Direct Observation

Paper Scrolls

Grade: 5

Adapted by: E. Luna

Goal: students will recognize value and learn how to reproduce the value based on a given object by direct observation. The students will achieve this goal by creating three types of value; light, medium, and dark which will create the illusion of a 3-dimenisonal drawing.

Time: two to three 50 minute class periods

Objectives: students will

·         Learn to recognize light and dark values

·         Learn to reproduce an image from direct observation as accurately as possible

·         Learn to use value to create the illusion of space

Teks:

§117.17. Art, Grade 5.

(a) Introduction.

(1) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

(2) By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

(b) Knowledge and skills.

(5.1) Perception: The student develops and organizes ideas from the environment. The student is expected to:

(B) Identify in artworks that color, form, space, and value are basic art elements and that the principles such as balance, proportion, and unity serve as organizers.

(5.2) Creative expression/performance: The student expresses ideas through original artworks, using assigned medium with appropriate skill. The student is expected to:

(A) Combine information from direct observation and imagination to express ideas about subject matter.

(5.4) Response/evaluation: The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

(A) Analyze examples of artworks to interpret meaning

Materials:

• White and black paper
• Pencil
• Colored pencils
• Colored paper scrolls- primary and secondary colors
• Examples of drawings demonstrating a strong sense of value

Vocabulary:

• Chiaroscuro-  the distribution of light and shade in a picture
• Value- The relative darkness or lightness of a color.
• Composition- arrangement of distinct parts so as to form a whole
• Primary colors- are those that cannot be made from mixing other colors. The primary colors are red, blue, and yellow.
• Secondary colors- is a color made by mixing two primary colors together: red and yellow to get orange, yellow and blue to get green, or red and blue to get purple. 

Procedure:

A very important element in drawings and paintings is value. Value means light and dark sometimes referred to by the Italian word “chiaroscuro”. Value is often described visually by a scale with varying shades of gray arranged between black and white. Colors have values too.

When an artist is working on a drawing or painting in order to make the image look three dimensional, the artist must rely on illusion alone. A circle is rendered into a ball by using smooth transitional values gently moving from dark to light whereas a box needs abrupt value changes to show that the light is different around its corners, top and the side facing the viewer.

Students will draw the three colored paper scrolls in pencil, use colored pencils to color each scroll in a primary or secondary scheme. They will pay close attention to the value; lights and darks from each scroll. Next they will cut the scrolls, arrange and glue them on a black piece of paper. Then students will draw “ghost scrolls” behind the colored scrolls using white colored pencil. Review their work in progress with them and make suggestions as needed to help students in accuracy matching the value.

Rubric

	4	3	2	1
Subject Matter of Chosen Color	Drawing fills most or the entire page and presents student with a variety of values. Student is able to articulate the importance of that subject matter.	Drawing fills page acceptably and presents the student with satisfactory array of values. Student demonstrates an appreciation of the subject matter.	Drawing is slightly too small for the project and could exhibit a better range of values and local values. Student has little interest in the actual subject matter.	Drawing is unsatisfactorily small for the assignment and exhibits poor range of value. Student has little to no interest or appreciation of subject matter.
Craftsmanship	Divisions of sections of drawing are clear. Drawing is exemplarily accurate and understandable	Divisions of sections are satisfactory. Drawing is satisfactory and mostly understandable.	Divisions of sections are slightly messy. Drawing is not well understood or accurate.	Divisions of sections are messy. Drawing is not accurate or understandable.
Colored Pencil Drawing Section	Exemplary drawing, matching colors and values almost exactly. Excellent use of color pencils as medium.	Satisfactory drawing, closely matching colors and values. Good use of color pencils as medium.	Colored drawing is weak, showing poor matching of Colors and value. Limited use of colored pencils.	Unsatisfactory work with little to no matching of colors and values. Poor use of colored pencils.
Classroom Behavior	Exemplary behavior, positively contributing to classroom discussion. Excellent use of new vocabulary	Satisfactory behavior with some contribution to class discussion. Good knowledge and use of new vocabulary.	Poor demonstration of proper classroom behavior. Little contribution to class discussions. Little use of new vocabulary.	Unsatisfactory behavior. No contribution to class discussion. No obvious knowledge or use of new vocabulary

 My examples:

Value chart and scroll

Srolls

Final piece

Students' work: