Art I: Academic Drawing
In this unit, students focus on developing their skills in value and form, learning how to create depth and realism in their work. They explore different drawing materials, including various pencils and charcoal, to understand their unique effects. After practice exercises, students use the grid method to create a detailed drawing of their choice—either a portrait or a still life. This project helps students build foundational drawing techniques and gain confidence in rendering complex subjects.
Art I: Micrography Drawing / AfriCOBRA
This unit has evolved over time. In my previous school, it was a continuation of the drawing unit, focusing solely on micrography, and the examples shown here are mostly from that version. Currently, I’ve combined micrography with the AFRICOBRA-inspired unit provided by our department chair.
In its updated version, students explore themes from the 1960s Chicago-based AFRICOBRA arts movement, such as the Great Migration, Civil Rights, and Black Power movements. They also learn about color theory and how to apply it effectively in their designs. Working in groups, they create mural-sized paintings, collaborating to ensure cohesive color schemes, patterns, text, and imagery.
The connection between the two projects is the creative use of text as a design element, whether in the intricate details of micrography or the bold messaging of AFRICOBRA-inspired murals. While I didn’t document this unit well last year, I’m excited to share a few examples from that work and update them with what students will create this February as they bring these powerful themes to life.
Art I: Autobiographical Comics
In this unit, students learn to tell their stories through sequential art. We explore Scott McCloud's concepts of transitions, including moment-to-moment, action-to-action, subject-to-subject, scene-to-scene, aspect-to-aspect, and non-sequitur movement, as well as frame, image flow, and the interplay of words and visuals. Students also learn about different types of shots, such as establishing shots, mid-shots, and close-ups, to enhance their storytelling. We study works by artists like Craig Thompson, Layla Ali, Gary Baseman, and Camille Rose Garcia for inspiration, while also learning about shape psychology and character design.
As a comic artist myself, this unit is always a highlight—I love sharing my experiences from Comic Con and Artist Alley, making it both fun and inspiring for my students.
Art I: Monochromatic Painting
This painting unit, shared with me by the chair of the Fine Arts department, has been a fun and engaging way to introduce Art I students to the basics of painting. Students explore different brush types, learn how to mix black and white paint to create a range of values, and practice proper brush techniques. After completing several smaller practice paintings, they move on to create their self-portrait. Students write about their biggest fears or aspirations in life and decide how much they wish to reveal or conceal in their work. It’s been a great way to help students explore painting while encouraging personal expression and creativity.
Art I: 1Point Perspective and Photoshop
In this Art I project, students designed a 1-point perspective drawing of a unique bedroom that reflected their personalities. This was also a Photoshop unit, where students used iPads and styluses to learn essential tools and techniques. The project combined technical skill-building with personal expression, allowing students to create dynamic, meaningful works while mastering perspective drawing and digital art. This project was completed at my previous school, where students had access to these digital resources.
Honors Art II: 2 Point Perspective Futuristic City
In our first Art II unit, students explore perspective drawing, learning to create depth and dimension to make objects appear realistic from different viewpoints. They then research and brainstorm ideas for their ideal or dystopian city, considering future technology, architecture, and transportation. For their final project, they use their perspective skills to create a detailed drawing of their envisioned futuristic city. This unit sets high skill and technical expectations, preparing students for the rigor of IB Art next year. Examples of work from my previous school, where students used iPads, styluses, and Photoshop, are included alongside work from my current school, where students used colored pencils or kept their drawings in black and white.
Honors Art II: Altered Books
This unit introduces students to altered books, transforming existing books into sculptural works of art. Originally developed as a solution to limited art supplies and funding, it has grown into one of my and my students’ favorite projects. The unit pushes students to think outside the box, exploring themes like transformation and storytelling while finding ways to completely reimagine their books. The theme of "relationships" guides their conceptual thinking and creative process. The project connects to IB Art by preparing Art II students to work with broad, open-ended themes.
Honors Art II: Found Poetry & Illustration
In this unit, students explore the creative process through found poetry and illustration, transforming existing texts and images into unique works of art. They will create five poems, each accompanied by a corresponding sketch, carefully considering the tone and narrative for each pair. From these, students will select the strongest piece to further develop into their final project. This year, I have introduced a mixed media scrapbook component to encourage reflective practices and experimentation with materials, providing a stronger bridge to IB Art. Examples include work from this year, which include the new mixed media elements, as well as examples from previous years before this addition.
Honors Art II: Art Nouveau Clay Tiles
In this unit, students explore the Art Nouveau movement by researching artists, analyzing key motifs, and creating original designs inspired by the style. They progress from planning sketches to crafting an Art Nouveau-inspired clay relief tile, enhancing their technical skills and understanding of art history. This project prepares Art II students for IB Art by developing their critical thinking, aesthetic sensibilities, and ability to connect research with creative expression.
Honors Art II: Symbolic Self-Portraits
In this unit, students practice foundational drawing skills, focusing on accurate facial proportions and rendering individual features. We explore self-perception versus external perception themes, analyzing how people view themselves versus how others describe them. Students are introduced to symbolic portrait artists, including Frida Kahlo, Andrea Kowch, Elisa Anfuso, and Kehinde Wiley, and they brainstorm personal symbols, cultural influences, and experiences representing their identity. They analyze these artists' works to understand how symbolism and storytelling are integrated into portraiture. Students then create symbolic self-portraits in a medium of their choice, incorporating meaningful imagery that reflects their identity. Peer reviews and critiques guide them through the creative process, allowing for reflection and refinement of their ideas. This project prepares Art II students for the thematic exploration and self-directed projects they'll encounter in IB Art.
