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The last two weeks we have been painting our Haida inspired masks. Pupils really enjoyed this task but found it difficult to get the edges as crisp as they wanted on top of the modrock. I think they have all grasped the Haida design well and with a little refining I think these will look fab!
This lesson we chose our spirit animal and began modifying our masks. Pupils designed their mask and then got stuck in building it. We used recycled materials to build our features and when we are happy we will continue building on it with mod rock. Will keep you posted with the outcomes.
Learning Intention: to apply line and shape skills to a 3D form.
Exceeding: I can accurately use formline to create a performative mask in the style of the Pacific North West First Nations.
Extended: I can effectively interpret the style of the Pacific North West First Nations into a performative mask.
Expected: I can interpret the style of the Pacific North West First Nations into a sculpture.
Emerging: I can create an animal mask.
We are learning to: Accurately recreate the proportions, colour, value and texture of a painting.
This lesson we divided up images to recreate as a collaborative class project. Students each took ownership of one section of their painting and used the triangular gridding method we did in class last lesson. I am really excited to see how these turn out and was really impressed with how well students worked together to make sure their images aligned and were accurate.
The next stage was accurately mixing the colours for their section of the painting. This proved more difficult but we are getting there and students realised by working together they could combine knowledge of what worked well and what colours were the most successful combinations.
Most drawing manuals and websites out there talk about the square-by-square method of gridding an image. I decided to use a different method during this lesson with year 7 students. I found it takes a little while to get the hang of it - dealing with triangles and rectangles at the same time instead of just simple squares can get confusing - but it can be useful on detail. I subsequently found this is the method used by many master artists, at least in France.
1. You start with your original image.
2. You draw two diagonals from corner to corner of your image. If your image is not a perfect square or rectangle, or even if it is a shape like a circle, draw a square or rectangle around it to make your diagonals.
3. Now you draw vertical and horizontal lines dividing the image in quarters, so that everything intersects in the middle.
4. Do the same thing to create your second grid that you will transfer into.
5. You may already have segmented enough to be able to get to work copying the drawing.
6. If see that part of the drawing you are copying has more detail than in other parts. you can develop the segmenting so you can really get those details accurate.
7. So I do the same routine in that smaller rectangle in just that part of the drawing - diagonals, vertical, horizontal - to create 8 new smaller triangles within that rectangle, along with 4 new smaller rectangles. It will be easier to get the detail accurate in the copy, because you will be dealing with smaller pieces of the drawing. If you want even more detail, you just choose one of the smaller rectangles and do it yet again.
I thought this worked really well to transfer the image to create our finished portraits and will developing this to scale up a drawing of one of the great masters next lesson.
Pupils should be taught to develop their creativity and ideas, and increase proficiency in their execution. They should develop a critical understanding of artists, architects and designers, expressing reasoned judgments that can inform their own work.