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 Let's Talk About Painting
Adapted by Jeannene Smith, Maria Saludares, Ricardo Sandoval Click here to download the flipchart that goes with this lesson. Arts Discipline: Visual Arts Grade level: Grade 3 Standards: 1.4 Compare and contrast two works of art made by the use of different art tools and media (e.g., watercolor, tempera, computer). 4.1 Compare and contrast selected works of art and describe them, using appropriate vocabulary of art Approximate Time: Five 45-minute lessons Note: In the lesson plan, some of the words that are underlined or highlighted serve as web links that provide the teacher with resources that they can use for this particular lesson. Objective(s): Students will:
Color: red, blue, green, etc. Note: Point out that some paintings have many colors, and some have none. Line: A mark on a painting with length and direction. Types of lines include horizontal, vertical, wavy, curved, bent, straight, etc. Shape: Forms such as circles, triangles, squares, rectangles, ovals, etc. Texture: The "feel" of an artwork: rough, smooth, soft, hard, etc. Texture can be real (for example, an oil painting may be bumpy) or an artist may create the appearance of a texture. Value: The lightness or darkness of the colors used in a painting. Define the words for the students and point out illustrative examples of each element in a variety of paintings or other objects. Warm-Up Read the students a book about art appreciation, such as Matthew's Dream by Leo Lionni. Ask students if they have ever seen paintings in a museum or another location. Ask them to describe some of the paintings they viewed. Display several prints of paintings, gathered from posters, art books, or Web resources. The paintings should reflect very different styles of art (Impressionism, Cubism, Realism, Pre-Raphealite, etc.) Ask students to talk about each painting (both objective and subjective responses are acceptable). Introduce students to the concept of the elements of the arts. Tell students that paintings have certain "ingredients." Artists choose to use these ingredients in different ways, depending on how they want their painting to look. Show the following terms (See Flipchart p. 2): Color,line, shape, texture, value. Note: For the term “color” point out that some paintings have many colors, and some have none. Define the word for the students and point out illustrative examples of each element on the paintings that were previously displayed to the student. Note: This list is not an exhaustive list of the elements of art; however, these words should be readily understood by children at the K-4 grade level. Post the words on a word wall and refer to it throughout the rest of the lesson. Note: prior to teaching this portion of the lesson, have the necessary art supplies set up for teacher use. Read aloud an age-appropriate book about Jackson Pollack, such as Jackson Pollack (Getting to Know the World's Famous Artists by Mike Venezia). Discuss the artists' work with the students, being sure to incorporate the vocabulary on the word wall. Tell the students that you will be creating a painting in the style of Pollack. Model the process of painting in the style of Pollack, called "action painting." Stand over your paper or canvas and use Pollack's method of painting (dripping, throwing, and splashing paint on the canvas). When you are finished, have the students evaluate your work, using the vocabulary on the word wall. Repeat this activity for the following artists, focusing on the techniques mentioned below: Station 1: Jackson Pollock: Abstract Impressionist Action Painting Supplies Station 2: Michaelangelo: Upside-Down Drawing Station 3: Rembrandt: Self-Portraits Station 4: Seurat: Q-tips® Pointillism Station 5: The Impressionists (Note: See the Sources section for suggested books.) Independent Activity During this part of the lesson, students will create their own paintings in the style of each of the artists discussed. Prior to class, set up five stations around the room, each representing a famous artist or style. The supplies for each station are listed below. At each station, have available several prints of paintings by the artist, so that students will have a point of reference. Note: You may wish to solicit help from parents or volunteers to assist with the classroom studio. The volunteers should not only help students with the logistics of painting, but also be prepared to answer questions or offer guidance on the style of painting represented at the station. Each area should have the following:
Additional materials needed for specific stations are noted below. Divide the class into small groups and send them each to a different station. Station 1: Jackson Pollock: Abstract Impressionist Action Painting Supplies At this station, have a section of butcher paper rolled out on the ground to catch any spills and drips. Display various colors of paint in small containers on a newspaper covered table. Have children write their names on the back of their paper/canvas. Place a sheet of paper or canvas on the butcher paper - one sheet per child. Using the paintbrushes, the students will stand directly above their paper and drip paint onto the paper below using whatever colors they choose. Because this is an action painting, it is important that the children can move around their paper as they paint. Allow the paintings to dry. Station 2: Michelangelo: Upside Down Drawing Additional supplies needed:
Station 3: Rembrandt: Self-Portraits Additional supplies needed:
Station 4: Seurat: Q-Tips® Pointillism Additional supplies needed for 3-4 students
Station 5: Impressionists Additional supplies needed:
Closure Have the students present one of their paintings to the class. The class should try to determine which style of painting the work represents, and should discuss the painting using the vocabulary terms. Assessment Assess the students' ability to talk about the work of their peers. Evaluate the degree to which they can incorporate the vocabulary of the elements of art into their critique of the paintings. Sources:
Web:
Authors:
Interdisciplinary Connections Prerequisite: Meet the objectives for Visual Arts standard 1.4 Writing 2.2 - Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. Listening and Speaking 2.3 - Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences. Language Arts Activity: Write a brief description of an illustration found in each of the following stories: Lost and Found, The Ballad of Mulan, The Waterfall. Include information about the style and tools used by each artist. Give an oral presentation about the illustrations. Curriculum Resource: Houghton Mifflin: Reading California, Theme 1, Off To Adventure: Lost and Found, The Ballad of Mulan, The Waterfall Internet Source: Kennedy Center - ArtsEdge Extension Lesson: Aboriginal Designs Note: Right-click here to download the flipchart (3VisArtsExt.flp) to use with the extension lesson above. Locate the appropriate flipchart page(s) for this extension lesson. |
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NSD > Educational Services > Classroom Resources > Lesson Plans > Vapa > 3Vis1 4LangTheme1 > Let's Talk About Painting |
May 17, 2012 |
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