MiSs Rs ArT RoOm: portraits

Showing posts with label portraits. Show all posts

Wednesday, October 2, 2024

SHIFTING EYES PORTRAITS

Shifting Eyes Portraits

Learning Targets

I can...

Create an original Shifting Eyes Portraits using drawing techniques learned in class
Use line types (horizontal, vertical, diagonal), value (lightness, darkness, shadows, highlights), and texture (actual, visual, implied) inspired by Disney's The Haunted Mansion (2003) Rob Minkoff and David Berenbaum
Use kinesthetic techniques (multi-sensory, ready made, hand operated) and design principles (movement, balance, composition) based on American Movies
Define Portrait (a visual representation of a person which can be created in any artistic medium)

Lesson One
Day One, Art Start

1. Mona Lisa (1503) Leonardo Da Vinci

2. Read The Artist's Eyes: Vision And The History Of Art by Michael Marmor and James G. Ravine

3. Discussion Questions "What does eye tracking tell us about the rules of composition? How do painters make the eyes follow you in a painting? Why do the eyes in this painting seem to follow you? Do you think this effect happens because of a combination of elements leading the viewer through a composition? Does this mean that traditional compositional devices have no effect on our experience of the picture? How does the Mona Lisa have eyes that follow the viewer? Why do the eyes in paintings seem to follow you? Why do some paintings work in following the viewer but not other artworks? Did you know Filippo Brunellesco discovered how linear perspective creates a focal point for eye movement in paintings? How could you leverage this illusion within your own artwork? What did you learn when it comes to art history? Have you ever seen a portrait where the face or eyes appear to follow your every movement? Why would an artist want to draw a spooky portrait?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (contour, outline, continuous) of facial proportions (head, face, shoulder) of moving eye portraits

3. Use graphite pencil to add facial feathers (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the Shifting Eyes Portraits

Day Two, Art Start

1. Retrieve Shifting Eyes Portraits for Assigned Tables

2. Self Portrait With Beret (1634) Rembrandt

3. Discussion Questions "What are your favorite Halloween themed monsters? Do you like mummies, Frankenstein, vampires, or zombies? How do different types of eyes reflect various emotions? How do people's eyes and body language capture emotion? How does the artist establish focal points in this painting? How does the artist change art elements to create an overall feeling or mood in this painting? How do artists create eye movement in art? How do artists use color to create eye movement in art? How can you use highlights and shadows to create eye movement in your artwork? What is the difference between shading and highlighting in an artwork?"

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to the positive space (portrait) of the moving eyes portraits

2. Add costumes (jewelry, clothing, make up) to the positive space (portrait) of the moving eyes portraits

3. Use black sharpie marker to outline the face features (eyes, nose, mouth) and facial proportions (head, face, shoulder) of the Shifting Eyes Portraits

Day Three, Art Start

1. Retrieve Shifting Eyes Portraits for Assigned Tables

2. Set Up Studio Area (cardboard, scissors, glue sticks, tape, tempera paint)

Lesson Activities

1. Use color combinations (analogous, neutral, secondary) to fill in the positive space (portrait, foreground) of the moving eyes portraits

2. Use color combinations (analogous, neutral, secondary) to fill in the negative space (background) of the moving eyes portraits

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Shifting Eyes Portraits

Artist Examples

Student Examples

Tuesday, August 29, 2023

ALPHONSE MUCHA SELF PORTRAITS

Alphonse Mucha Self Portraits

Learning Targets

I can...

Create an original Alphonse Mucha Self Portrait using drawing techniques learned in class
Use muted colors (dulled, desaturated, low chroma, grayed), sinuous forms (serpentine, wavy, curved, bends) and patterns (decorative, borders, panels) inspired by Czech Illustrator (1860-1939) Alphonse Mucha
Use portrait techniques (proportion, composition, lighting, posing) and design principles (movement, rhythm, emphasis) based on Art Nouveau
Define Art Nouveau (decorative images prominent in early 1890s to the First World War characterized by linear designs and flowing natural shapes)

