4 sessions; 45 minutes per session

SWBAT: recognize various emotions associated with art elements
SWBAT:analize classmates work and associate the work with an emotion
SWBAT: know when their art is expressing an emotion

1. various drawing materials
2. Tempera paint
3. Colored paper

Need these materials? Visit Blick!

1. show examples of Mark Rothkos color fields. Ask what emotions they may associate with the work. Why?
2. discuss how color can convey emotion and other art elements like line and movement.
3. Do a demo on SCUMBLING and laying in color to create depth and layering.
4. Have students pick an emotion and plan what art elements they will use to convey that emotion. Do some practice designs.
5. Allow students to explore with different medias to express the emotion they have chosen.
6. After they are finished, have them exchange their work and have the other artists write down the emotion they feel and why. discuss results

Have students fill out an exit slip asking how they created the emotion....what art elements did they use.

https://studio.youtube.com/video/xkj_jOzrRTs/edit

[K-4] Students describe how different materials, techniques, and processes cause different responses

[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

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

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students use visual structures and functions of art to communicate ideas

[5-8] Students employ organizational structures and analyze what makes them effective or not effective in the communication of ideas

[5-8] Students select and use the qualities of structures and functions of art to improve communication of their ideas

[9-12 Advanced] Students create multiple solutions to specific visual arts problems that demonstrate competence in producing effective relationships between structural choices and artistic functions

[K-4] Students select and use subject matter, symbols, and ideas to communicate meaning

[5-8] Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks

[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

Mark Rothko

Abstract Art, Color Field, Conceptual Art, Impressionism, Realism

Color/Value, Contrast, Emphasis, Line, Shape, Texture

Chalk, Charcoal, Drawing, Painting, Tempera