ARt Journals
Dear 7th grade artist; here are some great examples of some very creative art journals. Remember that the theme to our cover is " It's all about me". I look forward to learning more about each and everyone of you and am excited to see all ways in which you create a visual expression of yourself. Remember, there is no pressure for perfection as none of us are perfect. I only ask that you relax and enjoy the process of art making. Once our cover is finished we will build our sketchbook. This project is due Monday, January 11th. Below is a link to a blog that has a great deal of information about art journaling. Enjoy!
http://daisyyellowart.com/abstract/art-journaling-101.html
http://daisyyellowart.com/abstract/art-journaling-101.html
FUNky Vases
7th grade Jardine artist; for the next week we are going to working on a project that will focus on the combined studying of line symmetry, contour line, shape, value, and space. I found this lesson from a fantastic middle school art teacher who teaches in Italy. I believe that this lesson is a great first lesson as it covers many of the elements of art we have recently been introduced to.This lesson can be found on the following link.
http://arteascuola.com/2016/01/vases-strangely-shaped/#comment-66063
http://arteascuola.com/2016/01/vases-strangely-shaped/#comment-66063
TESSELLATIONS and M.C. Escher
This week 7th grade students are building upon their understanding of symmetry, space, and will be learning how to manipulate shapes to create a tessellation.
Tessellation: any pattern made of repeating shapes that cover a service completely without overlapping or leaving any gaps.
Tessellations can be made by following three mathematical rules.
References:
www.mcescher.com/Gallery/gallery-recogn.htm
www.worldofsecher.com/contest/
Tessellation: any pattern made of repeating shapes that cover a service completely without overlapping or leaving any gaps.
Tessellations can be made by following three mathematical rules.
- Shifting the position of a shape: in math it is referred to as translation.
- Rotation of a shape to a new position.
- Reflection: flipping a shape over so it looks like a mirror reflections of itself.
References:
www.mcescher.com/Gallery/gallery-recogn.htm
www.worldofsecher.com/contest/
Clay Gargoyles
resources:
http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=QXX6A58&
http://www.dcsd.org/district.cfm?subpage=541332
The slide share comes from Visual Art Teacher at Harelson Winifred Elementary School
http://www.rcampus.com/rubricshowc.cfm?sp=yes&code=QXX6A58&
http://www.dcsd.org/district.cfm?subpage=541332
The slide share comes from Visual Art Teacher at Harelson Winifred Elementary School
Keith Haring
FREEDOM and Equality through symbolism
Over the coarse of the next couple of weeks, Jardine 7th grade students will explore the notion of art as a form of activism. Through the introduction to the work of Keith Haring, students will learn how symbolism can be used to provoke the viewer. After looking at some of his work, students will apply these concepts of symbolism into their own artwork while reflecting what freedom and equality means to them. In order to really have a meaningful dialog, students will work collaboratively in pairs and create work that expresses each individuals personal expression while centered our a more specific theme.
Lesson:
Summary: Students will work independently and collaboratively to meet a common theme of their group choice. The theme is freedom and equality, and this project is a great project for collaborative planning, group critique and introduction to symbolism.
Option One: hands in the air:
Option Two: your own creative idea!
These works will be on display, in our school, and throughout our community. This is the one project of the year that you will not get to keep as it will become a legacy piece for the 7th grade. This artwork will become a traveling art exhibit in Topeka!
Objective
Students will:
1. Use a wide variety of art media to express a collaborative art work using drawings, painting, and poetry.
2. Work collaboratively to plan and execute a composition that represents an expression of their own ideas while working to tie it in with a more specific theme. Example: Freedom and equality may be explored in terms of expressing class, racism, religion, gender equality, educational freedoms, freedoms of thoughts, ideas.
3. Understand how to use symbolism in art making.
4. Understand art is a vehicle for discussions and social activism.
Materials
1. Tempera paint, pencil, oil pastels, color pencils,
2. Brushes
3. Large sheets of paper
Steps to setting up and preparing.
1. Day one: introduction, brainstorm big concepts, themes and symbols.
2. Students are given practice paper to draw out their design, they must have one central idea that ties together.
3. Students are given final paper to work on. Each student is creating art based on a collaborated theme. All ideas for final work must be planned out as a group before production begins.
Questions to think about with your partner: What does it mean to have equality and freedom? Are these concepts and ideas the same for everyone? What symbols could you incorporate in your work to express these ideas? What specifically are you going to address under this theme?