Lesson One
Day One, Art Start

1. Daydream (Reverie) (1897) Alphonse Mucha

2. How Alphonse Mucha Designed The Nation State Of Czechoslovakia by Smithsonian Magazine: Jimmy Stamp

3. Discussion Questions "What were beauty standards of the early 20th century that Mucha perpetuated through his work? How do they differ from yet inform today's definition of beauty? How did Alphonse Mucah develop a visual language that brought access to beautiful imagery to the masses? How do the advertisements compare to the ones we see today? What did Mucha aim to do through his design style? How does the detailing and imagery on the banknotes convey the personal connection Mucha had with the country? What do you believe is the significance of using floral motifs and young women as part of the design? How are the symbols seen on these banknotes different from the imagery that appears on the United States dollar bills? How might today's viewers interpret the art differently than a member of the original audience? Do you think being a native of the Czech Republic would help to better understand the motifs seen on banknotes and insignias?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw line types (contour, outline, continuous) of facial proportions (head, face, shoulder) of self portrait drawings

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the self portrait drawings

Day Two, Art Start

1. Retrieve Alphonse Mucha Self Portraits for Assigned Tables

2. Slavia (1896) Alphonse Mucha

3. Discussion Question "What is the symbolic significance of these circle motifs? Are they purely decorative additions or do the lilies and laurels serve a purpose? Do you agree that art exists to communicate spiritual messages? What connection does this artwork make between the spiritual and the discipline of musical performance? What sort of overall spiritual message do you think Mucha wanted to communicate with this artwork? Why do you think Mucha displayed the woman like this? What is the symbolism of the vines and foliage entwined in her fingers and surrounding her? What is the mood behind this print and how it is successful as promotional menu? How did the artist use the motifs of hands and snowy branches to convey his meaning? How are these influence apparent in this image? How else are these elements consistent with the Art Nouveau style?"

Lesson Activities

1. Add adornments (piercings, tattoos, hairstyles) to positive space (portrait) of the self portrait drawings

2. Add costumes (jewelry, clothing, make up) to the positive space (portrait) of the self portrait drawings

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth) and facial proportions (head, face, shoulders) of the Alphonse Mucha Self Portraits

Day Three, Art Start

1. Retrieve Alphonse Mucha Self Portraits for Assigned Tables

2. Set Up Studio Area (colored pencils, metallic markers, watercolor)

Lesson Activities

1. Use metallic colors (gold silver bronze) to fill in the positive space (clothing, jewelry, facial features) of the self portrait drawings

2. Use metallic colors (gold silver bronze) to fill in negative space (background) of the self portrait drawings

3. Use value (lightness, darkness) to add shadows (reflective shadow, cast shadow) and highlights (reflective light, light source) to the Alphonse Mucha Self Portraits

Artist Examples

Student Examples

Thursday, January 12, 2023

REMBRANDT ROYAL PORTRAITS

Rembrandt Royal Portraits

Learning Targets

I can...

Create an original Rembrandt Royal Portraits using drawing techniques learned in class
Use line types (contour, outline, continuous), shape variation (geometric, organic, free form), and color combinations (analogous, complementary, secondary) inspired by Dutch Golden Age Painter (1606-1669) Rembrandt
Use observational drawing techniques (capturing expression, developing likeness, facial placement) and design principles (balance, proportion, contrast) based on Baroque Painting
Define Self Portrait (a picture of an artist made by an artist)

Lesson One
Day One, Art Start

1. Edward, Prince Of Wales (King Edward VI) (1538) Hans Holbein The Younger

2. A Princess, A Pirate, And One Wild Brother by Cornelia Funke

3. Discussion Questions "What do you notice about the painting? How would you describe the clothing? What do you think the boy's clothing tells us about him? How would you describe the posture and expression? How old do you think the boy in this painting is? What the clues do you notice about the boy? Who might the young boy in the painting be? are these two poses different? How? why do you think the artist chose to pose this toddler as he did? Who might the young boy in this painting be? How do toddlers who are fourteen months normally act? What kinds of clothes would they typically be wearing? What kinds of clothes would you wear? What kind of pose would make you look royal? Would you face forward or sit in profile? Would your hands have a certain gesture? What kind of expression would you have on your face? What would the background look like?"

