Perspective and Drawing Buildings

Building Perspective

LRC/Studio Project

"It would be a mistake to ascribe this creative power to an inborn talent. In art, the genius creator is not just a gifted being, but a person who has succeeded in arranging for their appointed end, a complex of activities, of which the work is the outcome. The artist begins with a vision — a creative operation requiring an effort. Creativity takes courage."

— Henri Matisse (1869-1954), French modernist artist.

Your assignment:

1. Research: Research and present an architect or an architectural style. Your job is to creatively incorporate this style or technique in a cityscape drawing, while using linear perspective (first come, first serve…any doubles must be arranged with me in advance).
2. Sources: You must use at least two sources. At least one must be in print (we will have an LRC day to use #700 REF) and no more than one can be electronic. Some architects can also be found in your textbook, as well a great number of books available in the LRC!
3. Where will you site your sources? In the artist statement, of course! Use your artist statement guidelines as you have in the past, with the addition of a works cited page, using MLA format. (see handouts: Artist Statement Rubric and Artist Statement Organizer for more details)
4. Because you will present these to your classmates, an electronic image example in a PowerPoint for the presentation may be used as a visual aid during your presentation along with your artwork.
5. Due dates:

Ø Monday: 2/18

· Sign up for research project topic/architect

· We will start research in the LRC. Cite your sources while you’re there to save yourself some time.

· You may begin researching for internet sources if you have extra time in the LRC. See list for suitable websites (handout) for research.

Ø Tuesday, 2/19:

· Develop 5 preliminary sketches for your cityscape.

(Experiment with different perspectives/compositions)

Ø Wed. 2/20 – Thurs., 2/21 (no classes Friday 2/22)

· Studio workdays provided in class.

· Please manage your time accordingly. Improvise and experiment!

Space Surrounds Us Every Day!

Read through pages 118-119 in your text, noting the vocabulary words:
positive and negative spaces
picture plane
overlapping
high and low placement
linear perspective
one-point perspective
vanishing point
two-point perspective
eye level
aerial perspective
framing
How is the space in a classroom different from that of the gym or the auditorium?
Hint: think about sound, lighting, the height of the ceiling... architects must take much into consideration when planning spaces!
How do the above vocabulary words create an illusion of depth on a 2-D picture plane?

*HW due Tuesday: Write a description of the photograph of the interior of the National Gallery using the terms given above.

Due Monday!

The Metamorphosis project, along with the self-evaluation rubric and Chapter 4 questions #1-6 from your text is due Monday. Have a great weekend!

Strawberry Shortcake

1.Describe 3 things you see in this drawing

2.What elements and principles are dominant?

3.How are they used to get a certain effect?

4.What do you think the artist was trying to communicate?

5.Do you think this artist was successful given the intentions we think she had? Why or why not?

Metamorphosis II

What is the difference between positive and negative space?
How did M.C. Escher manipulate both in Metamorphosis II?
Why might people see M.C. Escher as a mathematician, as well as an artist?
Your assignment: Draw a 3-dimensional object on a 3"x3" paper.
Rotate, mirror, and transform this image so that the lines that define
the figure will also define the ground.

Let's Strengthen our Spatial Perception!

Monday: MLK Day!

• Due to the assembly, there will be a special plan for today and no homework!

Tuesday:

• Today is a studio work-day. Your Civil Rights collages are due by the end of the day tomorrow. Extend, modify, change, and use your best judgement. Does it visually work? Is your composition balanced? Is there anything missing? Feel free to come by after school to work on it or bounce ideas around with other art students!
  
• Don't forget to complete your self-evaluation rubric and clip it to your artwork! It's worth 10% of this project's grade.
• HW Due Thursday: Artist Statement Organizers were handed out (click on the right image). You may email it to me or hand in during class.

Wednesday: Drawing Upside Down?!

• Frustrate your efficient left brain by concentrating and working deliberately and intently.

Thursday: What's the difference between a contour line and an outline?!

• Due today: Artist Statement
• Excercises (and vocabulary!): contour lines vs. outlines, eye-hand coordination, blind contour line vs. controlled contour line, and continuous lines.

Friday: Connecting your senses

• Using your sense of touch to feel the texture of an object without looking at it can heighten your perception skills. Draw an object without looking at it. Use the texture and the shape alone as you draw exactly what you feel. Afterward, you may look at it closely and compare it to your drawing. Were you close? What were you right about? What needs more work? Try it again now that you can see it.
• Look at the way the light reflects off an object. What shapes do you see? Where are the darkest areas? Use your pencil to blend the values you see. Create implied lines---no outlines!

Qtr 3 Week 2/ January 14-18, 2008

Monday 1/14

Introduction to value. Read text 4.1 (pg. 60-61)

Take notes on vocabulary

Create a value scale using both ink and pencil.

Use value and shading to create the illusion of 3-D depth on a 2-D surface.

Materials: 4B pencils and kneaded erasers

HW Due Tuesday: bring images from the civil rights movement that inspire your thoughts about it today for a project that will be started on Wednesday (1 pt.)

Tuesday 1/15

• Review concepts of value.


• Id shapes vs. forms, 2-d vs. 3-d, and look at Charles W. White’s drawing Harvest Talk.


• Complete handout on value.


• Perceive how value is used not only to create the illusion of a 3-d form, but also to communicate meaning. (weather, clothing, facial expression)


• Intro to vine sticks (blending with charcoal) and kneaded erasers.


• Vocab: highlights and shadows.


• Draw your own nose using not lines, but value changes with charcoal and a kneaded eraser.


• HW: practice nose drawing at home in front of mirror.

Wednesday 1/16

• Review concepts from 1/15.


• Value: form and meaning.


• How? No outlines; blend.


• Look at collage examples that contain drawing added to images. Continue the lines, shapes, textures, and values (all elements of art) outside and around the images. Look at the work of collage artist Kara Walker.


• Depending on how many images we have, each person or table will create a compositional layout, sketching out ideas for the addition of drawing within the composition. Understand the importance of negative and positive shapes and spaces in this lesson.


• HW: Kara Walker reading comp.

Thursday 1/16

• On loose-leaf, describe your intentions with the project introduced yesterday. Use the following questions as a guide:
  •What do you intend to accomplish?
  •How will you carry out your intentions?
  •What media and techniques will you use? Are there any supplies that you need that have not been made available to you? If so, please list here.
  •How is this artwork going to visually reflect your personal feelings/intentions?


• Shown: examples of mixed-media collage artworks by contemporary artists as well as students of various ages and skill levels.


• Vocabulary: collage


• Rubric for assignment: