Visual10


 * ~ Date ||~ Essential Question/Unit Title ||~ Daily Objective ||~ Standard(s) ||~ Activities ||~ Assessments ||~ Resources/Readings ||~ DOK ||~ Special Considerations ||
 * 9/7 || Intro. to Figure Drawing || Discuss the syllabus and the course of study.

Have students turn in their summer assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor Lecture || Participation Summer assignment || Syllabus || 2,3 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || grades 11 and 12 ||  ||   ||   ||   ||   ||   ||   ||
 * 9/8 || Upper school intro. day
 * 9/9 || Intro. to Figure Drawing || Review class critiquing rules

Critique the summer portrait assignment

Assign students homework to write a reflection paper on their summer assignment experience || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided class critique || Participation Summer assignment || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/12 || Intro. to Figure Drawing || Finish critiquing the summer portrait assignment

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided class critique || Participation Summer assignment Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/13 || Exploring the Human hand through Master study drawings || Review the concept of value.

Review pencil drawing and developing value using multiple grades of pencils.

Review creating value scales.

Discuss the master studies drawing concept and why do them in the beginning of figure drawing class.

Have students begin full value drawings of the hand from an Anatomy book of drawings done by master artists || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Lecture Demonstration Discussion Drawing || Participation Value scales Drawing || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/14 || Exploring the Human hand through Master study drawings || Have students work on full value drawings of the hand from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their hand drawing and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critiques || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/15 || Exploring the Human hand through Master study drawings || Have students finish their full value drawings of the hand from an Anatomy book of drawings done by master artists

Have students write a one paragraph reflection on their experience of drawing hands and finish for homework || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Completed full value drawings of hands Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/16 || Exploring the Human arm through Master study drawings || Have students read their reflections about their experience drawing the hand and discuss what they found useful and what they could do to improve their drawings

Have students begin full value drawings of the arm from an Anatomy book of drawings done by master artists

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided discussion Draw || Participation Observation Written reflection Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/19 || Exploring the Human arm through Master study drawings || Have students work on full value drawings of the arm from an Anatomy book of drawings done by master artists

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/20 || Exploring the Human arm through Master study drawings || Have students work on full value drawings of the arm from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their arm drawings and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critiques || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/21 || Exploring the Human arm through Master study drawings || Have students finish their full value drawings of the arm from an Anatomy book of drawings done by master artists

Have students write a one paragraph reflection on their experience of drawing arms and finish for homework || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Completed full value drawings of hands Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/22 || Exploring the Human torso through Master study drawings || Have students read their reflections about their experience drawing the arm and discuss what they found useful and what they could do to improve their drawings

Have students begin full value drawings of the human torso from an Anatomy book of drawings done by master artists || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided discussion Draw || Participation Observation Written reflection Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/23 || Exploring the Human torso through Master study drawings || Have students work on full value drawings of the human torso from an Anatomy book of drawings done by master artists

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/26 || Exploring the Human torso through Master study drawings || Have students work on full value drawings of the human torso from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/27 || Exploring the Human torso through Master study drawings || Have students work on full value drawings of the human torso from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their human torso drawings and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/28 || Exploring the Human torso through Master study drawings || Have students work on full value drawings of the human torso from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their human torso drawings and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/29 || Exploring the Human torso through Master study drawings || Have students work on full value drawings of the human torso from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 9/30 || Exploring the Human torso through Master study drawings || Have students finish their full value drawings of the human torso from an Anatomy book of drawings done by master artists

Have students write a one paragraph reflection on their experience of drawing the human torso and finish for homework

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Written reflection Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/3 || Exploring the Human leg through Master study drawings || Have students read their reflections about their experience drawing the human torso and discuss what they found useful and what they could do to improve their drawings

Have students begin full value drawings of the leg from an Anatomy book of drawings done by master artists

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided discussion Draw || Participation Observation Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/4 || Exploring the Human leg through Master study drawings || Have students work on full value drawings of the leg from an Anatomy book of drawings done by master artists || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation
 * 10/5 || Exploring the Human leg through Master study drawings || Have students work on full value drawings of the leg from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their leg drawings and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/6 || Exploring the Human leg through Master study drawings || Have students finish their full value drawings of the leg from an Anatomy book of drawings done by master artists

Have students write a one paragraph reflection on their experience of drawing the leg and finish for homework || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/7 || Exploring the Human skull through Master study drawings || Have students read their reflections about their experience drawing the leg and discuss what they found useful and what they could do to improve their drawings

