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Students must be prepared to make a major commitment. It is our assumption that students entering the program are here to lay a foundation for a career in a design field and will be required to meet rigorous and stringent standards. Strong communication skills, both verbal and written, are required as is the ability to read and analyze. Serious students will find that the program will provide them with an excellent opportunity to develop the skills necessary to succeed in the job market or advance in education. _Most of the students graduating from the program _continue their education.
 

Steve Bross

Commercial Art Instructor

sbross@cmths.org

610-277-2301x332

Central Montco Technical High School

821 Plymouth Road

Plymouth Meeting, PA 19462

www.cmths.org

610-277-2301

ABOUT THE PROGRAM

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EXPERIMENTAL PROJECTS - YEAR ONE

Experimental Project: Level/Year One
Project Name: Abstract 

Project Overview: For this project, you will need to leave your comfort zone and try something different with paint. Abstract art can be very rewarding.

 

Specifications: Using the supplied materials student will make 3 different abstract examples that work together as on piece.

 

EXAMPLE

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Experimental Project: Level/Year One
Project Name: Ancient Mask

Project Overview: 

Ancient Use of Masks

Masks are objects that cover the face for a variety of reasons. They are used for protection, disguise, entertainment or ritual practices and are made from various materials, depending on use. The earliest use of masks was for rituals and ceremonies, and the oldest found mask is from 7000 BC. Art of making masks could be older but because of the materials used for making them (leather and wood), they did not survive to this day.

 

Oldest masks were of ritual purpose and could be found in many places of the world. They are generally similar in their overall appearance, but very different in style and way they are made and used.

 

Specifications: Using the supplied materials create a mask that supports an ancient design for a culture you made up.

 

EXAMPLES

Experimental Project: Level/Year One
Project Name: Stained Glass

Project Overview: 

Oil Pastels are truly a unique medium, and it can take some practice to learn to work with them.  Don’t expect greatness right away.  You might make an intention to make your first few oil pastel pieces as learning experiences.

 

Very often the way you might expect colored pencils to work or oil paint to work, or even soft pastels will work, isn’t going to be the same with oil pastels.  So it takes a little bit of practice, to begin with, just to get familiar with the ins and outs of how oil pastels are to be used.

 

I think most beginners will pretty quickly pick up different techniques for oil pastels on their own, however, it just takes some practice at first and getting used to how the medium works.

 

Specifications: Using the supplied materials the students will complete the stained glass assignment... See Examples

 

EXAMPLE

EXPERIMENTAL PROJECTS - YEAR TWO

Experimental Project: Level/Year Two
Project Name: CROSS-CONTOUR​

Project Overview: 

A contour is the line which defines a form or edge - an outline. Contour drawing is the place where most beginners start, following the visible edges of a shape. The contour describes the outermost edges of a form, as well as dramatic changes of plane within the form.  Put simply, a contour line drawing is an "outline drawing," that uses no shading.  

A contour drawing is done when the artist looks intently at the EDGES of an object, but rarely looks at the paper while the pencil moves.  The goal of contour drawing is to make a line that is authentic and true to what you are actually seeing, and to train your hand to copy your eye's movement.

 

Specifications:

Cross contour lines are drawn lines which travel, as the name suggests, across the form. Cross contours follow the form of the surface area- using curved lines over curving or spherical planes, straight lines across flat surfaces, etc.

 

EXAMPLES

Experimental Project: Level/Year Two
Project Name: Cubism - Figure

Project Overview: 

Cubism developed in the aftermath of Pablo Picasso's shocking 1907 Les Demoiselles d'Avignon in a period of rapid experimentation between Pablo Picasso and Georges Braque. Drawing upon Paul Cezanne’s emphasis on the underlying architecture of form, these artist used multiple vantage points to fracture images into geometric forms. Rather than modelled forms in an illusionistic space, figures were depicted as dynamic arrangements of volumes and planes where background and foreground merged. The movement was one of the most groundbreaking of the early-20th century as it challenged Renaissance depictions of space, leading almost directly to experiments with non-representation by many different artists. Artists working in the Cubist style went on to incorporate elements of collage and popular culture into their paintings and to experiment with sculpture. 

A number of artists adopted Picasso and Braque's geometric faceting of objects and space including Fernand Léger and Juan Gris, along with others that formed a group known as the Salon Cubists.

 

Specifications: Using the supplied materials the students will complete the cubism assignment... See Examples

 

EXAMPLE

Experimental Project: Level/Year Two
Project Name: Scratch Art

Project Overview: 

cratch Art is a graphic technique. It is used to create value drawings.

Most common is a black-and-white technique. Also popular are metallic backgrounds – they make a drawing look like etching.
Scratch board is a paper (or foil) board that is covered with wax or gesso and coated over with black ink.

Using scratch tools (stylus, scratch brush, or scratch knife) you can create value drawings by scratching off the black ink and revealing the board beneath. This technique is similar to drawing with white pencil over a black paper.

 

Specifications: Using the supplied materials the students will complete the scratch art assignment... See Examples

 

EXAMPLE