Category: Blogs


Today was the final day for work or the formative coffee cup collage. Students who finished early were asked to research the animal of their choice for the summative assessment. Students were told that the animal selected should be part of a species that is directly effected by poor recycling efforts. The selected animal photos were then emailed directly to me at: and printed out in class. The remaining students will be given the opportunity to complete this requirement on Monday after the break.

Unit 4- Collage Painting with paper

Unit 4 will focus on collage as an artistic medium. We will be using the work and style of Megan Coyle, a renowned collage artist, as inspiration for our final projects in this unit. Her work is shown below:

Artwork by Megan Coyle

Artwork by Megan Coyle


The first formative assessment will ask students to select colors, textures, and shades of chosen colors to render a still life image selected by the teacher. This formative is designed to teach students the techniques and management of materials required on their summative projects. It will also assist me in identifying areas in need of further instruction.

Formative Assessment Example

Formative Assessment Example

Formative Assessment Example

The summative assessment will ask students to select an animal of their choice to carefully render using this technique.

Summative Assessment Example

Example of Summative Assessment

Example of Summative Assessment

The rubric and standards of success will be included in the next post.

Unit 3-Color Theory Introduction

For unit 3 we are focusing on color theory. This unit will review basic color mixing using the three primary colors to create the secondary and tertiary colors.



Students will create a value scale of tints, shades, tones of a single color in 20% increments.

Student will use this experience to develop a summative assessment that clearly demonstrates their knowledge and understanding of color mixing and expressive qualities. Each student will create an expressive color ‘wheel’ using their unique creativity and interests. Samples of expressive color ‘wheels’ include but are not limited to the following:


Students are encouraged to search the internet and their immediate environment for inspiration but are discouraged from copying directly.

Parent Conferences

Parent-Teacher Conferences are tonight and Thursday in the DHS cafeteria from 4:00 PM to 7:00 PM.

Report cards will be available for pickup.

If you cannot attend conferences, you are always welcome to email me at:

Value-Still Life

The summative assessment for our unit on value requires students to select a drawing medium of their choice (charcoal, pencil, or watercolor) and create an image based on a still life located in the center of their table. Students were advise  d to take a photo of the still life to use as further reference. ‘


Students were then asked: How should this be graded in terms of effort, line/shape, value, color, and creativity.

As a group each class provided answers and developed the rubric for this summative assignment.

Objective: Using the medium of your choice, create a still life drawing that demonstrates your understanding of value and its application in the creative process.

Assignment:   Value-White Still Life with Ribbon

Student Name Class
 4 3  2 1  0 Student Teacher



Value-Student has independently created an image that is an exceptional drawing that incorporates 4 or more values using a student selected medium, visual unity, and allows for clear light source.



Value- Finished image is an interesting drawing that incorporates at least 3 values, visual unity, and allows for clear light source.



Value – Finished image is a design that includes at least 2 allowing for slight contrast, and little unity.




Work is less than 80% complete

Student does not demonstrate proficiency in any of the criteria described or

assignment is not turned in


Creativity (8)



Creativity/color –  Student has included details to add interest and included careful rendering of shadows.

Creativity/color –   Student has include some details to add interest and most shadow and shading is accurate.


Creativity/color – Details are not based on still life or do not add to the image. Shadows are in accurate and shading is not based on still life.


 . Work is less than 80% complete Same as above  
line (4) Line/Shape Finished shows evidence of student’s mastery understanding  shape, as evidenced by clear separation of objects and background resulting in strong contrast. Line/ Shape -Finished image shows student understanding shape, as evidence as evidenced by objects that are easily identified. There are some areas of contrast. Line/Shape Finished image shows students limited understanding of shape as evidenced inaccurate drawing of objects when compared to still life/ photo resulting little or no contrast. Work is less than 80% complete Same as above

Effort (4) Participation &


Class participation –  Student used  time wisely during class periods, demonstrating exemplary classroom behavior, respect of materials, teacher and peers

Effort  – Student took time to develop an exceptional idea; turned in completed assignment on due date, excellent use of class time Craftsmanship – Work is skillfully neat, clean and has been completed following all of the assignment expectations.

Class participation –  Student used  time wisely during class periods, demonstrated appropriated classroom behavior, respected materials, teacher and peers

Effort  – Student took time to develop idea; turned in assignment on due date, good use of class time Craftsmanship -Work is neat, clean and has been completed following most of the assignment expectations.

Class participation –  Student did not use time wisely during class periods, demonstrated inappropriate classroom behavior, did not always respected materials, teacher and peers

Effort  – Student did not develop idea; turned in assignment  past due date, did not always use of class time well Craftsmanship –   Work has  been completed following some of the assignment expectations.

Not evident Same as above


Still life Drawing (Value)

Today we began our second major project. After studying the effects of light on objects and creating the illusion of form from a two dimensional shape, students are ready to take on the all white still life. Before beginning the final project students have been given numerous formative assessments designed to strengthen their observational skills and to practice tonal and linear rendering.

Here is a quick review of some of the methods used to render objects: How to draw with different rendering techniques


I will discuss four different techniques you can use to make and interesting object or to help you loosen up and think outside of the box.

The first thing you can do is to create a tonal value strip on a separate piece of paper of each of these techniques.  This will help you get a hang of using them and to practise going from dark to light on the tonal spectrum.

The four techniques I will be discussing are smooth, scribble, hatching and cross-hatching and pointillism.  I hope that after you read this that you will find new inspiration to use these techniques in your drawings.

Crushed cup


Smooth rendering is the most commonly used technique of rendering.  You can use the flat side of your pencil tip for smooth shading.  You can vary your pressure to achieve a wider spectrum from dark to light.  Combine it with using the tip of your pencil to achieve a darker tone to add detail and texture.
Pointillism cup
Pointillism (stippling)


I use pointillism when I draw with pen and ink.  But is found widely across the field of art.  It can be used when painting and also with pencil.  It is the technique of using dots close to each other for darker tones and then dots further away from each other for lighter tones.  In painting it is the art of using different colors of short strokes next to each other and when viewed from a distance, an image becomes clear.
Hatch rendering
Hatching & Cross-hatching

Hatching & cross-hatching

Hatching is the use of lines going in the same direction (directional lines).  The denser they are, the darker the tones and the further away from each other, the lighter the tones.  You can also vary the pressure of your pencil to achieve lighter or darker tones.
Cross-hatching is the same as hatching and it is the use vertical lines with overlapping horizontal lines.  (They are also directional, but they cross each other)
Cup with holes in


Scribble is literally scribbling like you did when you were a child.  The best way to go about when scribbling is to keep you wrist relaxed.  You can experiment with the angle at which you are holding your pencil to achieve a different mark as you draw.  Vary the pressure at which you draw and you can overlap your scribbles to get a nice tonal spectrum in your drawing.  Scribble is a great rendering technique for textured objects like the surface or a carpet or tennis ball.

Some of these rendering techniques might sound strange but they work great when you want to apply texture and they are also fun to do.  I recommend that you try all these techniques and most of all enjoy while you are doing it.

Revisiting 1 Pt. Perspective

During our first unit we studied 1 Pt. Perspective. This post is intended to revisit the concepts and provide links for further practice.

Understanding of 1 Pt. Perspective is an important part of  creating 2 dimensional artworks with a sense of distance. It aids in creating the illusion of space.

One Point Perspective Drawing Tutorial – YouTube

Room Tutorial



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