1. More than a self portrait –theme drawing

2. CHIAROSCURO CHIAROSCURO REMBRANDT REMBRANDT http://www.lynda.com/Magic-Bullet- Suite-tutorials/Using-Rembrandts- chiaroscuro-technique-increase- tension/106931/138230-4.html http://www.lynda.com/Magic-Bullet- Suite-tutorials/Using-Rembrandts- chiaroscuro-technique-increase- tension/106931/138230-4.html http://www.lynda.com/Magic-Bullet- Suite-tutorials/Using-Rembrandts- chiaroscuro-technique-increase- tension/106931/138230-4.html http://www.lynda.com/Magic-Bullet- Suite-tutorials/Using-Rembrandts- chiaroscuro-technique-increase- tension/106931/138230-4.html

3. CARAVAGGIO CARAVAGGIO CARAVAGGIO TENEBRISM TENEBRISM TENEBRISM http://www.radford.edu/rbarris/art216upd 2012/Spanish%2520and%2520Italian%25 20baroque%2520painting%25201.html http://www.radford.edu/rbarris/art216upd 2012/Spanish%2520and%2520Italian%25 20baroque%2520painting%25201.html http://www.radford.edu/rbarris/art216upd 2012/Spanish%2520and%2520Italian%25 20baroque%2520painting%25201.html http://www.radford.edu/rbarris/art216upd 2012/Spanish%2520and%2520Italian%25 20baroque%2520painting%25201.html

4. What is the Difference Between Chiaroscuro and Tenebrism? Both chiaroscuro and the Mannerist painterly style known as tenebrism (from the Italian word "tenebroso" meaning "murky") are concerned with the treatment of light and shadow in a two-dimensional painting or drawing. And at first glance a tenebrist painting might look very similar to one containing strong chiaroscuro effects.tenebrism However, there is a clear theoretical difference between the two terms. As described above, chiaroscuro is a painterly shading technique used specifically to give 2-D objects a sense of volume: that is, to make them look like three-dimensional solids. Whereas tenebrism is a dark-light compositional technique by which some areas of the painting are kept dark (that is, totally black), allowing one or two areas to be strongly illuminated by comparison. Tenebrism is used for purely dramatic effect (it is sometimes called "dramatic illumination"). There is no modelling involved: no attempt to give figures a sense of three-dimensionality. In effect, tenebrist darkness is purely negative, while chiaroscuro shadow contributes positive form. Some paintings, such as Caravaggio's Supper at Emmaus (1602) combine both three-dimensional-style chiaroscuro and dramatic tenebrist-style lighting.Supper at Emmaus

6. What is the Difference Between Sfumato and Chiaroscuro? As noted, chiaroscuro involves the combined use of light and shadow. However, the meeting point of these two values may give rise to sharp lines or contours. Leonardo da Vinci pioneered the technique of sfumato in order to soften the transition from light to dark. In his notes on painting he says that light and shade should blend "without lines or borders, in the manner of smoke. (In Italian, sfumato means "vanished gradually like smoke").Sfumato typically involves the use of several translucent glazes to create a gradual tonal spectrum from dark to light, thus eliminating undesirable sharp contours. Sfumato is exemplified in the faces of the Virgin of the Rocks and the soft facial shading on the face of the Mona Lisa (c.1503, Louvre). The technique of sfumato was also mastered by Giorgione (1477-1510) andCorreggio (1490-1534).sfumatoVirgin of the RocksMona LisaGiorgioneCorreggio

7. http://www.visual-arts- cork.com/painting/sfumato.htm

8. 1. Create a work of art based on a theme. 1. Create a work of art based on a theme. 2. Create a work of art showing skill in pencil shading - varying values. 2. Create a work of art showing skill in pencil shading - varying values. 2. Create work of art showing value contrast to develop center of interest 2. Create work of art showing value contrast to develop center of interest 3. Employ elements and principles of design - use mathematical skills in enlarging a composition (use a grid) 3. Employ elements and principles of design - use mathematical skills in enlarging a composition (use a grid) Student work--

9. Materials: Materials: newsprint pencils- #2, Ebony black tortillons paper towels, q-tips, cotton pads, etc. drawing paper 80# colored pencils (optional) graphite sticks masking tape, scissors, rulers newsprint pencils- #2, Ebony black tortillons paper towels, q-tips, cotton pads, etc. drawing paper 80# colored pencils (optional) graphite sticks masking tape, scissors, rulers

10. We will discuss the concept of theme – We will discuss the concept of theme – Find examples Find examples of art centered around a theme. (Select a theme of importance to you - one that will say something about who you are) 2. Practice weaving process - and altering the composition by omitting sections. 2. Practice weaving process - and altering the composition by omitting sections. 3. Review enlarging by using a grid. 3. Review enlarging by using a grid. 4. Review shading techniques. 4. Review shading techniques.