20 works will be selected to be on display at the Brown v. Board of Education National Historic Site, Topeka, KS
Refer to the principle of design poster and use some of these design principles in your poster. Things you may consider using in your work.
Silhouettes, symbols, abstraction, text, poetry, words.......GET CREATIVE!
Option One: hands in the air:
Option Two: your own creative idea!
These works will be on display, in our school, and throughout our community. This is the one project of the year that you will not get to keep as it will become a legacy piece for the 7th grade. This artwork will become a traveling art exhibit in Topeka!
Exhibit: April 4 - May 27, 2016
Art Due: March 4 (postmarked)
Theme: “Expressions of Freedom & Equality” Inspired in part by recent immigration and equality issues effecting our country and communities across the world.
Summary: “The story of Brown v. Board of Education, which ended legal segregation in public schools, is one of hope and courage. When the people agreed to be plaintiffs in the case, they never knew they would change history. The people who make up this story were ordinary people. They were teachers, secretaries, welders, ministers and students who simply wanted to be treated equally.” Learn more at http://www.nps.gov/brvb/index.htm
Dream Big Digital Magazine: All submissions will be included in our quarterly magazine.
Art will Not be Returned: Instead, each artwork will be included in The Dream Rocket Project, an ongoing collection of 9,000+ artworks. Eventually, all artworks will be assembled into a giant wrap. This wrap will 'wrap' a full scale replica of the 376' Space Launch System (SLS), NASA's newest mars dream rocket. This will be a public artwork of epic proportions. Thousands of people will have an opportunity to view and enjoy your submissions in the years to come. Read more about this giant public artwork and wrapping the Space Launch System at www.thedreamrocket.com.
Lesson:
Summary: Students will work independently and collaboratively to meet a common theme of their group choice. The theme is freedom and equality, and this project is a great project for collaborative planning, group critique and introduction to symbolism.
Option One: hands in the air:
Option Two: your own creative idea!
These works will be on display, in our school, and throughout our community. This is the one project of the year that you will not get to keep as it will become a legacy piece for the 7th grade. This artwork will become a traveling art exhibit in Topeka!
Objective
Students will:
1. Use a wide variety of art media to express a collaborative art work using drawings, painting, and poetry.
2. Work collaboratively to plan and execute a composition that represents an expression of their own ideas while working to tie it in with a more specific theme. Example: Freedom and equality may be explored in terms of expressing class, racism, religion, gender equality, educational freedoms, freedoms of thoughts, ideas.
3. Understand how to use symbolism in art making.
4. Understand art is a vehicle for discussions and social activism.
Materials
1. Tempera paint, pencil, oil pastels, color pencils,
2. Brushes
3. Large sheets of paper
Steps to setting up and preparing.
1. Day one: introduction, brainstorm big concepts, themes and symbols.
2. Students are given practice paper to draw out their design, they must have one central idea that ties together.
3. Students are given final paper to work on. Each student is creating art based on a collaborated theme. All ideas for final work must be planned out as a group before production begins.
Questions to think about with your partner: What does it mean to have equality and freedom? Are these concepts and ideas the same for everyone? What symbols could you incorporate in your work to express these ideas? What specifically are you going to address under this theme?
20 works will be selected to be on display at the Brown v. Board of Education National Historic Site, Topeka, KS
Refer to the principle of design poster and use some of these design principles in your poster. Things you may consider using in your work.
Silhouettes, symbols, abstraction, text, poetry, words.......GET CREATIVE!
Option One: hands in the air:
Option Two: your own creative idea!
These works will be on display, in our school, and throughout our community. This is the one project of the year that you will not get to keep as it will become a legacy piece for the 7th grade. This artwork will become a traveling art exhibit in Topeka!
Exhibit: April 4 - May 27, 2016
Art Due: March 4 (postmarked)
Theme: “Expressions of Freedom & Equality” Inspired in part by recent immigration and equality issues effecting our country and communities across the world.
Summary: “The story of Brown v. Board of Education, which ended legal segregation in public schools, is one of hope and courage. When the people agreed to be plaintiffs in the case, they never knew they would change history. The people who make up this story were ordinary people. They were teachers, secretaries, welders, ministers and students who simply wanted to be treated equally.” Learn more at http://www.nps.gov/brvb/index.htm
Dream Big Digital Magazine: All submissions will be included in our quarterly magazine.
