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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