MS+Drawing

=Welcome to MS Drawing!= =An Illustrated Life - Journaling= “The more you look, the more you see.”

http://curkovicartunits.pbworks.com/w/page/39771881/An%20Illustrated%20Life%20-%20Journaling

We will be working on a 10 week intensive journaling unit...... //If lost, cover sheet may be downloaded and printed from here:// [|MYP Art Gr7U1 Cover Sheet-Visual Journals.pdf]
 * ** Week 1 - Intro (March 25)** ||
 * * Explain unit outline and distribute unit cover sheet (cover sheet to be glued in sketchbook/journal for reference)
 * Explain student responsibilities, time organisation etc.
 * Review **Task Specific Clarification here ** ||

(Record your answers in your sketchbook/journal and be prepared to share your answers as a class.)
 * In small groups, brainstorm:
 * How can we express ourselves?**

View the **following examples of visual journals** and answer the following questions in small groups. (Record your answers in your sketchbook/journal and be prepared to share your answers as a class.) media type="custom" key="22373026"
 * What is a visual journal?
 * Why do a journal?
 * What can be included in a journal? (consider content and artistic techniques)

Get some personal or private space. Do not use a pencil so you can’t erase any lines. If you change your mind, simply draw a new line next to it. Draw an item in the classroom. It doesn't matter what it is. Date your work. Now draw by s-l-o-w-i-n-g down. Really slow down and observe. What do you think? Was it fun? Was it hard? Are you embarrassed? Was there anything that surprised you? Do you feel satisfaction? Write down your thoughts. Did you feel relaxed or tranquil? Did you lose sense of time passing? Or, did you obsess the whole time? If so, try again taking twice as long. Draw at least 2 more items. Try at least 1 using a continuous line. Do not lift your pen off the paper. Here is a student example of drawing by slowing down. It is his first attempt and he simply used a black ball-point pen.
 * DRAW by s-l-o-w-i-n-g down:**

Browse the following document. What is 1 thing that you found important, interesting or useful? Document your answer in your sketchbook/journal. DATE AND TITLE YOUR WORK. Be prepared to share it with the class. (Required) NOTE: If you are using Safari as your browser, the document may not open. Try using Firefox or Chrome instead. media type="custom" key="22372894"
 * Homework:**

Draw at least 3 objects you own that you couldn't live without. Draw at least 1 using a continuous line. All objects may fit on 1 page. Look for lines, textures, shadows. **Draw s-l-o-w-l-y.** (Required) Extension: Consider overlapping your drawings. || drawing activities below. Whilst allowing to dry, do the review below.
 * ====== **Week 2 - Drawing** (April 8) ====== ||
 * Distribute watercolors and create a watercolor wash or something similar using 2-4 colors on your page to do the

Review - Answer the following (answers should be based on the article listed under homework week 1):
 * What is a visual journal?
 * Why do a journal?
 * What can be included in a journal?
 * What was 1 thing you found useful form the document?
 * What was 1 thing you found important, interesting or useful from the article?
 * [|VISUAL JOURNAL ARTICLE Teacher Notes] **

View and critique homework drawings as a class.

Do not worry about proportion etc. Remember to focus, dedicate yourself and observe! When complete, add text. Your text could be descriptive writing about your hand, how you felt whilst drawing, how you think you have drawn and/or perhaps a goal. Try experimenting using decorative font and do not use your standard handwriting. You should also consider your layout and arrangement of elements.
 * Warm-up:** Do a blind contour drawing or a continuous line drawing of your hand in pen over your watercolor wash (10min).

media type="youtube" key="-BlUBQmup-M" height="315" width="420" Here is a student example of a continuous line drawing of his hand with notes.

When drawing over your watercolour wash, your drawing may have this sort of effect. This is an actual cd cover. Your page could look something like this. A basic attempt was made to add illustrative writing and some thought was given to the placement of the text to balance with the picture.

drawing. Why might this be a useful drawing skill? Remember, gesture drawing is loose and fluid! media type="youtube" key="eRTqpJMs98E" height="315" width="420"
 * Task 1:** On another page, using pencil to draw an object in the room as a gesture drawing. View the video below on gesture

brain. (photos from this site)
 * Task 2 - Drawing negative space:** Draw an object and enclose it in a box. Remember to slow down and connect with your right

Do more blind contour drawings, gesture drawings and negative space drawings. Try overlapping some of your drawings if you wish. When instructed to do, write a mini-reflection on your page explaining your thoughts. Here is an example of overlapping drawings of a hand with notes/explanation.

