Sketch Book Project
8th-12th Grade, 10-11 Weeks, Partial Independent Study
This lesson provides students with the opportunity to work on a continuous sketchbook project. Students will learn how to make a hand-bound book, and will be able to work independently to complete a series of sketches based on a list of prompts.
Relationship to Life
Students in the 7th grade will be studying several subjects in school. All learned information informs future thinking, both consciously and subconsciously. Associations with these subjects can be made from prompts provided by the art teacher that encourage free thinking, imagination, problem solving, emotional expression, and observation.
Children in this stage are concerned with the end product of the art-making process. Children rarely make art for art’s sake- there is a point to production. The children that decide to continue are on the way to creating “adult” art by exploring new media and subjects and by improving basic skills and moving forward. They are encouraged to express their emotional relationship with their work, and thus work from this stage is more expressive than earlier work. Experimentation is an important part of this stage because students are able to explore what media and subject matter they like to work with. At this time, students also begin to work expressively, moving away from strict realistic interpretations of life. Details are studied in depth. Light, value, texture and motion begin to become common aspects of art works.
Problem/Activity Statement
Students are presented with the challenge of creating a hand-bound book that will later be filled with sketches, complete drawings and notes done by the students throughout the school year. Students must complete at least twenty assignments from a list provided by the teacher before the last class. Each individual student should interpret these assignments, as each prompt does not ask for one answer.
Goals
Students should:
Understand: The concept of craftsmanship and the art making processes necessary to design and create their object.
(MACF Standard: 4)
Know: How to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction or symbolism.
(MACF Standard: 5)
Be Able to: apply knowledge of other disciplines in learning in and about the arts
(MACF Standard 10)
Produce/construct an object that enables personal voices.
(MACF Standard: 1)
Create 2D representational artwork from direct observation in order to develop skills of perception, physical coordination and memory of detail.
Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotion.
(MACF Standard: 3)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Use a variety of tools and techniques to apply the formal qualities of art.
Analyze and apply thematic compositional approaches used in other sketchbooks and works of art, and utilize knowledge of other disciplines to inform drawings.
Demonstrate an understanding of ways artists plan and design with sketchbooks.
Attempt to create a unique body of work.
Instructional Concepts
“Sketching is an excellent way to quickly explore concepts. You can sketch for one or two hours and work out multiple possible solutions to the design problem at hand. This is an essential step in the design process. It will save you time to work through concepts on paper before going to the computer. ”
“As long as your sketches are good enough that they capture the necessary elements, drawing skill is unnecessary.”
“Sketching can be used as a journaling activity to record and explore your interests. It can also be used to explore multiple options you could take in a particular design.”
-“The Role of Sketching in the Design Process”, Sean Hodge (2008)
Line can be thick, thin or curved.
Line can be used to invent forms.
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a while.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Emphasis can be achieved through outlining.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Narrative strategies help student artists develop their visual awareness and provide a springboard for personal image making.
Brainstorming helps students work through problems and eliminate challenges before working on their final projects.
Resources and Materials
Materials: Exemplars:
100 lb drawing paper Teacher exemplars
Sewing needles
Thread
Rulers
Bone Folders (Optional)
Pencils
Awls
Decorative paper
Book or matte board
Mixed Media
Spray adhesive
Motivation
The teacher will bring in several examples of their own personal sketchbooks, handmade and store-bought. The teacher will explain the uses of sketchbooks, and the importance sketchbooks have in the creative process. The teacher will show students the teacher exemplar for this project, and explain to students that the teacher will be completing this assignment alongside them. The teacher will describe personal sketching experiences, and use specific examples of professional or famous artists that used sketches to inform production. The teacher will describe the different assignments listed that cover a wide range of topics from which the students may choose at least 20.
Questions
Topic Questions:
Why do you think it is important to use a sketchbook to brainstorm?
Why is it important to draw from life? Why is it important to doodle? Do you think sketching has advantages in developing problem solving skills?
