7 sessions; 50 minutes per session

1. SWBAT Identify works by Margaret Keane and compare to different artists of the same time.
2. SWBAT compare artists that have been inpired by Keane's work.
3. SWBAT create their own painting inspired by the use of Keane's large eyes, in either an original piece or a "fan art" painting.
4. SWBAT use elements of art and principles of design in their paintings.

1. Film "Big Eyes" and audio/visual equipment needed.
2. Examples or website use for viewing painting references.
3. Canvas or heavy paper.
4. Acrylic paints.
5. Brushes
6. Water buckets
7. Paper Towels.
8. Paint trays
9. Pencils

Need these materials? Visit Blick!

1. Show the "Big eyes" film the first 2-3 class periods, depending on how long it takes. Discuss the film and her artwork with students and the impact she had on the world.
2. Show the class examples of her paintings and other artists that have emerged from her inspiration. Compare and contrast.
3. Have the students sketch and create ideas for their own original art, using a "big eye" emphasis. They may create their own or add large eyes to an existing concept to create fan art. Example: Doing a Mona Lisa painting with large, expressive eyes.
4. Using learned Acrylic painting techniques, students will sketch out their paintings and lay in colors, focusing on the elements they have learned, large eyes, and good blending techniques.
5. Have all students view and critique each other's paintings based on the task given.

Students will be assessed on their participation in the discussions, their interpretation of their big eye art, and their ability to incorporate elements of art into their painting.

http://www.margaretkeane.com/
https://www.amazon.com/Big-Eyes-Amy-Adams/dp/B00RY87FTU/ref=sr_1_2?ie=UTF8&qid=1469554777&sr=8-2&keywords=big+eyes
http://www.strangeling.com/

My kids LOVED this project. Not only were they very enthralled with the film (They talked about it for weeks!) but they loved being able to make these really unique, almost creepy looking paintings that were so clever and so suited to each of their tastes. We have a lot of fun with this one!

[9-12 Proficient] Students conceive and create works of visual art that demonstrate an understanding of how the communication of their ideas relates to the media, techniques, and processes they use

[9-12 Proficient] Students apply media, techniques, and processes with sufficient skill, confidence, and sensitivity that their intentions are carried out in their artworks

[9-12 Advanced] Students initiate, define, and solve challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation

[9-12 Proficient] Students evaluate the effectiveness of artworks in terms of organizational structures and functions

[9-12 Proficient] Students demonstrate the ability to form and defend judgments about the characteristics and structures to accomplish commercial, personal, communal, or other purposes of art

[9-12 Proficient] Students create artworks that use organizational principles and functions to solve specific visual arts problems

[9-12 Advanced] Students demonstrate the ability to compare two or more perspectives about the use of organizational principles and functions in artwork and to defend personal evaluations of these perspectives

[9-12 Proficient] Students reflect on how artworks differ visually, spatially, temporally, and functionally, and describe how these are related to history and culture

[9-12 Proficient] Students apply subjects, symbols, and ideas in their artworks and use the skills gained to solve problems in daily life

[9-12 Advanced] Students evaluate and defend the validity of sources for content and the manner in which subject matter, symbols, and images are used in the students' works and in significant works by others

[9-12 Advanced] Students describe the origins of specific images and ideas and explain why they are of value in their artwork and in the work of others

[9-12 Proficient] Students differentiate among a variety of historical and cultural contexts in terms of characteristics and purposes of works of art

[9-12 Proficient] Students describe the function and explore the meaning of specific art objects within varied cultures, times, and places

[9-12 Proficient] Students analyze relationships of works of art to one another in terms of history, aesthetics, and culture, justifying conclusions made in the analysis and using such conclusions to inform their own art making

[9-12 Advanced] Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning

[9-12 Proficient] Students reflect analytically on various interpretations as a means for understanding and evaluating works of visual art

[9-12 Proficient] Students identify intentions of those creating artworks, explore the implications of various purposes, and justify their analyses of purposes in particular works

[9-12 Proficient] Students describe meanings of artworks by analyzing how specific works are created and how they relate to historical and cultural contexts

[9-12 Proficient] Students compare the materials, technologies, media, and processes of the visual arts with those of other arts disciplines as they are used in creation and types of analysis

[9-12 Proficient] Students compare characteristics of visual arts within a particular historical period or style with ideas, issues, or themes in the humanities or sciences

American Art, Conceptual Art, Contemporary Art, Folk Art, Surrealism

Balance, Color/Value, Contrast, Emphasis, Form, Line, Movement, Proportion/Size, Shape, Unity/Harmony, Variety

Acrylic, Canvas, Painting, Paper

Performing Arts