Grade 8 Shoe Drawings Middle Schol Art

First project of the school year. 

Project:
Shoe drawings.
Student will draw three different shoes.
Each shoe will use one of the three different drawing medium (6B pencil for rendering, Color Pencils for color mixing and rendering and Black pen for texture).
Each shoe will be drawn from a different points of view.

Step1:
Warm-up drawing exercise (rendering, texture, and color theory)
a. B&W value scale and shape rending. (6B Pencil)
b. Color swatches, blending, and rendering objects. (Color Pencils)
c. Creating texture swatches. (micro Pen)

Step 2:
Shoe drawings.
1. You will be given a 9"x 18" paper. Use a ruler to divide into three sections. Each section will be 6" x 9"
2. You will place one shoe at a time in front of you and draw it first with a pencil. You will use a variety of shoes; one will be yours and the other two will be from your peers in class.
3. One shoe will be done using a pencil. You will be expected to render the object by creating several different values of gray.
4.One shoe will be done using a pen. The emphasis will be on lines and texture.
5. One shoe will be done using color pencils. The emphasis will be on rending, mixing colors and using complementary colors.

Supplies:
Shoe, paper, drawing pencil, color pencils, ink pen, eraser, and ruler.

Selected student outcomes (meets standards examples and exemplary examples) :

Grade 6 Art Projects. 2D and 3D.

And, we're back. It has been close to a year since my last post...not that anyone has missed me. I do have a couple of good excuses. 
1. I'm new to the world of fatherhood as of last April. 
2. I published my first book. 

Our daughter Ximena

My book, Denvoid and the Cowtown Punks -- A Collection of Stories From the '80s Denver Punk Scene is a unique and seminal kind of localized punk oral history, for it features over 100 vivid, hand-colored illustrations alongside flyers and other artifacts from the era. Eclectic, in-depth interviews with prominent scenesters range from musicians and culture jammers to reformed skinheads and business owners. Grassroots and outgoing, Medina examines the small window of opportunity in which they impacted cultural behaviors and musical styles at large, even reached a global network desiring to know more about the isolated frontier world that sprang Frantix and Bum Kon. You can order by clicking HERE

Let's get down to business. I have returned to my former school in Alexandria, Egypt to teach Art and Drama at Middle and High School level. It's nice to be in familiar territory again. I wanted to take some time off from documenting student artwork as I felt like I over-documented at my former school in Ethiopia. With teaching IB Art, documentation of learning and growth is essential. Between projects and the student's investigation workbooks, I've accumulated 1000's of images in two short years. 

I was going through photos of student artwork during the past week and became a little sentimental. It was encouragement enough for me to dust off the camera and snap a couple of photos of what hasn't already been sent home from their year's projects. 

Below are a few samples of what I've been doing with Grade 6 students. 

1. Group sculpture work with old markers, VHS tapes, books, rulers, erasers. This project is perfect for a class with only 30-40 minutes. Variations can include with different stations, material such as chairs, etc. It is nice to see the students work together to problem solve through trial/error and discussion.   

2. Masking tape paintings (12"x18") with over lapping patterns. 

3. Obligatory show drawings (9"x12") with a 6B pencil. We made values scales prior to the shoes.

4. Oil Pastel Portraits. The main leaning objective was to experiment with blending oil pastels. Prior to this project, students made color swatches by experimenting with mixing 2-3 colors together. 

5. Book/Journal making with paper Batik covers. 

 6. Printmaking-block reduction prints on gray paper. Dia de Los Muertos theme.

 

7. One point perspective with markers.

 

Sadly all the clay projects went home along with the bulk of the other projects. 

Pen and Ink Shoe Project

Hello Artists! I hope everyone is doing well. Below is the information on the project we are going to start. If you need help or have any questions, please let me know, I will be more that glad to help. You can post a comment or send an e-mail

Objectives:
Student will demonstrate contour line techniques
Student will demonstrate how to shade with various types techniques
Student will demonstrate how to observe and draw the form of a shoe

Supplies:
12” x 18” paper, ruler, eraser, pencil, ink (upon return to Schutz)

Vocabulary:
contour line, hatch, cross-hatching, stippling, pen-ink, inking, line (including types of lines: horizontal, vertical, diagonal, parallel, organic, and geometric), value (light-medium-dark), cast shadow, pattern, and parts of the shoe (sole, tongue, heel, toe, etc).

Types of Lines:
Contour Line-a line which shows or describes edges or outlines of a shape or form.
Hatching-lines or strokes places parallel to each other to create grey tones.
Cross Hatching-the overlapping of hatched or parallel lines to create value.
Stippling- Use of dots to create value. The closer together the dots, the darker the tone.
Examples of different types of lines

Assignment:
The assignment is a two part project. Divide the 12" x 18" paper equally into two sections (do not fold or draw a line!). Next, choose two different shoes to draw. Once your selection has been made, use a pencil to draw the shoes on the two practice sheets of paper I provided in your folder. For the final project, re-draw the two shoes LARGE from different angles. The shoe should be drawn as if it is a 3D form-meaning, it shouldn't look flat. Once the shoes have been drawn, lightly use line techniques to shade them. When you return to Schutz we will ink your project.
Step by step process

Concepts To Be Demonstrated:

You will be graded on demonstrating the following:
a) Draw shoe using contour lines.
b) Use various line techniques to shade the contour shoe drawing.
c) Proportion-the various sections of the shoe (sole, tongue, heel, toe, etc) should be in proportion to one another.
d) Size and Placement-The size of the two shoe drawings should take-up the full sheet of paper (see examples below). One shoe should consume the upper portion of the paper, while the other shoe will be in the bottom portion of the paper.
e) Neatness-there should be no marks in the space outside the shoes.

Grading:
5 of 5 concepts demonstrated equals an A
4 of 5 concepts demonstrated equals a B
3 of 5 concepts demonstrated equals a C
2 of 5 concepts demonstrated equals a D
1 of 5 concepts demonstrated equals an F