Art Element Cup

Lesson Objective: Introduction to the art elements through a styrofoam cup

Key Vocabulary: 

Materials: 

Styrofoam Cup

Xacto Knife 

Hot Glue 

Focus: Elements of Art 

CA Art Standards:

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

3.3 Identify and describe trends in the visual arts and discuss how the issues of time, place, and cultural influence are reflected in selected works of art.

4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.

5.0 Connecting and Applying What Is Learned in the Visual Arts to Other Art Forms and Subject Areas and to Careers

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Scaffolding adaptations: 

Students will revisit art elements from the earlier learning. We will use similar visuals to refresh previous knowledge.  Notes will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final project will be demo started in class using guided instruction.

Direct instruction: Art Elements: 

LINE

What is a line?

Geometrically, it connects two points. 

A line is a path traced by a moving point, i.e. a pencil point or a paintbrush. 

We see lines all around us. 

Line is a vital element of any artwork.

Actual 

Implied

Contour

Horizontal 

Vertical

Diagonal

Flat

Sharp/Angled

Gestural 

Actual Line: Marks or objects that are real lines; they exist physically. 

Examples of actual lines include lines painted on a highway, tree branches & Ladder.

Contour lines define the edges of objects:

Edges of a table

Edges of figure

Contour lines define both the edges of the object & the negative space between them

Implied Lines

Lines that we see in our mind’s eye that fill in the spaces between objects: 

Rows of windows in a large office building.

Outside line between fruit and background 

Sharply angled lines: Excitement, Anger, Danger & Chaos.

Gestural lines: reveal the touch of the artist’s hand, arm--and sometimes the entire body—in the artwork.

PROJECT: In Your sketchbook: 

Use your pencil

Draw three 3” squares

Try different ideas with a focus on LINE. 

How will you transition your line ideas to the cup? 

SHAPE: 

A shape is a closed line. A shape is flat.

The easiest way to see the shape of an object:  look at shadows. 

Shadows flatten a 3D object into a flat shape. 

Shadows enable you to see the object without details like color and texture.

Geometric Shape

Organic Shape

Implied Shape

Hard edge shape

Soft edge shape

Geometric shapes are mathematically determined

Organic shapes are the type you see in nature.

Implied Shape: The spaces between objects. We see those spaces as shapes, even though they are Implied. 

Hard Edged Shape: are clearly distinguished from each other 

Convey a sense of: 

order

clarity

strength.

Soft Edged Shape

Soft edged shapes have a tendency to blend with each other or the ground

Convey a sense of:

fluidity

flexibility

tend to feel lighter in weight.

PROJECT: In your sketchbook: Plan your cup using SHAPE

Use at one type of shape we discussed

organic

geometric

implied

hard edge

soft edge

When you have a concrete sketchbook plan completed/approved

Complete your plan using Practice cup and scissors 

If time allows, You can revisit: Line.

COLOR: 

Color has a huge effect on our daily lives.

Everyday our emotions, moods,  physical sensation (appetite) are influenced by the colors that surround us.

Primary: Red, Yellow, Blue

Secondary Colors: Green, Violet, Orange

Tertiary Colors: Yellow-Green, Yellow-Orange, Blue-Green, Blue-Violet, Red-Violet, Red-Orange

Complementary Colors

Colors Opposite on the color wheel: 

Red and Green

Yellow and Purple

Blue and Orange

High Contrast 

Draws attention

Analogous Colors

Colors Next door on the color wheel:

  Green and blue

Yellow and orange

Violet and red

Analogous colors blend with each other.

PROJECT: In your sketchbook: Plan your 3” Color cube side

Use at least two color schemes we discussed

Primary

Secondary

Tertiary 

Complementary

Analogous

When you have a concrete plan in place in your sketchbook:

Pick one of the 6 sides of your cube

Complete your plan using any materials provided 

VALUE : TINTS AND SHADES. VALUE is the lightness or darkness of a hue (color).

Pure Color (Hue) is located in the center of a value scale.

No added white or black

Color from the tube. 

Create lighter value by mixing white with pure color: This is called a TINT.

Create darker values by mixing black  with the Pure Color: This is called a SHADE.  

PROJECT: 

Create a Value Scale 

Hold your pencil in the middle to create a medium (pure) hue. 

Tint: Hold your pencil near the eraser

Shade: Hole your pencil near the lead. 

