Look up Keith Haring's Untitled Freedom poster for the New York Ballet. What is your vrsion of freedom?
Find Matisse's Blue Nude collage. When do you feel most whole?
Study Munch's The Girl and the Heart. Write about who your heart is open toward and how do you show it?
Find a copy of Klimt's The Three Ages of Woman. How do you express love?
Look up Chagall's I and the Village painting. It's said it takes a village to raise a child. Who are you glad to have had in your village?
Week 5-6
Concept: Portraiture
Students create a realistic face to practice portrait skills on placing it on a "Man in the Moon" or a "Woman in the Sun" picture. The students will follow up with a realistic self-portrait.
Art History Cross Curriculum Link with Writing:
Find a print of the following artworks. Journal an anwer to the corresponding question as you look at the work.
See Leger's Postcard.
"With whom would you like to reconnect??"
View Matisse's Icarus.
"When do you feel liberated?"
Look up Matisse's Reclining in a White Dress.
"When do you feel at peace?"
See Rivera's The Flower Carrier
"When do you feel you are carrying the weight of the world?"
Look at Klee's Awakening Woman.
"When have you been pulled in different directions? What did you choose? Why?"
Concept: Expressive portrait
Discuss and practice ways of expressing emotion in a face. Talk about proportion, placement, facial feature changes, distortion and exaggeration. Produce an interpretation of an expression on a self portrait. The goal is NOT to produce a model portrait but to visually communicate expressions.
Art History: Munch's Scream & Kirchner's 5 Women in the Street
Will your lines be... long short (dots) thick thin vertical horizontal diagonal parallel overlapping (cross hatching) symmetrical asymmetrical negative or positive?
Media: Ebony pencil 18x 24 paper straight edge tissue and contour line drawing DVD.
Concept: Caricatures a self portrait including a calligraphed style writing of their name and graduation year.
Art History: a slideshow presentation of moviestar caricatures.
Media: pencils 12x18 paper Sharpie markers Mr. Sketches
Techniques: exaggeration of an outstanding facial feature
Vocabulary: exaggeration / distortion / transfer method backgrounds/ balance / unity and variety/ color / line pattern / texture/ emphasis / use of space
Cross Curriculum Writing Link Questions:
Find a print of the following artworks. Journal a response to eeach of the linking questions (listed below) as you view the artwork.
Jacob Lawrence's Strike!
Who can you count on to go to bat for you?
Pablo Picasso's The Girl on a Ball
With all you juggle each day how do you keep balanced?
Paul Gaugin's Conversation
Who is in your inner circle?
Claude Monet's The Red Kerchief: Portrait of Mrs. Monet
When do you feel like you are on the outside looking in?
Georgia O'Keefe's Above the Clouds I
What dreams do you have for yourself?
Vincent van Gogh's The Starry Night
What wisdom can you find looking at a starry night?
Henri Rosseau's The Sleeping Gypsy
The lion arrived without leaving footprints. When have you experienced the miraculous?
Gustav Klimt Fulfillment
In what do you lose yourself?
Mark Chagall The Poet With The Birds
What is your sanctuary?
Henry Ossawa Tanner The Thankful Poor
For what are you grateful?
Leonardo da Vinci's Mona Lisa
Who do you feel watches over you?
Alberto Giacometti Self Portrait
What is your vision of yourself 5 years from now?
Week 11-12
Concept:
Color Theory - 6 Ways to Use Color
Colorwheel/Rainbow Orders: ROY G BLV
Primary Colors: R BL Y
Secondary Colors: V G O p+p= s
Teritiary Colors: (Link to Intermediate Colors)as a known p+s=t
RO OR OY YO YG GY GBL BLG BLV VBL VR RV
Neutrals: BLK WHT GR
All notes written on chalkboard doors.
Art History:
Architecture is Elementary Book - Draw 3 Greek
columns as warm ups -Doric Ionic Corinthian Challenging: Composite Column
Media:
Elmo Documnent Camera watercolors paper pencils
sharpies water tubs (clean and dirty) on cart
Techniques:
Triad Color Scheme: Y B BL form a triangle
O V GR form the opposite triangle on the colorwheel.
Together they form the Star of David.
Analogous Color Scheme:(4 Next-Door Neighbor Colors)
Ex: Y YG GY G
Complimentary Color Scheme: Colors found directly opposite of each other on the wheel.
EX: Y/V R/GR BL/O Teams often use these colors
because of the visual "pop" they create.
When added together instead of USED side-by-side they
make 3 very different browns!
Monochromatic Color Scheme: all tints (white added) or
shades (black or the compliment added) of a color.
EX: R Maroon Burgundy Pink etc.
Warm Color Scheme: R O Y
Cool Color Scheme: GR BL V
Vocabulary Words:
color words as above) symmetrical column drive-by U turns pedistal pediment
Cross Curriculum Link Questions:
Greek Parthenon story and pictures.
Where is the Parthenon located?
What was it built as?
What has it been used for overtime?
What happened historically that turned it into a ruin.
Brainstorm descriptors for: Ionic Doric Corinthian
Summerize: How to Eat An Elephant
The elephant is any BIG HARD assignment or thing in your life. (We use the Corinthian Column as a REALLY hard thing to draw as an example.) We learn to:
1. Break big hard jobs into "bite size" pieces.
2. LINK the new hard thing to something you KNOW to help understand and remember.
(Example of column broken into geometric shapes from math.)
Week 13-14
Concepts:
Space use( including foreground, middleground, background)overlapping and space techiniques, point of view.
Using color theory in our art including: cool/warm/analogous/complementary/tints and shades/and
monochromatic choices.
Objectives: Identify color as an element of art.
Use color as an expresive element in artwork.
Recognize the expressive qualities of colors that artists use to create meaning.
Evaluate the use of color in paintings.
Art History:
View, study and draw cartoon enviroments and characters from Finding Nemo.
See: DVD documentary of Findng Nemo.
Media:
9B graphite drawings of characters with Prismacolor colored pencils layered on top using color theory from previous lessons to show examples of color changing the mood.
Soft pastel chalk on the blackboard (compilation mural of underwater scenes from Finding Nemo).
(Example: Look on HISD sight to see some of the completed scenes.)
Show and discuss prints of artworks that exhibit the expressive qualities of color ("tickled pink" "seeing red" "feeling blue" "mellow yellow" "green with envy" etc. Use of motivational phrases in written descriptions of scenes from Finding Nemo.
Week 15-16
Concept & Objectives:
Radial Symmetrical Balance/Rhythm & Movement
Students will recognize radial symmetry in natural and manufactured objects. They will create a repeating kaleidoscope design. Students identify radial symmetry in the work of M.C. Escher and critique artwork that exhibits radial symmetry.
Art History:
Students will view examples of M C. Escher's work identifying and critiquing radial symmetry.
Media:
pencil / markers /sharpies/ 12x 18 paper
Techniques:
Repetition of 1/4 or 1/6 wedge shaped template covered with an ornate intricate design that seems to radiate from a center point thus exhibiting radial symmetry. Use of decorative patterning to add texture, rhythm and movement to art work.
Discuss radial symmetry in which the elements of a design appear to radiate from a central point. This type of design is apparent in kaleidoscpoes or madalas. Ask for student examples seen in nature
( flowers, snowflakes) and man-made objects that display radial symmetry (kaleidoscopes, wheels or clocks).
View the work of M. C. Escher.
Evaluate whether the designs work together as a whole.
Why?
Did the student repeat the design in the same way in each wedge?
Does the design exhibit radial balance, rhythm and movement?
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