Cartooning class.
written by Julie R. Neidlinger 1 comments link this post::Here are the documents and examples I used in a two-hour cartooning summer art class in Langdon. The students were in the 6th - 8th grade range.::
About the class: The class was a very basic introduction into cartooning. I did not teach it as a "how to draw" kind of class, but rather, an introduction into things to consider in setting up a one-panel and multiple-panel cartoon. We discussed dialog/thought balloons, character development, use of visual elements to help tell the story (since students tended to try to cram too much dialog in instead of using the images to do that work), and more.
My notes:
- Pre-planning, brainstorming, and class summation
- Cartooning class examples: Diagrams and discussion used on the board and with the students; examples using the worksheets that the students used
Worksheets:
Labels: art lesson, for kids, for teachers, misc projects, project sheet
Copyright (c) Julie R. Neidlinger 7/30/2008 04:49:00 PM
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Oriental Trading Company offers art ideas.
written by Julie R. Neidlinger 0 comments link this postOriental Trading Company, along with offering art supplies, has a blog which contains ideas, projects, and lessons on all things art. Check it out here.
Labels: art lesson, for teachers, links, misc projects
Copyright (c) Julie R. Neidlinger 12/20/2007 02:50:00 PM
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Visual Elements: Point and line.
written by Julie R. Neidlinger 0 comments link this postThough it seems obvious, it is necessary to understand the different kinds of line in order to use line in a powerful way in your art. To often I watched students making short, jerking movements as the sketched the outside of the object they were drawing, using the weakest and most useless kinds of lines possible. With a few simple, powerful lines, the drawing could be fleshed out faster and with more understanding. It is important to understand how to use line and to love line.
Dots
Lines and dots are the primary means of visual communication. A point (dot) is the smallest visual entity - it is an attention getting element. A single dot on the surface grabs our attention, it activates otherwise blank space, and creates a relationship with its surroundings. A point can either be actual or implied. Arrangements of different sized dots (actual or implied) catch our attention and cause us to connect them with our eye - this gives an image movement as our eye follows the dots/points through the picture.
Line
We've been making lines since childhood. Line can be described as the path left by a moving point: a visual path of action. Lines have direction. They may be continuous or broken, thick or thin, consistent or varied in width and direction, static or moving, straight or curved, or any combination of these. Too much of one kind of line in a drawing is uninteresting. Look at this drawing by Van Gogh, and see how varied his lines are. On a flat surface, lines can act as independent elements, define shapes, imply volumes, or suggest solid mass. Lines can be grouped to make patterns or textures or to portray three-dimensional masses or shadows. We "read" the edges of objects in two or three dimensional space as lines.
Quality of Line
The directional force of actual and implied lines can have psychological significance. Horizontal lines, in both nature and art, feel restful and inactive. Vertical lines are lines of poise or attention with potential for action. Combinations of horizontal and vertical lines in a composition provide stability. Diagonal lines imply movement or action. Curving lines are softer than straight lines; we tend to think go curved lines as feminine, and straight lines as masculine.
Outlines vs. Contour Lines
An outline identifies the edge or boundary of a shape, where one shape leaves off and another begins. A contour line describes the edge of a three-dimensional object in space. It indicates the last visible portion of a surface that bends away from the viewer. What's the difference? Look at this image. The outline defines all edges. The contour only defines the edge of the entire object where it "meets" space. It is important to understand the difference. Outlines help clarify and give edges to what you are drawing, but if you rely too heavily on lining every edge, your drawing ends up looking flat and somewhat like you filled in a coloring book page with drawing. Contours add edge, but also let the viewer form the object with their own eyes. You need to use both in your drawings. A bonus: if you really practice drawing things in contour, you will develop a great understanding of three dimensional drawing and will be able to use fewer lines to suggest more.
Implied Lines
Just as you need to use both outlines and contour lines in your drawings, implied lines are also quite necessary. They are lines that aren't actually drawn but seem to connect points of emphasis in a work. They help the viewer's eye to move through your drawing. Look at "I and the Villiage" by Marc Chagall. Do you see how strong his implied lines are? Look at this linear diagram of that same painting. The solid lines show the actual lines, and the dotted lines show the implied lines. The amount of movement in this image is quite strong. It makes it interesting to look at.
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Assignment
1. Practice making a variety of lines in your sketchbook. Fill a page or two with every kind of line you can think of. It is going to look like scribbles, but if you really vary your line quality, it will still look interesting. Things to consider: dark or light lines? thick or thin? straight or crooked? sharp or curvy? and one line made of a variety of qualities in the same line?
2. Practice drawing outlines and contour lines of the same objects/photographs in your sketchbook. Do them more than once. Draw until you feel that you've completely understood the object/photograph. Do a final drawing of one of the objects using outlines, contour lines, and implied lines. Do not do any shading - this is strictly a line drawing.
Questions: Which kind of lines are best used for technical drawings and illustrations? Why? Do you think it is a valid statement when people say: "I can't draw! I can't even draw a straight line!" ?
Labels: art lesson, homework
Copyright (c) Julie R. Neidlinger 10/16/2006 08:28:00 PM
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