Have students begin full value drawings of the skull from an Anatomy book of drawings done by master artists

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided discussion Draw || Participation Observation Written reflection Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/10 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 10/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 10/12 || Exploring the Human skull through Master study drawings || Have students work on full value drawings of the skull from an Anatomy book of drawings done by master artists

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/13 || Exploring the Human skull through Master study drawings || Have students work on full value drawings of the skull from an Anatomy book of drawings done by master artists

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process critique of their skull drawings and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/14 || Exploring the Human skull through Master study drawings || Have students finish their full value drawings of the skull from an Anatomy book of drawings done by master artists

Have students write a one paragraph reflection on their experience of drawing the skull and finish for homework

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/17 || Exploring the Human skull through Master study drawings

Intro. to Skinless Self portrait || Have students read their reflections about their experience drawing the skull and discuss what they found useful and what they could do to improve their drawings

Discuss the proportions of the human face and self portraiture through history.

Students start a full value self portrait planning sketch in sketchbook

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor guided discussion Lecture Draw || Participation Observation Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/18 || Skinless Self portrait || Students work on a full value self portrait planning sketch in sketchbook

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process peer critique of their full value self portrait planning sketch and take notes on what needs work || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer and individual instructor critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/19 || Skinless Self portrait || Students finish a full value self portrait planning sketch in sketchbook

Instructor checking individual progress and answering any questions that students have about their drawings.

Finished artwork is checked and begin a second planning sketch using tracing paper to develop the under structure of the human face || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Individual instructor critiques || Participation Observation Full value planning sketch Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/20 || Skinless Self portrait || Work on second planning sketch of the skinless self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/21 || Skinless Self portrait || Finish second planning sketch of the skinless self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Students start contour drawing of their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Full value skinless self portrait sketch Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/24 || Skinless Self portrait || Have students conduct an in-process peer critique of their contour drawing of their full value skinless self portrait

Students finish the contour drawing of their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Peer critique Draw || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/25 || Skinless Self portrait || Students begin adding value to their final skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/26 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/27 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/28 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 10/31 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process peer critique of their full value skinless self portrait

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer critiques || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/1 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/2 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/3 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/4 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/7 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process peer critique of their full value skinless self portrait

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer critique || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/8 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/9 || Skinless Self portrait || Students work on their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/10 || Skinless Self portrait || Students finish their final full value pencil skinless self portrait drawing on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students write a reflection on their experience drawing their skinless self portrait for homework

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Write reflection || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/11 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/14 || Skinless Self portrait Presentation and Group Critique || Students present their artwork to the class.

Instructor guided group critiques of the skinless self portrait

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Presentation Critique || Participation Observation Critique Skinless self portrait Written reflection || Anatomy: a complete guide for artists By: Joseph Shepard || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/15 || Skinless Self portrait Presentation and Group Critique || Students present their artwork to the class.

Instructor guided group critiques of the skinless self portrait

Students assigned homework to find 3 full body photographs of themselves || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Presentation Critique || Participation Observation Critique Skinless self portrait || Anatomy: a complete guide for artists By: Joseph Shepard || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/16 || Full Body Self Portrait || Instructor lecture on full body human figure proportions and demonstrates how to draw proportionate figures

Students begin sketches of the three pictures they brought in full value || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Lecture Demonstration Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 2,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/17 || Full Body Self Portrait || Students work on full value sketches of the three pictures they brought in

Students conduct peer critiques of the finished full body sketches. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Peer in-process critiques || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/18 || Full Body Self Portrait || Students finish work on full value sketches of the three pictures they brought in

Individual student critique with instructor on the three full body sketches

Instructor demonstration of the grind method to scale up a small image to a larger image surface

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw individual instructor critiques Demonstration || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 2, 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/21 || Full Body Self Portrait || Students begin create a contour pencil sketch of their chosen full body sketch on 18x24 inch paper using the grid method

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/22 || Full Body Self Portrait || Students finish their contour pencil sketch of their chosen full body self portrait on 18x24 inch paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/23 || Full Body Self Portrait || Instructor reviews how to use colored pencils, chalk and oil pastels.

