FUN WITH ZENTANGLES

Cuttlefish . . . The animal version of a zentangle.

Artists use repeating lines to create value, gradation, and texture

Wayne Paige

Jim Woodring

Ernst Haeckel

Albrecht Durer Four Horsemen

Making Zentangles is a fun way to explore using Line and contrast to explore negative and positive spaces.

PERSONAL SYMBOLS
Class One of Self Portrait Zentangles

CONCEPT: Artists use personal symbols in their artwork to express themselves.

OBJECTIVE: Create initial self-portrait sketch and use lines, contrast, & repeating pattern to create emphasis.

Ryan Mcginness

Shepard Fairy

Shepard Fairy

Emphasis

How did the artists of these self portrait zentangles use personal symbols?

EMPHASIS
Class Two of Self Portrait Zentangles

CONCEPT: Artists emphasis what is important to them.

OBJECTIVE: Create self-portrait sketch and use lines, contrast, value, scale, & repeating pattern from your 5 personally meaningful symbols to create emphasis. Use the checklist provided the help!

VALUE

SCALE
CONTRAST

COLOR

What does emphasis mean?

ZENTANGLE PORTRAIT CHECK LIST

We only have five more classes to complete this project and have a critique! Do I have at least 5 personally meaningful symbols sketched out to use in the portrait? Did I trace my face and shoulders all the way to the edges of the paper? Did I neatly outline my tracing with the sharpie? Did I lightly sketch a design in the background that creates emphasis around my face? * Check with Ms. Palumbo before beginning next step!
!

STOP! THINK!
Will all my symbols be drawn the same size? Think about the proportion and scale! How will I use value and contrast to create emphasis around the face? Make sure the face does not get lost

CRITIQUE
Class Three of zentangle self portraits

CRITIQUE: A critique gives the artist helpful feedback about their unfinished or finished work of art.

OBJECTIVE: Students will participate and take notes

during a mid-process critique of their identity zentangles.

AGENDA: Students will continue to create areas of

emphasis using contrast, line, scale, patterns, repetition and variation, and value.
Students will break after 20 minutes to participate in a critique and learn about critique methods. Students will continue to work on their pieces considering the feedback of their class mates.

1. I Created: What did the artist create? (In this case, it is a Zentangle self portrait) 2. I See: What does everyone see in this artwork? What symbols? One person speaks at a time. 3. I Think: What does the class think is interesting or confusing about this artwork? How did the artist create emphasis? 4. I Wonder: (Ask the artist first) Is there anything you would change or that makes you wonder? 5. I Love: What do you like about this artwork? Did you enjoy making this artwork?

 A critique is a discussion between the artist (YOU), the class, and a Question Master. The Question Master leads the discussion between the artist & the class. Both you & the class have a chance to answer each prompt. Let one person speak at a time. Listen to each other & encourage each other! You will get 3 5 minutes to be the featured artist. You must take notes in your Question Question Journal about how the class responded to your piece, at least three comments. You can also use this guideline to reflect on your work independently.

NEON COLORS!
Class Four of Self Portrait Zentangles

Black light artist, Fluorencia (25 years old) creates street art

Fort Thunder artist and musician Brian Chippendale also makes crazy neon zentangle like art. He uses tons of personal symbols. And he lives in Rhode Island!