The Devine Proportions
Class:
Teacher:
Email:
AP Studio Art
Pamela Guenther-Duffus
Pamela.duffus@wwrsd.org
Content: Fibonacci Series and the Devine Proportions .
Objectives:
1. Develop a composition based on the Divine Proportions 0.618
2. Integrate and apply the elements of art and principles of design in a final
drawing/painting/collage
3. Memorize the Fibonacci Series 0, 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144…
4. Create a final image based on multiple drawings of an object that embodies
the Fibonacci series.
Motivational Process:
The Golden Rectangle
A Golden Rectangle is a rectangle with proportions that are two consecutive numbers from the Fibonacci
sequence. The Golden Rectangle has been said to be one of the most visually pleasing geometric forms.
Sketchbook:
1. Write the Fibonacci series.
2. What are the divine proportions? How are they calculated?
3. How did Leonardo DiVinci use the divine proportions in his art?
4. How did Mario Merz use the Fibonacci Series in his art?
5. List names of objects that embody the Fibonacci Series and explain how they
do so.
Mario Merz, Spiral di cera, 1970/81
http://www.kunstmuseum.li/
Leonardo Di Vinci,
Mona Lisa
1503/1506
www.artchive.com
Kallikrates IktinosThe Parthenon, 447 BC
Materials:
Charcoal, Sketchbook, pencils, pen and ink, India ink, watercolor paper, illustration
board, collaging material, rulers
Process:
1. Pencil in divisions of the surface based on the Fibonacci series. Collage
different papers with various textures/colors to add contrast and interest
to the surface.
2. Choose one or more objects that embody the Fibonacci numbers.
3. Draw or create multiple images based on that object to add on the collage.
4. Consistently consider the arrangement of the imagery. Use the WHOLE
composition and be aware of the Fibonacci series and how you are using
the divine proportions.
5. BE CREATIVE! The Fibonacci series is to be used as a guide. Experiment
with it. DO NOT COPY other peoples ideas!
Formative Assessment:
Students are assessed through continuous student-teacher critiques and discussions.
Sketchbooks will be presented to the class for review and discussion. Teacher provides
written and verbal feedback throughout the project.
Summative Assessment:
Final assessment is a rubric-based assessment including self-assessments, peer critiques,
and teacher evaluations. Keyword mini-rubric based on AP scoring guidelines will be
used.
Fibonacci - Assessments
Student Written Critique
Include the following information in your sketchbook:
DESCRIPTION
1. Title of artwork
2. Medium
3. Measurements of artwork
4. Date completed
5. Hours spent on the work
6. Factual information such as “the image is of a child holding a lollipop”
ANALYSIS- Use the Elements of Art and Principles of Design to write a reflection. Be sure to discuss the
composition of the work.
Elements of Art- Line, shape, space, form, texture, color, and value
Principles of Design- Unity, pattern, rhythm, contrast, emphasis, balance, movement, harmony,
proportion, repetition
INTERPRETATION/MEANING What is your artwork about? Don’t make this up! If your work is an
observation drawing, it may not have a “deep” meaning, but you can still talk about what your goals were.
For example “I was interested in drawing a still-life using repetition of form and color to create a
whimsical rhythm throughout the piece.” Include what/who inspired this work of art.
EVALUATION – How good is the artwork? Were you successful in accomplishing your desired outcome?
How are you going to improve the artwork? What would you do differently next time? What did you learn
from this work of art?