Association Questions:
Have you ever sketched independently? What did you sketch? Why did you sketch?
Do you think sketching would help you in other school subjects? How can sketching help create associations and affirm concepts?
Visualization Questions:
Why might hand-made books be better suited for a sketchbook? Do handmade books seem more precious than store-bought books?
What artists or experiences might inspire you to sketch?
Transition questions:
What Elements and Principles of Design are most important to remember when creating simple sketches? When creating a book?
Procedures
Demonstration
The teacher will first show students examples of personal sketchbooks. The teacher will explain situations, and why creating a sketch was necessary or helpful. The teacher will then show students the project example, and the teacher will go over the list of prompts with the students. The teacher will then walk students step-by-step through the book-making process, starting with tearing paper and creating registers. Students will then measure and poke holes on the folded sides of each register. The class will then choose decorative paper to cover their books. Decorative paper will be adhered to book board, matte board, cardboard, or construction paper. Students will make one hole in the center of the spine of the book with an awl. The teacher will then show students how to thread a needle and tie a knot at the end of the thread. Once all needles have been threaded, the teacher will demonstrate how to bind the book. Binding begins with one register; the needle will be inserted from the inside of the first register and will poke through the register and the cover. The needle will be looped around the top of the book and will be reinserted through the same hole in the same direction. The needle will then make a loop around the bottom of the book, and will pass through the same hole again. To add a register, the thread must double over and make one more loop, this time passing through the middle of the next register. This process should be repeated until all registers have been sewed in. To tie the thread off, tie a knot at the center of the thread on the outside of the book, passing through all loops.
Vocabulary:
Awl- A sharp, pointed metal tool that is used to poke holes through pages and book covers.
Illustration- Imagery that is intended for explanation or adornment. Illustrations are usually used to explain or make something clear, as by examples or analogies.
Narrative- A story or account of events, experiences, or the like, whether true or fictitious.
Register- Individual sections of a bound book comprised of several pages folded together.
Representational art- Art that seeks to portray things seen in the visible world; sometimes called figurative art.
Schematic layouts- Sketches or diagrams of works made for projecting the appearance of a final work.
Sketch- A fast record of observation and thoughts that is intended to plan for a more complete work, or simply an informal drawing.
Distribution
Students will first be given several pieces of drawing paper and rulers. Students that are ready to make their covers will choose from the teacher’s supply of decorative paper and board, and a spray adhesive station will be set up. Students will each be responsible for one needle and awl that must be returned to the teacher by the end of the class, unless a student has special permission to take the needle home. Any materials needed to make drawings will be provided by the teacher in the classroom, but students must use their own supplies to make drawings or entries outside of the art room.
Work period
Lesson 1
On the first day, the teacher will introduce the project, show examples of personal and professional work, and the teacher example for this project. The teacher will then go over the list of prompts and instruct students to complete at least twenty drawings by the end of the school year. The teacher will answer any questions or concerns before instruction. Materials will be handed out to each student, and the teacher will begin to walk the students through the binding process step-by-step. Students will be instructed to fold paper into eighths and rip the paper along the fold lines. Once students have ripped all pages, the students will make registers of three or four pieces of paper. After students have finished creating their registers, they may begin to select decorative paper and board. Students will glue paper to the board and let dry. While the cover is drying, students will poke holes in the folds of each register, and will poke a hole in the same place on the cover. All materials will be clipped together and returned to the class bin.
Lesson 2
On the second day, students must bind their books. The teacher will show students how to thread a needle and knot the thread properly. The teacher will then bind their own example, and walk students through each step. The teacher will help students individually or in small groups as needed. The students may take their books home to finish binding if binding has not been finished by the end of the class.
Lesson 3
The third lesson will allow students to begin working on their sketches, or finish binding if binding was not completed during the previous class. This will be the only lesson in which students are allowed the whole class period to work on drawings for their sketchbooks. Students will have access to the art room library for inspiration, and may use technology to look up images or ideas. Students may also refer to the teacher examples for inspiration. The teacher will inform students that after this class, sketches must be completed on their own, or if assignments are finished early, students may use any extra time to work on their projects. Students must take the list of prompts, and may use the list to check off completed assignments.
