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Project 4: Character IllustrationMay ~ June (6 Weeks)

Unit Objective: To design and create a character illustration representing a font using Adobe Illustrator.

Students are evaluated on process, participation as well as end-product.*lessons and assignments may be subject to change due to teacher’s discretion

Unit wiki link (short version): http://tinyurl.com/44xgtw5Key Vocabulary: Adobe Illustrator, Belzier, Cartooning, Character, Command, Comics,

Curve, Digital, Direct Selection Tool, Font, Handles, Paths, Points, Racism, Selection Tool, Stereotypes, Swatch, Typeface, Typography, Weight (line)

Week 1 - Introduction Watch the following video and pay attention to some of the font names that appear.

http://tinyurl.com/3g63axs

Unit Question: What are stereotypes? (Class discussion)Review the following characters from the video clip.

Do you feel the characters reflect or create stereotypes? Do you feel they are racist or offensive? Why or why not?

What stereotypes have you encountered?

Unit Task:Review the significant concept for the unit: "We can write with pictures." Is a picture

worth a thousand words?You will be given a font from the list on the left. Using your font, you will need to think

both creatively and critically to design a human comic character. Your character must embody or personify the traits of the font. You can create your character in any style

you wish.Take some time to brainstorm ideas and do some preliminary research for your font

on the brainstorm sheet provided in this pack. Think about its possible appearance and what the font means. When complete, share your ideas in a small group and add to

your list. Remember, this is simply a brainstorm activity to help generate ideas.You will need to show evidence of your brainstorming phase. *This will be part of

your Knowledge & Understanding mark on the unit rubric.

Are You the Right Type?:

Digital Character Illustration

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Task: Practice Drawing HeadsExplore creating heads. Create several that are circular, oval, square/rectangular and others. Keep these sketches. Experiment with the placement of eyes etc. Try to include elements from your brainstorm.Homework: Continue researching and brainstorming traits for your font and practice drawing heads. (Required)

Week 2 - Heads, Faces & BodiesReview your brainstorm for your font. Considering your brainstorm, complete the planning sheet provided you.

When your character plan is complete, begin experimenting with heads and faces. Remember, you should be experimenting and only creating draft sketches. Currently you are only planning and experimenting.

Reconsider your plan. Begin experimenting with various bodies.A typical human male body is 6.5-8 heads longs. A superhero may be 10 heads long and a cute character will be 2-2.5 heads long.Test to see which suits your character best. You should create at least 3 body sketches. Do not worry about details. These are loose sketches. When you discover one you like, you may begin elaborating it.Refer to the class wiki for photos and videos.

When you have several planning sketches done, you may begin developing 2-3 of them.

Homework: Continue developing your character. (Required)

Week 3 - Facial Expressions & Poses Facial Expressions will enhance and display a lot about your character. View the information on the class wiki and create drafts for your character.

What pose will enhance your character? You should also begin taking clothing into account.

Now that you have thought of your character, its facial features, its posture, its clothing etc, you may also reconsider the style of your drawing. A true artist will explore various avenues, styles and techniques.

Homework: Finalise your character with all the elements you have learnt so far. This must be completed by next class so they are ready to be scanned. (Required)

Week 4 - Intro to Adobe IllustratorView tutorial videos on class wiki.You will need to have your character drawing scanned and the jpg file saved for next class. This is ESSENTIAL! You will need it. During this lesson we will begin scanning our drawings. Feel free to come in to use the scanner anytime you are free.

Homework: Complete the 2 practice tasks. (Required)

Week 5 - Intro to Adobe IllustratorStudents begin tracing their final character in Adobe Illustrator.You should print and save your design as a TIFF file for the next class. Please email the TIFF file with your "Name-Font title-Grade Group-year" to the teacher. (ex. CurkovicF-TimesNewRoman-8B-2011)

Homework: as required 

Week 6 - Presentation, Reflection & Evaluation Students will present their character to the class and write reflections.Print your finished character design on A4 paper and place it in your folder.

