Download Fantasy Fruit with Oil Pastel

Fantasy Fruit with Oil Pastel
Drawing
Watkins Memorial High School
Mrs. Zilly
908
Vegetables In A
Bowl Or The
Gardener
The Lady of
Good Taste
Fruits in a
basket
Vaso
Reversibile
Supplies:
- fruit for reference
- black paper
- oil pastels
- scraping tools
- turpentine
Artists:
Giuseppe Arcimboldo (also spelled Arcimboldi; 1527 - July 11, 1593) was
an Italian painter best known for creating imaginative portrait heads made entirely of
such objects as fruits, vegetables, flowers, fish, and books - that is, he painted
representations of these objects on the canvas arranged in such a way that the whole
collection of objects formed a recognizable likeness of the portrait subject. (Arcimboldo
painted the images at the top of the page)
Carl Warner - At first glance, these images look like painted landscapes,
including towering hills, mad sea and stormy weather in the background.
However, if you look a little more closely you will see that the sea and storm were
made of cabbage, in other photo trees are broccoli and the hills are baked
potatoes. These aren’t paintings but true photos! Also everything you can see in
the photograph is made of real food! Pictures were photographed by Carl
Warner, a photographer who works in London, and who made specialty of these
food landscapes or how I like to call them – ‘foodscapes‘. In recent years he has
been commissioned by many advertising agencies throughout Europe to produce
his distinctive images for clients in the food industry. Each scene is photographed
in layers from foreground to background.
Vocabulary:
Realism- The realistic and natural representation of people, places, and/or things
in a work of art. The opposite of idealization. One of the common themes of
postmodernism is that this popular notion of an unmediated presentation is not
possible. This sense of realism is sometimes considered synonymous with
naturalism.
Illusion- A deceptive or misleading image or idea.
Exaggerate- to extend a part of reality, an example is you can exaggerate a
person’s smile to make it larger then it would appear in real life.
Juxtaposition- The state or position of being placed close together or side by
side, so as to permit comparison or contrast.
Overlap- When one thing lies over, partly covering something else. Depicting this
is one of the most important means of conveying an illusion of depth. (Other
means include varying sizes and placement on a receding plane, along with
linear and aerial perspective.)
Visual Paradox- any person, thing, or situation exhibiting an apparently
contradictory nature.
Fantasy- The creative imagination, or what it produces. Art characterized by
highly fanciful or supernatural elements. From imagined events or sequences of
mental images, such as daydreams to the more psychologically charged
delusions and hallucinations. In psychological criticism, fantasy can be either
creative or adjustive (i.e., compensatory).
Focal Point- The portion of an artwork's composition on which interest or
attention centers. The focal point may be most interesting for any of several
reasons: it may be given formal emphasis; its meaning may be controversial,
incongruous, or otherwise compelling.
Steps:
1. Students practice drawing fruit in pencil in their sketchbook. They are drawing
from actual observation of fruit.
2. Demo for how-to-use oil pastels. Apply pastels to black paper, blend with finger
or blending stump, blend with turpentine and a paint brush, dip your oil pastel in
turpentine for a smooth application. Use a scratch tool to scrap away at the
pastels and create fine detail.
3. Students practice drawing fruit in oil pastel in their sketchbooks.
4. Students sketch out a design in their sketchbook that incorporates fruit and some
fantasy aspect. (look at the examples from the artist Arcimboldo and Warner at
the top of the page.)
5. Students must have sketch approved by teacher, then they can sketch out their
design on black paper and begin adding pastel.
6. BE CREATIVE 
Common Assessment -Art Rubric
There are ____possible points on this project.
Name__________________________________________________
Period_______________
All of the time
4
A majority of the
time
3
Some of the time
Very little evidence
No evidence
2
1
0
Daily Criteria- Process
Consistent work effort: Did the student work on a consistent daily basis?
Ability to listen/follow directions: Was the student quiet and respectful when the teacher
was talking/presenting information? Did the student follow spoken and written directions
on a consistent daily basis?
Ability to work independently: Did the student work independently on a consistent
daily basis?
Positive attitude/respect for peers: Did the student keep a positive attitude on a
consistent daily basis? Was the student polite and respectful to his or her classmates?
Clean-Up: Did the student clean up his or her supplies/work area on a consistent daily
basis?
Work Ethic: Did the student continue to work past the point of thinking they were
finished to make the artwork better?
Points Earned
/24 points
Exemplary
Accomplished
Developing
8
6
4
Very little
evidence
2
Project Benchmarks- Product
Student Growth/Comprehension: Did the student demonstrate an understanding of the
major concepts outlined in this project? Did the student apply this understanding to
promote personal growth in his or her skills, ability, and understanding? Did his or her
finished project fulfill the assignment concept goals? Did the student create an artwork
that incorporates fantasy and fruit in an interesting way?
Artistic Integrity: Did the student create a finished product that contains
original/creative/innovative ideas or concepts? (The artwork should not be a copy of
another work.) Did the student pull from the examples shown in class to create something
new and creative?
Visual Attraction/Complexity: Did the student create a finished product that initially
attracts the viewer to want to see more? Did the artist create a finished product that has
conceptual depth/complexity that allows for a sustaining interest on the part of the
viewer? Interest comes from detail, did the student create detail using the oil pastes? (are
there different textures visible, is there overlapping to create depth?)
Composition/Mechanics: Did the student create a finished product that contains a
dynamic composition based on the proper application of the elements of art and principles
of design? Is the piece balanced, does it have a focal point, does the overlapping and
proper scale enhance the piece or does the exaggeration of size and juxtaposition enhance
the piece?
Craftsmanship: Did the student use craftsmanship with his/her materials (no pencil
lines showing through-smooth application of pastels, no black paper showing through,
evenly applied pastel, no scribbles)?
Technique: Did the student scrap away at the pastel to create fine detail?
Media: Did the student use his/her oil pastels correctly to portray a wide range of values
that coincide with a proper light source?
No evidence
0
Points Earned
Did the student turn in his or her original rubric with the project?
No-4
Yes +4
Did the student turn in his or her project on time? Each day the assignment is late
10% will be deducted from the grade. +4
Final Project Grade
64 total
points