Artist in Residency
ACHF Arts Access ACHF Arts Education
Students will be able to identify the various drawing pencils, describe the type of lines each makes, and use appropriate ones to depict various values and lines in their drawings. They will be able to identify the types of lines that make up a drawing (3rd-5th). Students will clearly show feather patterns and value (3rd).The students will accurately estimate the proportions in composing a portrait, and depict at least two textures (4th). Students will use shadows to clearly show 3D form (5th). The students will be able to identify the various drawing pencils, describe the type of lines each makes, and use appropriate ones to depict various values in their drawings. They will be able to identify the types of lines that make up a drawing (3rd-5th). Students will clearly show feather patterns and value (3rd). The students will accurately estimate the proportions in composing a portrait, and depict at least two textures (4th). Students will use shadows to clearly show 3D form (5th). At the close of this residency, students will demonstrate an understanding of how to approach a complicated drawing. They will be learning at least two strategies for beginning a drawing, and it will be easy for the artist and the teachers to determine if the student is effectively using them. The students will know that they can draw their picture upside down to better objectively assess lines and shapes. They will also know that they can cover up" part of the model that they are drawing, and this will allow them to see little bits at a time, which can alleviate the stress of looking at a complicated drawing and trying to figure out where to start work on it. Elementary students love representational drawing, and at the end of this residency, the students will have a folder filled with drawings that are accurate and realistic, and show more detail than they would have noticed before. This experience will give the students confidence and motivation in their artistic abilities, as they will know that there is no drawing that is too hard for them, just some that will take longer to complete. This attitude change comes about after the sequence of sessions will lead the student to see that drawing more realistic and personally satisfying drawings are within their abilities. The artist has personally seen success after similar residencies, and has spoken with teachers and students years later, who have related how much they enjoyed the drawing classes, and that they saved all of the drawing that were produced in the class. This experience of learning that there is a drawing language, and that it can be learned to the point where doing mature-looking drawings is well within reach of anyone who learns it. It is also important to point out that the use of drawing pencils instills in the students a very strong feeling of accomplishment, that they know what kind of pencil they like to do certain kind of job. The artist has overheard students on many occasion discussing which pencil they ought to use, and asking to borrow a certain one from a classmate. Artist will select a class from each grade and assess the final pictures for different elements that apply to that grade level. 3rd: clear feather patterns; 4th: reasonable proportions and two textures; 5th: use of shadows to clearly show 3D effect.; The artist will be selecting a class at each grade level and pulling aside completed final pictures for an assessment. A picture will show success if they have done the following: Clearly showed feather patterns and value (3rd). Accurately estimated proportions in composing a portrait and depicted at least two textures (4th); used shadows to clearly show 3D form (5th). A tally will show what percentage of students met these outcomes. There will be ongoing observational assessments and guidance as they draw. It is expected that a large percentage of the students will have successfully shown growth through their practice of careful observation, seeing demonstrations of the use of line, and using drawing pencils to show value and texture."
For the Third Grade project, the artist pulled out a representative sample of owl drawings from a Third Grade class. Out of twenty one drawings that were presented as complete, it was found that all had depicted accurate feather patterns. (Overlap from one feather to the next). Nineteen had depicted shading on the owl, while two had not included any shading, which had been addressed as a way to show the actual softness that is an adaptive feature of an owl's biology. For the Fourth grade project of self-portraits, out of a representative class of 33, the artist found that 29 showed accurate proportion in the placement of the eyes (halfway in the oval blank), while 4 had places the eyes in a more obvious high placement. Twenty five showed accurate proportions for the nose/mouth (halfway to chin/third of the way to chin). Thirty one of the students were also able to show at least two textures in their drawings using the different drawing tools. This included shiny eyes, various hair textures (straight, curly, and fuzzy), textured knit (clothing), hard/shiny (glasses), and smooth (lips and teeth). The Fifth grade class that drew still lifes that was examined for shadows/value depiction showed that out of 26 students, 22 showed these described aspects in their work. They also were able to show textures (fuzzy, furry, smooth, shiny, bumpy, and rough), in addition to overall value differences in the surface and shadows of the objects in the still life. Overall, the artist found that the majority of students showed growth in awareness of the various features and aspects of the items that were drawn in class, and showed learning in how they depicted appropriate features in the subjects/surroundings that they chose to draw.