Serving Art Educators
and Students Since 1994
Non-Objective Design from Fine Art
Submitted by: Susan Camin
UNIT: Focus Down - Drawing - Art History
Grade Level: High School (adaptable to middle school)
Objectives:
The student will be able to create a nonobjective design from a section of selected fine art image. The composition will use the Principles of Design and will be enlarged to 9" x 12" composition - altering as desired and exploring color relationships.
Develop skills in composition - develop focal point
Develop skills in using a variety of drawing media
(Optional) Research a selected artist - compare and contrast finished composition with original
Materials needed:
Reproductions, viewfinders with rectangle opening, 9 x 12 (23 x 30.5 cm) Drawing Paper
Procedures:
1. Select a favorite artist’s work.
2. Using a viewfinder, travel around the piece and frame a composition. The composition should be complex with some detailed and some ambiguous areas. Using a 9 x 12 (23 x 30.5 cm) piece of drawing paper, draw a rectangle (in same proportion as viewfinder) that is no larger than half the paper. The rectangle can be placed anywhere on the paper.
3. Draw a line drawing of the framed composition inside the rectangle.
4. Draw an enlarged version of the composition in the background. Do not draw through the rectangle. Add to background shapes - making composition more interesting.
5. Establishing lights and darks: Using a black marker create darks, this can be accomplished by filling in areas with textures like cross hatching, hatching, stippling or solid lines. Sections can be outlined and/or lines can be enhanced with thin to thick weighted lines.
6. Color: You may use 4 colors plus black and white. Colors can be analogous (cool and warm), complementary (colors directly across from each other on the Color Wheels), split complementary, or monochromatic. It is your choice.
7. Begin color in the rectangle. Techniques used can be realistically smooth or they can be textured like the Impressionists. Include shading using a darker analogous color or its complement.
8. When the rectangle is complete, begin work on the background. YOUR GOAL IS THE CREATE THE BACKGROUND AS IF THE RECTANGLE WAS FLOATING ABOVE IT. Think carefully how you will do this. Will it be because of color, shadows, textures, or contrast?
CHECK OFF WHAT YOU HAVE ACCOMPLISHED.
What’s important? COMPOSITION_____ DEPTH________
CONTRAST ______ TEXTURE_______
VARIETY ______ DIRECTIONAL LINES ________
COLOR ______ CRAFTSMANSHIP _______
Suggestions:
From Judy Decker: This lesson uses fine art/masterpieces as inspiration - works used are copyrighted (unless they have passed into Public Domain). This lesson will give you an opportunity talk about copyright issues. Let the students decide if this is Fair Use. They are creating a "derived" work - a drawing from a selected area of a painting. Maybe have a debate (Notice that these works are significantly altered - there is little resemblance to the original work). You might also have the students research about the artist and work of art they selected. Have students compare and contrast their finished work to the original painting.
Assessment Rubric
Assessment Rubric |
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Student Name:
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Class Period: |
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Assignment: Non-Objective Design |
Date Completed: |
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Circle the number in pencil that best shows how well you feel that you completed that criterion for the assignment. |
Excellent |
Good |
Average |
Needs Improvement |
Rate Yourself |
Teacher’s Rating |
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Criteria 1 – Selected interesting segment for composition |
10 - 9 |
8 - 9 |
7- 8 |
6 or less |
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Criteria 2 – Developed interesting background composition utilizing elements and principles of design |
10 - 9 |
8 - 9 |
7- 8 |
6 or less |
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Criteria 3 – Color plan and rendering of shapes - developed contrasts |
10 - 9 |
8 - 9 |
7- 8 |
6 or less |
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Criteria 4 – Effort: took time to develop idea & complete project? (Didn’t rush.) Good use of class time? |
10 - 9 |
8 -9 |
7- 8 |
6 or less |
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Criteria 5 – Craftsmanship – Neat, clean & complete? Skillful use of the art tools & media? |
10 - 9 |
8 -9 |
7- 8 |
6 or less |
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Total: 50 (possible points) |
Grade:
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Your Total |
Teacher Total |
Student Comments:
Teacher Comments:
National Standards
1. Understanding and applying media, techniques, and processes |
2. Using knowledge of structures and functions |
4. Understanding the visual arts in relation to history and cultures |
5. Reflecting upon and assessing the characteristics and merits of their work and the work of others |
Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks |
Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art |
Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art |
Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works |
Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use |
Students evaluate the effectiveness of artworks in terms of organizational structures and functions |
Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places |
Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts |
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Students create artworks that use organizational principles and functions to solve specific visual arts problems |
Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making |
(Advanced) Students correlate responses to works of visual art with various techniques for communicating meanings, ideas, attitudes, views, and intentions |