Create a five block value scale 

In your sketchbook: Plan value idea for the cup

Use value scale techniques we discussed

Add white and black to paint to show value scale

Use varying pressure with pencil to create value scale

 Use both techniques

When you have a concrete plan in place in your sketchbook:

Get it approved

Complete your plan using any materials provided 

Texture: The surface quality that can be seen and/or felt

Texture can be rough smooth soft or hard. (Actual) 

Textures do not always feel the way they look (visual).

The illusion of having physical texture.

Texture in 2D artwork

Artist gives the look of texture through the medium. 

Actual texture: the tactile qualities of the physical surface of the object. 

Differentiates from visual texture: It has a physical quality that can be felt by touch. 

PROJECT: In your sketchbook: 

Plan your texture for your cup

Use the two texture types we discussed

Visual

Tactile or Actual Texture

When you have a concrete Sketchbook plan approved 

Apply idea to your cup

Complete your plan using any materials provided 

SPACE: Positive shapes occupy positive space. 

The area around positive shapes (the background) is negative space. 

In this diagram, the negative shapes are as clear and distinct as the positive shapes.

Negative space: is the space around/between the subject(s) of an image. 

Negative space is most evident when the space around a subject forms an interesting/relevant shape. 

In this case, the NEGATIVE space: The Arrow. 

Space is  always a part of artwork

The setting a sculpture is in becomes part of how it is viewed and the overall effect 

Implied Space: Illusion. In two-dimensional (2D) work

PROJECT: In your sketchbook: Plan how you will show space in your cup

Use the types of Space we discussed

Positive/Negative

Implied

Overlapping

Size

Linear perspective 

When you have a concrete plan in place in your sketchbook:

Complete your plan using any materials provided 

FINAL PROJECT REQUIREMENTS: 

Design and create Art Elements Cup

Create sketchbook study of each element decision 

Complete each aspect of the cup with art elements based on knowledge gained in class discussions

Revise and refine final cup using various supplies provided 

Final cup should become a sculpture, must use all pieces of cup

Color Theory Art Supplies

Lesson Objective: Study Josef Albers and Color Theory 

Apply knowledge to a still life of art supplies done in 9 different color schemes

Key Vocabulary: 

Hue is the term given to the various colors we perceive e.g., red, blue, green, red-purple, Value is the lightness or darkness of a hue

Value is higher (lighter) when there is more lightness. (Tint)

Value is lower (darker) when the hue appears darker. (Shade)

Saturation, purity of color, refers to the comparison of a color to a neutral gray 

Neutral gray is achromatic 

Full color is fully saturated/pure and brilliant: Chroma

Saturation levels vary with different hues:

The most intense yellow appears brighter than the most intense blue-green. For any hue, saturation ranges from 0 percent (neutral gray) to 100% (maximum saturation). 

At maximum level, 100%, color appears pure and contains no gray

Contrast: refers to one object's difference in color and luminance compared to its surroundings or background. Black and white Highest possible Contrast 

Scale refers to relating size to a constant, such as a human body.

Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations

Complementary colors: Opposite on color wheel (High Contrast) 

A Hue will appear darker on lighter background and lighter on darker background

Proportion is the size relationship of parts to a whole and to one another. 

Materials: 

12x12 card stock

Colored pencils

Sharpies

Still life of art supplies

Focus Artist: Josef Albers 

Project requirements: 

Create a Slotted color sculpture exploring color relationships 

Sketchbook: Students will draw color plans for each square of their project and

submit plans for approval. Required: 

9 Different color schemes

Student/teacher should be able to easily identify theme

Project: Create 12x12 study on paper exploring Josef Albers studies on color

Precision: Focused effort on end result 

Assessment: 

Informal: Written Peer Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Compare and contrast works of art, beyond the obvious and identifying psychological content found in the images

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Color has a huge effect on our daily lives.

Everyday our emotions, moods,  physical sensation (appetite) are influenced by the colors that surround us.

There are three (3) properties to color:  

Hue: the name we give to a color (red, blue, etc.).

Intensity: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).

Value: meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.

Scaffolding adaptations: 

Students will revisit color and line from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction.

DIRECT INSTRUCTION:

Day 1 and 2: Power Point Presentation Color and Albers

Pre-assessment: Science and Art

Opening: Art Link: Quote from Albers on Science and Art

Review: Elements of art 

Discussion: Color

Key Vocabulary featured on PPT with visuals: 

Hue

Value

Intensity

Chroma

Saturation

Contrast 

Complementary Colors

Simultaneous Contrast 

Successive Contrast 

Color Schemes (relationships)

ART HISTORY: Josef Albers

Josef Albers (1888 – 1976)

German-born American artist and educator 

He worked, both in Europe and in the United States

Taught at Yale University

He formed the basis for the most influential and far-reaching art education programs of the 20th century.

