II. TIME NEEDED: 5 Class periods (1 day for presentation and 4 work days)
III. ART HISTORICAL BACKGROUND RELATED TO LESSON: Color is obviously an important part of art history, but color was never really the central focus of a work of art until later in art history. Until the expressionists, during the beginning of the 20 th Century (the 1900s), color was, one might say, taken for granted, as colors were primarily used to simply record the real-life colors of nature. The expressionists on the other hand, instead of trying to record the color of objects accurately, they decided to use unrealistic colors as a way to express emotions. As such, modern artists like Willem de Kooning and Mark Rothko, began to eventually make color as the single most important quality of the work. Rothkos paintings are often called Color Field paintings, whereas Pollock is referred to as an action painter, but they all used color as an important way to express the feeling, or emotional aspects of a work of art. In both Rothko and de Koonings later careers (for which they are well-known for), however, they did not create paintings that depict any real world objects. The point of their art is not to represent the physical qualities of something, but rather the emotionally qualities, which for them means the emotional qualities of the colors themselves. Its because of this that their art is also categorized as abstract, since it doesnt representing any kind of physical objects we encounter in the natural world.
IV. SUBJECT: The end result of this lesson is for students to create an expressionist painting that demonstrates the use of mixing primary colors to create secondary colors.
V. EQUIPMENT / AV MATERIALS: PowerPoint presentation, Smart Board projector, digital images of expressionist works of art
VI. SUPPLIES: paints, paper, brushes, plastic wrap, masking tape.
VII. OBJECTIVES: Academic Skills: Students will learn about the art movement of expressionism and the artists associated with it Craftsmanship Skills: Students will be using only the primary colors, using brushes, plastic wrap, and their fingers to depicts an expressionist work of art that shows how primary colors mix to form secondary colors.
Cognitive Skills: Students will understand that secondary colors are created by mixing primary colors, as well as understand (and reinforce from the previous lesson) the ideas of drawing/painting using the concept of line, pattern, texture and symmetry.
VIII. BENCHMARKS AND STANDARDS: A. Ohio Benchmarks and Standards in the Visual Arts: 3PE: Describe different ways that an artwork expresses an emotion or mood. 1PR: Explore and experiment with a range of art materials and tools to create and communicate personal meaning. 5RE: Describe what they see and feel in selected works of art.
B. Benchmarks and Standards in Other Disciplines: Social Studies: - History: Student will build upon their previous knowledge of Expressionism by learning about the later artists of the 20 th century e.g. Willem de Kooning Mark Rothko, and how they emphasized color compared to their predecessors. Science: - Physical Sciences: Students will see first-hand how the properties of color and pigment interact in order to produce a range of colors from the primaries English: - Language Aquisition: Students will hear and use vocabulary words including: primary colors, secondary colors, expressionism, organic shapes, inorganic shapes, negative space, pattern.
IX. LEARNER OUTCOMES: Students will use understand how primary colors combine to form secondary colors by creating an expressionist painting. They will also use various methods, e.g. fingers, hard end of paintbrushes, splatter painting, to create texture, pattern, abstract shapes and symmetry or asymmetry.
X. SAFETY CONSIDERATIONS: There may be concerns regarding students touching their eyes or face with wet paint on their fingers.
XI. ALTERNATIVES TO THE LESSON: Students who dont find this project challenging enough, or finish early, can be encouraged to try various other methods and techniques to achieve textures and patterns e.g. crumbling up paper and pressing it against their wet paint, then removing it.
XII. THEORIES/THEORISTS RELATED TO LESSON: Howard Garner and his Multiple Intelligences theory is relevant because students are given very tactile as well as visual modes of creating their art pieces. Jean Piaget and his stage-theory of cognitive development is also utilized by the fact that this project is developmentally appropriate, and his notions of constructivism is utilized by the fact that students are given a chance to play with colors and learn about color mixing through active, hands-on engagement with the media and materials.
XIII. ACADEMIC LANGUAGE: The students will be hearing and learning art vocabulary terms including: primary colors, secondary colors, expressionism, pigment, abstract, patterns, texture, symmetry and asymmetry. Non-art vocabulary to be aware of might include: realistic, non-realistic, layers.
XIV. PROCEDURE:
1. Introduction: The 1 st class will begin with a quick pre-assessment to see what kids remember know/remember about color theory. They will be asked to draw and color in three shapes with primary colors and three shapes with secondary colors. A. Motivation The beginning of the PowerPoint presentation will begin with many examples of images that use a bright, colorful hues, including Expressionist paintings, as well as space pictures of nebulas, since the pictures of nebulas might resemble their final products. They can also be used to inspire kids to think about how abstract shapes can be found in nature and outer space. Talk about perhaps how nebulas look like expressionist paintings. Also, do a quick, guided demonstration (with kids following along with their own examples) of how to use certain tools and techniques to create various effects e.g. symmetry via paper folding, and fine-point tools to create lines in wet paint, or sponges to create bubbly texture. B. New and Reviewed Experiences Students should have familiarity with creating shapes, patterns, and using paintsspecifically, talking about the color wheel in regards to warm and cold colors. They will also build upon the previous lesson about Franz Marc and his expressionistic use of color, and should remember the concept of negative space from the previous stencil lesson plan. Some students should have familiarity with knowledge about mixing primaries to create secondary colors. A new experience for likely all the students will be to use plastic wrap in creating color mixing and textured surfaces and patterns with their fingers. 2. Distribution of Materials and Implements: Two helpers will be chosen to pass out paper1 paper for each student (20 students roughly) 3. Work Period: Students will be given 3 work days to complete assignment. A. Day 1: Students will begin by adding their first two primary colors onto their paper and experimenting with various tools and techniques to mix them together, creating different patterns, textures, and symmetries. B. Day 2: Add their second two primary colors on top of the first layer of paint, and experiment again with various techniques tools. C. Day 3: Add their third two primary colors on top of first two layers and mix using various tools and techniques. D. Day 4: Add final layers of paint using white and black paint if they want to (e.g. students who finish before others). Finish up working on painting by adding any additional colors, lines, textures, etc. 4. Clean Up: Each group will be responsible for collecting and cleaning up their desks and storing their projects
5. Teacher-pupil Appraisal of the Art Activity: During the activity I will be walking around to check if each student is making progress, and at the end of each session a quick formative assessment will be applied by asking review questions about art vocabulary terms and concepts including art historical questions.
XV. EVALUATION OF STUDENT WORK: The students will be evaluated on whether they completed all tasks of the assignment Created an expressionist painting using non-traditional tools/techniques to achieve textures/patterns, use of primary colors to create secondary colors, and follows basic classroom procedures. Assessment of student ability to complete art activity 1 2 3 3.5 4 Follows procedures in order to focus time wisely on project Not following procedures Following some procedures Following all procedures N/A Creates an expressionist painting using tools and techniques to create texture, patterns, symmetry/asymmetry Does not finish painting Doesnt use any non- traditional techniques Creates a textures, patterns, or symmetries using non-traditional tools/techniques Uses creative tools and techniques to achieve textures, patterns that werent talked about Creates all 3 secondary colors (orange, purple and green) through the use of mixing together primary colors Secondary colors are not achieved Secondary colors arent created using primaries Creates all secondary colors by combining primaries Combines primary colors in a very controlled manner (no murky browns) Possible points: 4.0 4.0 3.5 points = A + 3.0 points = A 2.5 2.0 points = B 1.5 points = C 1.0 points = D 0 points = F