Monday, September 12, 2016

9/13/2016 Intro to Mid term projects all art students

Students will have the time in class to find a reference for their mid-term projects.  Each student will be given until the 7th of October when they will be due.  Students need to remember late mid-term project will not receive full credit.  Only the first submission will have the opportunity of full credit.

Instructions for this project are attached for each class.  Foundation 2 are done in pencil no color is to be added but values are a must with no smudging.  8th grade art students need to have their information paper as well as the sculpture completed.

Foundation II

Mid Term Project (black and white, pencil)
1. Large thick paper may have 1 border

2. Must fill ¾’s of the paper, composition, positive and negative space, values, texture, contrast, dominance.

3. No metal, action figures (sports figures), numbers, letters, words, logos, cartoons, clowns, fantasy, silhouettes, war, etc.

4. School approved, must be realistic. Reference must be check off beforehand. Look in books, magazines, internet (but make sure you printer works), etc.

5. Subjects may be: nature, animal, landscape, and inanimate objects, see examples from classroom, etc.

6. Craftsmanship! No folding, crinkles, smudges, presentation matters.

7. Remember that when you are blocking in basic shapes be checking your proportions as well so you do not need to get to the end and have to restart or erase because of size and area.

8. Texture will be in the foreground if you are doing any kind of animal. Make sure your fur, feathers, smooth or rough are in the direction that shows on your reference, i.e. vertical, horizontal, slant, etc.

9. Values as you add these be sure you are giving me all that apply.  Such as high light, light, shadow edge, shadow core, reflected light and even in some instances cast shadow. 

¨    *Value is the light and shadow on any given object.
¨    Without light you cannot have shadows.
a.  When there is a change in surface there is a change in values.
b.  Reflected light is darker than the shadow but lighter than the shadow core
10. Things to consider for this project: take time to think about what will work the best and don’t wait till the last moment to pull it together.  This project you can tell if a person rushes or does not spend much time on it.  Best results are those who have taken the time for all aspects.

11.   Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  I would also like you to give your student a rating between 1-25 with 1 being no effort or time spent and 25 being many hours and a high effort spent.  (what would you give them for a grade) Thanks for your help.  Ms. Ewell (see the attached paper for signing.

Mid-Term Due: ______________________ no late work will be allowed after due date for full credit. Each day late 10 points will be docked.  Questions need to be asked before due date not the day of. 

Foundation Mid- Term Grading Sheet (parent critique)

Student Name: __________________________________             Hour: ______
Grade (1 - 25): _______________
Signed by: ______________________________________ Date: __________
Relationship to Student: ______________________________

Image result for student black and white values pictures

Image result for student black and white pencil animal drawingsImage result for student black and white pencil drawings

8th grade art

Second Hand Sculpture: (mid-term)
·         Reference: This final must be chosen from a real sculpture, this is a sculpture found out in the world today.  It must be an original three dimensional sculptures not a photo, or wall hanging. A sculpture that is used to show beauty, enhance the decor.  Once the sculpture has been chosen copy and paste into word, and have the following on the paper as well, centered: your name at the top, mid-term sculpture, hour, title of sculpture, artist’s name, medium (what the sculpture is made from), print it out.   This will be turned in with the sculpture.
·         Unknown artists are not allowed.  You must choose an animal or a person, it must be a sculpture that you can tell what it is no abstracts.
·         You will be using second hand objects to create a replica of your sculpture.  That means no coping what the artist did or used to create his/ her sculpture, i.e. if the artist used crayons, or horseshoes you may not.
·         Medium: You will be using second hand items: these are things found from the garage, basement, storage, grandma and grandpa’s home, your home etc.  You may go to the D.I. or if there is a yard-sale you may purchase these items, (nothing new). You need to remember these are not items you would throw away but items you would give away, sale or donate or reuse.
·         Attachment: You may use wire, hot glue, and bolts, even string, anything that will hold your sculpture together, but realize nothing may be just bought to do so.
·         Non-Usable items: The following are things you may not use within your sculpture: cotton balls, toothpicks, Q- tips, popsicle sticks, plastic,  full body dolls (Barbie or other), cardboard (of any kind), or anything found on the floor that should have gone in the garbage, candy, gum, food wrappers, etc.
·         You may not use items that spoil such as food (fruits, veggies, etc.), or items from nature such as branches, leaves, pinecones or rocks, etc.
·         This is not an origami, a carving, or cutting and pasting so no paper, paper Mache, clay/play dough, soap carved, or carved wood, Legos, pop cans, and plastic bottles (some exceptions are allowed).  All must be constructed with second hand objects and constructed together by bring each item and adding them to the sculpture. You may cut a little bit but the items must be intact to be used.
·         Finishing: You may enhance your sculpture with feathers, beads, paint, etc.
·         The sculpture must withstand the travel from home and fit through the doors.  They must be at least one foot in height or length, or larger.
·         Best Results: Things to consider for this project:  take time to think about what will work the best and don’t wait till the last moment to put it together.  These sculptures are to have creativity, stability, and thought put into it.  Best results are those who have taken the time to put into the project.

