Kathleen Walsh Furnace Brook Middle School 8th Grade Art Lesson Title: Scratch Art Unit of Study:

Value- Replicating textures and values, using scratchboard techniques. Lesson Summary:
In this lesson students will produce a realistic image using scratchboard. Special attention will be paid to replicating textures such as fur, feathers, scales, reflective surfaces, etc. Students will be introduced to artwork that demonstrates the use of scratchboard from both famous artists as well as student work from past years at FBMS. After practicing scratchboard techniques students will be allowed to choose how they would like to demonstrate their mastery of these techniques through the personal choice of subject matter.

Stage 1: Desired Results A. Enduring Understandings

Students will be able to identify values on a black and white value scale. Students will be able to translate values from a black and white photo to a scratchboard surface. Students will be able to duplicate textures as seen in the photo reference.

B. Essential Question(s) of the Unit:

What is value? How can value be used to create the illusion of a 3D form? What is applied texture?

What professions utilize scratchboard?

How can we create the illusion of surface textures on a 2D surface? How is drawing used to communicate in our society? What are the tools used in this process?

C. Goals and Standards (Massachusetts State Frameworks)

Standard 1: Methods, Materials, and Techniques Students will demonstrate knowledge of the methods, materials, and techniques unique to the visual arts. 1.5 Expand the repertoire of 2D and 3D art processes, techniques, and materials with a focus on the range of effects possible within each medium. 1.6 Create artwork that demonstrates an awareness of the range and purpose of tools. 1.7 Use the appropriate art vocabulary related to the methods, materials, and techniques students have learned in used in grades PreK-8. 1.8 Maintain the workspace, materials, and tools responsibly and safely. Standard 2: Elements and Principles of Design

Students will demonstrate knowledge of the elements and principles of design. 2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, and proportion. Standard 3: Observation, Abstraction, Invention, Expression. Students will demonstrate their powers of observation, abstraction, invention, and expression in a variety of media, materials, and techniques. 3.4 Create 2D and 3D representational artworks from direct observation in order to develop skills of perception, discrimination, physical coordination, and memory of detail. 3.7 Create artwork that shows knowledge of the ways in which architects, craftsmen, and designers develop abstract symbols by simplifying elements of the environment. Standard 4: Drafting, Revising, and Exhibiting Students will demonstrate knowledge of the process of creating and exhibiting their own artwork: drafts, critique, self-assessment, refinement, and exhibit preparation. 4.4 Produce work that shows an understanding of the concept of craftsmanship. 4.5 Demonstrate the ability to describe preliminary concepts verbally; to visualize concepts in clear schematic layouts; and to organize and complete projects. 4.6 Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom. 4.7 Maintain a portfolio of sketches and finished work. 4.8 Create and prepare artwork for group or individual public exhibitions. Standard 5: Critical Response Students will describe and analyze their own work and the work of others using appropriate visual arts vocabulary. When appropriate, students will connect their analysis to interpretation and evaluation. 5.5 Demonstrate the ability to recognize and describe the visual, spatial, and tactile characteristics of their own work and that of others. 5.7 Demonstrate a fundamental awareness of architectural styles and the ways that these have influenced painting and sculpture.

D. Learning Objectives

Develop value and textural awareness in their compositions by creating the illusion of believable texture and 3D volume on a 2D surface. Learn to use the tools associated with scratchboard to develop their value and textural awareness (scratch tips and handles, Exacto knife, and inked clay board, transfer paper). Students will gain a better understanding of value, texture, and composition in 8th grade art and be able to apply these skills to their own art work.
Students will assess the success of their work (self-assessment sheet) and provide critical feedback to one another (group critique)

Stage 2: Assessment Evidence

A. Performance Task as Evidence
A successful example of the final product will be a convincing scratchboard representing the textures and values of the chosen subject. Students will incorporate light/value to suggest realism. The final work will demonstrate strong workmanship skills and demonstrate successful use of implied texture.

B. Other Evidence/Continuum of Assessment Strategies

The teacher will give a vocabulary pre quiz of vocabulary words used in discussing value, texture, and composition. This will be gone over as a class, corrected and taken home as a study guide. The teacher will check for understanding and effort throughout the lesson by noting student participation. The teacher will check a KWL type I WAC before the lesson detailing; 1. What the students already know about value, texture, and composition. 2. What they would like to know. 3. What they learned. The teacher will check student progress on practice sheet for understanding of building value, the application of texture, and use of tools. The teacher will grade a type II vocabulary reflection WAC at the end of the lesson, establishing what the student learned about the process of creating a realistic scratchboard drawing. Student will complete a self-assessment of their work. The teacher will grade the scratchboard drawing using an established criteria grading rubric and considering input by the student on their self-assessment sheet. Did the student demonstrate an understanding of the use of light and value in their art? Did the student demonstrate an understanding of texture and the steps/tools used to create it? Did the student use what they learned to create the 3D illusion of a selected image on a 2D picture plane (scratchboard)? Did the student incorporate the use of value and texture into their work to further the illusion of a 3D form? Did the student learn and utilize new art vocabulary used in discussing value and texture in scratchboard drawing?

