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| UNIT: Each unit
explores an element of art (first 7 units) and composition (following 9 units).
ILLUSTRATED VOCABULARY: Definition of the terms are
introduced in each unit.
DRAWINGS: Students get their hands on art materials the
first day in a lesson designed to explore the subject of creativity.
CREATIVE CORY: Creative Cory pushes the limits of
creativity adding humor and a message about being unique.
OBJECTIVES: The objectives of the Drawings lesson are
listed and color coded for easy grading.
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ART APPRECIATION:
Students see how the topic of the unit is used in a work by a master artist.
When they see it in other works, they are more able to use it in their own work.
ARTIST BIOGRAPHY: A brief biography of the master artist
is given with each artwork shown so that a familiarity with major artists and
their work develops. (located underneath print)
THE PRINT: The fine art print is attached at the top only.
It can then be lifted to see a diagram of the artwork underneath. Arrows
point to the places in the artwork that are discussed in the text so students
can't miss seeing it.
DRAWING: On this page students do a work of art after the
print on the page, following a long tradition of learning by copying the works
of master artists.
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HOW TO: Students learn technical information. How to
use a medium such as pencil or pen and ink or drawing techniques as shown here.
Unit 16 introduces the proportions of the body.
DRAWINGS: Students practice the techniques shown on
the page in an assignment at the bottom of the page. Students are never asked to
copy from the book illustrations but as stated, "Draw a diagram of a figure
found in a photograph. Include lines as shown in the diagrams above.
Does the figure fit the proportions mentioned above? Draw a more detailed
second picture from the same photograph, looking for the lines as a
measurement of correct proportions, but not drawing them on paper. Include
clothing, hairstyle, and other details."
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THE PROJECT:
Instructions are given for a final project in which students assimilate the
information from the unit and do a work reflecting their interests or particular
interpretations.
MATERIALS: A materials list is given in the right
column.
REFERENCES: Suggestions for what to use as a
reference is given in the right column. Once students go through the book
they will have used all the references available: photographs, direct
observation, their imagination, etc.
STUDENT WORK: Students see how others their own age
interpreted and successfully used the elements of art in their own work. A
range of skill levels is shown to encourage different approaches to art.
LOOK BACK: Students evaluate the success of the
finished work by answering the questions. Color-coded for easy grading.
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CONTENTS for
JUNIOR HIGH BOOK 1
|
GETTING
STARTED |
 | The book has 16 units, each consisting of four
pages of information as shown above. Units are based on the fundamentals of the
elements of art and composition, giving students a solid foundation in art. |
| A strong emphasis on creativity, original
thinking, and the process of using them is emphasized throughout the text. |
| Front matter includes a list of materials needed
to complete the book. The media introduced in this book are pencil, using
two grades, and ink with brush and pen. |
| An evaluation sheet is included to help teachers
calculate a number and letter grade for each assignment. Grades are based
on how well the student reached the objectives of the specific assignment, and
not on skill levels or arbitrary preferences of the teacher. |
|
| 3 |
MATERIALS
NEEDED |
|
| 4 |
WHAT
THE STUDY OF ART SHOULD INCLUDE |
| 5 |
THE
ULTIMATE 100 DRAWING CHALLENGE |
| 6 |
THE
BLIND MEN AND THE ELEPHANT |
| 7 |
THE
ELEMENTS OF ART |
| 8 |
UNIT
1, SPACE |
| 12 |
UNIT
2, LINE |
| 17 |
UNIT
3, TEXTURE |
| 20 |
UNIT
4, SHAPE |
| 24 |
UNIT
5, FORM |
| 29 |
UNIT
6, VALUE |
| 33 |
UNIT
7, VALUE AND LIGHT |
| 37 |
COMPOSITION |
| 38 |
UNIT
8, VISUAL PATHS IN LINE |
| 42 |
UNIT9,
VISUAL PATHS IN LIGHT |
| 46 |
UNIT
10, BALANCE, SYMMETRY |
| 50 |
UNIT
11, BALANCE ASYMMETRY |
| 54 |
UNIT
12, RHYTHM |
| 58 |
UNIT
13, SPACE WITHOUT DEPTH |
| 62 |
UNIT
14, DEPTH |
| 66 |
UNIT
15, PERSPECTIVE |
| 72 |
UNIT
16, PROPORTION |
| 75 |
EVALUATION
SHEET |
MEDIA INTRODUCED: 2 grades of
pencil, black ink applied with pen and brush.
PRINT LIST: Prince Dara Shikuh
and his Son by Govardhan, Study of Head of Angel For the Madonna of the
Rocks by Leonardo Da Vinci, A Street in Saintes Maries by Vincent Van
Gogh, Rajah Shooting Tigers, From Kotah by Rajasthani School, Portrait
of a Lady by unknown artist, Florentine, Durer's Mother by Durer, Two
Kangaroos, Bark Painting in X-Ray style, Aboriginal Art, A Young Girl
With a Flute by Vermeer, Dogs in the Kitchen by Snyders, The Water
Carrier of Seville by Valasquez, Silk with Winged Lions and Birds by
Saljuq, Three Horses in a Stable by Gericault, Thirty-six Views of
Fugi: the Wave by Hokusai, Fowler Hunting in Papyrus, Egyptian, The
Poor Fisherman by Puvis De Chavannes, Raftsmen Playing Cards by
Bingham, Lady With Flowers
by Safawid.
