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Re: [art_education] Re: Art project for "value"

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  • Kathleen Maledon
    I like it! I like it! k
    Message 1 of 10 , Sep 5, 2011
      I like it!  I like it! k
      On Sep 3, 2011, at 6:46 AM, Billie Dreher wrote:

      Teaching value is one thing, helping my students to recognize the need for contrast as well as subltle value changes is another.  These timid folks either don't see the need for more contrast in their work and/or fear messing up what they think is a good piece.  I thought my grading remarks of "More contrast please"....".Hold the art piece at arm's length and squint your eyes"...."Don't be afraid of that 4B pencil...." were being completely ignored until a great tip from our AP Drawing teacher came our way during a vertical teaming staff development.  She contends that many students just can't "see" the need for more contrast in their work.  They find it hard to locate where the work needs adjustment.  

      The Red View Finder!  What a miracle!  We made red celephane view finders during our morning break using the letter press and a roll of store bought red celllophone gift wrap.  I keep them in a box near the drawing supplies (kneaded erasers, misc. pencils, sanding pads, blending stumps) - It's so neat to watch them holding the work at arms length and then grabbing a red view finder to confirm their suspisions - off they go re-working an area.  LOVE IT!  The middle and lower grades teachers are using them too!!
      Billie Ann Dreher

      From: MarciaB <marciadotcom@...>
      To: art_education@yahoogroups.com
      Sent: Saturday, September 3, 2011 7:46 AM
      Subject: [art_education] Re: Art project for "value"

      Here is a lesson I enjoy teaching that uses value:

      --- In art_education@yahoogroups.com, Miki Rodriguez <mikirodriguez2007@...> wrote:
      > First I teach line as a foundation and as an art in and of itself.
      > Then I teach shading and I will have students use to different pencils, a no. 2 and an ebony. It's possible to get a very big range of values with these two pencils. I talk to them about fine tuning their skills by being ultra sensitive to the pressure of their hand and 3d qualities. There's always a student sample of what's expected on the board so that they can get up to see it after I explain. (Albrecht Durer) 
      > Then they will do a value scale. I first teach only three values...no.2 is light and medium values and ebony is the dark. (They can choose to use the ebony for medium if they want.) Later they learn 5 values, then 7 and eventually 10. I demonstrate on the board as I talk them through it. 
      > PRESSURE:
      > So the no. 2 pencil is a light a pressure, as light as they can use, shading should cover all of a box measuring 3"x 5". Medium is more pressure, "about the pressure used for writing your name." And dark is as hard of a pressure "as you can use without breaking the point." The size of the box is optional but I believe the more practice the better.
      > EXERCISE: 
      > So the exercise includes 3 boxes measuring 3"x 5" and one more box for blending. This box is 3"x 12" where they must "merge the 3 values" using both pencils. I emphasis that drawing is all about layering so not to be discouraged on a first layer. Then I make sure to visit each child and address weaknesses but its easier to do this in small groups. This is where I repeat the board demo at a more meaningful level.
      > I have them use a small sheet of paper maybe 9 x 12 or 4-1/2 x 6. This way they are not intimidated. Then they draw a still life that they already used in their previous line drawings. They are required to draw at least 2 still life, 9 x 12, using a light value of line. Then they are to shade only the emphasis of their drawing using blending technique, 2 pencils. Additionally, the remaining lines should show value as well. The word I use with them when describing my expectations is "exquisite".
      > This is a high school level but I believe middle school and upper elementary levels can handle a modified version of this too.

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