Art will Not be Returned: Instead, each artwork will be included in The Dream Rocket Project, an ongoing collection of 9,000+ artworks. Eventually, all artworks will be assembled into a giant wrap. This wrap will 'wrap' a full scale replica of the 376' Space Launch System (SLS), NASA's newest mars dream rocket. This will be a public artwork of epic proportions. Thousands of people will have an opportunity to view and enjoy your submissions in the years to come. Read more about this giant public artwork and wrapping the Space Launch System at www.thedreamrocket.com.
Digital Photography
Students will be learning how to take a digital photograph using the i pad or smart devise. We focused on this introduction as students will be expected to document their work for our future portfolios.
Intro to digital photography:
I can explain what photography is.
Part 1: What is digital photography?
Photography involves capturing images with a camera. These images can be of just about anything, including people, places, animals, objects, or events.
Digital Photography uses bitmaps
Think of these things when taking photographs. These four things makes something art.
Message: With this, I do not mean a social commentary, something extraordinarily profound, but a meaning encoded into the photograph is essential.
Intention: The choices (see next) the photographer has made will be clearly visible in the photograph, and be so consistently. This separates the accidental snapshots from artistic expressions
Choice: It conveys the choices the photographer has made, not only in choosing the elements in the structure of the photograph, but also choosing a particular frame, or other intentional artistic choices made such as saturation, or contrast in lighting.
Technique: technical excellence. If the photographer wanted to make the image look faded, distressed, torn, or otherwise manipulated
The content makes it fine art. AKA The elements of art and the principles of design.
what types of jobs someone who does photography can do, and why people engage in photography?
The median hourly wage for photographers was $13.70 in May 2012. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $8.42, and the top 10 percent earned more than $32.21.
Portrait photographers take pictures of individuals or groups of people and usually work in their own studios. Photographers who specialize in weddings, religious ceremonies, or school photographs may work on location.
Commercial and industrial photographers take pictures of various subjects, such as buildings, models, merchandise, artifacts, and landscapes. These photographs are used for a variety of purposes, including magazine covers and images to supplement analysis of engineering projects. These photographs are frequently taken on location.
Aerial photographers use planes or helicopters to capture photographs of buildings and landscapes. They often use gyrostabilizers to counteract the movement of the aircraft and ensure high-quality images.
Scientific photographers focus on the accurate visual representation of subjects and limit the use of image manipulation software for clarifying an image. Scientific photographs record scientific or medical data or phenomena. Scientific photographers typically use microscopes to photograph subjects.
News photographers , also called photojournalists, photograph people, places, and events for newspapers, journals, magazines, or television. In addition to taking still photos, photojournalists often work with digital video.
Fine arts photographers sell their photographs as artwork. In addition to technical knowledge, such as lighting and use of lenses, fine arts photographers need artistic talent and creativity. Most use traditional silver-halide film instead of digital cameras.
University photographers serve as general photographers for academic institutions. They may be required to take portraits, document an event, or take photographs for press releases. University photographers are found primarily in larger academic institutions, because smaller institutions often contract with freelancers to do their photography work.
WITH SHOULDER PARTNER, discuss what type of photography jobs sound most interesting to you.
Rules and expectations: No selfies, no group photos. If you use your phone for any other reason than how we are using it, you lose your privilege to use phone.
NOW IT'S TIME TO PULL OUT OUR PHONES…….
I can frame and create a photograph for my portfolio.
STEP ONE; Setup high resolution
STEP TWO: Think about your lighting
STEP THREE: Stabilize your camera
STEP FOUR: Get close
STEP FIVE : Practice rule of thirds
Take lots of photos, try new filters!!!!
VOCABULARY
Light= Patterns, Shades,
F-stop = Quantitative measure of lens speed.
Depth of Field = Depth of field is the distance within a photograph that appears sharp, while the areas in front of and beyond this point begin to appear blurry. In traditional DSLR photography you can easily control your depth of field through the adjustment of the aperture.
Rule of thirds: http://digital-photography-school.com/rule-of-thirds/
Part 3: Composing a Shot for my electronic portfolio
Focusing on the entire frame, make sure the lighting is good and shoot.
What do all of these terms mean? What do they look like? How does shot composition affect the overall appearance of the photo. Each student will work to achieve a greater understanding.
Criteria of photographs
3 photos from the shoe pile
3 from the still life
1 landscape/ cityscape ( This will be taken outside of school)
1 photo for all 2D works
2 photos of 3D work. One from front, one from the back
NO SELFIES!!
