Ink-Doodle Texture Biography

Minnesota 9-12 Visual Art Standards
Used in this Lesson

  • 1. Demonstrate knowledge of the foundations of the arts area.
  • 1A. Analyze how the elements of visual art including color, line, shape, value, form, texture and space; and principles such as repetition, pattern, emphasis, contrast and balance are combined to communicate meaning in the creation of, presentation of, or response to visual artworks.

  • 1b. Evaluate how the principles of visual art such as repetition, pattern, emphasis, contrast and balance are used in the creation of, presentation of, or response to visual artworks.

  • 2. Demonstrate knowledge and use of the technical skills of the art form, integrating technology when applicable.
  • 2a. Integrate the characteristics of the tools, materials and techniques of a selected media in original artworks to support artistic purposes.

  • 3. Demonstrate understanding of the personal, social, cultural and historical contexts that influence the arts areas.
  • 3a. Analyze how visual artworks influence and are influenced by personal, social, cultural or historical contexts, including the contributions of Minnesota American Indian tribes and communities.

  • 3b. Synthesize and express an individual view of the meaning and functions of visual art.
  • 4. Create or make in a variety of contexts in the arts area using the artistic foundations.
  • 4a. Create a single, complex artwork or multiple artworks to express ideas.

  • 4b. Revise artworks based on artistic intent and using multiple sources of critique and feedback.

  • 6. Respond to or critique a variety of creations or performances using the artistic foundations.
  • 6a. Analyze, interpret and evaluate works of visual art by applying self-selected criteria within the traditions of the art form.

  • 6b. Justify choices of self-selected criteria based on knowledge of how criteria affects criticism.

    • Additional Tie-ins

  • Social Studies/Recent History of 20th Century
  • Self Expression
  • Symbolism and Representative Imagery
  • Ink Shading Techniques
    • Inspired by the doodles made on phone books in the days when phones were tethered to the wall with a cord, this project is meant to allow students to express themselves through little doodles. They may fill the page with scribbles, lines, pictures, -- pretty much anything they want as long as there's no part of the paper larger than a pencil eraser left untouched. Normal every day ball point pens are used for this project.

    Several examples are shown of doodles done by professional artists and lay people. Special note is made of the textures created and layering of imagery, as well as the artist's use of Art Elements and Principles. Discussion also focuses on how to represent emotions and ideas in art.

    Evaluation:
    4 points -- Variety of lines and tones used (Good blacks and gray tones)
    3 points -- Understandable images representative of student, ideas, thoughts, story.
    3 points -- Paper completely filled with doodles/ Daily progress shown

    10 points total.