C. Criteria

Develop a strong sense of precision and workmanship. Strengthen their ability to follow a multi-step process. Create awareness of the potential career opportunities available utilizing these skills.
Did the student assess the success of their work (self-assessment sheet) and provide critical feedback to their peers (group critique)?

Stage 3: Learning Plan

A. Materials
White transfer paper Black inked clay-coated scratchboard Reference photo, black and white Pencil Exacto knife/blades Rubber cement for mounting Matt board for mounting finished piece

B. Vocabulary
Value The lightness or darkness of a color. The relationship of one area of an image to another in terms of their relative lightness or darkness. 1D, 2D, 3D Height, width, depth. Line A mark that is longer than it is wide. Form 3 dimensional, has height, width and depth, a closed space. Composition Arrangements of objects on the paper (a balanced composition). Slide show of examples of exemplary scratchboard art. Student and teacher project samples. Sample photo references

C. Resources

D. Instructional Overview Day 1and 2 Focus Activity (Warm Up):

Students will complete a benchmark drawing of a house viewed from the corner, using what they recall from 7th grade two-point instruction.

Students will take a pre-quiz of perspective vocabulary to assess their recall of prior knowledge (7th grade art). The quiz will be self-corrected and scores recorded for comparison to final quiz scores. Class review of answers will reinforce the vocabulary and the pre-quiz will become a study guide.
Type II WAC - Prompt: Using the correct vocabulary (underlined), instruct me on how to draw a box using two-point linear perspective. Vocabulary word bank will be provided on the front board

Procedures: All steps are demonstrated as we go along, so a visual is accompanied by verbal and written instruction on the white board. Warm up to learn necessary skills. 1. Quick review of the purpose of each tool (noted on board for reference). 2. Review two- point linear perspective (presented in 7th grade). Support discussion with slide show of visual examples where it is applied in artwork, design, and in architecture. 3. Point out the key difference between one point (one vanishing point, one side is presented) and two point linear perspective (two vanishing points, corner is presented). 4. Demonstrate how to construct a cube using the given tools, using two- point linear perspective. Students follow on their own 12x18 paper for first cube and continue on their own, completing three above eye level and three below eye level. Walk students through each step. 1. Tape down same drawing and model how to stack two boxes. Students follow on their own paper. Repeat on two more boxes. 2. Model how to draw a glass box (to make a box appear see through). Above eye level, take top outside corners to their opposite vanishing point. Below eye level, take bottom outside corners to their opposite vanishing point. Where the vanishing lines intersect, connect to the back corner of the box with a vertical line. To cut away one or more sides you simply eliminate select lines and then make the box opaque again. I prefer they follow my lead on the overhead at this point. Day 3: Walk students through each step (taping down drawing from previous class). 1. Model how to create a star in two point perspective, students follow. 2. Model how to draw a letter in two point perspective, students follow. 3. Model how to add a tube coming out of the sides of one box (from below, right side, and left side). Day 4 and 5: Students create a final copy on 12x18 oak tag. They will apply what they have learned while executing all the elements of strong craftsmanship. Guide books have been made to aide students. These are only distributed after the practice page is complete. ASSIGNMENT 1 Distribute guide books. 1. Tape down 12x18 colored oak tag, long side parallel to the bottom edge of the drawing board. 2. Place eye level line (horizon) across the center of the page. Stress the importance of drawing lightly for ease of erasing 3. Have students draw six boxes on the page (about two inches in height at the corner). Place three boxes above and three below eye level. 4. When complete, students will then repeat the practice assignment as a final copy. 5. Recall prior knowledge of value. Demonstrate where to place three flat values in order to enhance the illusion of a third dimension. Students follow suit. High light, shadow, and mid value using colored pencil.

STEP BY STEP: TWO POINT PERSPECTIVE BOX 1. Place a new piece of 12x18 tag board, taped horizontally, on the bottom of the board. 2. Place eye level line across the center of the page. 3. Drawing at eye level, you see the corner and only two sides. Draw a vertical line that crosses the eye level line at its midpoint (2 inches long). 4. Place a straight edge (ruler or triangle) on the top of the line and on the left vanishing point (LVP). Place pencil on the top of the vertical line and draw a line about 2 inches long. Ruler must be on both LVP and top of line at all times. 5. Do the same to the right vanishing point. 6. Repeat for the bottom of the vertical line. Go to both left and right vanishing point. This creates the two sides of the box. 7. End both sides of box using the 90 degree corner of the triangle placed against the edge of the T-square. This creates verticals which are perpendicular to the bottom of the page and parallel to each other. 8. Drawing below eye level you see the corner, two sides, and the top of the box. Place a 2-3 inch vertical line near the bottom right corner of the page (2-3 in. away from edge). Attach top and bottom of line to both vanishing points. End with verticals. Looks like an open book. 9. To create the top of the box you attach the right corner to the left vanishing point and the left corner to the right vanishing point. Where they crisscross, you have created the back, 4th corner. 10. Repeat the process in the bottom left corner. 11. Above eye level you see the corner, two sides and the bottom of the box. Draw a vertical line in the top right and left corner and repeat the process. This time you will attach the two BOTTOM corners to opposite vanishing points to create the bottom of the box. 12. REPEAT in top left and bottom left corners. Adding light and shadow 1. Demonstrate how each box would reflect light by adding a strong light source. 2. Demonstrate where the highlight and shadow would fall on the form. Stress the importance of maintaining a consistent light in order to convincingly create the 3D illusion. 3. Show finished examples and also foam cubes stacked and lit so they can observe for themselves. ASSIGNMENT TWO: FINAL PROJECT Students will produce a final piece of two-point perspective drawing, applying all the skills learned in the first assignment to the best of their ability. The piece will be outlined with extra fine black sharpie and shaded with colored pencil maintaining a consistent light source. Students will choose a structure of interest to them, utilizing two-point perspective. Possible choices could be A home of your dreams current home (provide a photo reference)

