ORIGINALITY AND CREATIVITY: /40
20 uses others ideas
30 develops own ideas
35 develops ideas using their own imagination
40 uses superior imaginative processes
25 rushes to finish project, disregards directions, does not follow clean up routine.
35 works to best of ability, follows clean up routine.
38 shows excellent craftsmanship, follows clean up routine
40 makes extra effort to produce high quality work, follows clean up routine
ATTITUDE AND BEHAVIOR: /20
5 disrespectful- misbehavior, doesn’t complete projects, complains /negative attitude.
15 indifferent-completes projects, usually follows directions, poor time management.
18 interested- follows directions, works to best of ability, participates in discussions.
20 enthusiastic- challenges guidelines, expresses greater creativity / individual style,
LESSON REQUIREMENTS: /50
Project includes 5 items drawn with form using 1 point linear perspective to create
the illusion of space. (Strand II1g)
Student demonstrated graduated tones with colored pencil. Identify and use a range
of values. (Strand I1a, II1f)
Identify and use rhythmic lines and viaried shapes (Strand II, 1 a,b)
Identify and use a range of values to create the illusion of form (Strand II,1c)
Identify and use implied, invented, and simulated texture (Strand II 1d)
12 Student did not meet guidelines for items, values or textures but did create a 1 point
24 Student used appropriate items, values and textures while creating a 1 pt
36 Student used items, values, textures and colored pencil correctly while applying the
elements and principles of art to show space in 1 point perspective.
50 Student used required items, values, textures, and color blending and shading
techniques while correctly applying the elements and principles of art with imagination
and expertise in rendering skills.
Comments from Mrs. Wait /150
Surrealism Put into Perspective
BACKGROUND: Students in 6th grade learn to draw their names in block letters using 1
point perspective. I also have them make a checkerboard floor, and use 3 shapes to
decorate the space around their name. We do detailed landscapes using forms and
proportion to show space, so they have a pretty good base for this project.
I have an arial view of a city in 1 point perspective project that I alternate years with this
project as I have both 7th and 8th grade in JH art at the same time. So if the student has
taken art as an 8th grader they will not have to repeat the same projects. So half of the
class may or may not already have quite a bit of experience with this. Although they tell
me this project is harder, but they like it more? Who knows!
INTRODUCTION: I bring out the examples from their 6th grade projects and the Arial
City project and my surreal example. We review what 1 point perspective is, even go out
into the hall and notice how the lockers recede as they get farther away etc. Then I show
them examples of Surrealism paintings. Dali, Klee, and Magritte are my fav’s you use
what you want.
PRACTICE: We practice writing a couple letters, then a few shapes and then a complex
form like an animal, or person doing something in the space. We talk about theme’s and
how you can make your picture narrative by including details. I also go over the rubric
reminding them that those are the basic requirements and that it’s ok to break the rules to
get an awesome project (A’s are for the Audacious!). And then they get their 12x18 paper
and get to work. The rest is included in the Rubric- all the shading for form and blending
of colors is review but I demonstrate casting shadows again anyway!
I1A: Create even and continuous, and graduated tones using pencil or colored pencil.
I3c: Create an original artwork that communicated ideas about group identity, nature,
II1c: Identify and use a range of values to create the illusion of form
II1d: identify and use implied, simulated, or invented texture
II1f: identify and use a range of values
II1g: identify and use one point perspective to create the illusion of space
II2b: identify and use the center of interest (focal Point)
II2f: identify and use appropriate scale relationship
III1a: compare and contrast responses of class to realistic, abstract and non-obj. works