The selfie is documentation, it is communication, it is self-representation — but not inherently art. Its value lies within its ability to capture any and every moment of our lives with convenience, and its power lies within the mass use of social media as a communicative tool for constructing one’s identity.
I can take a photos with my my smart phone or ipad and upload to a file on my google site.
1. Go to https://drive.google.com & sign in to your account. If you don't have an account, then create one.
2. Download "Google Drive App" on your iPad from the Apple App store & launch it.
3. Tap the "Google Drive App" on your iPad.
4. Tap the "+" button located at the top-right corner of the screen.
5. Select "Upload Photo or Video".
6. Click "Camera Roll".
7. "Camera Roll" window opens up & select the photos (which you want to upload)
8. Click "Upload" button.
Grading Rubric:
Is the image clear?
Did you make good use of lighting?
Is it clear that you as the artist considered your massage, technique, choice and intention?
Did you take time to digitally edit your photo to make your work look its best?
Resources:
http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=5204
http://smartphones.wonderhowto.com/inspiration/10-photography-tips-for-mastering-your-camera-phone-0128865/
http://www.keptlight.com/fine-art-photography/
https://www.digitalmediaacademy.org/teen-summer-camps/summer-tech-camps-for-teens/introduction-to-digital-photography/
Intro to digital photography:
I can explain what photography is.
Part 1: What is digital photography?
Photography involves capturing images with a camera. These images can be of just about anything, including people, places, animals, objects, or events.
Digital Photography uses bitmaps
Think of these things when taking photographs. These four things makes something art.
Message: With this, I do not mean a social commentary, something extraordinarily profound, but a meaning encoded into the photograph is essential.
Intention: The choices (see next) the photographer has made will be clearly visible in the photograph, and be so consistently. This separates the accidental snapshots from artistic expressions
Choice: It conveys the choices the photographer has made, not only in choosing the elements in the structure of the photograph, but also choosing a particular frame, or other intentional artistic choices made such as saturation, or contrast in lighting.
Technique: technical excellence. If the photographer wanted to make the image look faded, distressed, torn, or otherwise manipulated
The content makes it fine art. AKA The elements of art and the principles of design.
what types of jobs someone who does photography can do, and why people engage in photography?
The median hourly wage for photographers was $13.70 in May 2012. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $8.42, and the top 10 percent earned more than $32.21.
Portrait photographers take pictures of individuals or groups of people and usually work in their own studios. Photographers who specialize in weddings, religious ceremonies, or school photographs may work on location.
Commercial and industrial photographers take pictures of various subjects, such as buildings, models, merchandise, artifacts, and landscapes. These photographs are used for a variety of purposes, including magazine covers and images to supplement analysis of engineering projects. These photographs are frequently taken on location.
Aerial photographers use planes or helicopters to capture photographs of buildings and landscapes. They often use gyrostabilizers to counteract the movement of the aircraft and ensure high-quality images.
Scientific photographers focus on the accurate visual representation of subjects and limit the use of image manipulation software for clarifying an image. Scientific photographs record scientific or medical data or phenomena. Scientific photographers typically use microscopes to photograph subjects.
News photographers , also called photojournalists, photograph people, places, and events for newspapers, journals, magazines, or television. In addition to taking still photos, photojournalists often work with digital video.
Fine arts photographers sell their photographs as artwork. In addition to technical knowledge, such as lighting and use of lenses, fine arts photographers need artistic talent and creativity. Most use traditional silver-halide film instead of digital cameras.
University photographers serve as general photographers for academic institutions. They may be required to take portraits, document an event, or take photographs for press releases. University photographers are found primarily in larger academic institutions, because smaller institutions often contract with freelancers to do their photography work.
WITH SHOULDER PARTNER, discuss what type of photography jobs sound most interesting to you.
Rules and expectations: No selfies, no group photos. If you use your phone for any other reason than how we are using it, you lose your privilege to use phone.
NOW IT'S TIME TO PULL OUT OUR PHONES…….
I can frame and create a photograph for my portfolio.
STEP ONE; Setup high resolution
STEP TWO: Think about your lighting
STEP THREE: Stabilize your camera
STEP FOUR: Get close
STEP FIVE : Practice rule of thirds
Take lots of photos, try new filters!!!!
VOCABULARY
Light= Patterns, Shades,
F-stop = Quantitative measure of lens speed.