Alber’s had an endless fascination with color discrepancy: 

How colors look when seen one at a time 

How they appear in different combinations

Color Theory: The study of Color 

Albers noted experiencing color varies based on individual personalities and factors like hue, dimension, and placement.

1949-1976, Josef Albers created a series of paintings titled Homage to the Square. 

Experience is the best teacher of color. 

There is no shortcut to your 10,000 hours towards mastery of this subject. 

Unless you experiment with colors the way Albers prescribes, you will not fully comprehend how the exact same color:

 Looks different in small quantity vs. large quantity 

 Looks different surrounded by another color. 

Color is constantly related to its neighbors and to changing light conditions.

Albers chose the square for its neutrality

He felt that such a common shape would not distract viewers from their experience of color. 

To create a "pure" experience, he applied his pigments directly from the tubes.

Spread pigments in thin layers onto the surface of the canvas (No Texture)

Studied color with paint on paper

Avoids mixing paint

Saves time and materials

Gain active interest, no prep

Precision of tone, light and surface quality

No texture (i.e. brush strokes)

Intensity is a synonym for magnitude or strength.

Contrast: refers to one object's difference in color and luminance compared to its surroundings or background.

Black and white

Complementary colors: Opposite on color wheel

Monochromatic colors are all the colors (tints, tones, and shades) of a single hue. 

Huedoku: Students play the app Huedoku to see their learning at work. The app is created from Albers studies and allows students to place colors in the right order based on hue. Students will both watch and play. Student playing will be active in color placement students watching will observe how color changes based on its neighbors. 

Review each Color scheme on last slide to check for understanding 

Teacher Models: 

Color throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

The game Huedoku on how to play with three color boxes 

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Students play the Huedoku App with 4 color boxes and higher

Project: 

Day one: Students complete study of ideas in their sketchbook. 

Ideas should include various art supplies, 9 boxes and different color schemes

Day two: Students continue with their plans and submit for approval and large paper

Day three students begin on large paper by scaling up ideas to meet the 12x12 paper

Day four: students begin to map out each color scheme considering foreground, background etc. 

Day 5,6,7: student implement ideas through precision and knowledge 

Final product should include Light, Shadow and Value

Day 8: Critique 

Day 9: submit final work for a grade. 

Color Wheel Perspective

Objective:  Students will create a color wheel using one point perspective, accurate color placement and value 

CA Art Standards

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.

2.1 Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.

2.2 Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.

3.2 Identify and describe the role and influence of new technologies on contemporary works of art.

4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.0: Students apply what they learn in the visual arts across subject areas. 

Materials: 

Tag Board

Color Pencils 

Key Vocabulary: 

Hue, Value, One point Perspective, tertiary

Direct Instruction 

Color has a huge effect on our daily lives.

Everyday our emotions, moods,  physical sensation (appetite) are influenced by the colors that surround us.

There are three (3) properties to color:  

Hue: the name we give to a color (red, blue, etc.).

Intensity: refers to the strength/vividness of the color. For example, we may describe the color blue as "royal" (bright, rich, vibrant) or "dull" (grayed).

Value: meaning its lightness or darkness. Shade and Tint are in reference to value changes in colors.

One-point perspective -contains only one vanishing point on the horizon line. 

This type of perspective is typically used for images of roads, railway tracks, hallways, or buildings viewed so that the front is directly facing the viewer.

Color Theory: is a body of practical guidance to color mixing and the visual effects of a specific color combinations

Teacher Models 

Examples of vocabulary on the board throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors room throughout discussion

Step by Step modeling on how to create color wheel

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Various Activities Designed to check/enhance student comprehension

Project requirements:

Sketchbook: student uses sketchbook to complete studies on one point perspective and building details using a ruler

Final project: Student applies sketchbook skills onto final paper to create building color wheel

Student creates color wheel showing primary, secondary and tertiary colors

Student shows the shade, tint and pure color of 12 colors on the color wheel

Student added unique details on each of the 12 buildings using black ink

Final project is well thought out and executed

Student takes advantage of studio time by illustrating full effort in actions and final results. 