Brainstorm Sheet

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A1: The student demonstrates a limited knowledge and understanding of the artform as evident in their brainstorm sheet.

Level 3-4A1: The student demonstrates a satisfactory knowledge and understanding of the artform as evident in their brainstorm sheet.

Level 5-6A1: The student demonstrates a good knowledge and understanding of the artform as evident in their brainstorm sheet.

Level 7-8A1: The student demonstrates an excellent knowledge and understanding of the artform as evident in their brainstorm sheet.

Consider the following:• What mood, situation or images does it convey?• Can you play on the title of the font?• What nationality could it be?• What time period could it be from?• Is it male or female? Adult or child?• Could it be a hero or villain?• Could it be tall or short? Muscular or weak? etc.• How is its body posture or pose?• What clothing could it wear to accentuate the meaning?• What facial expression would it have?• What could its occupation be? etc.

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Font:

Level 0The student does not reach a standard described by any of the descriptors.

Level 1-2A2: The student demonstrates a limited knowledge and understanding of character design as evident in their planning sheet.

Level 3-4A2: The student demonstrates a satisfactory knowledge and understanding of character design as evident in their planning sheet.

Level 5-6A2: The student demonstrates a good knowledge and understanding of character design as evident in their planning sheet.

Level 7-8A2: The student demonstrates an excellent awareness of character design as evident in their planning sheet.

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Character Planning SheetPlan your character design below. This is a formative assessment for section A on the rubric.

A. Font / Typeface (your research should have been completed on this font already):

C. Personality?Basic personality traits (thoughtful, angry, goofy, etc.):

Shortcomings/weaknesses:

Strengths/special abilities:

D. Appearance / Stereotype /Emotion / Mannerisms? (Tall, short, wide, long, heavy, thin, nervous, proud, shy etc)

E. Clothing / Props? Clothing will assist in your audience recognising your font. A prop could also define your character and could become one with it. Try to be specific with your examples.

G. On separate pieces of paper, create several thumbnail sketches for your character. Thumbnails are small and quick. They do not have to be precise or technically accurate. They help you explore visual possibilities. These will be refined later. Explore different styles, shapes and techniques. Will you apply textures, patterns, shadows, depth and specific colours to add to the mood and overall look and feel of your character? Exaggerate some features. Some characters are purely made out of shapes and some are given depth with the use of textures and shadows. This will be the last step for conceptualizing your character.

Depending on the personality etc., use a style that compliments those factors and your character will flourish. These sketches are also evaluated.

F. Sum this character up in a sentence or two. Include a physical description, qualities, personality & motivations.

B. Origins?B. Origins?

Age

Sex

Race

Education

Occupation (job)

Income

Character Planning SheetUse this page to create several thumbnail sketches for your character. Use additional sheets if required.

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You will need to include an artist statement/self reflection with your piece. In paragraph form, please answer the questions below and include relevant key vocabulary used in class. You should have an introductory and concluding statement. Please provide detailed examples to explain and support your statements.

Key Vocabulary: Adobe Illustrator, Belzier, Cartooning, Character, Command, Comics, Curve, Digital, Direct Selection Tool, Font, Handles, Paths, Points, Racism, Selection Tool, Stereotypes, Swatch, Typeface, Typography, Weight (line)

Note: Sometimes it is as important to state what you haven’t done, as much as what you have done.

1. State your font, describe your character and how you attempted to design and create a character that personified your font. How did you “write with a picture?”

2. Describe the progress you have made so far (this may include research, planning, developing your character as well as tech tools).

3. Describe the difficulties and successful elements you had in this project (this may include research, generating ideas, planning, developing your character as well as technical knowledge).

4. Identify effective strategies or goals to further develop and improve your artistic processes (this may include research, planning, your drawing skills as as technical skills).

5. In your opinion, do you feel stereotypes aided or hindered your development when creating your character? Why or why not?

Name: Class:

Character Illustration:Self-Reflection

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Grade 8 Unit 4: Digital Character IllustrationUnit Question: What are stereotypes?

Significant Concept: We can write with pictures.