Depth of Field = Depth of field is the distance within a photograph that appears sharp, while the areas in front of and beyond this point begin to appear blurry. In traditional DSLR photography you can easily control your depth of field through the adjustment of the aperture.
Rule of thirds: http://digital-photography-school.com/rule-of-thirds/
Part 3: Composing a Shot for my electronic portfolio
Focusing on the entire frame, make sure the lighting is good and shoot.
What do all of these terms mean? What do they look like? How does shot composition affect the overall appearance of the photo. Each student will work to achieve a greater understanding.
Criteria of photographs
3 photos from the shoe pile
3 from the still life
1 landscape/ cityscape ( This will be taken outside of school)
1 photo for all 2D works
2 photos of 3D work. One from front, one from the back
NO SELFIES!!
The selfie is documentation, it is communication, it is self-representation — but not inherently art. Its value lies within its ability to capture any and every moment of our lives with convenience, and its power lies within the mass use of social media as a communicative tool for constructing one’s identity.
I can take a photos with my my smart phone or ipad and upload to a file on my google site.
1. Go to https://drive.google.com & sign in to your account. If you don't have an account, then create one.
2. Download "Google Drive App" on your iPad from the Apple App store & launch it.
3. Tap the "Google Drive App" on your iPad.
4. Tap the "+" button located at the top-right corner of the screen.
5. Select "Upload Photo or Video".
6. Click "Camera Roll".
7. "Camera Roll" window opens up & select the photos (which you want to upload)
8. Click "Upload" button.
Grading Rubric:
Is the image clear?
Did you make good use of lighting?
Is it clear that you as the artist considered your massage, technique, choice and intention?
Did you take time to digitally edit your photo to make your work look its best?
Resources:
http://www.digitalwish.com/dw/digitalwish/view_lesson_plans?id=5204
http://smartphones.wonderhowto.com/inspiration/10-photography-tips-for-mastering-your-camera-phone-0128865/
http://www.keptlight.com/fine-art-photography/
https://www.digitalmediaacademy.org/teen-summer-camps/summer-tech-camps-for-teens/introduction-to-digital-photography/
Building our google site
Today we are creating our E portfolios.
What is a portfolio?
Why do we have to have one?
Objectives:
Steps to creating your site.
Go to https://sites.google.com/a/tps501.org/mrs-latham1/ to see an example of what I am looking for.
501 Artfolio
Discussion points:
Nine Elements - Digital Citizenship
Videos
How to create an electronic portfolio.
https://youtu.be/nqbibjtgIZ8
Great examples of my students work!
sites.google.com/a/tps501.org/zoe-caryl/
https://sites.google.com/a/tps501.org/dylan-c/home
https://sites.google.com/a/tps501.org/kaydee-votaw/home
https://sites.google.com/a/tps501.org/cole-m/home
https://sites.google.com/a/tps501.org/americka-w/home
What is a portfolio?
Why do we have to have one?
Objectives:
- I can create a web site.
- I can write an artist statement that reflects where I am as an artist.
- I can upload photos to my site in order to show my personal growth both short and long term.
- I can understand and demonstrate digital citizenship.
Steps to creating your site.
- Go to google sites and long in.
- Click on browse the gallery
- Type 501_artfolio in search window and click select
- Name your site Your First & Last Name
- Push Create
- Click on the pencil to edit each page. Make sure each page is complete.
- Upload your photos to the galleries; tessellation, and funky vases in 2d.
- Upload images of gargoyles and coil pots
- Include pictures of photography. One still life and one shoe photo.
- Write your artist's statement. It must be at least one full complete paragraph.
Go to https://sites.google.com/a/tps501.org/mrs-latham1/ to see an example of what I am looking for.
501 Artfolio
Discussion points:
- Their invisible audience – many students choose to set their digital portfolios to be limited to users on our school’s GoogleApps domain. However, that means that everyone in our community who has an account can access student work. Eportfolios can be viewed by students, teachers, administrators, parents, and anyone with access to a username/password. This should influence students to write informatively without oversharing, and place emphasis on grammar and spelling.
- Appropriate commenting – write a comment that is specific and/or can initiate a discussion. Something like, “I liked your use of color” or “I see you painted a guitar. Do you play any other instruments?” Constructive criticism such as “ I am curious as to why you chose this specific color green, It doesn’t work for me because it doesn’t go well with the rest of your color scheme.”
- Digital citizenship and having a sound understanding of creative commons, permission, and giving credit to others for their work.