If time permits, draw an area or corner of the classroom.

Draw an area of your bedroom using a continuous line or as a gesture drawing. Fill your entire page. This could be your desk, your closet, a corner of your room, inside a drawer, a shelf etc. Draw s-l-o-w-l-y if a line drawing and fast and fluid if a gesture. (Required) IMPORTANT: Bring personal markers, colored pencils or colored pens to next class! Here are some examples of homework from students: ||
 * Homework:**
 * **Week 3 - Dots, lines & patterns** (Sept 3-7) ||
 * Review homework.

Look at the work of Jill Bliss. She uses dots, lines and patterns to decorate her floral drawings. The teacher may also provide prints of flowers. Try drawing on various types of paper using marker.
 * Task:** Find plants or still life objects to draw. Use dots, lines and patterns to decorate your work.

Complete a drawing as done in class of a flower/plant etc. BUT, draw on some recycled or found paper! This could include scrap paper, a newspaper, an old envelope, a torn page from an old book etc. You may use as many colors as you wish. When complete, attach it to a fresh page in your sketchbook/journal. (Required) ||
 * Homework:**
 * **Week 4 - Line Drawing Techniques** (Sept 10-14) ||
 * Share and critique homework.

Look at this line drawing done by Vincent Van Gogh. What techniques has he used to show shape, contour, texture and tone?

Here are various line techniques. Could any of these be used to represent texture? How? __**Line Drawing Techniques**__ media type="custom" key="22373314"

We will draw some soft objects in the classroom (i.e. plants) and then move on to a mini landscapes. Find an object(s) in the classroom to draw: Afterwards, try drawing a tree or landscape. You may look out the class window or google an image. The teacher may demonstrate this in class. Review Van Gogh's drawing if required.
 * Focus on it's shape and form first, then add line techniques.
 * At times it may be easier to use a line technique by starting with value or shadows.
 * Try to include some line techniques to show texture, form, contour and value.
 * Do not to colour entire areas in black. This is not the purpose of the activity. **Scribbling to darken areas is not a line**
 * **technique.** Take the time to utilise it correctly.
 * NOTE: the directions of your line can help show shape and contour when drawing.
 * When complete, add decorative text. This may be a recount or a reflection of your drawing.
 * Complete 1-2 objects in 15-20minutes each
 * Add simple watercolours to 1 drawing (*Teacher may have to demo this)

Here are some teacher and student examples of objects. Some have very good line techniques and some require further line work or additional values.

Draw an entire room in your house, **OR,** draw an outdoor landscape such as a park or a cluster of trees etc. Attempt to use various line techniques in your drawing similar to **Van Gogh's line drawings**. Try to give yourself a 30 minute time limit. (Required) Feel free to add color if you wish. Here is a teacher example below, but no text has been added. How many line techniques do you see? Here are some student examples. Do you think enough line techniques were used? Why or why not?:
 * Homework:**



Some students also decided to attempt using colour:

**IMPORTANT:** Over the next weeks, begin gathering various found materials from home and bring them to class. These could include found objects, various recycled papers, wrappers, magazines, textured materials, old books, ads, stickers etc. If you don't use them, someone else may find it useful. If you don't bring anything, you may be limiting yourself. (Required)

Watch how one artist draws a street scene using a felt-tip marker, watercolour and coloured pencils. Worth the watch. (Optional) media type="custom" key="22372944" ||
 * **Week 5 - Challenge 1: Found Poetry** (Sept 17-21) ||
 * Review and critique homework.

Review Criteria A on **Task Specific Clarification** Option **1** : Using magazines or newspapers etc., gather words you like to create a statement or poem in collage format and then illustrate or add decorative elements to it. Feel free to use any materials you wish to decorate (watercolors, collage, colored pencil etc.).
 * Challenge 1** (**This is a formative assessment)**

Option ** 2 **: Tear a page from an old book etc. Find words or sentences you like to create a poem. Block out the other areas and illustrate it or add decorative elements to it. You may use gesso to cover areas. Feel free to use any materials you wish to decorate (watercolors, collage, colored pencil etc.).

