Title – Pattern Value Portraits

By – Kathleen Glielmi

Primary Subject – Art

Secondary Subjects – Computers / Internet, Language Arts,

Grade Level – 3-5

Materials: photos of students, scanner, Crayola program on color value portraits, printer, crayons, pencils, erasers, colored pencils, magazine faces, tracing paper, black markers, computer, journal

Resources: Crayola box of 64 crayons color chart, art prints, magazine photos, Crayola crayon by Number, examples, student resource sheet

Vocabulary: color value, portrait, scanner, contrast, shadow, highlight, contour line, simple & descriptive contours, patterns

Learner Objectives:These are Vis Art Standards written for Dodea (Dept. of Defense Education Activity) Schools. They are based on the National Arts Standards for Grade 4 and 5.

VA2a: The student demonstrates understanding of elements of art and to principles of design to convey ideas.

VA5a: The student describes, analyzes, and evaluates purposes for creating works of art by using art vocabulary.

VA6c: The student creates works of art that extend knowledge to other curricular areas to include the performing arts.

VA7c: The student integrates traditional art production techniques with new technology to create art.

Concepts:

1. What are the elements of art & the principles of design? In this unit we will use: line, shape, form, color, texture. Principles — emphasis, contrast repetition, movement

2. What is a portrait? Compare styles from several artists.

3. How does light affect the way we see things? How does light affect color? How does an artist use this knowledge in their artwork?

4. What is the element of value? Tints? Shades? Color gradations? In your journal show a gray value scale of 5 values including white & black. Show a 5 color value scale in a color (tints & shades)

5. Using a flashlight, look at a person’s face, how does different light effects affect how and what you see of the face? Can you point out light, medium and dark tones? Highlights & shadows?

6. In drawing we can create values and contrast by using pencils of different hardness and/or changing the pressure of the pencil on the paper. We can also create values using patterns. The closer together we make the pattern, the darker it appears, the more white space in the pattern, the lighter it appears. Using a pattern, in your journal, show a 4 value scale — light, medium, medium dark, dark

7. A face has proportions which is the pleasing relationship of all parts to each other and the whole design. The areas of the face are broken into quarters; the eyes are half way down the face; the nose is half way between the eyes and the chin etc.

Skills:

1. Draw a face and add values. Face can be in color or in a gray scale.

2. Demonstrate a face showing high contrast — black & white only, using a magazine picture & tracing paper.

3. Scan a photo or magazine picture and run it through the Crayola color by Number program. Print off numbered copy and blank copy. Do this with teacher’s assistance.

4. Looking at numbered color chart, fill in a portion of the numbered print out. Make sure to show light, medium and dark areas on face.

5. On a piece of white paper, choose a pattern and make a 4 pattern value scale. Include this in journal.

6. Hold a mid-production critique with teacher, discussing the proposed pattern value scale. Look at blank copy and decide if you need to simplify the shadow & highlight areas of face.

7. On blank copy of face, use the patterned value scale. Looking at photo and color by number page, fill in face with value patterns in thin black marker. ( If print out is too complicated, use tracing paper to simplify shadow areas.)

Motivation:

1. What is a portrait? Compare styles from several artists.

2. How does light affect the way we see things? How does light affect color? How does an artist use this knowledge in their artwork?

3. What is the element of value? Tints? Shades? Color gradations?

4. Using a flashlight, look at a person’s face, how do different light effects affect how and what you see of the face? Can you point out light, medium and dark tones? Highlights & shadows?

5. Demo pencil techniques for creating values, shadows & highlights

6. Demo facial proportions.

7. Demo use of scanner and Crayola program.

8. Scan & print out copy of face photo.

9. Demo Crayola color chart and filling in color values

10. Demo patterned values and use in portrait. Demo simplifying face value areas.

Closure & Evaluation:

1. In journal, explain what you have learned about color, light, values in portraits. How can you apply this to other units of study in art? What other subject areas might you be able to use these skills? Explain.