Level 0 Level 1-2 Level 3-4 Level 5-6 Level 7-8 Level 9-10

A. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & UnderstandingA. Knowledge & Understanding

The student does not reach a standard described by any of the descriptors.

A1: The student demonstrates a limited knowledge and understanding of the artform as evident in their brainstorm sheet.

A2: The student demonstrates a limited awareness of character design as evident in their planning sheet.

A3: The student has limited understanding of the significant concept.

A1: The student demonstrates a satisfactory knowledge and understanding of the artform as evident in their brainstorm sheet.

A2: The student demonstrates a satisfactory awareness of character design as evident in their planning sheet.

A3: The student has satisfactory understanding of topic language and a satisfactory understanding of the significant concept.

A1: The student demonstrates a good knowledge and understanding of the artform as evident in their brainstorm sheet.

A2: The student demonstrates a good awareness of character design as evident in their planning sheet.

A3: The student has a good knowledge of topic language and a good understanding of the significant concept.

A1: The student demonstrates an excellent knowledge and understanding of the artform as evident in their brainstorm sheet.

A2: The student demonstrates an excellent awareness of character design as evident in their planning sheet.

A3: The student has well developed topic language and an excellent understanding of the significant concept.

B. ApplicationB. ApplicationB. ApplicationB. ApplicationB. ApplicationB. Application

The student does not reach a standard described by any of the descriptors.

B1: There is a very limited ability in using Adobe Illustrator.

B2: The student demonstrates a highly limited ability to plan and employ character design.

B1: There is a limited ability in using Adobe Illustrator.

B2: The student demonstrates a limited ability to develop some skills and apply some plans in character design.

B1: The student demonstrates a satisfactory ability in using Adobe Illustrator.

B2: The student demonstrates a satisfactory ability to plan and employ character design.

B1: The student demonstrates a good ability in using Adobe Illustrator.

B2: The student demonstrates a good ability to plan and employ character design.

B1: The student demonstrates an excellent ability in using Adobe Illustrator.

B2: The student demonstrates an excellent ability to plan and employ character design.

C. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & EvaluationC. Reflection & Evaluation

The student does not reach a standard described by any of the descriptors.

C1: The student is only able to give a limited description of the progress they have made so far and only with assistance.

C2: The student demonstrates a limited ability to evaluate their own work and this is often ineffective or incomplete.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give a satisfactory description of the progress they have made so far and identify some strategies to develop and improve their artistic processes.

C2: The student can give a satisfactory evaluation of their own work.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give a good description of the progress they have made so far and can generally identify effective strategies to develop and improve their artistic processes.

C2: The student can give a good evaluation of their own work.

C3: Use feedback to inform their own artistic development and processes

C1: The student is able to give an in-depth description of the progress they have made so far and identify effective strategies to develop and improve their artistic processes.

C2: The student carries out an excellent evaluation of their own work and identifies areas for improvement.

C3: Use feedback to inform their own artistic development and processes

D. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal EngagementD. Artistic Awareness & Personal Engagement

The student does not reach a standard described by any of the descriptors.

D1: The student shows limited commitment to developing their own artistic processes.

D2: The student shows limited curiosity, motivation, or a willingness to take risks.

D3: The student rarely works with their peers, and only with much encouragement.

D1: The student shows satisfactory commitment to developing and using their own artistic processes.

D2: The student demonstrates satisfactory curiosity or self-motivation, or a willingness to take some risks.

D3: The student works and either supports or encourages their peers in a positive way, with encouragement.

D1: The student shows good commitment in developing and using their own artistic processes

D2: The student generally demonstrates curiosity, self-motivation, initiative and a willingness to take risks.

D3: The student supports, encourages and works with their peers in a positive way, with little encouragement.

D1: The student shows excellent commitment in developing and using their own artistic processes.

D2: The student actively demonstrates curiosity, self motivation, initiative and a willingness to take informed risks.

D3: The student actively supports, encourages and works with their peers in a positive way.

Teacher Comments/Notes:

Parent Signature & Date: _________________________________________________________________________

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