The Fundred Dollar Bills are a part of a social project called Project Paydirt. The artist Mel Chin got the idea when he started to think about the lead in the soil surrounding New Orleans. He asked someone if they could estimate the cost of fixing such an enormous task, what would the cost be? They estimate $300,000,000.00. He figured he couldn't fund-raise that amount of money, but they could make it. So the project began. He has produced blank "fundred" dollar bills and has been trying to get the word out to teachers about the project. Students can draw their idea of a one hundred dollar bill would look like if they were to create it. Each student needs to create one "fundred" dollar bill. After completion these will be sent to a collection center and then brought by armored truck to Congress in exchange for $300,000,000 dollars.
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Grid Assignment
Grid Drawing
Materials:
white blank grids
media boxes
pictures
Terms and Ideas:
• discuss grid as a more “mathematical” approach to drawing
• discuss schemas in relation to drawing (how the mind attaches labels)
Lesson Exercises & Board Directives:
GRID TECHNIQUE
1. Use a ruler to grid LIGHTLY on your drawing paper. Be sure to use the same dimensions as your photo copy. DO NOT ENLARGE
2. Use the small viewfinder and draw only one block at a time, moving left to right, until the subject is finished.
3. Remember to use relationships to the wall of each square when drawing to ensure the line will match the bordering squares.
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Materials:
white blank grids
media boxes
pictures
Terms and Ideas:
• discuss grid as a more “mathematical” approach to drawing
• discuss schemas in relation to drawing (how the mind attaches labels)
Lesson Exercises & Board Directives:
GRID TECHNIQUE
1. Use a ruler to grid LIGHTLY on your drawing paper. Be sure to use the same dimensions as your photo copy. DO NOT ENLARGE
2. Use the small viewfinder and draw only one block at a time, moving left to right, until the subject is finished.
3. Remember to use relationships to the wall of each square when drawing to ensure the line will match the bordering squares.
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Value Unit
Value Unit/ 6-squares
Materials:
newsprint
12” x 18” white drawing paper
media boxes
rulers
Terms and Ideas:
• discuss black and white are values
• discuss blending techniques
• discuss hand shields (avoiding smudges)
• discuss lighting (source of, diffused, etc.)
• introduce eraser as drawing tool (removing value)
Lesson Exercises & Board Directives:
Value is simply the relative darkness or lightness of a color. Black and white are also referred to as “values.” When your draw you utilize value to create the illusion of 3 dimensional space, light, and shape.
GRADIENT
A gradient is simply a series of progressively increasing or decreasing differences. (drawn example)
1. Make (10) 1” squares in a row on a page in you sketchbook, so that you have a 10” x 1” strip.
2. From left to right, create a gradient from absolute white, to absolute black.
3. Use your pencil to make 8 values in-between that show progression from white to black. Each step should be an equal jump from the previous value, to the next.
HATCH, CROSS-HATCH, STIPPLE, & ERASER
1. Pick any simple but interesting object. Be sure it is interesting, as you will be drawing it four times. It can be from your personal belongings, a friend, or from the room.
2. Divide a page in your sketchbook into 4 equal parts.
3. Starting with the upper left square, label them with small lettering H, CH, S, and E
4. (drawn example)
5. Use each respective technique to render the object. Be sure to practice each method as discussed. This is a learning exercise – don’t get frustrated!
6 SQUARES
1. Divide paper into 6 even squares each equal to (6” x 6”) with ruler.
2. Square #1-Cube/shaded
3. Square #2-Sphere/cross-hatch
4. Square #3-Cone/Stipple
5. Square #4-Cylinder/Hatch
6. Square#5 & 6-Free Choice with shading of choice
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Materials:
newsprint
12” x 18” white drawing paper
media boxes
rulers
Terms and Ideas:
• discuss black and white are values
• discuss blending techniques
• discuss hand shields (avoiding smudges)
• discuss lighting (source of, diffused, etc.)
• introduce eraser as drawing tool (removing value)
Lesson Exercises & Board Directives:
Value is simply the relative darkness or lightness of a color. Black and white are also referred to as “values.” When your draw you utilize value to create the illusion of 3 dimensional space, light, and shape.
GRADIENT
A gradient is simply a series of progressively increasing or decreasing differences. (drawn example)
1. Make (10) 1” squares in a row on a page in you sketchbook, so that you have a 10” x 1” strip.
2. From left to right, create a gradient from absolute white, to absolute black.
3. Use your pencil to make 8 values in-between that show progression from white to black. Each step should be an equal jump from the previous value, to the next.
HATCH, CROSS-HATCH, STIPPLE, & ERASER
1. Pick any simple but interesting object. Be sure it is interesting, as you will be drawing it four times. It can be from your personal belongings, a friend, or from the room.
2. Divide a page in your sketchbook into 4 equal parts.
3. Starting with the upper left square, label them with small lettering H, CH, S, and E
4. (drawn example)
5. Use each respective technique to render the object. Be sure to practice each method as discussed. This is a learning exercise – don’t get frustrated!