2. Class critique — look at 1st drawing of face and patterned value face discuss proportions how light affects form.

Multiple Intelligence Connections: visual/special, verbal/linguistic, math/logical, body/kinesthetic, intrapersonal, interpersonal
Curricular Connections:

Science: light/color

Social Studies: portraits around the world

Math — pattern, line, intersecting line, fractions (parts of a whole), sequence

Technology — scanner, printer, software program

Literacy — reflective writing, journaling, reading, speaking/discussion, critique

“Thinking About Art” is a student resource sheet that lists student expectations for the unit and a rubric

Color value scale portraits

Grades: 3-5+

Resources: Crayola box of 64 crayons color chart, art prints, magazine photos, Crayola Crayon by Number, examples, student resource sheet

Vocabulary: color value, portrait, scanner, contrast, shadow, highlight, contour line, simple & descriptive contours, patterns

Concepts: What you need to understand

1. What are the Elements of art & the Principles of Design? In this unit we will use: line, shape, form, color, texture. Principles — emphasis, contrast repetition, movement

2. What is a portrait? Compare styles from several artists.

3. How light affectsthe way we see things. How light affects color.How an artist use this knowledge in their artwork?

4. What is the element of value? Tints? Shades? Color gradations? In your journal show a gray value scale of 5 values including white & black. Show a 5 color value scale in a color (tints & shades)

5. Using a flashlight, look at a person’s face, how does different light effects affect how and what you see of the face? point out light, medium and dark tones? Highlights & shadows?

6. In drawing we create values and contrast by using different pencil hardness’s and/or changing the pressure of the pencil on the paper. We also create values using patterns. The closer together we make the pattern, the darker it appears, the more white space in the pattern, the lighter it appears. Using a pattern, In your journal, show a 4value scale — light, medium, medium dark, dark

7. A face has proportions which is the pleasing relationship of all parts to each other and the whole design. The areas of the face are broken into ½’s ie. Eyes are ½ way down the face; nose is ½ way between the eyes and the chin etc.

Skills: How you use the materials, mediums, techniques and processes in making your ideas into art.

1. Draw a face and add values. Face can be in color or in a gray scale.

2. Demonstrate a face showing high contrast — black & white only, using a magazine picture & tracing paper.

3. Scan a photo or magazine picture and run it through the Crayola color by number program. Print off numbered copy and blank copy. Do this with teachers assistance.

4. Looking at numbered color chart, fill in a portion of the numbered print out. Make sure to show light, medium and dark areas on face.

5. On a piece of white paper, choose a pattern and make a 4 pattern value scale. Include this in journal.

6. Hold a mid-production critique with teacher, discussing the proposed pattern value scale. Look at blank copy and decide if you need to simplify the shadow & highlight areas of face.

7. On blank copy of face, use the patterned value scale. Looking at photo and color by number page, fill in face with value patterns in thin black marker. ( If print out is too complicated, use tracing paper to simplify shadow areas.)

Closure and Evaluation:

1. In journal, explain what you have learned about color, light, values in portraits. How can you apply this to other units of study in art? What other subject areas might you be able to use these skills? Explain.

2. Class critique — look at first drawing of face and patterned value face discuss proportions how light affects form.

Grading Rubric:

4 = You have understood & demonstrated all 7 of the concepts and all 7 skills AND finished this project and the reflective writing, worksheet & sketches are neatly in journal. Finished work shows good craftsmanship. Name & room number are on paper and can be easily found & read by teacher

3 = You have understood and demonstrated no less than 6 of the concepts and 6 skills AND finished this project and reflective writing. Finished work shows good craftsmanship. Name & room number are on paper and can be easily found & read by teacher

2 = You have understood & demonstrated no less than 5 the Concepts and 5 skills AND finished this project and reflective writing, worksheet & sketches are neatly in journal. Finished work should show good craftsmanship — craftsmanship needs to be better. Name & room number are on paper and can be easily found & read by teacher

1 = You have understood and demonstrated less than 5 of the concepts and less than 5 skills or you have NOT finished this project. The reflective writing, worksheet & sketches are not neatly in journal. Name & room number are on paper and can be easily found & read by teacher.

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Kathleen Glielmi

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