Intaglio High School Class lesson

Creating a lessons for an entire course

High School

Intermediate to Advanced level

Art I and/or some form of Intro to Basic Printmaking required

Printmaking Exploration Class

Units of Study:

Linoleum Relief

Intaglio

Screen-printing

Cyanotypes

Artist’s Choice

Key Concepts:                                                                                   Essential Questions:

-Experience working with the Intaglio medium, from the preparation of the plate to the final print   -Draw a design expressing duality of your individual identity   -Complete an original design  on a zinc plate etched with Copper Sulfate Mordant

-What can you use to make different types of texture marks and etches into the zinc plate?   -How does the length of time the zinc plate is left in the Copper Sulfate Mordant affect the lines and textures etched on the plate?   -How can different colors change the look and feel of your print?

Unit Objects:

-Produce an Edition of 8 prints on 10X9 Rives BFK and 4 variations prints with different color ink and paper. Include Elements of Intaglio such as cross hatching, contour lines, textures, and patterns.

Enduring Ideas:

- Explore the Duality of your Identity                 Duality: an instance of opposition or contrast between two concepts or two aspects of something; a dualism.        Identity: the qualities, beliefs, etc., that make a particular person or group different from others

Lesson, Activities, Formative Assessment:

-Power Point Presentation lecture on Intaglio prints and Artist.   -Examples of etched plates with elements of Intaglio and finished prints. -Students start making their design

-Demonstration of plate preparation and design transfer   -Students begin prepare their plates and transfer design

-Demonstration of etching tools and chemical etching process.   -Students finish design transfer and begin etching plate

-Demonstration of different printing processes, registration, and craftsmanship.   -Students will continue making their plates and printing their editions.

-Demonstration of Proper way to sign their editions.   -Students will finish their work and sign their edition.    -Class critic to follow to include what individuals learned, (mistakes and what they liked.)

Create a Synectic Work of Art

Using the Elements and Principles of Design to Create a Synectic Work of Art.
Elements & Principles of Design:
The elements and principles of design are the building blocks used by artists to create a work of art. They are:

 We are going to use:


#1. Line

#2. Shape

 

 

1.      Line is a mark with greater length than width. Lines can be horizontal, vertical, or diagonal; straight or curved; thick or thin.

2.      Shape is a closed line. Shapes can be geometric, like squares and circles; or organic, like free-form or natural shapes. Shapes are flat and can express length and width. 

#3. Balance

 



#4. Pattern

 

 



#5. Unity

3.      Balance in art refers to the sense of distribution of perceived visual weights that offset one another.

4.      Pattern, elements of a pattern repeat in a predictable manner; a geometric pattern is a kind of pattern formed of geometric shapes and typically repeating (like a wallpaper).

5.      Unity is the relationship among the elements of a visual that helps all the elements function together. It gives a sense of oneness to a visual image.  In other words, the words and the images work together to create meaning. 

A Little About SYNECTICS and ART:Synectics is a problem solving methodology that stimulates thought processes of which the subject may be unaware. In art it is a technique for improving creative problem solving by putting something you don't know in terms of something you do you know. The art style developed in Europe in the 1920's, characterized by using the subconscious as a source of creativity to liberate pictorial subjects and ideas.  The term Synectics is from the Greek word synectikos, which means “bringing forth together,” or “bringing different things into unified connection

.”

 

 

 

 

 

 

 

 

 

The Lesson

1.1 Synectic Energy Encounter

Concept: two different force fields can be combined in a single plane of reference

The Elements and Principles of Design: Lines, Shapes. Pattern

Key Synectic Trigger Mechanisms: Repeat, Combine, Superimpose, Animate.

Materials: Drawing paper, black waterproof felt-tipped pens, plastic template (optional)

Example of Synectic artwork

Lesson: Imagine two different “Forces”   of abstract shapes interacting in the same visual space.  Symbolize each “army” in a different way. i.e., by straight, curved or dotted lines, or lines made up of letters, numbers, etc. . . .  With a black felt tipped pen, “weave” the symbolic lines together to produce a hybrids “energy texture”.  *You can add one color as a conflicting element. 



