Unit 1A: The Element of Line |
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Line, Tape & Art
Central Question: What kind of imagery can be achieved with line-drawing and what kind of imagery can be achieved with value-based drawing?
Objectives
As a result of the assignment students will be able to:
1. Work collaboratively to produce an image.
2. Have students think about linear drawing versus value based drawing.
3. Give students an awareness of the formal qualities of their drawing.
4. Transform a space with content related to that space.
5. Draw with tape on a life-scale.
Evidence of Success:
1. The drawing is created in a cohesive manner with each member representing an equal and participatory role. The image is a balanced collection of independent and collaborative work.
2. The drawing shows an awareness of the differences between drawings made with outlines and drawings that have value.
3. The students show a capacity to understand that value through line can direct the viewer’s attention to certain parts of the drawing, and to understand illusions of space and depth in a drawing.
4. The drawing is well proportioned to the space it exists in and has content that is accessible and related to the space.
5. The students show capacity for ripping, curving and changing line quality. Drawings will be related to life-scale.
Equipment/Supplies:
Low-adhesive drawing tape
Central Question: What kind of imagery can be achieved with line-drawing and what kind of imagery can be achieved with value-based drawing?
Objectives
As a result of the assignment students will be able to:
1. Work collaboratively to produce an image.
2. Have students think about linear drawing versus value based drawing.
3. Give students an awareness of the formal qualities of their drawing.
4. Transform a space with content related to that space.
5. Draw with tape on a life-scale.
Evidence of Success:
1. The drawing is created in a cohesive manner with each member representing an equal and participatory role. The image is a balanced collection of independent and collaborative work.
2. The drawing shows an awareness of the differences between drawings made with outlines and drawings that have value.
3. The students show a capacity to understand that value through line can direct the viewer’s attention to certain parts of the drawing, and to understand illusions of space and depth in a drawing.
4. The drawing is well proportioned to the space it exists in and has content that is accessible and related to the space.
5. The students show capacity for ripping, curving and changing line quality. Drawings will be related to life-scale.
Equipment/Supplies:
Low-adhesive drawing tape
Tape Art Extraordinaires:
MARK KHAISMAN "Layering tape, and even peeling it off, gives me a strange satisfaction. The only explanation for it I can offer comes from the Eastern cultural perception of the self as an onion, according to which if you peel off the outer layers of the onion you find more layers underneath. It makes you want to peel off more, and more, and more to find the pit, but when you finally peel it off to the very last layer you are left with nothing. I do it in reverse, but the feeling that it is only the different direction of the same process feels liberating." Find out more about Mark... ERIKA IRIS SIMMONS Erika works with line in multiple medias, including old cassette tapes and in 2010 collaborated with director Ethan Lader to help produce the hit music video for the Bruno Mars song “Just the Way You Are.” The video has received over 300 million views on youtube. Learn more about Erika... More Tape Art Examples |
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