Examples of Paintings

Example of Pastel

Example of 3D Construction

Example of Crayon

Example of 3D Construction

Specific Learning Outcomes:

1. 2. 3.

Students will: * learn about colour, shape, space and pattern, and subject matter used by Hundertwasser. * discuss different ways the works of Hundertwasser. Communicate his ideas and beliefs about the environment. * combine a variety of materials and techniques and use subject matter in response to the work of Hundertwasser. Students will have: 1. successfully created a dye and colourflow image using Hundertwasser's approach to colour, shape, pattern and subject matter. 2. enjoyed this unit.

Overall Success Criteria:

Big Question and Assessment Focus:

1. 2. 3. 4.

Who was Friedrich Hundertwasser and what can you tell me about him? Name 3 characteristics of his work and what meaning they conveyed or why they were significant. What subject did the artist mostly draw and paint? What will happen to freshly painted dye if you paint your "next door colour"?

Resources:

Physical A1 cartridge with the top third cut off to make it a long rectangular shape or, smaller sized paper (landscape format). Black vivids. Black colourflow (a substance made from P.V.A. glue and Indian ink. Can be purchased already mixed) and coloured dyes. Electronic o o Apple Works programme or Paint for PC users Digital camera to record work and make a slideshow. Hundertwasser web sites: Hundertwasser Friedensreich Hundertwasser

Text Hundertwasser Architecture ---Taschen Hundertwasser (KunstHausWein)---Taschen Post cards, calendars, memorabilia from Hundertwasser shop in Kawakawa and other outlets.

Lesson One

Resources: Artworks of Hundertwasser Acronym Charts

PRELIMARY WORK: Discussing Art Vocabulary, noting features such as Shading, proportion, composition, contrast, line, smudging, pattern, form, tone. Children to have a strip of paper and practice TONE (Light to dark).

Introduce students to some artworks and life history of Hundertwasser. Show and discuss prints, books, postcards and research. Discuss characteristics of his work. Develop acronym charts with simple illustrations being done in felts or vivid. This is an easy way for children to remember characteristics of Hundertwasser work. Discuss the fact that Hundertwasser often used unrealistic colour for images as we know them (e.g. green sky, pink grass etc). In addition, he altered the shape of objects.
Lesson Two Resources: A1 Paper Pencil Black Vivid Pens

Give students a sheet of large A1 paper, trimmed at the top so it is rectangular. Referring to their charts the children create a Hundertwasser village. They use pencil to lightly sketch in selected components according to the characteristics identified above. Discuss composition features such as overlapping, variety of shapes and detail, work coming in from the edge, use of colour, patterns and textures and using a vivid. When the drawings are completed, use black vivid to outline the work and add textures and patterns. Note: The children will have had a lesson(s) on line, tone texture earlier in their art programme and will be aware of the different ways we can use line. Widths, lengths, directions, pressure can all vary greatly giving different effects. Practise these effects with pencil before letting the children loose with the vivid. Following the established lines, apply the colour flow. This requires a steady hand and children need to be able to take their time. Allow them to practise on a scrap page before they begin on their own image. ORGANISATION OF DYES: Place your dyes in film containers (lots of them) and label or colour code the side. Only half fill the containers. Mix the original amount of dye in smallish bottles and use this to top

Lesson Three

Resources: Dye Cotton buds Scraps of paper

up your film containers. Each student has a small container with his/her own water in it and a paper towel. The canister with the selected colour is taken to the student's own work area applied and then returned to the centre table. and THEN.. Stop. Wash and dry the brush with a paper towel before getting the next colour. This way the dyes stay reasonably true to colour for some time. Also stops dye being dribbled all over the table. Demonstrate ways to obtain effects with dyes such as blending, mottling and bleeding colours together etc. Children experiment on a small piece of paper. Emphasise the 3 "S": Strong Contrasts Sharp Edges Smooth Blending Remind them to never paint the "next door neighbour colour" unless they want the dyes to bleed into each other. Each area must be dyed separately.

LESSON Four

Resources: Cotton Buds Dye Scraps of paper

LESSON Five/Six/Seven Resources: Pencil Evaluation sheet

Systematically work through applying colour to the image dying area by area (as long as they are not next to each other). When the work is complete and dry, use a jumbo vivid to rule a centimetre frame around the edge of the work or allow the students to draw a more fluid Hundertwasser type of organic line freehand.