Synectic art



Synectic art by Mihaio

Synectic art by Mihaio

*Another idea you may want to try is:

1.2 Synectic Hybrid Encounter

Concept: A war of shapes can produce hybrids

The Elements and Principles of Design: Shape, Unity, Balance

Key Synetic Trigger Mechanisms: Repeat, Superimpose, Hybridize, Symbolize

Materials: Colored construction paper, scissors, ruler, compass, glue stick

Lesson: Using colored paper, cut out repetitive units of two different shapes and colors (ex. Circles and squares). Deploy the units from different sides on contrasting background paper. Depict an encounter and production of hybrid shapes.  The “Unity” shapes should be unique, but exhibit characteristics of both original shapes.

Synectic art by Mihaio

Synectic art

Still life and graphite shading

Still life

Still life: Brown bag and egg

sectional still life

1 Feb 2016
The Graphite Pencil- A little about the pencil:

-Modern pencils do not contain lead as the "lead" of the pencil is actually a mix of finely ground graphite and clay powders. Before the two substances are mixed, they are separately cleaned of foreign matter and dried in a manner that creates large square cakes.

Although today most pencils using the HB system are designated by a number such as 2B, 4B or 2H to indicate the degree of hardness. For example, a 4B would be softer than a 2B and a 3H harder than an H. Graphite Scale Comparisons.

-HB Graphite Scale. The second graphite grading scale is known as the HB scale. Most pencil manufacturers outside of the U.S. use this scale, using the letter “H” to indicate a hard pencil. Likewise, a pencil maker might use the letter “B” to designate the blackness of the pencil's mark, indicating a softer lead.



The Lesson:

1.  First practice shading by completing a Graduated Value Scale and Gradated Value Scale.
     It can be a worksheet or students can made their own.  It takes time, Slowly.

Value Scale & 3D shapes

     See examples:

Value scale worksheet
 

2.Next set up basic 3D shapes  as a simple still life.  Have students draw the shapes, add value, shadows, and darkness using shading.

Still life with bottles

3. Once this task has been accomplished.  Set up a still life arrangement using lamps, bottles, plants, cloth, fruit, or any old thing.

















4. Have students sketch 3 different compositional arrangements on newsprint. Students should use contour and perspective drawing techniques.

Sketch 1

Sketch 3



Transferring drawing on light table 

5.  Students should pick their best drawing and transfer it to high quality paper.















 

TIP:  Students can use phone to take a picture of the composition and change it to black and white to help reference for values.
6. Students can then completely shade, matching the values as close as possible.


 Some difficult for me are:  That I am very heavy handed. I tend to make things to dark and press to hard.  I have to wear gloves with the fingers cut out because my hands sweat a lot and I leave a lot of finger prints.  If I am in a hurry I  do no blend as well as  I can. Students might have difficulties with hard lines and proportions.  They will have trouble with blending and will me to slow down. The black and white photo will be a lot of help with all of the above problems.

Drawing from Observation: Gesture Drawing

Gesture Drawing:

Gresture Drawing of Clasmate

A gesture drawing is a laying in of the action, form, and pose of a model/figure. Typical situations involve an artist drawing a series of poses taken by a model in a short amount of time, often as little as 10 seconds, or as long as 5 minutes.

graghite "crayon"

Exercise 1:

Step 1:  Give student large graphite “crayon” and newsprint paper

Step 2: Get a student to model for the class and time student for 2 minutes or less.  Have students draw in long flowing general “gestures” and stop them at the allotted time.

Step 3: Repeat Lessing the time……practice…practice….practice!!!



30 seconds Gesture drawing of classmate

 

 

 

 

 

 

 

Exercise 2:  To reinforce the freedom and idea behind gesture draw you can try this:

Step 1: Taking a yard stick and taping a sharpie to the end.

Gesture Drawing with yardstick

Step 2: Tape a piece of newsprint to the floor.

Step 3: Proceed with  steps in Exercise 1

Yardstick with sharpie at end.

 

Exercise 3:

Step 1: Give students colored pastel and paper

Step 2: Have students take their time

Step 3: Use a model and have students gesture draw the model.

