On Oct 10, 2008, at 2:23 PM, Jackie Brewer <email@example.com> wrote:
> I have done this assignment in the past, was not always successful
> but this year I am seeing a lot of success. This is one I do at the
> beginning of the year to get the students to thinking, studying
> contour, and work from direct observation or experiences. If you
> are interested in pictures, email me but here are the steps .
> 1. Introduce 3 quick assignments where students have to draw from
> observation, imagination , and experiences.
> - Draw your shoe or hand (observation)
> - Total Doodling (imagination - I sometimes have them begin the
> drawing then it is passed around the room for students to add to
> other students)
> - Draw a map of your route to school and draw at least one
> building you pass. (Experience)
> - We talk about each one and which one was the hardest for them
> to accomplish and why. (Self Assessment)
> 2. I talk about collage and show a few examples. I then inform
> the students that instead of using magazine, they will use
> individual drawings about themselves. ( Oh no - the complaining
> that takes place but we get through it)
> - Students are given an 18x24 sheet of newsprint. We fold this
> paper to the point of having 16 individual areas to draw in. In one
> area, I have the student list 15 things about who they are as a
> person. You would have thought I asked them for the "unthinkable".
> Once they are done, I then discuss that they will do a drawing that
> represents each of the 15 times. They need to bring items in if
> possible for direct observation unless they can show me they
> understand the basic shape of what they are doing. ( Basketball
> players only think they know how the backboard and net are arranged,
> many don't - cool when you can prove them wrong). I also allow
> students to use cameras on phones if they took a picture of
> something too large to bring in. VERY IMPORTANT THAT STUDENTS
> LEARN TO USE THE ENTIRE SPACE PROVIDED AS SMALL DRAWINGS WILL MEAN
> TOO MUCH NEGATIVE SPACE SHOWING IN THE COLLAGE.
> 3. Once completed - students cut out around the outside contour of
> each picture. Stress to the students that they need to maintain the
> outer contour line when cutting out. Any negative areas are cut out
> as well with an x-acto knife. Students are given a 9x12 sheet of
> construction paper to glue the pictures down in an overlapping
> collage format. This is where we justify the placement of the items
> based on the importance and the quality of the individual drawing.
> Once glued down, students will draw a 1" grid of horizontal and
> diagonal lines.
> 4. Last stage - These collage with a 1" grid is then enlarged to a
> 1 1/2" grid. I stress light pencil pressure throughout the entire
> project. I am looking for direct grid placement. Students are not
> to erase the grid lines on the enlargement as I want to evaluate the
> direct grid placement of lines. Once I have graded this, I then
> allow them to erase it. For advanced students this enlarged grid
> can be a wrapped grid.
> You have a basic contour enlarged drawing with some small lessons
> incorporated into it. From this point I have gone different
> - Go Straight into value and shading skills then have them complete
> the piece.
> - I same it till the end of the semester and the students then have
> choices to use pencil, pen and ink stippling, or color to apply
> these techniques to the piece for their semester exam. I do not do
> a large written exam as I do mini exams along the way.
> Go back and study carefully the number on vocabulary words that can
> be introduced or re-enforced here. Again if you want pictures, let
> me know.
> Bryan Texas
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