Students work with the art medium of their choice to create their full body self portrait

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw Instructor demonstration || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/24 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/25 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 11/28 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/29 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 11/30 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/1 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/2 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/5 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Have students preform an in-process peer critique of their full color full body self portrait

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer critique || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/6 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/7 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/8 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/9 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/12 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/13 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Have students preform an in-process peer critique of their full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw In-process peer critique || Participation Observation Critique || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/14 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/15 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/16 || Full Body Self Portrait || Students work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/19 || Full Body Self Portrait || Students finish work on their 18x24 inch full color full body self portrait

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/20 || Full Body Self Portrait Presentations and Group Critique || Students present their artwork to the class.

Instructor guided group critiques of the full color full body self portrait || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Presentation Critique || Participation Observation Critique Full color Full body self portrait || Anatomy: a complete guide for artists By: Joseph Shepard || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 12/21 || Full Body Self Portrait Presentation and Group Critique || Students present their artwork to the class.

Instructor guided group critiques of the full color full body self portrait || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Presentation Critique || Participation Observation Critique Full color Full body self portrait || Anatomy: a complete guide for artists By: Joseph Shepard || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Instructor introduces the final project with a class discussion and criteria sheets.
 * 12/22 || Introduce Final Exam Project: Complementary

Instructor lecture on basic color theory with a focus on complementary colors

Instructor demonstration of ink dying paper techniques to create interesting designs, patterns and texture

Students assigned homework to bring in 3-4 facially expressive photo references of themselves by 1/3 || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Lecture Instructor demonstration || Participation Observation || Anatomy: a complete guide for artists By: Joseph Shepard || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students create multiple sheets of colored ink dyed papers
 * 12/23 || Final Exam Project: Complementary

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Ink dye paper || Participation Observation Ink dyed paper Homework || Anatomy: a complete guide for artists By: Joseph Shepard || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || 1/2 || Winter Vacation ||  ||   ||   ||   ||   ||   ||   || Color Collage Expressive Self Portrait || Check homework assignment of 3-4 photo references
 * 12/26-
 * 1/3 || Final Exam Project: Complementary

Students gather in small groups and discuss the photo references and help in the decision on the image for the final artwork

Students create multiple sheets of colored ink dyed papers

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Peer group discussion Ink dye paper || Participation Observation Ink dyed paper Homework ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students start a complementary colored self portrait planning sketch in sketchbook || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation ||  || 3 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work on complementary colored self portrait planning sketch in sketchbook
 * 1/4 || Final Exam Project: Complementary
 * 1/5 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students finish complementary colored self portrait planning sketch in sketchbook
 * 1/6 || Final Exam Project: Complementary

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation Planning sketch Homework ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Individual student critique of planning sketch with instructor
 * 1/9 || Final Exam Project: Complementary

Students begin a contour pencil drawing of final exam project on 18x24 inch paper

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor critique Draw || Participation Observation Critique ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work on contour pencil drawing of final exam project on 18x24 inch paper || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Draw || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Have students conduct an in-process peer critique of their contour drawing of their final exam project
 * 1/10 || Final Exam Project: Complementary
 * 1/11 || Final Exam Project: Complementary

Students finish the contour drawing of their final exam project on 18x24 inch white paper

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || In-process peer critique Draw || Participation Observation Critique ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Instructor demonstration of paper collage techniques
 * 1/12 || Final Exam Project: Complementary

Students begin to collage final exam project with the student made ink dyed paper over the contour drawing || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Instructor demonstration Collage || Participation Observation ||  || 2,3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/13 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/16 || No School ||  ||   ||   ||   ||   ||   ||   ||
 * 1/17 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings.

Assign homework sketches || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/18 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/19 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/20 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings.

Hand in sketchbook homework assignment || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation Homework ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students work to collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/23 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Color Collage Expressive Self Portrait || Students finish their collage final exam project with the student made ink dyed paper over the contour drawing
 * 1/24 || Final Exam Project: Complementary

Instructor checking individual progress and answering any questions that students have about their drawings. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Collage || Participation Observation ||  || 3,4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 1/25 || Final Exam Presentation and Class Critique || Students present their artwork to the class.

Instructor guided group critiques of the final exam project || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 2 (9-12) 1a, 1b, 1c, 1e- VAD 3 (9-12) 1a, 1d || Presentation Critique || Participation Observation Critique Final exam artwork and written reflection ||  || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. ||
 * 1/26 || Final Exams ||  ||   ||   ||   ||   ||   ||   ||
 * 1/27 || Final Exam Presentation and Class Critique || Students present their artwork to the class.

