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Name:________________________________________

Date:______________________

Period:__________

Expression In Line
Adapted from School Arts, December 2000 Edition, by Ken Vieth. Students are to develop three separate line drawings from three perspectives using contour line, weighted line, and expressive line. They are to analyze how the use of varied technical qualities of line influences the expressive qualities of the subject.

VA1: Media, Techniques, and Processes: The student demonstrates understanding and can apply media, techniques, and processes. VA1a: The student demonstrates increasing proficiency in the production of two- and three-dimensional art forms by using a variety of materials and advanced technology. VA1c: The student uses and explains how media, technological tools, techniques, and processes are used to solve visual art problems. VA1d: The student uses art materials and tools, including technology, in a safe and responsible manner. VA6: Connections to Other Disciplines: The student makes connections between the visual arts and the other disciplines. VA6d: The student will identify and compare works of art that share similar subjects, themes, purposes, historical periods or technologies.

Warm-Up.

Materials needed: One 12x18 newsprint drawing paper. A uniquely colored pencil (try not to have the same color as anyone at your table, or better yet, in the class). Draw the still life from your perspective for one minute. Then, take your colored pencil and move to the seat to your right. Draw from the new perspective again. Add your colored lines to further develop the composition. We will continue this until you end up where you began. The goal is to have each student add their color to the cooperative image.

Drawing 1

Materials needed: One 12x18 white piece of drawing paper. A 2H drawing pencil and a heavy weighted drawing pencil (2B to 5B or an Ebony Layout pencil). This drawing will be a modified contour line drawing, where you only draw when your eyes are on the subject. When checking your image, you must stop drawing. Choose an area of the still life to draw. Draw it first in 2H, following the rules of a modified contour line drawing. When finished, go over your drawing with a heavy weighted pencil.

Modified Contour Line Drawing. Brian Dolan, age 16.

Drawing 2

Materials needed: One 12x18 piece of white drawing paper. A variety of charcoal pencils of different weights from 2B to 6B, vine charcoal, and block charcoal sticks. This drawing will be a weighted line drawing. You will learn to vary the weights of your lines by experimenting with different charcoals and by applying light or hard pressure while drawing. Choose an area of the still life to draw. Keep in mind your light source! Light gray lines are placed to show where the strongest light is, and the darkest lines are the ones in the most shadow.
Weighted Line Drawing (left). Stephanie Caragnaro-Wong, age 16

Drawing 3

Materials Needed: One 18x24 piece of white drawing paper. A variety of charcoal pencils of different weights from 2B to 6B, vine charcoal, and block charcoal sticks. This drawing will be an expressive line drawing. Choose an area of the still life to draw. There are no limitations in this drawing other than you should stay within the boundary of using only line. Experiment with the weights and direction of line. Show value and texture by using different weights of line. You may also overlap lines going in different directions to crosshatch.
Expressive Line Drawing. Sarah Sheber, age 16 (left). Expressive Line Drawing. Amanda Biddle, age 15 (right). Applying Expressive Line in other types of assignments: Picasso. Expressive Line Portrait, by Efi Spaneli, in the style of Picasso (bottom left). Tahitian Hats. Expressive Still Life, by Henri Matiise (below).

Still Life with Oranges. Oil Painting, by Henri Matisse.

Name:________________________________________

Date:______________________

Period:__________

Expression In Line
Rubric All drawings will be submitted only when youve finished all three drawing assignments. Please protect your drawing and preserve your hard work! Attach a piece of newsprint to the front of your drawing, at the top with two small pieces of masking tape (like hinges of a door). The newsprint should be the same size as your drawings. Attach this rubric to your front of your drawings with a paperclip (do not staple!). Grade yourself from 1 to 10 points: 1 to 6 needs much improvement, 7 average, 8 to 9 good, 10 excellent!
Drawing 1. Your Grade ________ Followed Directions ________ Good Use of Class Time ________ Effort/Craftsmanship Teachers Grade _________ _________ _________

Modified Contour Line Drawing

(paper is tidy, free of smudges, isnt bent, you spent quality time on it). ________ Composition (used the entire paper, considered Positive/negative space). _________ ________ / 40 Total Points Your Grade ________ Followed Directions ________ / 40 Total Points Teachers Grade _________ _________ _________ _________

Drawing 2.

Weighted Line Drawing

________ Good Use of Class Time ________ Effort/Craftsmanship ________ Value with Weighted Lines (you have at least 3 different line weights to show value). ________ Composition ________ / 50 Total Points

_________ ________ / 50 Total Points Teachers Grade _________ _________ _________ _________ _________ _________ _________ ________ / 70 Total Points

Drawing 3.

Your Grade ________ Followed Directions ________ Good Use of Class Time

Expressive Line Drawing

________ Effort/Craftsmanship ________ Value with Line (you have at least 3 values). ________ Texture (you have at least 3 styles of line). ________ Expressiveness/Uniqueness ________ Composition ________ / 70 Total Points

Name:________________________________________

Date:______________________

Period:__________

Expression In Line
Critique After participation in our class critique, respond to these questions in three to four complete sentences. 1. Think about your favorite piece from the critique

(not your own). What is really working? What can be improved?

VA5: Characteristics and Merit of Work: The student reflects upon and assesses the characteristics and merits of his or her work and the work of others. VA5a: The student will demonstrate knowledge and understanding that works of art can be analyzed by using a formal system of evaluation to determine merit without bias. VA5b: The student describes and analyzes visual characteristics of works of art using visual art terminology. VA5c: The student compares and contrasts the quality, craftsmanship, and effectiveness of personal work and that of others by using a formal system.

2. Reflect upon your own work for this assignment. What is really working? What can be

improved? (i.e. Was it expressive? Did you take time to consider interesting compositions? Did you experiment with the media?). What did you learn?

3. How will you apply what youve learned to future art assignments and/or even assignments in another class? Do you look at ordinary objects differently now? If no, then why not? If so, how?

4. Rate yourself on your participation in our class critique. Then get signatures of two other students verifying your participation grade. (1 point min., to 10 points max.). _________ Your Grade _______________________________ Your Signature

_________________ Student Signature #1 __________________ Student Signature #2