Independent Work
Students must complete the remaining assignments independently. Students may work on sketches if other assignments in the art room have been finished early, or if they have a free period. Students may use any materials available in the art room to complete assignments, but students that complete assignments outside of the classroom must use their own materials. The students have until the last day of class to hand in these projects and complete the self-evaluation.
Clean-up
At the end of each class, students must make sure their names are on their projects. If the student has more than one piece to their project, for example, the page and the book covers unattached, the student should store these separate pieces together to avoid losing parts. Materials should be returned to their proper place, and all needles and awls should be returned. Awl distribution will be monitored and double checked by the teacher, but needles are allowed to be signed out.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will remind students of how much time is left before their sketchbooks are due at the end of each meeting. The teacher will review where materials and projects should be put away, and the class will be dismissed.
Evaluation
Students will be evaluated based on completion of the required number of assignments. Each completed prompt is worth five points, and the project will be graded out of one hundred points. Students will also be graded on the ability to complete assignments on time, and the ability to follow directions while binding their books. A self-evaluation will be handed out during the last class in which students must grade themselves in several areas. The teacher will provide their grades alongside the student’s self-evaluation.
Did the students…
Did the students create a hand-bound book?
Did the students rip and assemble several registers?
Did the students cover their books?
Did the students adequately sew their books so that the book does not fall apart?
Did the students choose at least twenty prompts to sketch?
Did the students show care in the completion of these assignments?
Did the students demonstrate creative problem solving skills in interpreting prompts?
Name__________________
Student Evaluation
Teacher Evaluation
Score each section on a scale from 1-5, with one being the lowest score and 5 being the highest.
Were you able to create a hand-bound book that was bound as the teacher instructed? Did your book fall apart?
Did you cover your book?
Were you able to fold and tear your pages neatly? Did you assemble your book using several registers?
Did you make sketches that challenged you?
Did you complete at least twenty sketches from the list of prompts?
Did you complete the assignments by the due date?
Name_______________________________________________________________
Sketch Book Project
Please choose at least 20 of the following ideas for your sketchbook. You may choose more than 20. Each topic must fill at least one page, but each topic may fill an entire spread. Each page should be completed with thought and care. You may use different materials, including but not limited to, pencils, markers, watercolor, collaged paper, etc. Your sketchbooks will be due by Friday, June 7th. Each topic is worth 5 points, adding up to a total of 100 points for the entire project. Extra pages may be completed for extra credit.
____Sketch a dream
____Depict your name in graffiti letters
____Create a map showing a route you take/have taken
____Illustrate a scene from a movie
____Illustrate a scene from a book
____Create a new book cover for your favorite book
____Illustrate a song
____Portray something ugly
____Draw an interior of something
____Recreate a surface texture
____Depict an object melting
____Copy a famous artwork
____Draw a word in the shape of that word, ex: “Apple” would be written in the shape of an apple
____Creep on someone on the T
____An homage to a pet
____Design your dream tattoo
____Show your greatest fear
____Make a self-portrait of yourself in 60 years
____Depict the inside of your refrigerator
____Recreate your lunch
____Make a drawing that is impossible
____Make a drawing that lies
____Depict something that looks sticky
____Depict something that oozes
____Portray your bed
____Draw your eye
____Recreate your favorite sweets
____Depict your shoes
____Represent opposites
____Illustrate what would happen during an alien invasion
____Illustrate your life as a musical
____Create a logo for your rock band
____Draw a close-up of an instrument
____Insert yourself into a famous artwork
____Design your dream mode of transportation (doesn’t have to be a car!)
Relationship to Life
Students in the 7th grade will be studying several subjects in school. All learned information informs future thinking, both consciously and subconsciously. Associations with these subjects can be made from prompts provided by the art teacher that encourage free thinking, imagination, problem solving, emotional expression, and observation.