Pastel Gestural Drawing of Virtual Model  

 

 

 

 

 

Perspective Drawing Skills

Perspective Drawing Skills:

Teach perspective drawing skills to students. 

The main way we will be using achieve perspective is thru Linear Perspective, which is a way of making drawings appear 3 dimensional and realistic.  We will be using lines that go towards and meet on one or more Vanishing Points on the Horizon Line.  Two types of perspectives we are working with are going to be One Point Perspective and Two Point Perspective. 

 In one point perspective lines coverage towards 1 vanishing point. 

 

 

Creating One Point perspective:

1.      Draw a horizon line horizontally across your paper.

2.      Make a vanishing point on the horizon line.

3.      Draw a square or rectangle below the horizon line.

4.      Draw lines  from the corners of the shape to the vanishing point on the horizon line.

5.      Draw a horizontal line to end your form, (see example)

6.      Draw a vertical line to end your form, (see example)

7.      Erase the lines.

In two point perspective lines coverage towards 2 vanishing points. 

 

 

 

 

 

 

 

 

 

 

Creating Two Point perspective:

1.      Draw a horizon line in the lower third of your paper.

2.      Draw a vertical line near the center of the paper.

3.      Draw a Vanishing Point at both ends of the horizontal line.

4.      Draw a line from the vanishing points to the top and bottom of the vertical line.

5.      Draw the ends of shape by drawing 2 vertical lines, forming the sides of the shape.

6.      Erase the lines

Futuristic City Perspective Drawing

This lesson students use one point and two point perspective to create the illusion of space on a two dimensional surface.  Students will create imagery cities or treehouses using perspective.

Class Level: High School, Beginning Level 1
Number of Days:  7-9 days
Materials: 12” by 9” black, gray, or brown paper, colored pencils, graphite

Objectives: The students will learn to use one and two point perspective effectively.  The students will create an image using one point or two point perspective to illustrate the future and finish the image using colored pencils.
Lesson:  Spend one day teaching one point perspective.   Spend one day teaching two point perspective. (If needed) Send one day demonstration on the use of colored pencils. Demonstrate how to draw two point perspective city buildings and landscapes.
Assignment: Then have students start to create their own vision of the future.  Students will use colored pencils to illustrate their creative vision of the future.  The only requirement is to use either one point or two perspective to create the illusion of space on the surface. Teacher will walk around the room while students work and answer any questions that students might have.

see some example below:

Contour Line Drawing

Methods of Teaching Contour Drawing:

 Teaching your students to draw contour line drawings is a great way to help improve their observational skills and prepare them for more advance drawing technics. It helps the student to learn to draw the lines they see that make up the object and not the symbol that represents of the object they see (that we have been trained represents the object our how life). 



LT: Pablo Picasso, Portrait of Igor  RT: Pencil Drawing

1.Drawing Upside Down
    One method for teaching contour drawing skills is by having students draw pictures upside down.  This helps the mind to stop seeing objects as they are and braking them down into basic lines. 

   

2.   Blind Contour Drawing
   Another method is blind contour drawing on newsprint paper.  You will use your hand to draw from.


Blind Contour Drawing of hand

         Hint: One simplified method of explaining this to a student who is having a hard time understanding the concept would be the “pet ant” approach.  You have an invisible pet ant on a leash and you place that ant on your hand. (Don’t forget to name him).  You follow him with your eyes everywhere he goes.  If you take your eyes of him you will loss him.  Your other hand follows his path on the paper.  The tip of the marker is stuck to the paper and cannot be lifted. Do about 10 of these drawings.

 

3. Contour Line Drawing
In contour line drawing  students can glance at their paper from time to time. Start with hand drawings again, about 10.  Students can progress to contour drawing of their legs or shoes.  Then still life objects.

Hand Contour Line Drawing

Typewriter Contour Line Drawing

4. Final Project
For a final project have the students overlap several Contour drawings of the same or similar objects (in different directions) then go into the individual shapes and add patterns, textures, and repetition. This will create a fun, unique and creative piece of artwork that is only limited by your imagination.

Example: