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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

Web Site Built By The CTE Objective

Mixed Media Self Portrait
Traditional 3/1

Mixed Media Self Portrait

Second Year Project:

In visual art, mixed media is an artwork in which more than one medium or material has been employed. Assemblages and collages are two common examples of art using different medias that will make use of different materials including cloth, paper, and/or wood.


When an artist is doing painting or photography work using mixed media, care should be taken to allow enough drying time between layers, to ensure the final work will have structural integrity. If several different mixed medias are used with the artwork, it is important to choose a sturdy foundation upon which the different media layers are imposed.
Many artistic effects can be achieved by using mixed media. Found objects can be used in conjunction with traditional artist media to attain a wide range of self-expression.


Some children's picture books also use mixed media illustrations. For example, 's Nachts by Wolf Erlbruch.
Mixed media art, a visual art, is distinguished from multimedia art which combines visual art with non-visual elements, such as recorded sound, literature, drama, dance, motion graphics, music, or interactivity.

Creating mixed-media faces is fun and inspiring, and portraits add so much to art journal pages, collages–even stitched projects. But rendering a face can be daunting–how to make features look realistic? What’s the best way to play with proportion and positioning? With a little practice, you’ll be making faces come to life in no time.

The key to drawing a lifelike face is in the details, and Dina Wakley lists those in her book, Art Journal Courage. Tip #1: If drawing a face with a thick pencil, skip the eyelashes—drawing them in can make them look unnatural. Instead, use a darker stroke on the lash line to give the look of eyelashes. Tip #2: Don’t draw a straight line between the top and bottom lip; this can make the lips look clown-like. Include a small dip in the middle of the line, and make the bottom lip rounded or a little square. Tip #3: Don’t draw in too much hair. Trying to draw every strand is a common mistake. Just draw in the suggestion or overall shape of a hairstyle.

 

Assessment:

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.

 

See Detailed Rubric Information
 

Year Three, Project Overview: 

The process of formulating the essay will encourage each student to reflect upon their experiences and growth as a studio art major and provide a means for them to think seriously and communicate effectively about their own artwork as they prepare for their exhibition. The essay will be used, in coordination with the exhibition of work, as a tool for evaluating the student’s capstone experience.

 

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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.

 

See Detailed Rubric Information
 

HOMEWORK:

A Central Montco Technical High School Program!
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