6 SQUARES
1. Divide paper into 6 even squares each equal to (6” x 6”) with ruler.
2. Square #1-Cube/shaded
3. Square #2-Sphere/cross-hatch
4. Square #3-Cone/Stipple
5. Square #4-Cylinder/Hatch
6. Square#5 & 6-Free Choice with shading of choice
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Line Unit
Line Unit
Materials:
newsprint
media boxes
Terms and Ideas:
• discuss definitions
• discuss difference between outline contour, and cross contour
• discuss line “emotion”
Lesson Exercises & Board Directives:
line n. 1. The path traced by a moving point. 2. A thin continuous mark, as that made by a pen, pencil, or brush applied to a surface. 3. A real or imaginary mark positioned in relation to fixed points of reference. 4. A border, boundary, or demarcation. 5. A contour or an outline. 6. Any of the marks that make up the formal design of a picture.
con•tour n. 1. a. The outline of a figure, body, or mass. b. A line that represents such an outline. (drawn example)
OUTLINE CONTOUR
1. Pick a view of the room that includes at least three classmates. Pay attention to how the contour lines of one mass interacts with another.
2. Draw only the outline (outside lines) of each figure, body, or mass. If several small masses are in proximity to each other – treat them as one mass. (drawn example)
3. Fill your entire paper. Do NOT work extremely small and centered on your paper.
CROSS CONTOUR
Cross contour drawings are when you draw every line that you see in a study. The only thing a cross contour line drawing lacks, when compared to a normal drawing, is the use of value. (drawn example)
CONTINUOUS
Continuous line drawings involve focus. In this style of line drawing you have one simple thing to be sure NOT to do; lift your pencil. A continuous line drawing is exactly that – a continual line that eventually makes up the entire picture. Are you up to the challenge?
(drawn example)
BLIND
Blind line drawings, like continuous line drawings, require focus. These drawings always end up bringing out the laughter, and really aim to push the mind’s ability to envision what it is drawing. For this exercise, your view of your paper will be blocked by a drawing board – held by your partner. Keep in mind the skills you learned while doing the contour and continuous line drawings.
UPSIDE DOWN
Upside down drawing are meant to change our way of thinking by taking a small amount of a drawing at a time, but this time, we are turning the picture upside down and concentrating on the lines shown and taking the drawing piece by piece.
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Materials:
newsprint
media boxes
Terms and Ideas:
• discuss definitions
• discuss difference between outline contour, and cross contour
• discuss line “emotion”
Lesson Exercises & Board Directives:
line n. 1. The path traced by a moving point. 2. A thin continuous mark, as that made by a pen, pencil, or brush applied to a surface. 3. A real or imaginary mark positioned in relation to fixed points of reference. 4. A border, boundary, or demarcation. 5. A contour or an outline. 6. Any of the marks that make up the formal design of a picture.
con•tour n. 1. a. The outline of a figure, body, or mass. b. A line that represents such an outline. (drawn example)
OUTLINE CONTOUR
1. Pick a view of the room that includes at least three classmates. Pay attention to how the contour lines of one mass interacts with another.
2. Draw only the outline (outside lines) of each figure, body, or mass. If several small masses are in proximity to each other – treat them as one mass. (drawn example)
3. Fill your entire paper. Do NOT work extremely small and centered on your paper.
CROSS CONTOUR
Cross contour drawings are when you draw every line that you see in a study. The only thing a cross contour line drawing lacks, when compared to a normal drawing, is the use of value. (drawn example)
CONTINUOUS
Continuous line drawings involve focus. In this style of line drawing you have one simple thing to be sure NOT to do; lift your pencil. A continuous line drawing is exactly that – a continual line that eventually makes up the entire picture. Are you up to the challenge?
(drawn example)
BLIND
Blind line drawings, like continuous line drawings, require focus. These drawings always end up bringing out the laughter, and really aim to push the mind’s ability to envision what it is drawing. For this exercise, your view of your paper will be blocked by a drawing board – held by your partner. Keep in mind the skills you learned while doing the contour and continuous line drawings.
UPSIDE DOWN
Upside down drawing are meant to change our way of thinking by taking a small amount of a drawing at a time, but this time, we are turning the picture upside down and concentrating on the lines shown and taking the drawing piece by piece.
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Elements Book
Elements Book
Materials:
2 sheets of 12 x 12 art paper
Media boxes
Glue Stick
Markers
Terms and Ideas:
Vocabulary included in example sheet
Line, Shape, Form, Texture, Value, Color, Space
Board Directives:
Fold Each sheet of paper in ½ and then diagonally. Fold inward to create a square from the outside. On the second sheet after folding it diagonally, fold diagonal corners back half way. Fold inward. Glue two squares together to make a “book”.
Design the outside cover with the title: “Elements of Design” then write students name also on the cover and have them decorate as they wish.
Label each set of 4 squares as directed by teacher, as instruction is given one square at a time.
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Materials:
2 sheets of 12 x 12 art paper
Media boxes
Glue Stick
Markers
Terms and Ideas:
Vocabulary included in example sheet
Line, Shape, Form, Texture, Value, Color, Space
Board Directives:
Fold Each sheet of paper in ½ and then diagonally. Fold inward to create a square from the outside. On the second sheet after folding it diagonally, fold diagonal corners back half way. Fold inward. Glue two squares together to make a “book”.
Design the outside cover with the title: “Elements of Design” then write students name also on the cover and have them decorate as they wish.
Label each set of 4 squares as directed by teacher, as instruction is given one square at a time.
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