11. Carte Blanche by René Magritte, 1965. Instead of the tree trunks hiding the horse and rider as they travel in the woods, it is the trees which reveal them and the open spaces which hide them. That which should be behind, is in front. Carte Blanche by René Magritte, 1965. Instead of the tree trunks hiding the horse and rider as they travel in the woods, it is the trees which reveal them and the open spaces which hide them. That which should be behind, is in front. www.bellaonline.com/articl es/art27674.asp www.bellaonline.com/articl es/art27674.asp www.bellaonline.com/articl es/art27674.asp www.bellaonline.com/articl es/art27674.asp

12. Chris Calderyo Class of 2011

13. Olivia Holm class of 2011

14. Zach Campbell

15. Stephanie Doggett

16. Holly Fleming

17. Baker Love class of 2010 Baker Love class of 2010

18. Procedures: Procedures: 1. Choose two pictures that have a common theme or idea. Find one that is predominantly darker and the other lighter. Cut them to the same size in something that is in even inches. 1. Choose two pictures that have a common theme or idea. Find one that is predominantly darker and the other lighter. Cut them to the same size in something that is in even inches. 2. Cut the first picture into vertical 1" strips keeping them together at the top. 2. Cut the first picture into vertical 1" strips keeping them together at the top. 3. Cut the second picture horizontally in 1" strips. 3. Cut the second picture horizontally in 1" strips. 4. Tape the vertical one onto some scrap paper on the top and weave the other picture over and under (traditional tabby weave). Square it up tightly and then tape it on the sides. Repeat this until all the picture is done. 4. Tape the vertical one onto some scrap paper on the top and weave the other picture over and under (traditional tabby weave). Square it up tightly and then tape it on the sides. Repeat this until all the picture is done. 5. Tape around all for sides with masking tape and begin to reveal some squares to show more of one picture and so forth until you like the composition. You can eliminate rows and squares that are not important. 5. Tape around all for sides with masking tape and begin to reveal some squares to show more of one picture and so forth until you like the composition. You can eliminate rows and squares that are not important. 6.On a bigger piece of newsprint make a grid of 2 or 3" squares. This should be the same number of squares as in the design. By using the grid, enlarge outlines that are necessary to draw each square. Only the lines of hard edged areas not where there is a gradation. 6.On a bigger piece of newsprint make a grid of 2 or 3" squares. This should be the same number of squares as in the design. By using the grid, enlarge outlines that are necessary to draw each square. Only the lines of hard edged areas not where there is a gradation. 7.Transfer the design with graphite onto white drawing paper and begin to draw each square. Use all the drawing tools we learned in Art 1, smudge shading blending transfer tones with cotton pads, etc. Use a kneaded eraser for highlights. Use colored pencils for accents and interest if desired. 7.Transfer the design with graphite onto white drawing paper and begin to draw each square. Use all the drawing tools we learned in Art 1, smudge shading blending transfer tones with cotton pads, etc. Use a kneaded eraser for highlights. Use colored pencils for accents and interest if desired.

19. Evaluation: 1. Did students select two images around a common theme? 1. Did students select two images around a common theme? 2. Did students show skills in pencil shading and value contrast? Show skill in using a grid? 2. Did students show skills in pencil shading and value contrast? Show skill in using a grid? 3. Did students create an effective composition employing elements and principles of design - combining two related images in a woven pattern? 3. Did students create an effective composition employing elements and principles of design - combining two related images in a woven pattern? originated by Ken Schwab adapted by T. Baker-Neal originated by Ken Schwab adapted by T. Baker-Neal

23. Assessment Rubric Student Name: Class Period: Assignment: Date Completed: 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 Criteria 1—CONCEPT--demonstrated mastery of specific material. THE THEME IS EVIDENT—FOLLOWED DIRECTIONS: USE of A COLOR SCHEME STUDIED. USE of SHAPE SHADING. 6 5-4 3 2 or less Criteria 2 –CRAFTSMANSHIP—Demonstrated control of media. Exhibited technical skill. Sought to improve processes and technique. Presented work in a finished manner. Neat, clean & complete? Skillful use of the art tools & media? NO SMUDGES.6 5-43 2 or less Criteria 3 –COMPOSITION—Achieved visually pleasing whole. Utilized elements and principles of design. Thoroughly researched the possibilities. Use of ABSTRACT SHAPES IN CREATING FORM. 6 5-4 3 2 or less Criteria 4 – Effort---- took time to develop idea & complete project? (Didn’t rush.) Good use of class time? 6 5-4 3 2 or less Criteria 5 --CHALLENGE –Carried the work beyond the requirement. Met problems, sought intelligent solutions. Worked diligently without loosing interest. Made productive use of class time. Observed deadlines.6 5-4 3 2 or less Total: 50 (possible points) Grade: Your Total Teacher Total