Honors Art Seminar

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Full year

The purpose of this honors art class is to assist students in building a portfolio for college submission and for creating a record of the student's art work.  They can use the work from the past years, preferably from junior and senior years. Students will work some assigned projects: sketchbook assignments of observational drawing, life-drawing, self-portraiture, archtecture drawing for example. Students will also look at college requirements for their applications and work on those projects individually. A large part of the process will be individualized. The group projects will help to make sure that every student has enough variety in their portfolio. It also helps for the purpose of critiques to have some mutual projects.



Curriculum Map

Unit Essential Questions Habits Of Mind Content Skills and Processes Assessment Resources Multicultural Dimension Integrated Learning
Perspective Drawing

Have you learned enough about perspective to draw buildings?

Understanding of perspective skills.

Drawing the buildings to learn the skills necessary to create a perspective drawing.

Viewing the drawing.

Location for drawing.
Paper and drawing materials.

Life Drawing

Why draw the human body?

Why is understanding proportion essential to a successful life drawing?

Why does drawing the skeleton assist life drawing?







Starting with ten, one minute gesture drawings, student will draw the figures.  The quick drawing forces students to focus on the figure and not be self-conscience.

Increase time from five to ten minutes.  Move on up to fifteen minutes or longer as the class needs.

Add lights and introduce shaddow and contrast as students are able.

 Students draw from a model for ninty minutes.

Students view their work and decide the accuracy of proportion, composition and shading when working with the model.

Critique student work as a class.  Have a conversation with the group about proportion and composition.


Use of a professional model from Willamette Models' Guild

Pencil, charcoal, paper

Look at examples of artist life drawing: Degas, Dali, Da Vinci, etc.

The Catlin Gabel Library has many books with examples, or you can use Google Images to search online.



Life drawing imphasizes the similarities but the physical differences between humans.  It is the foundation of working with the human form. 

Integrated learning with science is the most obvious.  We always draw the skeleton which is located within the science building.  We also display the drawings in the science building.

Architectural Drawing

When drawing groups of buildings how does the artist (architect) use one and two point perspective in the same drawing?

How does the architect create different textures of glass, metal, wood, brick?  Can you make those textures?

How does the "City Drawing" help the student learn to discriminate between essential and non-essential information?




Students learn to work with the big picture and detail at the same time.



Careful observation.

Risk taking to take on such a detailed challenge.

Observation of the drawing and the acuracy of the perspective.

Appreciation of different line quality and technique of drawing foliage.


Location of a city landscape.  Some to be suggested by the instructor and later chosen by the class as a group.

Frozen Music by Giddion Bosker

Basic Perspective Drawing A Visual Approach by John Montague

A better understanding of architecture style and cultural differences from one city to another.

A better understanding of how cities are organized.


Architecture integrated with Uban Studies.

Perspecitve drawing integrated with geometry.