·        Parents you are to be a part of this grade.  I need you to watch you student and when they have finished please give a scoring grade from 1 – 25.  The highest being you feel they have put forth a good effort, worked hard and shown creativity with this sculpture.  You are not to help.  This should be their work not a parent or sibling.  If you need an example of a finished sculpture please e-mail me and I will send an example along.

·         Mid-Term Due ________________________________ no late work will be allowed after due date for full credit.  If there are any questions please ask far enough in advanced. Not the night before.  
(example of a sculpture to use as reference)

Image result for elephant sculpture

Image result for elephant sculpture

8th grade Mid- Term Grading Sheet (parent critique)

Student Name: __________________________________             Hour: ______
Grade (1 - 25): _______________
Signed by: ______________________________________ Date: __________
Relationship to Student: ______________________________

Tuesday, May 17, 2016

May 17 Language Arts parts 2 and 3

Tuesday, May 17

Learning Objective:  Students will demonstrate skills in multimedia text (RI 8.7).
Teaching Objective:  Students will work independently to create an informational power point.

Discussion:  guidelines to prepare and present a power point

Assignment:  Once you pass off handout Part 1 with me, get handout part 2 and follow the directions to create a power point.  

Disaster Unit – Preparing and Presenting a Power Point

PART 2 of 3:  Preparing a Power Point (SL 8.2, 4)

Learning Objective:  Students will analyze information to be used in making a power point.
Teaching Objective:  Students will follow the directions to make a power point, using the information outlined in handout part 1. 
Directions:  Follow the directions to create a “disaster” power point that will be presented to the class in part 3 of this unit.   Pay close attention to the general guidelines and power point check list. 

1.       Use Google Docs.
2.       Use the information from your handout.
3.       Plan to be able to expand the ideas in your power point when you present.  (See Part 3 of handout)
4.       Follow the general guidelines.
5.       Number and check off slides as they are completed.
6.       Share your power point with me in Google Docs.  Make sure you title it and include your first and last       name, and hour. 

General guidelines:        
*Set the appropriate mood/tone for your topic with images, color, and wording.
*Show no more than five to six bulleted ideas on each slide.
*Introductory and concluding slides can be full sentences.
*Middle slides bulleted facts only – not complete sentences.
*Spell Check!

Number your slides to match the following format.  Check off your slides as they are completed.  You may have more slides, but these are required minimum.
_____  slide 1:  a “catchy” title, your name, hour and date
_____  slide 2:  an introductory slide with an effective “attention grabbing “ lead – just like an introduction for an essay.  You may use
                          sentence formatting for this slide.
_____  slide 3:  In a complete sentence, state one central idea you want to address.
_____  slide 4:  State four to six factual details that support slide #3.  Use bulleted ideas not complete sentences.
_____  slide 5:  In a complete sentence, state a second central idea.
_____  slide 6:  State four to six factual details that support slide #5 (bulleted ideas – not sentences).
_____  slide 7:  In a complete sentence, state a third central idea.
_____  slide 8:  State four to six factual details that support slide #7 (bulleted ideas – not sentences).
_____  slide 9:  Summarize your highlights and leave viewers with an impression – just like a conclusion to an essay.  You may use
                           sentence formatting. 
_____  slide 10: A work cited page.  Center Work Cited at the top.  Enter/space down two - list sources.

