Sketch
For this project, you will follow a series of prompts to complete your artwork. Do not look ahead at the next prompt and do not skip a prompt. This exercise is meant to stretch your creative thinking and problem-solving skills.
First, decide on the type of balance that you want to start with-- symmetrical, asymmetrical, or radial.
After you have chosen the type of balance you will use, get out your supplies. You will need:
- 1 sheet of 18”x24” pastel paper in any color
- 2. A variety of dry marking media – pencils, colored pencils, markers, pens, oil pastels, chalk pastels, or crayons (Tip: Do not mix pastels with markers. They will ruin your markers. If you need defined lines, use colored pencils.)
- If you use chalk pastels, you will also need a finishing spray so that they don’t smear.
Once you have all your supplies and your work area is set up, begin working through the prompts below. Keep in mind the type of balance you are choosing to work with! Remember, this needs to be a cohesive composition, and you only get to do it once, so think before you start a prompt. The rubric at the end of this activity outlines the expectations for this project and will be used to score your finished piece.
When you are happy with your work, submit it to your teacher via the Art Board and take some time to look at your classmates’ work. (TIP: When photographing your artwork, hang it on a white or light-colored wall that gets natural light. Make sure there isn’t anything else hanging near your work.)
| Advanced | Proficient | Needs Work | |
|---|---|---|---|
| Composition | |||
| The composition is cohesive and balanced (asymmetrically, symmetrically, or radially). All of the prompts were used and put together in a highly creative way. |
The composition is balanced and fairly cohesive (1 or 2 elements may seem out of place). All of the prompts were used, some very creatively while others were used in a basic way. |
The composition is not cohesive or balanced. Some of the prompts were skipped, or they were all used in a very basic way. Not much creative problem solving was used. |
|
| Balance | |||
| The artist chose one type of balance (symmetrical, asymmetrical, or radial) and continued to use it throughout the work. The artist used balance with a great amount of skill to create a cohesive composition and communicate a mood or feeling. |
The artist committed to one type of balance, but it may not be immediately obvious to the viewer which one they chose. The artist created a cohesive composition, but the type of balance used does not fit the emotion or mood they were trying to communicate. |
The artist did not commit to one type of balance or did not use it correctly. The artist did not create a cohesive composition. |
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| Completion | |||
| The artwork is completed with a high level of detail and value ranges. A high level of creative problem solving was used. |
The artwork is complete, but there is little detail or minimal value ranges present. Some creative problem solving was used. |
The artwork is incomplete or rushed. There is very little detail in the artwork. Little to no creative problem solving was used. |
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