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Cubism-Shattered image project

Here are some images when you do a Google search for "Shattered Images with Ken Vieth".  Ken Vieth is the author of From Ordinary to Extraordinary and it is a fantastic book containing wonderfully creative art projects for high school students.


The images presented here are representative of the assignment from his book and all copyrights belong to the owners of the art.

Art Core Questions:

Why do artists follow or break from established traditions?

How do created images cultivate appreciation and understanding?

How do images influence our views of each other and the world?

How does making art attune people to their surroundings?

CUBISM

A style of art that stresses abstract structure at the expense of other pictorial elements especially by displaying several aspects of the same object simultaneously and by fragmenting the form of depicted objects (http://www.merriam-webster.com/dictionary/cubism)


A simple way to remember: taking objects, breaking them apart, reassembling to show different points of view simultaneously.

Cubism & Shattered Images



GOAL: To understand and demonstrate the relationship between Cubism and value.


PROCEDURE:

1. Each of the examples has a subject that is broken up by lines and then is shaded with a range of values.

2. Make a list of 5 objects that could be used for your image choice. (This will be handed in.)

3. Now make a list of 5 ways you could "shatter" the image.  Refer to the ways the website examples "shatter" the various subjects: some are broken up with wavy lines, others with straight lines, etc. (This will be handed in.)

4. Choose one of your objects you will use as the base of your project.  In your sketchbook, draw out a minimum of 5 thumbnail sketches to experiment with the effects of line and value. (This will be handed in.)

     Questions to ask yourself as you are doing the thumbnails:

          1. What would shattered glass look like?

          2. What would wavy lines of water look like?

          3. What if I filled in my lines with another set of lines/values (as in the butterfly example)?

5. Once you have chosen a thumbnail sketch to work from begin your drawing.

6. Utilize a wide range of pencil values within your artwork to differentiate between the image and the shatter.  You may need to use several different pencils.


DRAWING REQUIREMENTS:

1. Border: 1/2"

2. Draw out main subject first

3. Draw out the "shatter" that you have chosen to incorporate in your art

4. Wide range of pencil values to differentiate between the image and the shatter



WHAT YOU ARE HANDING IN:

1. List of 5 objects for your image...hand in to Aspen

2. List of 5 ways you could "shatter" the image...hand in to Aspen

3. 5 thumbnail sketches showing how you would experiment with the effects of line and value

4. Finished art: 1/2" border, properly drawn out and shaded as indicated by the above rubric guidelines

CLICK HERE if you need a paper copy of the lesson

Student images: two above from the Scholastic Art Show and the two below are student images from school.