Disaster Unit - Part 3 of 3:  Presenting your Power point (SL 8.5, 6)

Learning Objective:  Students will integrate multimedia, visual displays (SL 8.5), and adapt speech to a variety of contexts, demonstrating command of the English language (SL 8.6).
Teaching Objective:  Students will follow directions to meet the requirements of presenting their “Disaster” Power Point to the class.

Directions:  Follow the guidelines outlined.  Familiarize yourself with the rubric scale and prepare accordingly.
     *Prepare and use note cards, so you can have eye contact with your audience – not the power point.  Do not  write out, word for word, what you intend to say.
     *Know information in addition to what is in your power point – expand ideas – provide the “meat” to the  power point “skeleton” in your delivery.
     *Turn in this paper when you present. 
     *Look at your audience.  Speak loud and clear.  Disengage in distractions.  Avoid causing 
Name):  _______________________  Disaster Topic:  _____________________  Hour:  ____   Date:  ________

Rubric Scale:  3 points per category – Total Score:       /21

Power point – required slides
     3/Effective – title, lead, central ideas, supporting details, conclusion, work cited
     2/developing – has at least 8 of the required slides
     1/Lacking – 4 or less

Power point – formatting
     3/Effective – uses appropriate number of bulleted and fragmented ideas
     2/Developing – not enough or too many bulleted ideas/complete sentences.
     1/Lacking – paragraphs/sentences throughout

Power point – tone/mood
     3/Effective – color, images, wording
     2/Developing – some evidence of mood and tone
     1/Lacking - little or no consideration given to mood or tone

Power point – Knowledge
     3/Effective – evident knowledge of content – strong elaboration from power point and/or notes
     2/Developing – some indication of knowledge and elaboration from power point
     1/Lacking – little or no knowledge of information, or elaboration from power point and/or notes

Presentation - Eye Contact
     3/Effective – eye contact with all of audience – not “glued” to power point or note cards
     2/Developing – eye contact with some audience/some “staring” at power point/notes
     1/Lacking – little or no eye contact with audience – dependence on power point/notes

 Presentation – Voice
     3/Effective – easily heard, appropriate tone/mood (fits the topic), rate/speed (not to fast or slow)
     2/Developing – can be heard at times - somewhat appropriate tone and rate
     1/Lacking – difficult to hear - repeatedly asked to speak louder, voice did not reflect topic, exceedingly fast/slow

Presentation – Delivery
     3/Effective – strong implementation of power point - appropriate gestures/body language, appeared confident/self-
     2/Developing -  some implementation of power point with gestures/body language, somewhat nervous/ill at ease 
     1/Lacking –no reference to power point with gestures/body language 

Thursday, May 12, 2016

Language Arts May 12 and 13th

Thursday, May 12
Learning Objective:  Students will demonstrate close read skills for informative text (RI 8.1-4) and collaborative discussion (SL 8.1).
Teaching Objective:  Students will work in small groups, to read the articles and complete the handout. 

Close Read Texts:  "Digging In", "Debts", "The New Deal"

Directions:  In small groups of three to four (do individually if absent), read the articles. Complete the outline handout.

Upcoming:  Select a "disaster" that you will be able to research, do a power point on, and present to the class.  The disaster can be world-wide, national, state wide/community.  The same topic will be allowed only once, so have more than one idea in mind.

