Students are introduced to the artwork of Kandinsky and Frank Stella. They learn about the elements and principles of art, focussing on texture, depth and much more while creating a non-objective mixed media composition. Then we use a Cinquain Poem format to write poetry about their artwork.
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THE PLAN
10+ sessions; 45 minutes per session
Standards Based Grading
LEARNING GOAL #1: The learner will use texture drawing and painting techniques, color blending and value shading techniques to show the illusion of form, texture and contrast in their artwork.
LEARNING GOAL #2: The learner will compose their artwork focusing on emphasis/contrast, rhythm and balance.
LEARNING GOAL #3: The learner will create depth and the illusion of space in their composition by overlapping and using size relationships.
LEARNING GOAL #4: The learner will create 2 Cinquain poems inspired by their artwork.
1. Colored pencils
2. chalk pastel
3. oil pastel
4. paper 9x12
5. tempera paint
6. scissors
7. glue
8. Cinquain poem worksheet.
9. cardboard scraps
10. construction paper (opt. for mounting)
11. Found object printmaking materials such as marker or milk carton lids, matboard scraps, box lids, sponge scraps whatever you've got!
1. Day 1: Demo graduated tone value scale with colored pencil. Demo color blending with 3 values of colored pencil. Demo value scale to create the illusion of form on a sphere. Allow the rest of class time for practice.
2. Day 2: Demo color blending and shading for form with chalk pastels and oil pastels. Allow rest of class time for practice.
3. Day 3: Demo texture drawing skills with color pencil, fur, wood grain, water, hair, grass, invented textures. Challenge students to create 5 different textures using the learned techniques, of hatching, cross-hatching, pointillism, contour line, meandering. Allow rest of class time for practice.
4. Day 4: No Demo, however I have a youtube slide show of Kandinsky playing as they come in. Have students create papers full of textures, blending, spheres, etc. no white left. They may use whatever drawing medium they prefer. If I have advanced students I differentiate for them by showing them marker shading techniques, or more forms.
5. Day 5: Demo texture painting using the same drawing techniques that were used on Day 3 except with paint. Plus wet on wet graduated tone with 1 color, 3 value color blending from day 1. Allow the rest of class for them to practice, limit pallet to 3 colors, encourage them to fill the whole page and combine techniques on 1 page.
6. Day 6: No Demo but have Frank Stella video playing as they come in. I explain relief sculpture. Continue experimenting and risk taking with tempera painting techniques until they have 3 full BACKGROUND papers that they like.
7. Day 7: Demo printmaking with found objects focusing on creating patterns and rhythm using their background papers. Allow the rest of class for them to practice. They may want another day for this, so classes do and some do not.
8. Day 8: Demo Depth, cover 2 ways to create depth; overlapping, proportion, discuss relief sculpture again and show them paper sculpture techniques, or how to use foam/cardboard squares to build out from the surface of their paper. Explain balance, contrast and emphasis in their composition to create unity. Allow rest of class time to cut shapes and find interesting areas of their paintings, or create more. NO GLUEING!
9. DAY 9: Experiment with different compositions using a background paper, or free floating shapes, gluing everything flat collage style, or building some out in a relief. They may begin glueing only after they have experimented and collaborated with their table crew!
10. Day 10: Demo on how to formalize their artwork with matting/mounting. Demo and discussion of Cinquain poem structure, class brainstorm of adj. verbs. and creating a title for their artwork. Allow rest of class time to finish.
LEARNING GOAL #1:
CONTENT STANDARDS:
1. Students will understand, select and apply media, techniques and processes.
2. Students will understand and apply elements and principles of design and other art structures.
EXCEEDS: I can use texture drawing and painting, color blending and value shading techniques to show the illusion of texture, form and contrast in my artwork.
I used 5 contrasting textures to EMPHASISE the different areas of my artwork.
I used color blending to give DEPTH to my textures
I used value to show the illusion of FORM on at least one object in my picture.
SECURE: I can use texture drawing, color blending and value shading techniques.