- Inserting an image by linking to the URL of the image online rather than taking a screen snapshot or dragging a copy of the image to the desktop. By using the URL, students can simply point to something else online. The alternative is to copy/take/steal a version of it which is tantamount to theft (depending on how the work is licensed).
Nine Elements - Digital Citizenship
Videos
How to create an electronic portfolio.
https://youtu.be/nqbibjtgIZ8
Great examples of my students work!
sites.google.com/a/tps501.org/zoe-caryl/
https://sites.google.com/a/tps501.org/dylan-c/home
https://sites.google.com/a/tps501.org/kaydee-votaw/home
https://sites.google.com/a/tps501.org/cole-m/home
https://sites.google.com/a/tps501.org/americka-w/home
One Point Perspective/ names
LESSON PLAN OBJECTIVE:
I CAN CREATE SPACE AND MAKE 3D LETTERS ON A 2D PLANE USING ONE POINT PERSPECTIVE.
I CAN APPLY ONE POINT PERSPECTIVE TO BLOCK LETTERS AND OR GRAFFITI.
MATERIALS
PENCIL COLOR PENCIL, PENS, SHARPIES PAPER RULER
VOCABULARY: One point perspective, vantage point, horizon line, space, 3d, 2d,
OPTION 1: BLOCK LETTERS CREATE EVENLY SPACED BOXES ACROSS YOUR PAGE.
USE THE ENTIRE BOX TO MAKE LETTER
PLACE YOUR VANTAGE POINT ON THE BOTTOM OF THE PAGE AND DRAW LINES FROM CORNERS OF LETTERS TO THE VANTAGE POINT.
SELECT YOUR COLORS AND USE VALUE TO COLOR IN THE LETTERS.
OPTION 2: WILDSTYLE GRAFFITI
LENGTHEN LETTERS: START WITH LETTER AND THEN ABSTRACT IT TO HAVE CURVES.
ADD ARROWS.
PLACE YOUR VANTAGE POINT ON THE BOTTOM OF THE PAGE. MAKE SURE THAT YOU DO NOT EXTEND YOUR LINES ALL THE WAY TO THE VANTAGE POINT.
INSTEAD, EXTEND LINE ¼ TO ½ INCH AND THEN STOP AND PLACE THE PARALLEL LINES TO COMPLETE THE SQUARE.
COLOR THE WHOLE PAGE. THINK ABOUT YOUR USE OF VALUE.
Resources
http://www.studentartguide.com/articles/one-point-perspective-drawing
One point perspective.jpg
http://prezi.com/llf1qa3n4p77/?utm_campaign=share&utm_medium=copy&rc=ex0share
I CAN CREATE SPACE AND MAKE 3D LETTERS ON A 2D PLANE USING ONE POINT PERSPECTIVE.
I CAN APPLY ONE POINT PERSPECTIVE TO BLOCK LETTERS AND OR GRAFFITI.
MATERIALS
PENCIL COLOR PENCIL, PENS, SHARPIES PAPER RULER
VOCABULARY: One point perspective, vantage point, horizon line, space, 3d, 2d,
OPTION 1: BLOCK LETTERS CREATE EVENLY SPACED BOXES ACROSS YOUR PAGE.
USE THE ENTIRE BOX TO MAKE LETTER
PLACE YOUR VANTAGE POINT ON THE BOTTOM OF THE PAGE AND DRAW LINES FROM CORNERS OF LETTERS TO THE VANTAGE POINT.
SELECT YOUR COLORS AND USE VALUE TO COLOR IN THE LETTERS.
OPTION 2: WILDSTYLE GRAFFITI
LENGTHEN LETTERS: START WITH LETTER AND THEN ABSTRACT IT TO HAVE CURVES.
ADD ARROWS.
PLACE YOUR VANTAGE POINT ON THE BOTTOM OF THE PAGE. MAKE SURE THAT YOU DO NOT EXTEND YOUR LINES ALL THE WAY TO THE VANTAGE POINT.
INSTEAD, EXTEND LINE ¼ TO ½ INCH AND THEN STOP AND PLACE THE PARALLEL LINES TO COMPLETE THE SQUARE.
COLOR THE WHOLE PAGE. THINK ABOUT YOUR USE OF VALUE.
Resources
http://www.studentartguide.com/articles/one-point-perspective-drawing
One point perspective.jpg
http://prezi.com/llf1qa3n4p77/?utm_campaign=share&utm_medium=copy&rc=ex0share