Children in this stage are concerned with the end product of the art-making process. Children rarely make art for art’s sake- there is a point to production. The children that decide to continue are on the way to creating “adult” art by exploring new media and subjects and by improving basic skills and moving forward. They are encouraged to express their emotional relationship with their work, and thus work from this stage is more expressive than earlier work. Experimentation is an important part of this stage because students are able to explore what media and subject matter they like to work with. At this time, students also begin to work expressively, moving away from strict realistic interpretations of life. Details are studied in depth. Light, value, texture and motion begin to become common aspects of art works.
Problem/Activity Statement
Students are presented with the challenge of creating a hand-bound book that will later be filled with sketches, complete drawings and notes done by the students throughout the school year. Students must complete at least twenty assignments from a list provided by the teacher before the last class. Each individual student should interpret these assignments, as each prompt does not ask for one answer.
Goals
Students should:
Understand: The concept of craftsmanship and the art making processes necessary to design and create their object.
(MACF Standard: 4)
Know: How to describe the kinds of imagery used to represent subject matter and ideas, for example, literal representation, simplification, abstraction or symbolism.
(MACF Standard: 5)
Be Able to: apply knowledge of other disciplines in learning in and about the arts
(MACF Standard 10)
Produce/construct an object that enables personal voices.
(MACF Standard: 1)
Create 2D representational artwork from direct observation in order to develop skills of perception, physical coordination and memory of detail.
Create artwork that employs the use of free form symbolic imagery that demonstrates personal invention, and/or conveys ideas and emotion.
(MACF Standard: 3)
Objectives
Identify and use ideas of one’s self to communicate through art making.
Use a variety of tools and techniques to apply the formal qualities of art.
Analyze and apply thematic compositional approaches used in other sketchbooks and works of art, and utilize knowledge of other disciplines to inform drawings.
Demonstrate an understanding of ways artists plan and design with sketchbooks.
Attempt to create a unique body of work.
Instructional Concepts
“Sketching is an excellent way to quickly explore concepts. You can sketch for one or two hours and work out multiple possible solutions to the design problem at hand. This is an essential step in the design process. It will save you time to work through concepts on paper before going to the computer. ”
“As long as your sketches are good enough that they capture the necessary elements, drawing skill is unnecessary.”
“Sketching can be used as a journaling activity to record and explore your interests. It can also be used to explore multiple options you could take in a particular design.”
-“The Role of Sketching in the Design Process”, Sean Hodge (2008)
Line can be thick, thin or curved.
Line can be used to invent forms.
Color can be used for emphasis in a composition.
Forms can be identified by the use of surrounding objects in the environment.
Forms can be described in relation to parts of a while.
Balance can be achieved through the arrangement of line, shape, color, texture, space, or form within a composition.
Emphasis can be achieved through outlining.
Unity can be achieved through repetition of line, shape, color, texture, space, or form in a composition.
Introducing children to art develops their visual awareness and provides a springboard for personal image making.
Narrative strategies help student artists develop their visual awareness and provide a springboard for personal image making.
Brainstorming helps students work through problems and eliminate challenges before working on their final projects.
Resources and Materials
Materials: Exemplars:
100 lb drawing paper Teacher exemplars
Sewing needles
Thread
Rulers
Bone Folders (Optional)
Pencils
Awls
Decorative paper
Book or matte board
Mixed Media
Spray adhesive
Motivation
The teacher will bring in several examples of their own personal sketchbooks, handmade and store-bought. The teacher will explain the uses of sketchbooks, and the importance sketchbooks have in the creative process. The teacher will show students the teacher exemplar for this project, and explain to students that the teacher will be completing this assignment alongside them. The teacher will describe personal sketching experiences, and use specific examples of professional or famous artists that used sketches to inform production. The teacher will describe the different assignments listed that cover a wide range of topics from which the students may choose at least 20.
Questions
Topic Questions:
Why do you think it is important to use a sketchbook to brainstorm?