vacation home (cabin, summer cottage, summer camp cabins, etc.) fantasy home, space station, tree house creation Interior space: store (bakery, candy, ice cream parlor, clothing, etc.), bedroom, living room, rec room, weight room, gymnastics gym, basketball court, horse riding ring Pool house and in or above ground pool with deck, fencing, etc. Maze, skate park, paintball course Barn for horses or farm animals Fire station with engines/ ambulance, Military base with military vehicles, Mechanics garage, etc. Boats at dock in a marina or at sea, ocean liners, military ships, etc. Playground Cityscape, 2 or 3 point perspective Famous architecture, historical or modern

USE YOUR IMAGINATION!

E. Possible Questions for WAC
KWL: What do you know about perspective or perspective drawing? What do you want to learn? What have you learned? Teach me. What are the steps for doing two-point perspective drawing of a box?

F. Learning Activities
Students will complete a type I WAC describing what they know about perspective drawing and what they would like to learn. OR Students will complete a type II WAC describing the steps for two-point perspective drawing of a house. Students will review new vocabulary in class and on their own and complete an in-class pre-quiz (becomes a study guide) and post-quiz. Students will look at art example of perspective drawing for inspiration and a deeper understanding of its use. Students will review two-point linear perspective. Students will use what they learn about two-point perspective in their first assignment (sample sheet of all techniques which can be applied to further twopoint perspective drawing) to draw either an interior or exterior structure that is of interest to them using colored pencil and sharpie. Students will complete a type II WAC describing the steps for two-point perspective drawing of a basic house (roof, door, two windows).

D. Instructional Overview
Day One o The teacher will provide a type I WAC prompt asking students to share what they know about perspective drawing and what they hope to learn. o The teacher will show a slideshow of art examples of perspective drawing. o The teacher will review vocabulary with students and inform them of their upcoming quiz. o The teacher will review one-point perspective with students and ask them to begin thinking about what they would like to do for their upcoming project.

Day Two o The teacher will introduce two-point perspective, explaining both interior and exterior scenes. o Students will practice what they have learned in a perspective drawing workshop. Day Three/Four/Five o Students will brainstorm and decide on an interior or exterior scene to portray in their final project. o They will complete a draft and then move onto their final drawing which will be done in sharpie and colored pencil. o Students will complete a type II WAC describing the steps for two-point perspective drawing. o Students will complete a matching quiz on the vocabulary for this unit. o Students will complete a self-assessment of their work and submit it for grading.

E. Questions for WAC

What do you know about perspective or perspective drawing? What do you want to learn? What are the steps for doing two-point perspective drawing?

F. Learning Activities
Students will complete a type I WAC describing what they know about perspective drawing and what they would like to learn. Students will review new vocabulary in class and on their own and complete an in-class quiz. Students will look at art example of perspective drawing for inspiration and a deeper understanding of its use. Students will review one-point perspective before learning two-point. Students will use what they learn about two-point perspective to draw either an interior or exterior scene that is significant for them using colored pencil and sharpie. Students will complete a type II WAC describing the steps for two-point perspective drawing.

Connection to Course Achievement Targets/ MA Learning Standards: 1.6 Create artwork that demonstrates an awareness of the range and purpose of tools. 1.7 Use the appropriate vocabulary related to the methods, materials and techniques students have learned and used in grades Pre K-8. 1.8 Maintain the workspace, materials, and tools responsibly and safely. 2.10 For shape, form, and pattern, use and be able to identify an increasingly sophisticated range of shapes and forms, such as organic, geometric, positive and negative, or varieties of symmetry.

2.11 For space and composition, create unified 2D and 3D compositions that demonstrate an understanding of balance, repetition, rhythm, scale, proportion, unity, harmony, and emphasis. Create 2D compositions that give the illusion of 3D space and volume. 4.4 Produce work that shows an understanding of the concept of craftsmanship. 4.6 Demonstrate the ability to articulate criteria for artistic work, describe personal style, assess and reflect on work orally and in writing, and to revise work based on criteria developed in the classroom. Connections Strands: 9.Inventions, Technologies and the Arts. Students will describe and analyze how performing and visual artists use and have used materials, inventions, and technologies in their work. 10. Interdisciplinary Connections. Students will apply their knowledge of the arts to the study of English language arts, foreign languages, health, history and social science, mathematics, and science and technology/engineering.