Close Read Texts - The Great Depression Disaster

Digging In
By Robert J. Hastings
            The closing of Old West Side Mine meant the end of anything resembling a steady job for the next eight years. From 1930 on, it was a day’s work here and a day’s work there, a coal order from the welfare office, a few days on WPA, a garden in the back yard, and a few chickens and eggs.
            We weathered the storm because of Dad’s willingness to take any job and Mom’s ability to stretch every available dollar.  It was not so much a matter of finding a job as of filling in with odd jobs wherever and whenever you could, and most of the “jobs” were those you made for yourself.
            My diary shows that Dad sold iron cords door to door, “worked a day in the hay,” bought a horse to break gardens, rented an extra lot for a garden on the shares, picked peaches, raised sweet potato slips, traded an occasional dozen of eggs at the grocery, hung wallpaper, “painted Don Albright’s house for $5,” picked up a day or two’s work at the strip mines, guarded the fence at the county fairgrounds, cut hair for boys in the neighborhood, sold coal orders, and when he had to and could, worked intermittently on WPA.
            With no dependable income, we cut back on everything possible. We stopped the evening paper, turned off the city water and cleaned out our well, sold our four-door Model T touring car with the snap-on side curtains and isinglass, stopped ice and milk delivery, and disconnected our gas range for all but the three hot summer months. There was no telephone to disconnect, as we didn’t have one to start with!
            We did keep up regular payments on two Metropolitan Life Insurance policies.  Page after page of old receipt books show entries of 10 cents per week on one policy and 69 cents a month on another. As long as we could, we made house payments to the Marion Building and Loan, but a day came when we had to let those go, too.
            Fortunately, we were able to save our house from foreclosure. When so many borrowers defaulted, the Marion Building and Loan went bankrupt. Creditors were allowed to pay just about any amount to satisfy the receivers. But that was the catch – who had “just about any amount” to pay? A house behind ours sold for $25. Many good houses in Marion sold for $5 to $100 and were torn down and moved to nearby towns. We settled with the loan company for $125, or ten cents on the dollar for our $1250 mortgage. I’ll never forget the day Dad cleared it all up, making two or three trips to town to bring papers home for Mom to sign. He was able to borrow the $125 from his aunt, Dialtha James, who as the widow of a Spanish-American war veteran had a small pension.
            Looking back, I find it amazing what we did without. A partial list would include toothpaste (we used soda), toilet paper (we used the catalog), newspaper or magazine subscriptions, soft drinks, potato chips and snacks, bakery goods except bread and an occasional dozen of doughnuts, paper clips, rubber bands and restaurant meals.  We had no water bill, sewer bill, telephone bill, no car expenses – gasoline, tires, batteries, licenses, insurance, repairs – no laundry service, no dry cleaning (we pressed woolens up with a hot iron and wet cloth), no bank service charge (no bank account), no sales or income tax. We sent no greeting cards except maybe half a dozen at Christmas…
            Typical of the simple economies Mom practiced was keeping the electric bill to $1 a month and the gas bill to $1 a month in June, July, and August….Since our only appliance was an electric iron, the chief use of electricity was for lighting. With only a single bulb suspended by a cord from the ceiling of each room, there weren’t many lights to burn…On winter evenings, Mom would turn on the kitchen light while she cooked supper. If I had lessons I brought them to the kitchen table or sprawled on the floor between the kitchen and dining room.
            After supper we “turned off the light in the kitchen” and moved to the dining-sitting room, where another light was switched on. If we wanted to read on winter afternoons, we sat as near a window as possible, with the curtains pinned back, to save the lights until it was nearly dark…
            Dad had some old-fashioned shoe lasts, and he would buy stick-‘em-on soles at the dime store to patch our shoes in winter. With simple barber tools he cut my hair and that of other kids in the neighborhood, for maybe ten cents a head. In cold, wet weather, when he worked outdoors on WPA, he often cut strips of cardboard to stuff in the soles of his shoes and keep his feet warm.
            We took care of what we had. Every cotton cloth was used over as a dish cloth, wash cloth, dust cloth, shoe-shining cloth, window-washing cloth, to scrub and wax floors, make bandages, make quilt pieces, make kite tails, or to tie boxes and papers together.  The cotton bags from flour, salt, and cracked chicken feed were washed, bleached, and cut into dish cloths and towels. Some neighbors made curtains or even dresses from feed sacks. Every paper bag was saved for lunches or cut and used for wrapping paper. String was wound into balls for later use.
            Each August Mom would find someone who was a year ahead of me in school, and buy his used books. One exception was a spelling book used in all eight grades. Since it was to be used for eight years, we decided it would be a wise investment to buy a new one when I started first grade. In the seventh grade, I dropped that speller in the snow. I thought Mom was unfair when she sent me all the way back to school, retracing my steps to look for the book…
            Before the Depression, we hung a four-cornered black-and-white cardboard sign in the front window each morning. The figures in the corners told the iceman how many pounds to bring – 25, 50, 75, or 100. But ice was one of the casualties of the Depression, although we managed a small piece two or three times a week for iced tea. About eleven in the morning I would pull a little wagon, filled with a gunny sack and assorted old quilts and tarpaulins, down to the neighborhood ice house to buy a “nickel’s worth of ice,” which was half of a 25-pound chunk. By wrapping it carefully and storing it in a cool, damp spot under the house, we could stretch that piece of ice for two or three days. In rainy, cool weather, maybe four days! It was our glistening prize, and any left over from tea was emptied back into a pitcher of ice water, or used for lemonade that afternoon. So as not to waste any, we chipped only what was needed, with much of the same care used by a diamond cutter.
            Whatever was free was our recreation.  This may have included playing records on our wind-up Victrola or listening to the radio. You might watch a parachute jump at the airport or a free ball game at the city park, with perhaps a free band concert afterwards…the band concerts survived only the first two years of the Depression…
            We liked music, and one of my earliest memories is of Dad singing to me:
                        Two arms that hold me tight,
                        Two lips that kiss goodnight;
                        To me he’ll always be,
                        That little boy of mine.

