Art Foundation II
Learning Targets
LINE
3 Stand 1- obj. 1a. practice using beginning drawing skills – such as blocking in, stick figures, drawing action
or gesture of a figure
3 Stand 1- obj. 1b. using simplified forms to begin drawing more complex forms
3- Line a. create a picture using variety of line pattern – give art work a title.
3- Line b. combine organic and geometric line to create simple repetitive pattern
3- Line c. create combinations of line designs and/or simple repetitive patterns.
3- Line d. Relate line patterns to actual designs seen in surroundings/ nature.
3- Line e. combine different line designs to make complex patterns
3- Line f. Observe the variations found in the outside edges (contour line) of objects
3- Line g. Experiment with multiple lines within the object to show pattern and depth
3- Line h. Create line designs showing overlapping, depth and correct proportional sizes.
3- Line i. Use structural lines to show the interior features of objects
3- Line j. Emphasize line quality by using a variety of basic characteristics
3- Line k. Combine contour line and organic repetitive line pattern to decorate an animal (bug wings, fish …)
3- Line l. Expression - Listening to music use contour line design and organic line to express an important
idea … write a short story about it.
4-Line a. Depth - Make drawings with multiple objects with overlapping and accurate size relationships
4-Line b. Practice using some of the characteristics of line to illustrate the outside contours of edges of objects
4-Line c. Use line designs and structural lines to show self-expression in the interior of an object.
4-Line d. Analyze body, objects movement, mimic the motion using flowing gestural lines
4-Line e. Emotion - Experiment with how music changes the line variety and mood.
4-Line f. Incorporate characteristics of line focusing on line quality
4-Line g. Create a contour line drawing with objects running off the paper. Create areas of interest and
develop unique line designs
SHAPE
3- Shape a. recognize mathematical proportions of geo. Shapes in class room and environment
– practice making secondary shapes with and without a ruler.
3- Shape b. Practice shape building while duplicating animal picture or photo
3- Shape c. Practice making geo. forms out of geo. shapes with and without a ruler (add 3-D forms)
3- Shape d. represent all 5 geometric forms (sphere, cone, cube, cylinder, pyramid) in a drawing
3- Shape e. make creatures using geo shapes and secondary shapes.
​4-Shape a. Distinguish between pos. shape and the neg. shape (space) surrounding it
4-Shape b. Create a work of art emphasizing neg space and pos. space.
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TEXTURE
4 Stand 1- obj. 1 e. Observe and render the details of real objects with a high degree of accuracy;
e.g., veins in a leaf, wrinkles in a cloth, mortar between brick, ridges in bark.
3- Texture b. Observe implied textures in book illustrations ore sculptures
3- Texture c. Mimic textures in art work.
3- Texture e. Place actual drawn textures within a contour line drawing.
4-Texture a. Observe examples of implied texture in comic books
4-Texture b. Practice using combinations of lines, dots, and shapes and value to make the illusion of common textures
(brick, grass, wood, scales, fur, feathers, hair, pebbles...)
4-Texture c. Use implied texture techniques to add interest to hair, clothing of a cartoon character
4-Texture e. Depth – Fading: use visual textures that diminish in the background to show the illusion of depth.
4-Texture f. Depth / Unity – using line, shape, and color practice making large and detailed texture in the foreground
(close objects) and less in the background
COLOR
3 Stand 1- obj. 1 A using complementary color schemes
3 Stand 1- obj. 1 B making one color dominate
3 Stand 2- obj. 2 C create art using contrast to create a focal point.
4 Stand 2- obj. 2 A. Alter the intensity of any color by adding white/black/gray to it.
4 Stand 2- obj. 2 B. Create dominance in an art piece by adding gray to all the colors but one.
3- Color a. identify colors in a simplified color wheel showing primary and secondary colors
3- Color b. Value - Use black or white to darken or lighten a color
3- Color c. Darken secondary colors with their compliments (red by green, blue by orange, yellow with violet)
3- Color d. Emotional effects of color - Compare and contrast old masters use of color to impact the emotional feel of
the painting
3- Color e. Emphasis - Use contrasting color to create a center of interest
3- Color f. Emotional - Use color to represent mood while listening to music
4-Colors a. Label and color in all colors in a color wheel
4-Colors b. Recognize primary, secondary and tertiary colors in art, nature
4-Colors c. Emphasis - show in artwork how artists use complimentary colors to create an emphasis area
4-Colors d. Darken secondary colors with compliments
4-Colors e. Value - Create a color value contrast by adding white and black to lighten and darken colors.
4-Colors f. Use the power of color to symbolize the power of an emotional idea.
4-Colors h. Emphasis – practice how to use contrasting colors to emphasis objects using one or two main colors to
cover the back ground and the main object a contrasting color.
4-Colors i. Emphasis – using cool or warm colors as the background create emphasis on objects by coloring them in
the opposite scheme. (ocean with orange fish swimming by)
4-Colors j. Emotion / expression – choosing a specific emotion or word to use as a theme in create a mood picture
while listening to music.
4-Colors k. Emphasis / value – create and emphasis in a picture by changing the value of colors or darkening a color
by mixing in its complement.
SPACE/FORM
​3 Stand 1- obj. 1 E depth – objects smaller with less detail the farther back
3 Stand 2- obj. 2 D create a work of art using all the space
4 Stand 2- obj. 1 c. Analyze how artists have varied the space divisions to create a more interesting composition.
4 Stand 2- obj. 1 a. Discuss how height placement creates an illusion of depth in artworks.
4 Stand 2- obj. 2 a. Depth - Draw the base of a distant object higher up on the drawing page than the bases of objects
that are meant to be in the foreground.
PERSPECTIVE
4 Stand 1- obj. 1 a. Draw objects from a specific perspectives; e.g., directly beneath, bird's-eye view, below, from the
level of the surface upon which it sits.
VALUE
4 Stand 2- obj. 1 b. Determine the overall value key for several significant works of art.
4 Stand 2- obj. 2 b. shading - Portray a consistent light side closest to the light source and dark side opposite the
source of light in artwork.
4 Stand 3- obj. 1 b. Examine the overall value key of significant works of art and relate the key of each work to a mood.
SHADOW
​3 Stand 1- obj. 1 G cast shadows – source of light
4 Stand 1- obj. 1 c. Portray cast shadows as having shapes different from the objects that cast them.
(long/short, fat/skinny)
4-Shadow a. study how direct light striking an object will create highlights and the area directly opposite will be dark.
4-Shadow b. Study and display the direction of light and how it creates highlights and shadows (object and cast)
4-Shadow c. Make light and dark side to an object
4-Shadow d. Study how cast shadow change length at different times of day.
4-Shadow e. Create drawings indicating the direction of light source and a time of day by creating light /dark side and
cast shadows.
4-Shadow f. Compare shapes of objects to their shadows shapes.