Why is it important to draw from life? Why is it important to doodle? Do you think sketching has advantages in developing problem solving skills?
Association Questions:
Have you ever sketched independently? What did you sketch? Why did you sketch?
Do you think sketching would help you in other school subjects? How can sketching help create associations and affirm concepts?
Visualization Questions:
Why might hand-made books be better suited for a sketchbook? Do handmade books seem more precious than store-bought books?
What artists or experiences might inspire you to sketch?
Transition questions:
What Elements and Principles of Design are most important to remember when creating simple sketches? When creating a book?
Procedures
Demonstration
The teacher will first show students examples of personal sketchbooks. The teacher will explain situations, and why creating a sketch was necessary or helpful. The teacher will then show students the project example, and the teacher will go over the list of prompts with the students. The teacher will then walk students step-by-step through the book-making process, starting with tearing paper and creating registers. Students will then measure and poke holes on the folded sides of each register. The class will then choose decorative paper to cover their books. Decorative paper will be adhered to book board, matte board, cardboard, or construction paper. Students will make one hole in the center of the spine of the book with an awl. The teacher will then show students how to thread a needle and tie a knot at the end of the thread. Once all needles have been threaded, the teacher will demonstrate how to bind the book. Binding begins with one register; the needle will be inserted from the inside of the first register and will poke through the register and the cover. The needle will be looped around the top of the book and will be reinserted through the same hole in the same direction. The needle will then make a loop around the bottom of the book, and will pass through the same hole again. To add a register, the thread must double over and make one more loop, this time passing through the middle of the next register. This process should be repeated until all registers have been sewed in. To tie the thread off, tie a knot at the center of the thread on the outside of the book, passing through all loops.
Vocabulary:
Awl- A sharp, pointed metal tool that is used to poke holes through pages and book covers.
Illustration- Imagery that is intended for explanation or adornment. Illustrations are usually used to explain or make something clear, as by examples or analogies.
Narrative- A story or account of events, experiences, or the like, whether true or fictitious.
Register- Individual sections of a bound book comprised of several pages folded together.
Representational art- Art that seeks to portray things seen in the visible world; sometimes called figurative art.
Schematic layouts- Sketches or diagrams of works made for projecting the appearance of a final work.
Sketch- A fast record of observation and thoughts that is intended to plan for a more complete work, or simply an informal drawing.
Distribution
Students will first be given several pieces of drawing paper and rulers. Students that are ready to make their covers will choose from the teacher’s supply of decorative paper and board, and a spray adhesive station will be set up. Students will each be responsible for one needle and awl that must be returned to the teacher by the end of the class, unless a student has special permission to take the needle home. Any materials needed to make drawings will be provided by the teacher in the classroom, but students must use their own supplies to make drawings or entries outside of the art room.
Work period
Lesson 1
On the first day, the teacher will introduce the project, show examples of personal and professional work, and the teacher example for this project. The teacher will then go over the list of prompts and instruct students to complete at least twenty drawings by the end of the school year. The teacher will answer any questions or concerns before instruction. Materials will be handed out to each student, and the teacher will begin to walk the students through the binding process step-by-step. Students will be instructed to fold paper into eighths and rip the paper along the fold lines. Once students have ripped all pages, the students will make registers of three or four pieces of paper. After students have finished creating their registers, they may begin to select decorative paper and board. Students will glue paper to the board and let dry. While the cover is drying, students will poke holes in the folds of each register, and will poke a hole in the same place on the cover. All materials will be clipped together and returned to the class bin.
Lesson 2
On the second day, students must bind their books. The teacher will show students how to thread a needle and knot the thread properly. The teacher will then bind their own example, and walk students through each step. The teacher will help students individually or in small groups as needed. The students may take their books home to finish binding if binding has not been finished by the end of the class.