I used 5 textures to show the different areas of my artwork.
I used color blending and value but I need to practice more to improve the gradual change of color.
DEVELOPING: I can use texture drawing, color blending or value shading techniques in my artwork. I need to use more textures and practice more with some of the drawing techniques.
BEGINNING: I need help to correctly use texture drawing skills and not just patterns. Rather than just coloring things in, I need to use the color blending or value shading techniques in my artwork.
LEARNING GOAL #2:
CONTENT STANDARDS:
2. Students will understand and apply elements and principles of design and other art structures.
3: Students will consider, select, apply and evaluate a range of subject matter, symbols and ideas.
EXCEEDS: I can use differences in the elements of art to create contrast, rhythm and balance between the background and foreground in my artwork.
I used textures, lines, shapes or colors more than once to create a rhythm in my artwork.
I created contrast between the background and the object I am choosing to emphasise.
I can identify the type of balance I used in my artwork. I placed objects within my artwork intentionally to create balance within my work.
SECURE: I can create differences in the elements of art (contrast) in my artwork by choosing to use different drawing techniques. I am beginning to develop rhythm but need more practice keeping the artwork unified. I can identify the type of balance I used in my work.
DEVELOPING: I can create differences in the elements of art (contrast) in my artwork by choosing to use different drawing techniques. I need more practice and assistance understanding how to develop rhythm. I can identify balance in my artwork.
BEGINNING: I need assistance composing my artwork around the Principles of Design.
LEARNING GOAL #3 and #4:
CONTENT STANDARDS:
2: Students will understand and apply elements and principles of design and other art structures.
3: Students will consider, select, apply and evaluate a range of subject matter, symbols and ideas.
5: Students will reflect upon and assess the characteristics and merits of their own and other’s work.
EXCEEDS: It is clear that I understand the use of overlapping and space by the position of the objects in my artwork.
I can make decisions that express my own personal ideas and values in my work. I used creative adjectives and verbs to create a Cinquain Poem as a form of interpretation of my own artwork and I also created a cinquain poem inspired by another students artwork.
SECURE: I have used overlapping and space by the position of the objects in my printmaking, I need to focus on the intentional placement of objects to achieve depth within my work.
I can create a cinquain poem using the formula given, I need to think more deeply to make the poems accurate and creative.
DEVELOPING: I can create textures within my composition that express my own creative interpretation. I need help to develop overlapping and space within my artwork.
I can create a cinquain poem using the formula given, it is not clear if the adj. and verbs I chose really represent the artwork I interpreted. I need to make better expressive writing choices.
BEGINNING: I can create interesting textures. I need assistance to develop both the positive and negative space within my artwork.
I need help generating personal ideas for my cinquain poem.
Cinquain Poem worksheet:
6th grade Cinquain Poem: use this CODE to write a
Cinquain poem about your artwork.
SECRET CODE:
1: Make up a title for the artwork
2: write 2 adjectives describing the art
3: write 3 verbs describing the artwork
4: write a thought about the artwork
5: retitle the artwork or repeat the original title
I try to keep my Demo time to 10 min. max
I circulate constantly correcting, extending and encouraging high quality discussion and collaboration. I also insist on risk taking, mess making, and classroom management for respectful use of materials. (This incourages our schools focus on PRIDE: behaviors for success in the world.) We can only do this project successfully if they have good management skills.
THE STANDARDS
Visual Arts Standard 1: Understanding and applying media, techniques, and processes
[5-8] Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
[5-8] Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices
Visual Arts Standard 2: Using knowledge of structures and functions
[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas
[5-8] Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work
Visual Arts Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas
[5-8] Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks
Visual Arts Standard 4: Understanding the visual arts in relation to history and cultures
[5-8] Students know and compare the characteristics of artworks in various eras and cultures
Visual Arts Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others
[5-8] Students compare multiple purposes for creating works of art
[5-8] Students describe and compare a variety of individual responses to their own artworks and to artworks from various eras and cultures
Visual Arts Standard 6: Making connections between visual arts and other disciplines
[5-8] Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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