rubric gallery

Student's were assigned to draw a picture of a still life in pencil then using a warm or cool color palette use watercolors. The students were asked to use the methods of glazing to create value in the work. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write blogs throughout their project. They were asked to comment on what they learned through the unit and share image on their blog posts

Student's were assigned to graph and draw a pet portrait using pencil . They had a total of 5 classes to complete it. Students were to demonstrate their understanding of value, line, and blending. Student were also asked to present their work at the highest level of craftsmanship.

Student's had a an independent project based on another artist. Students had to create a composition that was able to emulate the style of any artist of their choice. Students will be graded on over all composition, connection with style of the artist of their choice, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.

Student's were assigned to recreate the mirror half of a celebrity portrait. Students were asked to use the methods of blending and crosshatching to create value in the work. Student were also asked to create this composition with limited use of line.

Student's had to create a work of their design where they used the techniques of Pointillism.

Student's were assigned to draw a picture of a still life in pencil then using a warm or cool color palette use watercolors. The students were asked to use the methods of glazing to create value in the work. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write blogs throughout their project. They were asked to comment on what they learned through the unit and share image on their blog posts

Student's had a an independent project based on another artist. Students had to create a composition of landscape. Using learned blending techniques, perspective, and design principles. Students will be graded on over all composition, class spent in and out of the classroom, progress in their skill/design level, and their critique that is posted on their blog.

Student's had a an independent project based on a topic they wanted to explore. Students had to create a composition that was able to express their interest. Students will be graded on over all how they expressed their interest, composition, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.

Students were assigned to draw the stairs that lead to the Hendrix Chenault Theater balcony. This is their second project grade, 100 points. This work demonstrates the student's understanding of everything we have learned so far this semester. They were to apply the clock method, create an image from their perspective, a reference image, and have the artwork be proportional.

Students were assigned to draw the entrance of the Hendrix Chenault Theater. This is their first project grade, 100 points. This work demonstrates each student's understanding of everything we have learned so far this semester. They were to apply the clock method, create an image from their perspective, apply shading, and have the artwork be proportional.

Students had to create a work using design and pattern to define 8 different color families. They included, analogous, warm, cool, complementary, split complementary, double split complementary, monochromatic, and neutral color schemes.

Student's continued in their education of perspective by applying it to real life. Students were assigned to draw an area of the Upper School. Students were to demonstrate their understanding of one point perspective.

Critique for Drawing

Student's had a an independent project based on being an expert on a topic. Students had to create a composition that was able to express their interest. Students will be graded on over all how they expressed their interest, composition, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.

Student's were assigned to graph and draw a picture of their choosing using pastels . They had a total of 7 classes to complete it. Students were to demonstrate their understanding of color, blending, and brush strokes of original artists.ply the clock method, use a blending tool, and have artwork be proportional. Student were also asked to present their work at the highest level of craftsmanship. Students were also asked to write two blogs one at the beginning and one at the end of their project. They were asked to comment on what they learned through the unit and share image on their blog posts

Student's had a an independent project based creating a work that included at least 10 canvases. Using learned blending techniques, perspective, and design principles. Students will be graded on over all composition, class spent in and out of the classroom, progress in their skill/design level, and their critique that is posted on their blog.

Students continue in their education of perspective by applying it to real life. Students were assigned to draw the Lobby of the Upper School . They had a total of 5 classes to complete it. Students were to demonstrate their understanding of two point perspective and use of the clock method. They were to apply the clock method, use a blending tool, and have artwork be proportional. Student were also given a whole class period and an opportunity to take artwork home to bring it to the highest level of craftsmanship. Students were also asked to keep a daily blog and they were sent images throughout the stages of their artwork. They were asked to comment on what they learned that day and share image on their blog posts

Student's had a an independent project based on one of their classes that they are taking at Lovett. Students had to create a composition that was able to express their connection to what they were learning in class. Students will be graded on over all composition, connection with message to the artist, class spent in and out of the classroom, progress in their skill/design level, their critique and blog journal.

Physics and Art intersect to evaluate student understanding of physic principles of motion and force in a visual arts format that also shares student understanding of rhythm and movement in composition.

Physics and Art intersect to evaluate student understanding of physic principles of motion and force in a visual arts format. This format shares student understanding of rhythm and movement in composition.