With both options, you are required to consider layout and composition in order to create an attractive balance. The first example below is a collaged poem with an illustrative picture. The second example is a blacked out poem. Pink-tinted gesso was used to cover areas. Decorative elements were then drawn on it.

Here is another basic example done with marker. Do you think it requires further work?

Complete the task done in class. (Required) Feel free to come into the art room during recess if you wish to use resources etc. Preview next week's challenge and gather any resources you may find useful. (Required) Continue gathering various found materials from home and bring them to class. These could include found objects, various recycled papers, wrappers, magazines, textured materials, old books, ads, stickers etc. If you don't use them, someone else may find it useful. (Required) || technique or your style. Try to use this as a goal for your next piece.
 * Homework:**
 * **Week 6 - Challenge 2: Who are you?** (Sept 24-28) ||
 * Review and critique homework. Write a short reflection in your sketchbook/journal on how you could have improved your work, your

Review activities done so far:
 * Drawing by slowing down
 * Drawing using a continuous line
 * Gesture drawing
 * Drawing negative space
 * Using line and dots as decorative elements
 * Using line to show shape, texture and tone (Van Gogh)
 * Which one was your favorite?
 * Review unit question and significant concept.

The time has now come to actually start journaling. How do we begin to tie everything together? What resources could we use? What techniques could we use? Remember, you need to include imagery and text. View some examples: media type="custom" key="22372952"
 * Visual Journal examples**

The following video may be of use to see how one artist creates a journal page. media type="youtube" key="233zbvI0RXo" height="315" width="420"

This seems like a very easy and straight-forward question, but when was the last time that you really tried to articulate an answer? You may have thought that you figured that out a long time ago, or perhaps you feel like you are still figuring it out. What better way to start this challenge. No matter what type of art you make it is always a reflection of you. The journal is no different. Heck, it might even be more true of the journal.
 * Challenge 2-****Who are you? (**This is a formative assessment)

Take some time to ponder and journal about all the aspects of your “self,” and create a response that introduces you to the world.

Who are you? What is important to you? Where do you come from? How does your inner identity compare to your outer identity? Do you have a hidden identity? If you are not who you want to be, what is stopping you? Feel free to brainstorm or mind-map your ideas to help yourself out. (Taken from the Journal Fodder Junkies site) could also be done by hand, by stencil or through recycled resources. Try to vary your lettering techniques and styles so as not to simply use your normal handwriting. You may use any type of drawing style done in class or combine elements.
 * Your page must include imagery, text and colour.** Imagery can consist of collage or hand drawn elements, or both. Your text

Feel free to try these experiments to use as a background if you wish:  (Image above was adapted from this site.)

Complete the task done in class. (Required)
 * Homework:**

Preview next week's challenge and gather any resources you may find useful. (Required) Continue gathering various found materials from home and bring them to class. These could include found objects, various recycled papers, wrappers, magazines, textured materials, old books, ads, stickers etc. If you don't use them, someone else may find it useful. (Required)

Feel free to view some **[|Journaling - Resources]** (Optional)

Students examples for "Who Am I?" || your technique or your style. Try to use this as a goal for your next piece.
 * **Week 7 - Challenge 3** (Oct 1-5) ||
 * Review and critique previous task. Write a short reflection in your sketchbook/journal on how you could have improved your work,

Challenge 3 - Stepping Stones **(****This is a formative assessment)** We have all grown, evolved, and changed. At times the movement of our lives has changed direction because of the choices we have made, and at other times it has changed because the choices that others have made. These are what psychologist Ira Progoff calls Steppingstones in his Intensive Journal Workshop.

What have been your steppingstones – those significant moments of your life? What have been the moments when significant change or growth has occurred? What have these shifts meant for you and the direction of your life? (Taken from the Journal Fodder Junkies site) Your page must include imagery, text and color. **OR,** We all have people who have profoundly affected us, mentored us, or inspired us. There are those people who have challenged us and pushed us. This may have been in a positive or negative way, but their influence has been key in steering us in our lives.
 * Challenge 3 - Pivotal people** (This is a formative assessment)

Who in your life has influenced you strongly? What did they say to you? What do they represent? What has been the impact in your life, and how did the direction of your life path change?