                        No one can ever know,
                        Just what his coming has meant:
                        He’s something heaven has sent,
                        That little boy of mine.

By Karen Hesse – March 1943

Daddy is thinking
of taking a loan from Mr. Roosevelt and his men,
to get some new wheat planted
where the winter crop has spindled out and died.
Mr. Roosevelt promises
Daddy won’t have to pay a dime
till the crop comes in.
Daddy says,
“I can turn the fields over,
start again.
It’s sure to rain soon.
Wheat’s sure to grow.”

Ma says, “What if it doesn’t?”
Daddy takes off his hat,
roughs up his hair,
puts the hat back on.
“Course it’ll rain,” he says.
Ma says, “Bay,
it hasn’t rained enough to grow wheat in
three years.”
Daddy looks like a fight brewing.
He takes that red face of his out to the barn,
To keep from feuding with my pregnant ma.
I ask Ma
how, after all this time,
Daddy still believes in rain.
“Well, it rains enough,” Ma says,
“now and again,
to keep a person hoping.
But even if it didn’t
your daddy would have to believe.
It’s coming on spring,
and he’s a farmer.”

The New Deal 
In 1932 Franklin Delano Roosevelt was elected overwhelmingly on a campaign promising a New Deal for the American people. Roosevelt worked quickly upon his election to deliver the New Deal, an unprecedented number of reforms addressing the catastrophic effects of the Great Depression. Unlike his predecessor, Herbert Hoover, who felt that the public should support the government and not the other way around, Roosevelt felt it was the federal government’s duty to help the American people weather these bad times.
Together with his “brain trust,” a group of university scholars and liberal theorists, Roosevelt sought the best course of action for the struggling nation. A desperate Congress gave him carte blanche and rubber-stamped his proposals in order to expedite the reforms. During the first 100 days of his presidency, a never-ending stream of bills was passed, to relieve poverty, reduce unemployment, and speed economic recovery.
His first act as president was to declare a four-day bank holiday, during which time Congress drafted the Emergency Banking Bill of 1933, which stabilized the banking system and restored the public’s faith in the banking industry by putting the federal government behind it. Three months later, he signed the Glass-Steagall Act which created the FDIC, federally insuring deposits
The Civil Conservation Corps was one of the New Deal’s most successful programs. It addressed the pressing problem of unemployment by sending 3 million single men from age 17 to 23 to the nations’ forests to work. Living in camps in the forests, the men dug ditches, built reservoirs and planted trees. The men, all volunteers, were paid $30 a month, with two thirds being sent home. The Works Progress Administration, Roosevelt’s major work relief program, would employ more than 8.5 million people to build bridges, roads, public buildings, parks and airports.
The National Industrial Recovery Act (NIRA) and the National Recovery Administration (NRA) were designed to address unemployment by regulating the number of hours worked per week and banning child labor. The Federal Emergency Relief Administration (FERA), created in 1933, gave $3 billion to states for work relief programs. The Agricultural Adjustment Act subsidized farmers for reducing crops and provided loans for farmers facing bankruptcy. The Home Owners’ Loan Corporation (HOLC) helped people save their homes from foreclosure.
While they did not end the Depression, the New Deal’s experimental programs helped the American people immeasurably by taking care of their basic needs and giving them the dignity of work and hope.
from Public Broadcasting Service

Used by permission of PBS

Disaster Unit - Close Read Outline Handout:  (three points per section - total:  15)

Learning Objective:  Students will demonstrate close read skills for informative text (RI 8.1-4) and collaborative discussion (SL 8.1).
Teaching Objective:  Students will work in small groups, to read the articles and complete the handout.  Once you finish one text, return it to me and get the next one, and so on. 

Topic:  What Effect Did the Great Depression Have on People Who Lived It?

Name(s)___________________________________________________________________   Hour  ___  Date  _________

Directions:  Use the three texts provided (Digging In, The New Deal, and Debts), to fill in the body of the information on the handout. Using information provided in the texts, write an effective introduction and conclusion, which could be used to begin an essay on the topic stated.  

Introduction:  Needs to be attention grabbing - something that would "hook" the reader.  Examples:  quotes, anecdotes, startling statement, fact or statistic etc.





Text Title #1:  Digging In

 Main Idea:  __________________________________________________________________________________
          Supporting Detail/evidence  #1:_______________________________________________________________

          Supporting Detail/evidence  #2: ______________________________________________________________ 

          Supporting Detail/evidence  #3: ______________________________________________________________

Text Title #2:  The New Deal 

     Main Idea:  _________________________________________________________________________________
          Supporting Detail/evidence  #1:_______________________________________________________________

          Supporting Detail/evidence  #2: ______________________________________________________________ 

          Supporting Detail/evidence  #3: ______________________________________________________________

Text Title #3:  Debts

     Main Idea:  _________________________________________________________________________________
          Supporting Detail/evidence  #1:_______________________________________________________________

          Supporting Detail/evidence  #2: ______________________________________________________________ 

          Supporting Detail/evidence  #3: ______________________________________________________________

Conclusion:  Tie it all together with a strong ending - leave the reader with something to think about. 





Thursday, April 28, 2016

Art April 28th

Students have their Final project assignment.  Please do not wait till you do not have time to do your assignment justice.  It should take at least two weeks to complete you have over a month.  No time to waste.
The information is in the blog if you need to look just check it out.  The first will be the 8th graders the second is the 9th graders.

Final Requirements: Mythical Creature Sculpture
¨  *Skeletal/ armature must be constructed from cardboard, measuring no smaller than 1 foot in diameter, but may be larger and fit through all doors (no bigger than 36” please). This armature is much like the skeletal of your own body it is the basic mold for the inside of the creature. The creature must be a full body not just a head but with legs as well. This will be a 3/d creature no flat objects. It must stand or be stable in position you have chosen. Everything, (just like your body) should be part of the armature.
¨  *Construction: must hold together, you will be coming from home to school.  Using glue, tape, wire, thread, yarn, etc. Some things work out better than others, experiment to find out which one for your creature. (hot glue gun is not always the best)
¨  *Cover: you must cover the outer with what will complete you creature i.e. fur, wrapping paper, paint, feathers, bling, fabric, yarn, please no lined paper, or construction paper this will just fall apart and not help with a final look, just remember the original cardboard must not be showing, etc.
¨  *No drawing on creature with marker, pencil etc. you must make or paint your eyes, mouth or any physical features and body parts, etc. to complete your creation. Go the extra mile.
¨   *Tag: This is your information; you must include a tag with your creature’s name, your name along with the hour.  Use yarn or string to tie the tag onto the creature it looks better than just a scrap piece of paper scribbled on with information with tape holding it in place.  The tag will be graded along with the creature make it good.
¨  *Creativity: this means background knowledge and using your imagination along with items that are common and turning them into an uncommon way, this will play a huge part in the project.  Take time to come up with an original mythical creature.
*Elements of art: color (any that will enhance the beauty of the creature), texture (feathers, bling, cloth, etc.), form (every angle must be considered 3/d) these are the most predominant found on your project.