Price: $32.99/print packet included (set of 17
fine art prints)
JUNIOR HIGH BOOK 2
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JUNIOR HIGH BOOK 2
The element of color is explored in 8 units,
completing the student’s study of the elements of art. Composition as it
relates to color is further explored in the following 8 units. Emphasis is on art
from around the world.
| 4 UNIQUE
LESSON PROJECTS IN EACH UNIT |
| ART APPRECIATION |
| EVALUATION SHEET |
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UNIT: Each unit explores color theory (first
8 units) and more on composition (following 8 units). Many units explore
composition as it relates to the element of color. Shown Here
ILLUSTRATED VOCABULARY: Definition of the
terms are introduced in each unit using both words and pictures.
LESSON 1: Students get their hands on art
materials the first day in a lesson designed to explore the subject of
creativity.
CREATIVE CORY: Creative Cory continues to
push the limits of creativity adding humor and a message about being unique.
OBJECTIVES: The objectives of the lesson are
listed and color coded for easy grading.
|
|
 |
ART APPRECIATION: Students see how the topic
of the unit is used in a work by a master artist. When they see it in
other works, they are more able to use it in their own work.
ARTIST BIOGRAPHY: A brief biography of the master artist
is given with each artwork shown so that a familiarity with major artists and
their work develops. (Located underneath the print.)
THE PRINT: The fine art print is attached at the top only.
It can then be lifted to see a diagram of the artwork underneath. Arrows
point to the places in the artwork that are discussed in the text so students
can't miss seeing it.
LESSON 2: Students do a work of art related to the print
on the page, following a long tradition of learning by copying the works of
master artists.
|
| HOW TO: Students learn technical information.
Various methods of using the mediums of pastel and colored ink are shown.
LESSON 3: Students practice with the techniques
shown on the page in an assignment at the bottom of the page. Students do not
copy the book illustrations, but find subjects of their own choosing. The
book states, " Draw a picture from a photograph. Use pastel on sturdy
paper and a wet brush to blend the colors as shown above. The texture in
this work comes from using a highly textured watercolor paper. Smooth
papers will not show this kind of textural effect."
|
 |
 |
THE PROJECT: Instructions
are given for a final project in which students assimilate the information from
the unit and do a work reflecting their interests or particular interpretations.
MATERIALS: A materials list is given in the right
column.
REFERENCES: Suggestions for what to use as a
reference is given in the right column. Once students go through the book
they will have used all the references available: photographs, direct
observation, their imagination, etc.
STUDENT WORK: Students see how others their own age
interpreted and successfully used the elements of art in their own work. A
range of skill levels is shown to encourage different approaches to art.
LOOK BACK: Students evaluate the success of the
finished work by answering the questions. Color-coded for easy grading.
|
CONTENTS: p.3-Materials Needed,
p.4-What the Study of Art Should Include, p.5-The Better Archer, a Story about
Thinking, p.6-Pastels, p.7- Color, p.8-Unit 1 Hue and Intensity, p.12-Unit 2
Primary, Secondary, Intermediate, p.16-Unit 3 Monochrome, p.20-Unit 4
Complementary Pairs, p.24-Unit 5 Neutrals, p.28-Unit 6 Warm, Analogous Colors,
p.32-Unit 7 Cool, Analogous Colors, p.36-Unit 8 Color and Mood,
p.40-Composition, p.41-Unit 9 Balance, p.45-Unit 10 Rhythm, p.50-Unit 11 Depth,
p.55-Unit 12 Viewpoint, High, p.59-Unit 13 Viewpoint, Low, p.63-Unit 14
Emphasis, Using Color, p.67-Unit 15 Emphasis, Using Placement, p.71-Unit 16
Emphasis, Using Size, p.76-Evaluation Sheet, p.77 Order Form.
MEDIA INTRODUCED: Nupastels and
color ink applied with pen and brush.
PRINT LIST: The Green
Stripe Madame Matisse by Henri Matisse, Flowers
by Redon, The Third-Class Carriage by Daumier, The Wedding Dance
by Bruegel, The Elder, Flowers
by Gauguin, The Buttery by De Hooch, The Starry Night by Van Gogh,
The Grand Canal, Venice by Monet, Christ Mocked by Soldiers by
Rouault, Early Sunday Morning by Edward Hopper, Lower Manhattan by
Marin, Wall Painting of Warriors in Canoes Passing a Coastal Village,
Mayan, Turning the Stake Boat by Eakins, The Duel, From a Khwaju
Kirmani Ms. by Junayd, Indian Hunting among the Everglades by Homer, Ta
Matete (The Market) by Paul Gauguin, The Great White Horse by Durer, Servante
De Bocks by Manet.
Price: $35.99/print packet included (set of 18
fine art prints)
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