Unit 2 Project Packet

Unit 2 Project Packet. Grey-scale Collage with "Mona". In the style of Romare Bearden

Value Design Collage                                                                   October 2011

Due: Total Project Due: October 31^st

Essential Question: How do artists use the picture plane to communicate their intentions and highlight their art?

Enduring Answer: Composition and Design are the organization of pictorial elements into a unified and coherent whole.  We can learn to render or create like experts but we must compose our artwork to have it appreciated.

Our Objective: 

To produce a well-thought out and constructed work of art on paper that demonstrates an understanding of design and composition.   Students will use their knowledge of collage and value to design a composition that uses value and collage to represent a subject in the style of "Mona Lisa." Collage will demonstrate an understanding of the structure of the human face and the composition strategies used by DaVinci in the "Mona Lisa."

Our Vocabulary: Composition, Design, Golden Mean, Symmetrical, Asymmetrical, Balance, Unity, Collage, Value, Shape, Grey Scale, Space(Foreground, Middle Ground, Background) and Shape

Our mediums, themes, and methods:

•       Mediums: Grey scale Paper

•       Representational. Grey scale collage with strong Composition.

•       Must include an Artist Statement and DAIJ of your own work. 

Our Points: 100

·         50 for artwork

·         25 for reflective artist statement to include DAIJ of your collage.

·         25 for written DAIJ critique of relevant historical art.  Romare Bearden.  “Stamping Ground.” 1971. Collage Paper. Detroit.   Submit by October 31st. 

Please note:      All written work MUST be submitted by deadlines.

                            All written work must be typed directly into an email (not into WORD and attached. I do not open attachments) and emailed to:

                                Stephanie.lowe@animo.org.  No other formats or submittal sites will be accepted.  

The D-A-I-J model: Description, Analysis, Interpretation and Judgment.

Please write these in complete sentences.

Our Process:

·         Power Point and Lecture.

·         Reflect and Envision. Think. Think. Think.

·         Stretch and Explore. Sketch. Sketch. Sketch.

·         Create masterpiece grayscale collage.

·         Reflect and Critique.

Share with class.

Art Work Rubric Generic

	4 Advanced	3Proficient	2Emerging	1Not there
Inspiration (creativity)	The student demonstrated advanced   creativity while addressing the visual problem.	The student demonstrated proficient levels of   creativity while addressing the visual problem.	The student demonstrated emerging proficiency in creativity while addressing the visual problem.	The student did not demonstrate their creativity while addressing the visual problem.
Perspiration (work)	The student demonstrated advanced levels of self-motivation and discipline in creating artwork. The student produced many preliminary sketches.	The student demonstrated proficient levels of self-motivation and discipline in creating artwork. The student produced a number of preliminary sketches.	The student demonstrated emerging proficiency in self-motivation and discipline in creating artwork. The student produced some preliminary sketches.	The student did not work diligently and carefully in creating the artwork.  The student produced very few preliminary sketches.
Tenacity (effort)	The student addressed all challenges with control and discipline thereby working through them to a visual solution.	The student addressed most challenges with control and discipline thereby working through them to a visual solution.	The student addressed some challenges with control and discipline thereby working through them to a visual solution.	The student did not complete the project due to the challenges of the problem.  Student did not look for help or further understanding.
Product	The student demonstrated an advanced understanding of the elements of art and principles of design needed to complete the project.  The student completed artwork in the assigned style of art.	The student demonstrated a proficient understanding of the elements of art and principles of design needed to complete the project.  The student completed artwork in the assigned style of art.	The student demonstrated an emerging proficiency in the elements of art and principles of design needed to complete the project.  The student attempted to create artwork in the assigned style of art.	The student did not use the elements of art and principles of design in their work.  The student did not complete the artwork in the assigned style.