
When will I collect my materials? What day do I need to have my materials in class for this project?
What are the steps for making this art project?
Projects (these projects are subject to change, students will be notified of changes):
Project based on your family history or important family story
Wire sculpture from single line drawing
Realistic acrylic painting inspired from a memory - Go to www.shoeonthewall.weebly.com > click Art How To’s > Painting Resources > scroll down to Painting Inspired by Memory > watch the video then decide what memory you will paint > on the same website read Composition Tips (these tips are how your painting will be evaluated, so read them often while you paint) > collect reference images to help you
Design a large Christmas ornament
Face of a celebrity – collage using only the persons photos
Relief carving using Coast Salish art forms
Group project: Impressionist Painting replica
Abstract Expressionist Painting
Photography : landscape, still life, portraiture, commercial, nature etc.
Group project: Social Experiment: What if you were made of tape?
The Word Project
Graffiti (with permission of owner of wall)
Field trips (field trips are subject to change):
Emily Carr, Art Institute, Equinox Gallery etc. , Burns Bog, Stanley Park