Instructor: Mr. Elmore
Unit: Paper
craft
Grade Level: 9-12
Summary:
Students will conceptualize and construct an original character in a 3D paper
craft sculpture. The emphasis of this assignment is to create an original
character that greatly emotes story and emotion.
Resources:
Steps
1.What makes a successful character? (10 points)
Research and
evaluate why a favorite childhood cartoon character is successful. Write
a paragraph that describes what it is about a character that you’re attracted
to. Is it the personality, artistic style, story, objectives and etc. These
details should include the characters disposition, background, friends or
family, colors and environment. Post to blog.
Evaluation:
• Was the
student able to depict in detail the various attributes of the character?
• Was the
student able to identify what characteristics attracted them to this cartoon?
2.Building your characters story – (50 points)
Conceptualize
and write a back-story for a character design. Thinking about the trials and
tribulations of the character as well as how the environment directly affects
them and their evolution.
The following
artist Berni Valenta did 100 cardboard characters using white, black and red
paint. What I want you to notice about these characters is the extreme
personality they emote, and how the viewer can prejudicially construct a
backstory for each one of them.
Students will
answer the following biographical questions to help better direct their focus towards
a clear character design. Please write these in a word document and then copy and paste into a blog post.
Character
development Questions
What is their
name?
Where are they
from?
What is their
gender?
Are they human?
If there are
not human what are they?
What is their
goal in life?
How old are
they?
What are their
strengths?
What are their
weaknesses?
How is their
hygiene?
How much do
they make a year?
What is their
favorite food?
What was the highest
level of education they have completed?
Do they have
any special talents?
Do they have
any prominent features? Scar, nose, chin, hair color, bald spot, missing tooth?
Is there
anything else that we need to know about this character?
Evaluation:
• Was the
student able to create a background story for their character?
• Was the
student successful in analyzing how the environment directly impacted their
characters evolution?
3.Concept sketching a character – chose design template. (50 points)
Begin by either choosing a template from the links provided below, finding your own
template, or engineering your own custom template. Be forewarned that constructing
your own will be more time consuming, but could also yield a more unique and
awesome product.
Once your template is chosen you will design an array of different characteristics styles within the guidelines of your template. For example, if you’re using the Cube Craft template then your head drawings should be framed within a square. While this restricts your overall head shape, it still lends artistic freedom to exaggerating the facial features of your character. Begin drawing out 5 different ways to exaggerate your characters facial features. Next you will need to draw your character's body and accessories twice from multiple angels, such as front, side and back.
Once your template is chosen you will design an array of different characteristics styles within the guidelines of your template. For example, if you’re using the Cube Craft template then your head drawings should be framed within a square. While this restricts your overall head shape, it still lends artistic freedom to exaggerating the facial features of your character. Begin drawing out 5 different ways to exaggerate your characters facial features. Next you will need to draw your character's body and accessories twice from multiple angels, such as front, side and back.
Evaluation:
• Was the
student able to construct an array of different characteristics by exaggerating
the shapes of the facial features?
• Was the
student successful in choosing or engineering a template for their character
design?
• Was the
student capable of staying within the confines of the template and if not, were
they creatively extemporizing the situation?
4.Facial Expressions – Communicating mood.
Google search
"facial expressions" and begin drawing your character with these attributes. Really exaggerate the the angles, sizes and intensity of the expression to enhance the overall aesthetic of the image. Draw this 3 times, and exaggerate the expression more in each drawing.
Evaluation:
• Was the student
successful in captivating all of the emotions in their illustrations?
• Was the student
able to create these illustrated facial expressions in more then one visual
style?
5.Critiques - Post drawings onto blog. At this stage students will seek the advice from their
peers, friends and family. Specifically making inquiries in regards to what
others think, and not just whether they like it or not. It is important to receive feedback from other
individuals other then the teacher because a large audience will be the primary
viewer.
Your post should include the both sets of drawings from posts 3 and 4. You should have a total of 5 different body styles and accessories, and also 3 different exaggerated facial expressions.
Your post should include the both sets of drawings from posts 3 and 4. You should have a total of 5 different body styles and accessories, and also 3 different exaggerated facial expressions.
Evaluation:
• Was the student able to listen to others with an open mind?
• Did the student implement the direct feedback of others, why and
why not?
• Was the feedback received by the students fruitful in any manner?
6.Color Schemes. Begin researching and testing various color schemes
to determine what hues and values will best suit the character and their story.
The teacher will show examples and
lecture on how color schemes play a vital roll in effecting the overall mood,
personality of character and story. Students will begin researching the meaning
of colors and also color schemes. Working with both of these concepts students
shall begin creating a palette of color schemes in their sketchbooks that
annotate their possible directions. Once a few color schemes are narrowed down
students will translate these onto their character.
8.Miniature Maquette.
9.Final Production.
Final Product Grading Criteria
Second Year Student Logo Design Assignment
Second year students will start by jumping into an Adobe Illustrator logo assignment.
Objective: Complete a vector logo design that represents your artistic brand. This logo will be used for watermarking and the cover of your exit portfolio.
Requirements:
1. (10 points) Research "symbolism" or "symbolic images" and also "logos" or "logo designs". Once this is complete I want you to write a comparison between how these two concepts relate. Post this to your personal blog for a grade.