Recognize those that have had a profound effect on you. (Taken from the Journal Fodder Junkies site) Your page must include imagery, text and color.

View fonts to perhaps use as inspiration. media type="custom" key="22372962"
 * [|Hand-Drawn Type]**

Complete the task done in class. (Required)
 * Homework:**

Preview next week's challenge and gather any resources you may find useful. (Required) Continue gathering various found materials from home and bring them to class. These could include found objects, various recycled papers, wrappers, magazines, textured materials, old books, ads, stickers etc. If you don't use them, someone else may find it useful. (Required)

Feel free to view some **[|Journaling - Resources]** (Optional)

|| technique or your style. Try to use this as a goal for your next piece.
 * Student examples on Pivotal People & Stepping Stones:**
 * **Week 8 - Challenge 4** (Oct 8-12) ||
 * Critique homework. Write a short reflection in your developmental workbook on how you could have improved your work, your

[|Journaling - Field Studies] **Distribute sheet to students as pictured below. This information is also available on the hyperlink** **above.** **Download the sheet here if you lose it: [|Art 7.1 Field Studies Prompts.pdf]** Students may wish to glue this page to the inside cover of their sketchbook for field studies.

Review Criteria B on **Task Specific Clarification**

What could we include in our journals? List as a class. Review concept, unit question & rubric. **How long should my journal be?** Total=9 pages minimum || A successful journal will... || An unsuccessful journal will... || media type="custom" key="22372966"
 * Page 1: Title page
 * Table of contents (optional)
 * Hopes, goals, expectations etc.
 * Day 1 (minimum 1 page)
 * Day 2 (minimum 1 page)
 * Day 3 (minimum 1 page)
 * Day 4 (minimum 1 page)
 * Day 5 (minimum 1 page)
 * Overall Field Studies summary page
 * Reflection page (minimum 1 page) **to be done in class when we return to school**
 * What Makes a Good Visual Journal? (assessment examples)** from **Frank Curkovic**


 * Students may decide if they wish to decorate their journal cover or not.**


 * It is recommended that students view and perhaps gather fonts to use as inspiration.**

Challenge 4 - Strengths & Weaknesses & Goals (if time permitting and at discretion of teacher)
 * This is your final challenge. Consider what you have accomplished over the last few weeks. What have been your strengths? Your weaknesses? What is a goal(s) you wish to achieve with the summative assignment? Create a journal page showcasing this using only decorative text and a limited color scheme. Pay particular attention to font and layout.**

Homework: Complete challenge 4 if done in class. (Required)
 * View some** [|Journaling - Resources]** (Required).
 * ** Week 9, 10, 11 - (** ||
 * You have this week to make any final adjustments to your journal.
 * ** Week 9, 10, 11 - (** ||
 * You have this week to make any final adjustments to your journal.
 * You have this week to make any final adjustments to your journal.

as required || Reflection: (It may prove worthwhile to first type out your reflection)
 * Homework:**
 * ** Week 12 - Presentation & Reflection (Nov 19-23)** ||
 * Have a gallery walk in class, or show work on screen, or have students present in small groups.


 * Intro: Give an **excellent** overview description of your own progress and identify areas that have been particularly easy or challenging during this unit.
 * ** Body: Competently** identify the strengths and weaknesses in your own work. (This could include drawing techniques, drawing ability, decorative handwriting, writing ability, layout, composition, speed, accuracy etc.)
 * __Important:__ Provide examples to support all your statements. Simply stating "I improved my drawing by drawing better" is not enough and you may find yourself disappointed at your grade level.
 * ** Conclusion: **write a brief conclusion
 * Write your reflection as a visual journal entry. How will you lay it out etc.? ||

Photograph every page of your journal. Make sure you photograph it in good light. Straighten & crop your photos if necessary. Insert your pictures into a Word or Pages document. Use landscape mode. Put 1 journal photo onto your document page (full page). Save it as a PDF. Create an account and upload it to []. Embed it on your blog. (alos see below)
 * ** How to share your work: **

If you are feeling adventurous, try out [] If all this sounds way too difficult, simply upload your PDF to Google Docs and hyperlink that on your blog. Don't forget to make the google document shared publicly. ||
 * OR,**