Lesson Activities

1. Choose 12" X 15" Drawing Paper

2. Use graphite pencil to draw the line types (contour, outline, continuous) of the facial proportions (head, face, shoulders) of the royal portraits

3. Use graphite pencil to add facial features (eyes, nose, mouth, eyebrows) to the positive space (portrait) of the Rembrandt Royal Portraits

Day Two, Art Start

1. Retrieve Rembrandt Royal Portraits for Assigned Table

2. A Young Boy With A Dog (1629-1679) Hendrick Berckman

3. Discussion Questions "Do you think your meanings are going to be the same for someone living at the time this was painted? What symbols do we see around us in everyday life? Where do we see nature symbols used in everyday life? If you had to create a modern royal portrait to convey a public image, which symbols would you include? Are these paintings sympathetic to their subjects? How has the significance of these paintings changed over time? How do these paintings change the way you think about artistic period? What messages do you think are missing? How could those messages be added in these paintings in the form of nature symbols? Why may only showing public image be bad for people's well-being? Why is it important to know who you really are? What could these symbols mean?"

Lesson Activities

1. Add adornments (piercings, hairstyles, wigs) to the positive space (portrait) of the royal portraits

2. Add costumes (jewelry, clothing, make up) to the positive space (portrait) of the royal portraits

3. Use black sharpie marker to outline the facial features (eyes, nose, mouth, eyebrows) and facial proportions (head, face, shoulders) of the Rembrandt Royal Portraits

Day Three, Art Start

1. Retrieve Rembrandt Royal Portraits for Assigned Tables

2. Set Up Studio Area (tempera paint, metallic paint, paint brushes)

Lesson Activities

1. Use primary colors (red yellow blue) to fill in the positive space (clothing, jewelry, facial features) of the royal portraits

2. Use primary colors (red yellow blue) to fill in the negative space (background) of the royal portraits

3. Use value (lightness, darkness) to add shadow (reflective shadow, cast shadow) and highlights (reflective light, light source) of the Rembrandt Royal Portraits

Artist Examples

Student Examples

Tuesday, November 29, 2022

CLAY PET PORTRAITS

Clay Pet Portraits

Learning Targets

I can...

Create an original Clay Pet Portrait using sculpture techniques learned in class
Use shape variation (geometric, organic, free form), form (two dimensional, three dimensional), and texture (actual, implied, visual) inspired by American Artist (2014-Present) Rebecca Fischer
Use hand building techniques (col method, slab method) and design principles (movement, proportion, variation) based American Art
Define Portrait (a picture of the head, shoulder, and face made by the artist)

Lesson One
Day One, Art Start

1. Mac N Cheddar (2022) Rebecca Fischer

2. Read Artists And Their Pets: True Stories Of Famous Artists And Their Animal Friends by Susie Hodge

3. Discussion Questions "How did the artist use color and value to create his paintings? Why do you think the artist decide to paint his pet? If you could touch the animal, how would it feel? How does the artist paint texture? Why do you think the artist's work is considered portraiture? What do you feel when you look at this painting? Why do you feel that way? What type of environment can your animal be found in? What types of body parts (long trunk, short legs, one fin, flat tail) does your pet have? What type of shelter does your pet live in? How does your animal move around? Who are the predators of your animal? What type of weather does your pet like?"

Lesson Activities

1. Add line types (horizontal, vertical, diagonal) for the proportions (head, neck, shoulder) within the silhouette of the pet portrait

2. Mold clay into basic shapes (oval face, present ears, rectangle neck) for the positive space (animal) of the pet portraits

3. Use needle tools to draw facial features (eyes, nose, mouth) for the positive space (animal) of the Clay Pet Portraits

Day Two, Art Start

1. Retrieve Clay Pet Portrait for Assigned Table

2. Daisy For Melissa (2022) Rebecca Fischer

3. Discussion Questions "What adaptations help your animal gather or eat food? What adaptations help your animal breath? What adaptations help your animal defend itself? Do animals have feelings? What is your expressive pets portrait favorite environment? Can animals be happy, sad, lonely, mad, or loving? How do the illustrations reflect the animal's human like qualities? What types of bonds can develop between a human and an animal (friend, caregiver, support)? Does the fur usually grow in one particular direction? Do cats love to sit in a sunny window? Do dogs love to be out in the garden? Is your dog's style more like Scooby Doo or Pongo? What is this animal's name? Why did you choose this animal? What do you find inspiring about this animal? What did you as an artist hope to convey about this animal through your artwork?"