Instructor guided group critiques of the final exam project ||  || Presentation Critique || Participation Observation Critique Final exam artwork and written reflection ||  || 4 || One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Classroom peer and instructor critique || Participation ||  || DOK-4 || Individual critique and written expectation for the day on the board || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Classroom peer and instructor critique || Participation ||  || DOK-4 || Individual critique and written expectation for the day on the board || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 2/1 || Syllabus || Half day course on syllabus and classroom expectations, materials, etc. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor Lecture || Participation ||  || DOK-1 ||   ||
 * 2/2 || Begin Complimentary Grid Project || Students will create a grid on a 2"x2" piece of a greyscale photo. This will be enlarged to 16"x16" as a contour drawing. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2 || Individual critique and written expectation for the day on the board ||
 * 2/3 || Complimentary Grid || Students will finish sketching the contour || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/6 || Complimentary Grid - Technique lesson "water color" || Students will learn the basics of watercolor in order to apply them to the contour sketch in a grid of primary colors || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/7 || Complimentary Grid || Students will paint the grid using the photo for reference and applying the watercolor as if it were a grey tone to each square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/8 || Complimentary Grid || Students will paint the grid using the photo for reference and applying the watercolor as if it were a grey tone to each square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/9 || Complimentary Grid || Students will paint the grid using the photo for reference and applying the watercolor as if it were a grey tone to each square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/10 || Complimentary Grid || Students will learn to use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/13 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/14 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/15 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/16 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/17 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/27 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/28 || Complimentary Grid and lecture on tones with primary and secondary transparent dry media || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square and learn cow transparent colors can combine to create convincing flesh tone || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 2/29 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/1 || Complimentary Grid || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/2 || Complimentary Grid due || Students will use colored pencils to enhance the watercolor using complimentary colors to the original color of the grid square || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/5 || Finish Critiques ||  ||   || Instructor lecture and example || Participation ||   || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/6 || Begin inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/7 || Continue inverse landscape - hang arts night, do arts night bios || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/8 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/9 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/12 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/13 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/14 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/15 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/16 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/19 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/20 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/21 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/22 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/23 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/26 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/27 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/28 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/29 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor lecture and example || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 3/30 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK3 || Individual critique and written expectation for the day on the board ||
 * 4/2 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/3 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/4 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/5 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/6 || Inverse landscape || Students will take a photo of either a landscape or cityscape and invert the color palette using oil pastels They will use the color wheels they have created to do this. After the inverted color is complete, students will generate a positive color, inverse direction piece of the same photo. || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/9 || Inverted Landscape Due || Critique by the class and Instructor as to how well students followed the below criteria:
 * 4/10 || Continue Crit of Inverted Landscape || Critique by the class and Instructor as to how well students followed the below criteria:
 * 4/11 || Begin Hand Triptych || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/12 || Work on Hand Triptych with glass or reflective object || Sketch the following:
 * 4/13 || Work on Hand Triptych with glass or reflective object || Finish sketches of the following:
 * 4/23 || Work on Hand Triptych with glass or reflective object || First media lesson: Chalk Pastel

Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board || Ink points Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-3,DOK-4 || Individual critique and written expectation for the day on the board || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-3,DOK-4 || Individual critique and written expectation for the day on the board ||
 * 4/24 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/25 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/26 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/27 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 4/30 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/1 || Work on Hand Triptych with glass or reflective object || Second Media Lesson: Colored Pencil
 * 5/2 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/3 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/4 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/7 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/8 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/9 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/10 || Work on Hand Triptych with glass or reflective object || Last Media lesson:
 * 5/11 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/14 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/15 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/16 || Work on Hand Triptych with glass or reflective object || Taking the non-drawing hand and a reflective or glass object, students will compose three pictures that will equal one full composition using three separate media and papers || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||  || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/17 || Critique Hand Triptych with glass or reflective object || Peer and Instructor Critique:
 * 5/18 || Critique Hand Triptych || Peer and Instructor Critique:
 * 5/21 || Begin Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/22 || Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/23 || Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/24 || Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/25 || Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||
 * 5/29 || Glass still life graphic study - Final project with power Point of project progression ||  || VAD 1 (9-12) 1a, 1b, 1c, 1d, 2a, 2b, VAD 3 (9-12) 1a, 1d || Instructor example and lecture || Participation ||   || DOK-2,DOK-3 || Individual critique and written expectation for the day on the board ||

One on one help with questions Written notes on the board Writing daily schedule on the board Write homework sketch on the Board. Have students begin full value drawings of the arm from an Anatomy book of drawings done by master artists