CHUCK CLOSE PORTRAITS
Chuck Close - A Portrait in Progress
Chuck Close - Note to Younger Self
Chuck Close - Working With a Grid
Dove - Real Beauty - Self Esteem
Chuck Close - A Portrait in Progress
Chuck Close - Note to Younger Self
Chuck Close - Working With a Grid
Dove - Real Beauty - Self Esteem
EXTENSION IDEAS...
BIG IDEA: Students will create portraits in the style of artists Chuck Close while using the grid system.
ESSENTIAL QUESTIONS: Why might creating art in the style of a world renowned artists be relevant to my own learning?
KEY KNOWLEDGE and UNDERSTANDING:
Students will learn about an artist from history. After viewing various artworks by the artist and discussing his artwork, students will create artworks in a similar style.
Students will translate value into color in the creation of a portrait (or image) in the style of Chuck Close.
Students will learn about abstract art. After a group discussion about abstraction including how the artist Chuck Close evolved from a Photo Realist to an Abstract artist, and viewing various examples of student works using the grid, students will be asked to first practice using the grid to alter a composition and then create a full scale artwork based on what they have learned.
DESIGN PROCESS:
Introduction: Discussion of bio and vocabulary relevant to the assignment
1. Take a photograph - portrait (head and shoulders) of high contrast·
2. Enlarge to 11x17- make 2 copies (one for a back up)
3. Using the grid provided, center and staple an 11x17 paper to the front and trace the grid following the guidelines of the teacher. Draw grid using ruler - being careful to insure lines are straight.
4. Using another 11x17 paper trace the contours and shadows of the face from the Xeroxed copy – color mapping. When approved make a Xeroxed copy for a back up).
5. Concentrating on the value of a square in the photograph replicate the value in the corresponding square on their drawing. “See” the value and not get lost in line or object. This is an exercise in seeing and perception.
6. Create a variety of textures using line - develop some strong areas of contrast - some patterns will have solid areas of black. Some areas will have a very faint texture/line quality.
7. Each grid block should be looked at as a small “work of art”. You may want to over their experiment on scrap paper.
8. Each square will have a circle or two and a dot on a flat color background. By looking at the photo determine the values needed in that square and start laying in background colors for the squares.
9. Be sure to study your work from a distance from time to time as you work. Critique when finished - How does your work compare to the work of Chuck Close?
REAL WORLD CONNECTIONS:
Chuck Close breaks a portrait down into a systematic way and takes one bight size piece at a time to not be overwhelmed by the whole. It is interesting to learn how he evolved from a Photo Realist into an abstract artist over the years while struggling with learning and physical disabilities. Students begin to see the decisions that abstract artists make are intentional and well thought out and all part of the design process. Everything he has created comes from hard work and the process itself, as he says, "Inspiration is for amateurs".
EVALUATION:
Did student show an awareness and understanding of the work of chuck Close? What qualities in Chuck Close did they admire?
Did they develop understanding in scale and proportion by studying the work of chuck close?
Did student successfully use the ruler to make a grid and enlarge a photograph to scale?
Did student perceive value and reproduce that using line, texture and pattern? Did they develop contrast for interest?
EXTENSIONS:
Create as many portraits of one person in may different styles: fingerprints, ripped up paper, collage, charcoal, doodles of black, pixel computer image, oil pastel, pencil, etc.
Create a LARGE scaled portrait
Work as a group and create large scale portrait
Create self portrait with out tracing using the grid system
ESSENTIAL QUESTIONS: Why might creating art in the style of a world renowned artists be relevant to my own learning?
KEY KNOWLEDGE and UNDERSTANDING:
Students will learn about an artist from history. After viewing various artworks by the artist and discussing his artwork, students will create artworks in a similar style.
Students will translate value into color in the creation of a portrait (or image) in the style of Chuck Close.
Students will learn about abstract art. After a group discussion about abstraction including how the artist Chuck Close evolved from a Photo Realist to an Abstract artist, and viewing various examples of student works using the grid, students will be asked to first practice using the grid to alter a composition and then create a full scale artwork based on what they have learned.
DESIGN PROCESS:
Introduction: Discussion of bio and vocabulary relevant to the assignment
1. Take a photograph - portrait (head and shoulders) of high contrast·
2. Enlarge to 11x17- make 2 copies (one for a back up)
3. Using the grid provided, center and staple an 11x17 paper to the front and trace the grid following the guidelines of the teacher. Draw grid using ruler - being careful to insure lines are straight.
4. Using another 11x17 paper trace the contours and shadows of the face from the Xeroxed copy – color mapping. When approved make a Xeroxed copy for a back up).
5. Concentrating on the value of a square in the photograph replicate the value in the corresponding square on their drawing. “See” the value and not get lost in line or object. This is an exercise in seeing and perception.
6. Create a variety of textures using line - develop some strong areas of contrast - some patterns will have solid areas of black. Some areas will have a very faint texture/line quality.
7. Each grid block should be looked at as a small “work of art”. You may want to over their experiment on scrap paper.
8. Each square will have a circle or two and a dot on a flat color background. By looking at the photo determine the values needed in that square and start laying in background colors for the squares.
9. Be sure to study your work from a distance from time to time as you work. Critique when finished - How does your work compare to the work of Chuck Close?
REAL WORLD CONNECTIONS:
Chuck Close breaks a portrait down into a systematic way and takes one bight size piece at a time to not be overwhelmed by the whole. It is interesting to learn how he evolved from a Photo Realist into an abstract artist over the years while struggling with learning and physical disabilities. Students begin to see the decisions that abstract artists make are intentional and well thought out and all part of the design process. Everything he has created comes from hard work and the process itself, as he says, "Inspiration is for amateurs".
EVALUATION:
Did student show an awareness and understanding of the work of chuck Close? What qualities in Chuck Close did they admire?
Did they develop understanding in scale and proportion by studying the work of chuck close?
Did student successfully use the ruler to make a grid and enlarge a photograph to scale?
Did student perceive value and reproduce that using line, texture and pattern? Did they develop contrast for interest?
EXTENSIONS:
Create as many portraits of one person in may different styles: fingerprints, ripped up paper, collage, charcoal, doodles of black, pixel computer image, oil pastel, pencil, etc.
Create a LARGE scaled portrait
Work as a group and create large scale portrait
Create self portrait with out tracing using the grid system