Benchmark Series: Middle School Observational Drawing Includes Descriptive Criteria and Sequential Skill Development To show larger image of artwork click on the thumbnail To return to the “thumbnail” page, click on “click to return” Art Education Fulton County Schools 2009

Emerging Proficient Advanced Benchmarks: MS Observational Drawing

Descriptive Criteria Verbal descriptors of visual benchmarks Describe traits of emerging, proficient and advanced artwork Return to thumbnails

Emerging Traits Attempt at shading but little value range; most values are light Incorrect proportions, angles and ellipses Lack of technical control; irregular, non-unified mark- making; unintentional and tentative line quality Contours not carefully observed; lack of detail and nuances in contour and value observation Poor craftsmanship Does maintain careful observation, draws what “think” they see Little sensitivity to media Value changes not smooth on rounded surfaces and sudden on sharp changes to convincingly show the illusion of 3-D form Negative space is not divided into interesting shapes Weak composition: no border engagement (middle of the page, floating center of interest) Trite subject matter Unconsidered composition point of view not planned Flatness or lack of depth in the development of space Teacher driven projects that do not go beyond the assignment Rely on stylized symbols Artistic VisionCompositional Skill Technical Skill Return to thumbnails

Proficient Traits Close observation of forms and angles Control over media Full range of value (9-step value scale) Values change slowly on rounded forms and suddenly on sharp edges Placement and edges of value shapes create the illusion f 3-D form Line quality is intentional and sensitive to the subject Contours are sensitively observed in both large forms and details Strong awareness of form vs. shape Increased mark making for effect Increased attention to craftsmanship Proportions, size, and shape relationships are mostly accurate Center of interest is planned and value, negative space, objects intentionally lead the viewers eye Full frontal portrait views with correct facial proportions Shallow sense of space Perspective is accurate in objects Negative space is intentionally divided to create interest in the composition Subject matter and composition are carefully considered and selected by student (thumbnails and planning) Projects go beyond the assignment but lack personal expression Willing to take risks with concepts Shows emergence of personal thought and concept and composition Artistic VisionCompositional SkillTechnical Skill Return to thumbnails

Advanced Traits Comfort and control over media and technique showing how far material can be pushed Proportional relationships are accurate Realism is achieved Full range of value accurately observed (rich darks and light lights) Color usage shows purpose Introduction of mixed media Value shape and transitions create the illusion of 3D form Careful observation of contour, value, lighting and surface Variety of mark making and surface texture Negative space is integral part of the composition; interesting division of negative space shapes that lead viewers eye to center of interest Shallow or deep space is intentionally developed Mostly asymmetrical design and space; rule of thirds is successfully used Artist intentionally creates center of interest and paths of movement to direct the viewers eye Emerging personal voice Expressive qualities combine with sensitive observation of objects Artistic VisionCompositional SkillTechnical Skill Return to thumbnails

Sequential Skill Development A listing of skills, related to this benchmark, that should be developed sequentially as the students receive art instruction at the middle school level. VIP: Art History, Criticism, Aesthetics Are Woven Into All Units Return to thumbnails

Middle School Beginning Skill Set Note: Art History, Criticism, Aesthetics Are Woven Into All Units Basic proportion, shading, value development and technical skills Accurate cylindrical forms (parallel top and bottom curves) cubes ( parallel edges), cones ( perpendicular central axis), and how most objects can be seen as variations of basic geometric forms Definition of line and elements of art Introduction to contour and gesture drawing Overlapping and basic composition skills Understanding the difference between drawing what you see and what you think you see: Learning to see as an artist Beginning still life observation with one or two objects Expectation of craftsmanship Media specific techniques

Return to thumbnails Middle School Intermediate Skill Set Greater understanding of perspective, space and depth Attempts at foreshortening even if not totally successful Definite light source in composition Value development and a greater range of values Values are broken into shapes or linear concepts Render object (s) with 5 values Sense of depth with accurate overlapping Contour line sensitivity Center of interest placed off center: rule of thirds Thumbnails with viewfinders Understanding of pencil pressure (hold in middle, amount of squeeze in hand affects tone)

Middle School Advanced Skill Set Mastery and extension of all previous topics and add: Return to thumbnails Off centered focal point Full range of value Use of color for expression Cast shadows and reflections are mostly successful Correct use of perspective Superior understanding of space Formal and informal composition Principles are evident and purposeful in composition Advanced awareness of composition Proportional accuracy or intentional distortion Positive/negative space awareness Render an object with 9 values (full range of values) Blending development Personal voice is emerging

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