Lesson 3
The third lesson will allow students to begin working on their sketches, or finish binding if binding was not completed during the previous class. This will be the only lesson in which students are allowed the whole class period to work on drawings for their sketchbooks. Students will have access to the art room library for inspiration, and may use technology to look up images or ideas. Students may also refer to the teacher examples for inspiration. The teacher will inform students that after this class, sketches must be completed on their own, or if assignments are finished early, students may use any extra time to work on their projects. Students must take the list of prompts, and may use the list to check off completed assignments.
Independent Work
Students must complete the remaining assignments independently. Students may work on sketches if other assignments in the art room have been finished early, or if they have a free period. Students may use any materials available in the art room to complete assignments, but students that complete assignments outside of the classroom must use their own materials. The students have until the last day of class to hand in these projects and complete the self-evaluation.
Clean-up
At the end of each class, students must make sure their names are on their projects. If the student has more than one piece to their project, for example, the page and the book covers unattached, the student should store these separate pieces together to avoid losing parts. Materials should be returned to their proper place, and all needles and awls should be returned. Awl distribution will be monitored and double checked by the teacher, but needles are allowed to be signed out.
Closure
The teacher will go over what should have been accomplished by the end of the class, and what will be expected of each student during their next meeting. The teacher will remind students of how much time is left before their sketchbooks are due at the end of each meeting. The teacher will review where materials and projects should be put away, and the class will be dismissed.
Evaluation
Students will be evaluated based on completion of the required number of assignments. Each completed prompt is worth five points, and the project will be graded out of one hundred points. Students will also be graded on the ability to complete assignments on time, and the ability to follow directions while binding their books. A self-evaluation will be handed out during the last class in which students must grade themselves in several areas. The teacher will provide their grades alongside the student’s self-evaluation.
Did the students…
Did the students create a hand-bound book?
Did the students rip and assemble several registers?
Did the students cover their books?
Did the students adequately sew their books so that the book does not fall apart?
Did the students choose at least twenty prompts to sketch?
Did the students show care in the completion of these assignments?
Did the students demonstrate creative problem solving skills in interpreting prompts?
Name__________________
Student Evaluation
Teacher Evaluation
Score each section on a scale from 1-5, with one being the lowest score and 5 being the highest.
Were you able to create a hand-bound book that was bound as the teacher instructed? Did your book fall apart?
Did you cover your book?
Were you able to fold and tear your pages neatly? Did you assemble your book using several registers?
Did you make sketches that challenged you?
Did you complete at least twenty sketches from the list of prompts?
Did you complete the assignments by the due date?
Name_______________________________________________________________
Sketch Book Project
Please choose at least 20 of the following ideas for your sketchbook. You may choose more than 20. Each topic must fill at least one page, but each topic may fill an entire spread. Each page should be completed with thought and care. You may use different materials, including but not limited to, pencils, markers, watercolor, collaged paper, etc. Your sketchbooks will be due by Friday, June 7th. Each topic is worth 5 points, adding up to a total of 100 points for the entire project. Extra pages may be completed for extra credit.
____Sketch a dream
____Depict your name in graffiti letters
____Create a map showing a route you take/have taken
____Illustrate a scene from a movie
____Illustrate a scene from a book
____Create a new book cover for your favorite book
____Illustrate a song
____Portray something ugly
____Draw an interior of something
____Recreate a surface texture
____Depict an object melting
____Copy a famous artwork
____Draw a word in the shape of that word, ex: “Apple” would be written in the shape of an apple
____Creep on someone on the T
____An homage to a pet
____Design your dream tattoo
____Show your greatest fear
____Make a self-portrait of yourself in 60 years
____Depict the inside of your refrigerator
____Recreate your lunch
____Make a drawing that is impossible
____Make a drawing that lies
____Depict something that looks sticky
____Depict something that oozes
____Portray your bed
____Draw your eye
____Recreate your favorite sweets
____Depict your shoes
____Represent opposites
____Illustrate what would happen during an alien invasion
____Illustrate your life as a musical
____Create a logo for your rock band
____Draw a close-up of an instrument
____Insert yourself into a famous artwork
____Design your dream mode of transportation (doesn’t have to be a car!)