Taking It Further
This unit can be further developed using different media but based on the same concepts. Alternatively, the new optional approaches can be used after students have completed session two, when they have developed their own Hundertwasser type image. I have included labelled photographs to illustrate the different ideas and briefly tabloided the basic concepts and materials. Enjoy. 1. 2. 3. 4. 5. Collage. Build Hundertwasser houses using coloured paper, tin foils of different colours and glitter. Draw a plan first and then begin the collage starting from the back buildings. Continue to build layers. A glue stick is tidier to use as adhesive rather than P.V.A. glue. Painting. Emphasise the 3 "S" as mentioned above, vibrant colours and attention to detail. Pastel. Limit colour palette to 3 colours to add emphasis to the structure. Crayon. Teach blending skills first. Use white sugar or grey paper. Emphasise 3 "S". Dioramas. 3 pieces of thin card with back and front pieces the same size with middle piece being slightly smaller. Look at Hundertwasser's work and discuss his use of foreground, midground and background. Plan the picture, assigning each area to a relevant piece of card. Draw on with pencil and then colour using felts, crayolas water pencils or crayons (The example provided, was created using crayolas). Finish each card before moving to the next. Staple together on one side, then the other side allowing a gentle bend. 3D Construction. Collect a variety of card and tubes e.g. used hand towel inner rolls. Paper cups and balloons are useful for towers. Bind together with masking tape and papier mache over with small strips of paper. Add plasticine for window frame shapes. Papier mache over these. To achieve a textured surface place, a final coat of toilet paper over the surface. Paint and decorate (This is a very time consuming activity). Computer Imaging. Using Apple Works painting or Microsoft Paint create Hundertwasser influenced images selecting components from prepared drawings and using relevant media tools and colours. Animation:

6.

7. 8.

Using a digital camera and GIF animator (free download from Microsoft), students take a series of photographs to create an animation.

On an A4 page students draw the main buildings of their Hundertwasser pictures and anything else that is not part of the background and cut them out. These will be placed on a background that will move.

Using coloured paper, students cut out the background by cutting wavy strips of paper in different shades of blue for the sky and greens for the grass and hills. The strips of paper used for the background must be long enough so that they can be moved across the page to create the illusion of movement (I suggest using A3 sheets of paper). Using another sheet of A4 paper place the strips of paper so they match up with one edge of the sheet. Place your cut out picture on top. Use blue tac to secure it to the background if necessary. Take a photo. The buildings remain stationery while the background moves. Students move the background strips of paper across slightly and take a photo to correspond with each movement they make. Students can take as many photos as they like depending on how much detailed movement they want (the greater number of photos taken the smoother the animation will be). It is recommended to take at least 20 photos. Each of the photos need to be renamed as GIFs this will alter the quality of the photo giving it a grainer appearance and adding to the cartoonish feeling of the animation. The photos can then be opened in GIF Animator. If you open the last photo first and work your way to the first photo they will appear in the order you took them. Once you have done this select all the photos by clicking the Select All button. Click on the Image tab and change the duration to 20 (this can be played and experimented with). If you click on the Animation tab you can change the number of times the photos are repeated or loop it forever.

The animations can be played in Media Player if you'd like to watch it on the whole screen. Go into your files, right click on the animation file, select Properties and click on Change next to Opens with and then select Windows Media Player. If you double click on the file now it will open in Media Player instead. A similar effect can be created with Microsoft Paint. Instead of moving the background students can change the colours.

Name 3 characteristics of Hundertwasser's work: 1. 2. 3. B. _____________________ _____________________ _____________________

Evaluation of Hundertwasser Unit

Give 1 name he gave himself and its meaning 1. _________________ Means _______________________

C.

I have:

1.

presented my work tidily (3 s')

Yes/No

2.

Included Hundertwasser characteristics

Yes/No

3.

Managed my time and resources

Yes/No

4.

Blended paint/pastel/crayon correctly

Yes/No

5.

Safely and correctly used media

Yes/No

6.

Understood the processes and techniques

Yes/No

D.

Rate your skills in using the following media.

Paint

What were you proud of?

Foil

Pastel

Crayon

Crayolas

What would you change next time? Why?

Paper/Card

Printing

Teacher Assessment:

Peer Assessment completed by What I love about your work is

Friedensreich Hundertwasser

Visual Art Unit Year 7/8 2014

Kim Gordon
(December 15, 1928 February 19, 2000) was an Austrian artist (who later took on New Zealand citizenship). Born Friedrich Stowasser in Vienna, he became one of the best-known contemporary Austrian artists by the end of the 20th century.

The Arts Curriculum Links

Developing Practical Knowledge in the

Visual Arts (PK)

Students will apply knowledge of elements and principles to make objects and images and explore artmaking conventions, using a variety of techniques, tools, materials, processes, and procedures.
Students will generate and develop visual ideas in response to a variety of motivations, using imagination, observation, and invention with materials.

Developing Ideas in the Visual Arts (DI) Communicating and interpreting in the Visual Arts (CI)
Understanding the Visual Arts in context (UC)

Students will describe how selected objects and images communicate different kinds of ideas.

Students will investigate the purposes of objects and images in past and present and identify contexts in which they are or were made, viewed and valued.