Scratchboard Lesson Plan

By: Jeff Seidel

Objectives: 

• Students will create a thumbnail sketch using a strong value (10 minimum) structure.

• Students will scale up the thumbnail sketch into a line drawing that will be used to transfer the image to scratchboard.

• Once the image is transferred the student will slowly scratch out the highlights of the composition.

Pencils and pens or colored pencils

8.5x11 scratchboard

Masking tape

Scratch tools and X-acto knives

Procedures:

• Show students examples of a scratchboard.

• Demonstrate how to scratch out the highlights to create different values using cross-hatching and varying the lines to create various textures.

• Students will make a line drawing of the picture they have selected.  No tracing is allowed of the photograph.

• Once the line drawing is completed, the student will lay drawing on top of new scratchboard, attaching it with masking tape, so it will not move.

• The student will trace over their pencil lines with a pen or colored pencil.  This allows them to keep track of which lines they have already done.

• The pressure causes an indention in the scratchboard, transferring the image.

• Students use various tools to scratch the highlights of the drawing, using the original picture as a guide.

• Stress to the students the importance of not going too light, too quickly.  Once the black is removed it is difficult to repair and the paper is expensive.

• Once the student feels he/she is finished, have them double check for 10 distinct values in their composition.

·        Scale up- increase proportionally; "scale up the model."

·      Scratchboard- A drawing board coated with white clay and a surface layer of black ink that is scratched or scraped away to produce an effect similar to engraving.

·      Value- going from light to dark.

·      Contour Line- A line used to show outlines and main details on an object

·      Texture- The appearance of how something feels or how it actually feel to the touch.

·      Shading- Technique used to make objects look 3-D by showing the way light falls on it and the resulting  shadows.

Modifications:

TEKS:

(1) Perception.

The student develops and organizes ideas from environment.

The student is expected to:

(A) illustrate ideas for artworks from direct observation, experiences, and imagination; and

(B) compare and contrast the use of art elements (form, line, space) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately.

(2) Creative expression/performance.

The student expresses ideas through original artworks, using a variety of media with appropriate skill.

The student is expected to:

(A) create visual solutions by elaborating on direct observation, experiences, and imagination;

(B) create designs for practical applications; and

(C) demonstrate effective use of art media and tools in the design of their sculpture.

Grading Criteria:

The students will be graded on the following areas:

• Craftsmanship (20 pts.)- How neatly were the edges cut and the seams taped?

• Composition (20 pts.)- Did the artists take advantage of the potential scale?  How interesting or complicated is the form?

• Detail (20 pts.)-How much attention was paid to the details of the subject matter?

• Variety (20 pts.)-Are there a variety of shapes and sizes in the sculpture?

• Subject Matter (20pts.)-Did they choose an appropriate subject for this assignment? Did the student personalize the assignment?