*Principles of design: balance (symmetrical or asymmetrical it must be able to stand on its own), unity (everything that comes together and works with it, nothing looks out of place), proportions (the head, legs, body work with each other not against having the creature fall over) are the most predominant.

¨  *Take the time to create, don’t wait till the night before. You have time to create but only if you don’t wait.
¨ *Parents I would like you to rate you student between 1-25 on effort, time spent, creativity, construction, and overall completion on this project.  I would like you to consider all aspects of this project. Read the instructions for what is to be the finished product. A parent form has been attached for you to fill out, and your student is to return the form for points. Make sure the project is finished before you send the form.  Thanks for your help comments are welcome. If you lose the form another one may be found on my blog.
¨  *Due date: __________________________, No late work will be accepted for full credit second day only ½ points given. This will be due at the end of the trimester. Do your best to be on time.


Image result for mythical creaturesImage result for mythical creaturesImage result for mythical creatures

Final Project: Color

There are things you will need to consider when looking for a final project: look in magazines, books, calendars, novelty magazines, etc.  The list can go on you need only look. It must be in color. Pick something that will challenge but not so hard you get frustrated.
  1. You will need to think of the subject matter:
*no cartoons/ or coloring book style
            *no logos/ numbers/ letters/ silhouettes, etc. no exceptions.
            *it must be realistic, not fantasy
            *nature, landscape, inanimate, portrait, etc. are a few examples.

2.      You will need to think of the Composition. It must be a good composition, filling 3/4‘s of the paper. Must be 3/d the whole picture will be looked at, the positive / negative space, asymmetrical, symmetrical, or radial balance and more will need to be considered, outlines should be the start only I should not see pencil by the end of your composition. 
3.      Values; these are very important to your final. They will help you make a composition 3/d. You will be using colored pencils, because of this you will need to consider your values in a different way. Changing the intensity of the colors going from a deeper color to lighter in the same pencil, or each section outlined, are not values. Values in color are used with white, black, and even a gray pencil. Another way would be using the direct complement and even the opposite of what you are using for example if using a red use the green its complement or the cool colors as the values.  It is not always better to use black or gray for a darker value if you are wanting a fresh look.

4.      Proportions, Texture, Craftsmanship, and Unity will also be considered. You need to remember how an overall effect will look. This makes a difference to how you feel about the final. If it looks sloppy, ripped, folded, wrinkled, not finished or even looks like a rushed job, you could care less about your grade.  Time spent also shows through your composition.

5.      You will be using large thick paper, and may have a 1” border. If you are going to use your own colored pencils, look for a large enough set (more than 12). If you are planning to purchase your set and are looking at a really good set consider the prismacolor brand.  These are more expensive but they are the better quality for your money.  (They can be purchased here at the school, or you may spend more at other stores).

6.      Parents I would like you to keep track of how much time your student spends on their assignment and the amount of effort they put into it.  How well they do all the items listed in bold.  I would also like you to give your student a rating between 1-25 with 1 being no effort or rushed, then 25 being many hours and a high effort spent.  (what would you give them for a score) Thank you for your help.  Ms. Ewell

7.      Due Date for this assignment is: _____________________________.

Don’t be late or it will not start at full credit.  This will be at the end of the trimester not much time after to get it in. 

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