2. (20 points) Compile 5 different logos that you enjoy and explain what the underlying visual style is behind them that you enjoy. Compile all of these logos and post them to your personal blog for a grade.
3. (10 points) Begin writing out a concept map with paper and pencil about your logo and any branching ideas that you have about it. Scan and post this to your personal blog for a grade.
4. (20 points) Start concept sketching 10 ideas that you will eventually run by your classmates and Mr. Elmore. After your critique you will refine these sketches further until a quality logo is produced. Scan and post this to your personal blog for a grade.
5. (10 points) Scan your final logo design drawing and trace over it in Illustrator to create your final vector graphic.
----------------------------------------------------------------------------------------------------------------------------------Objective: Complete a vector logo design that represents your artistic brand. This logo will be used for watermarking and the cover of your exit portfolio.
Requirements:
1. (10 points) Research "symbolism" or "symbolic images" and also "logos" or "logo designs". Once this is complete I want you to write a comparison between how these two concepts relate. Post this to your personal blog for a grade.
2. (20 points) Compile 5 different logos that you enjoy and explain what the underlying visual style is behind them that you enjoy. Compile all of these logos and post them to your personal blog for a grade.
3. (10 points) Begin writing out a concept map with paper and pencil about your logo and any branching ideas that you have about it. Scan and post this to your personal blog for a grade.
4. (20 points) Start concept sketching 10 ideas that you will eventually run by your classmates and Mr. Elmore. After your critique you will refine these sketches further until a quality logo is produced. Scan and post this to your personal blog for a grade.
5. (10 points) Scan your final logo design drawing and trace over it in Illustrator to create your final vector graphic.
Photoshop - Culturally Inspired Digital Painting
The objective of this assignment is to create a digital illustration with a strong cultural meaning. Communicate a topic that reflects your opinion on cultural issues such as war, pollution, social networking, technology, politics and so on.
Look up the piece titled Guernica by Pablo Picasso and write a paragraph in your own words that describes his response to this event. Visually describe how Picasso captivated this event in imagery?
You will now research a contemporary work of art that communicates current societal issues. Write a short essay that describes the artist, the medium, the message and how the artist illustrated it.
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Resources:
Steps
1.
Research and evaluate why a favorite childhood
cartoon character is successful. Write a paragraph that describes the chosen
character in detail. These
details should include the characters disposition, background, friends or
family, colors, objectives and environment. What is it about this character
that you’re attracted to? Is it the personality, style, objectives, story or ect.
- Conceptualize and write a back-story for a character design. Thinking about the trials and tribulations of the character as well as how the environment directly affects them and their evolution. Students will answer the following biographical questions to help better direct their focus on a clear character design.
Character
development Questions
What is their name?
Where are they from?
What is their gender?
Are they human?
If there are not human what are they?
Why are they here?
How old are they?
What are their strengths?
What are their weaknesses?
How is their hygiene?
How much do they make a year?
What is their favorite food?
What was the highest level of education they
completed?
Do they have any special talents?
- Facial
Expressions – Communicating mood.
Look
up facial expressions and draw an array of different facial expressions in various styles.
- Design and plan an array of different characteristics for the visual impact of the character. Experimenting with the line quality and style of the character. At this stage students will begin to find and print inspirational images that they will then paste into their sketchbook. Using the imagery only as reference students can take subtle characteristics from these illustrations or photos and begin implementing them into their own conceptual sketches. The instructor will need to demonstrate and show examples of using simplified shapes in order to communicate complex forms such as those on the face, noses, eyes, ears, and snouts.
- Try out a multitude of facial expressions to aid in conveying personality. Students will begin using a mirror, illustrated and photo reference materials in attaining a proper expression for their character. The characters facial expression is the most critical in regards to captivating viewers, so this will be reworked and refined to perfection.
- Refine
and exaggerate preliminary concepts in order to break out of the
reoccurring design process and create a more original character. Students will now take these preliminary
features and exaggerate the shapes in order to create new original ideas.
This stage is focused on breaking passed getting comfortable with our
first concept and searching for new opportunities and possible avenues to
pursue.
- Ask for critiques from students, friends and family. Making inquiries as in regards to what they think, and not just whether they like it or not. It is important to receive feedback from other individuals other then the teacher because a large audience will be the primary viewer.
- Begin
researching and testing various color schemes to determine what hues and
values will best suit the character and story. The teacher will show examples and lecture
on how color schemes play a vital roll in effecting the overall mood, personality
of character and story. Students will begin researching the meaning of
colors and also color schemes. Working with both of these concepts
students shall begin creating a palette of color schemes in their
sketchbooks that annotate their possible directions. Once a few color
schemes are narrowed down students will translate these onto their
character.
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Begin by re-familiarizing yourself with software
Illustrator
Art logo and watermark for student art portfolio
Photoshop
Digital
Painting
Cube Craft
Construct a paper toy using a pre-existing template.
Cube Craft
Construct a paper toy using a pre-existing template.
3D modeling
5 primitive models out of a cube –
sphere, box, pyramid, cone, cylinder and lego
Independent Project
Character design and animation 2D or 3D – possibly video
game
Environment design – 3D
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