Audubon Bird Graph Drawing Project

Audubon Bird Graph Drawing Project 7th Grade Art – Color Values, Forms, Texture and space Noel

Lesson Summary: Students will study the life, time and art of John James Audubon to understand that realistic forms are created by color values. Arkansas Frameworks: 5.7.1, 5.7.2, 5.7.4, 5.7.5, 5.7.6, 5.7.7, 5.7.8, 5.7.9, 5.7.10, 5.7.11, 5.7.12, 5.7.13, 5.7.14, 5.7.15, 5.7.16, 6.7.1, 6.7.2, 6.7.3, 6.7.4, 6.7.5, 6.7.9, 6.7.10, 6.7.13, 6.7.14, 7.7.1, 7.7.3, 7.7.4, 7.7.5, 7.7.6, 7.7.7 Pre-test - assignment: Elements and Principle’s quiz Pre- Lesson: 1. Demonstrate morphing basic forms (oval) and rendering them in gradient colors/values using a light color as the highlight (yellow), medium color as the tone (green) and darkest color as the shading (blue). See illustrations 2. After a discussion and demonstration on texture, students practice drawing bird feathers from direct observation of an assortment of feathers. 3. Student practice 4. Demonstrate and teach the graphing method in transferring a drawing (4.5 x 6 sulphite paper) to a larger sheet (9 x 12 white sulphite paper). Lesson Objectives: 1. From the study of the life, time and art of John James Audubon, students will be able to draw a realistic or convincing looking bird from an image found from an internet research. Students will be able to respond to a Scholastic Art reading review after reading the following magazine: John James Audubon: Working with Nature. 2. Students will be able to demonstrate their knowledge and skill of using the laptop computers to look for various types of birds found on the internet and to save and print one of their choosing. 3. Students will be able to demonstrate their knowledge and skill of designing and drawing a bird inspired by their internet research on 4.5” x 9” white drawing paper. 4. Students will be able to demonstrate their knowledge and skill creating a foreground and background in their artwork by placing their bird in a believable environment. 5. Students will be able to demonstrate their knowledge and skill of creating a focal point in their composition. 6. Students will be able to demonstrate their knowledge and skill of using repetition in their composition to create unity. 7. Students will be able to demonstrate their knowledge and skill measuring and creating a 1” x 1” grid and a 2” x 2” grid. 8. Students will be able to demonstrate their knowledge and skill of gradating color values into a 3 dimensional form drawing of a bird. 9. Students will be able to demonstrate their knowledge and skill of creating textures (bird feathers) in their drawing. 10. Students will use the critical analysis process to interpret the different art elements and principles found in their finished projects. 1|Page

Audubon Bird Graph Drawing Project 7th Grade Art – Color Values, Forms, Texture and space Noel

Essential Question: What is the most important aspect about observational drawing? (Answer: Keeping your eyes on the subject.) Timeline: 2 week Materials: Scholastic art magazines: John James Audubon: Working With Nature, 9 x 12 and 4.5 x 6 white sulphite drawing paper, rulers, pencil, paper, erasers, markers, chalk pastels, spray fixative, feathers, laptops, printer and internet. Teacher Preparation: Prepare student supplies and handouts.

Procedure: 1. Engage: Show Audubon’s prints (Trumpeter Swan) and ask students to identify and describe the elements and principles they see. Describe how he creates a focal point by using movement for a pathway for our eyes. Ask the students to describe the environment and space in this print. 2. Explore Resources: a. Scholastic Art magazine; John James Audubon; Working with Nature. (Students read magazines and do review questions - answers.) b. Drawing Insights Reading and Worksheets - Value, Form, Light and Shadow, Space. c. Reading Pictures #24 Showing Volume (answers), #31 Distance and Space (answers), #34 Textures- Three Faces (answers). 3. Explain: a. Explain how to create volume by using gradation on basic forms for realism. (see tonal shading slide show) b. Explain how to use a ruler and create a grid in inches. c. Explain how to transfer/enlarge a picture to a drawing surface. d. Explain how Audubon used the natural environment of the birds in his artwork. e. Explain how overlapping creates a sense of space, such as foreground and background. f. Explain how repeated lines and shapes create texture.

4. Elaborate: a. After students had significant practice on blending pastels for gradation, drawing feather textures and graphing a grid, students go online to research American birds. Students print 3 to use as visuals. b. Students draw their birds on a 4.5” x 6” sulphite paper that includes the bird’s environment. Encourage students to create their own kind of bird species. Students should plan their compositions using a focal point, movement, repetition, textures and space. c. Students graph their drawing into 1” squares. Students graph the 9” x 12” into 2” squares. 2|Page

Audubon Bird Graph Drawing Project 7th Grade Art – Color Values, Forms, Texture and space Noel

d. e. f. g.

After a brief demonstration, students transfer their drawing to the larger paper. Students render their projects with markers and pastels. Display project and assemble students for a class project critique. Using information that they learned about their projects during the critique, students write a self assessment of their own work.

5. Evaluate: a. A project rubric will be used to evaluate student work. b. Students will write a self assessment about their artwork based on their peer’s comments and interpretations during the class critique.

Cross Curricular Connections: Language Arts / English: Students reflect, evaluate and write on their self assessments. Math: Students will demonstrate their knowledge of measurement by measuring and graphing 2 different size papers. Social Studies: Study of 20st C. Artists, Scholastic Reading: John James Audubon: Working With Nature, Teachers’ Edition, Art History - Critical Analysis: Audubon Reading Questions, Reading Answers, Reading Pictures #24 Showing Volume (answers), #31 Distance and Space (answers), #34 TexturesThree Faces (answers). Parental Involvement: Projects, assignments and student work are posted online at the school’s / art dept website. Technology Connections: Video and/or PowerPoint presentations. Students work with laptops to do research and self assessments. a. Resources: See all resources and handouts on the following website http://panthers.k12.ar.us/High_School/Departments/Art/art_web_pages/Lessons/Syllabu s/Syllabus.htm Arkansas Frameworks: 5.7.1 (line variety), 5.7.2 (2-d shapes & 3-d forms), 5.7.3 (color theory), 5.7.4 (texture variety), 5.7.5 (implied/simulated textures), 5.7.6 (spatial relationships), 5.7.7 (value ranges), 5.7.8 (complex patterns), 5.7.9 (movement/rhythm), 5.7.10 (proportion/scale), 5.7.11 (balance types), 5.7.12 (unity), 5.7.13 (variety), 5.7.14 (emphasis) 5.7.15 (relate art history to the artistic process), 5.7.16 (purpose for creating art), 5.7.17 (safety), 6.7.1(contour, gesture & sketches), 6.7.2 (full range of value), 6.7.3 (simulate surface qualities), 6.7.4 (apply spatial relationships), 6.7.5 (use of transfer methods – including grid), 6.7.6 (mix color/color theory), 6.7.7 (printmaking), 6.7.8 (3-d objects/elem & prin), 6.7.9 (using traditional & nontraditional methods, media & techniques), 6.7.10 (problem solving techniques), 6.7.11(content/communicate meaning), 6.7.12 (diverse cultures), 6.7.13(artwork from personal observations), 6.7.14 (cross the curriculum), 6.7.15 (collaboration), 7.7.1(historical connections between self/others), 7.7.2 (historical styles/periods), 7.7.3 (ways physical environment affects visual art), 7.7.4 (utilize art criticism), 7.7.5 (media, contemporary culture and art across the globe), 7.7.6 (exhibiting artwork), 7.7.7 (portfolios and self assessments) 3|Page