Students develop sketching and drawing skills that can be used to illustrate ideas and enhance design activity. The ability to communicate an idea using a sketch or drawing is a fundamental communication skill.
Foundational Objectives
Note: Other CELs may be emphasized.
| Learning Objectives | Notes |
|---|---|
| 3.1 To sketch and shade a natural form. | Start with pencil sketches. The use of a floodlight to delineate shadows will enhance the observational skills of students. Plants or fruit are good choices for subject matter. Images should be recognizable and demonstrate a sense of proportion and scale. Refer to the Drafting and Computer-Aided Design 10, 20, 30 Curriculum Guide, Module 3 Sketching. |
| 3.2 To sketch and shade a manufactured form. (COM, TL) | Choose a manufactured item that has painted or polished surfaces that reflect light and create highlights. Items should include a variety of shapes, materials, textures and reflective properties. Articles that depict a wide range of contrast provide better subject matter. |
| 3.3 To sketch with soft media, hard media, and wet media. | Examples of soft media are: pencil, charcoal, Conté crayons, or pastels. An example of hard media is a marker. An example of wet media would be ink applied with a brush. Students should be encouraged to keep their sketches monochromatic. Students who are skilled may want to use mixed media. Color harmonies such as monochromatic have been previously studied in the Middle Level Arts Education Curriculum. Students should develop sketches using a variety of media and place these in their portfolio. |
| 3.4 To critique the work of other students in a positive manner. | Students need to learn how to be constructively critical of their work and the work of others. (COM)
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| 3.5 To present their work and discuss it. | Model critiquing: Be sure to emphasize good technique and methods that might improve the image. Initially, discussing work with pairs of students will allow students to practise critiquing work before engaging in a class presentation. Create or locate mats or frames of an appropriate size to display the sketches and drawings. Careful preparation of a presentation often enhances drawings and creates a professional appearance. See the Photography Curriculum 10, 20, 30 Guide, Module 20. Do not allow students merely to say they like something but have them express why they like a design. They must state certain criteria. As part of Resource-based Learning, teachers may wish to invite a professional designer from the community to act as a resource. Students must update their portfolios continuously. |