Adapted from lesson found: http://tartteaching.blogspot.com/2012_08_01_archive.html

Slotted Color Sculptures with Josef Albers

Lesson Objective

Work with elements of art: Color 

Work with principles of Art: Scale 

Create a Slotted color sculpture exploring color relationships 

Key Vocabulary: 

Hue

Value

Intensity

Chroma

Saturation

Contrast 

Complementary Colors

Simultaneous Contrast 

Successive Contrast 

Color Schemes (relationships)

Materials: 

Foam Core 

Paint

Exato Knives

Focus Artists: 

Josef Albers 

Beg: Project Requirements: Create a Slotted color sculpture exploring color relationships 

Sketchbook: Students will draw color plans for each side of their slotted sculpture and

submit plans for approval. Required: 

Square slotted format for each side (Construction)

Color Relationships (5 different schemes minimum)

Color Placement (Neighbors/Scale)

All sides and angles of the sculpture (Details)

Scale as it pertains to final look of sculpture

Create Free-standing Slotted Sculpture exploring Josef Albers studies on color

Precision (Painting and Slot Construction)

Scale (How color looks from ALL sides)

Adv: Project Requirements: Create a Slotted color sculpture exploring color relationships 

Sketchbook: Students will draw color plans for each side of their slotted sculpture and submit plans for approval. Required:

Slotted, one shape format for each side (Construction)

Color Relationships (8 different schemes, minimum)

Color Placement (Neighbors)

All sides and angles of the sculpture (Details)

Scale as it pertains to final look of sculpture

Create Free-standing Slotted Sculpture exploring Josef Albers color studies 

Precision (Painting and Slot Construction)

Scale (How color looks from ALL sides)

Assessment: 

Informal: Written Peer Critique

Formal: Artist Statement

Formal: Grading final sculpture

CA STANDARDS: 

1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own. 

1.3 Research and analyze the work of an artist and write about the artist's distinctive style and its contribution to the meaning of the work.

1.5 Analyze the material used by a given artist and describe how its use influences the meaning of the work.

2.2 Plan and create works of art that reflect complex ideas, such as distortion, color theory, arbitrary color, scale, expressive content, and real versus virtual. 

4.5 Employ the conventions of art criticism in writing and speaking about works of art.

5.2 Compare and contrast works of art, beyond the obvious and identifying psychological content found in the images

Modifications: 

English Language Learner: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Special Needs: Handout for project, project samples, Power point with visuals, Critique for additional understanding, Demonstration of techniques

Accelerated Learner: Expand on skills learned to create a unique project. 

Advanced art students will be asked to increase the difficulty of their final sculpture They will also be expected incorporate 8 color schemes in final sculpture. 

Scaffolding adaptations: 

Students will revisit color and line from the earlier learning. We will use similar visuals to refresh earlier learning.  Notes on color, scale and artists will be taken throughout discussions for added understanding. Creating sketchbook plans and Constructing final sculpture will be demo started in class using guided instruction. 

Art Link: 

Science and Art

How have we used science in the course already? 

INTRODUCTION to lesson (Anticipatory set): 

Watch a video on Josef Albers and his work 

Use discussion form to enhance learning

OBJECTIVE: Using Slotted Sculpture as your 3-D Form 

Create Free-Standing Artwork exploring 6 different color Schemes/Relationships

Must Complete Sculpture from all Angles

Discuss Science and Art as pre-assessment

Discuss and practice drawing your final project on paper

Work closely with teacher before moving to foam core

Students will understand new vocabulary as is relates to visual art: 

PURPOSE: Complete Free-Standing, Slotted sculpture exploring color relationships. 

INSTRUCTION: 

Students will discover review the elements of color and Scale. they look at the artwork of Josef Calder and create a Slotted sculpture piece as a final art project. 

DIRECT INSTRUCTION:

Day 1 and 2: Power Point Presentation Color and Albers

Pre-assessment: Science and Art

Opening: Art Link: Quote from Albers on Science and Art

Review: Elements of art 

Discussion: Color

Key Vocabulary featured on PPT with visuals: 

Hue

Value

Intensity

Chroma

Saturation

Contrast 

Complementary Colors

Simultaneous Contrast 

Successive Contrast 

Color Schemes (relationships)

ART HISTORY: Josef Albers 

German-born American artist and educator 

He worked, both in Europe and in the United States

Taught at Yale University

He formed the basis for the most influential and far-reaching art education programs of the 20th century.

Studied color with paper

Avoids mixing paint

Saves time and materials

Gain active interest, no prep

Precision of tone, light and surface quality

No texture (i.e. brush strokes)

Huedoku: Students play the app Huedoku to see their learning at work. The app is created from Albers studies and allows students to place colors in the right order based on hue. Students will both watch and play. Student playing will be active in color placement students watching will observe how color changes based on its neighbors. 

Review each Color scheme on last slide to check for understanding 

Teacher Models: 

Color throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

The game Huedoku on how to play with three color boxes 

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion ensure comprehension and active note taking 

Students play the Huedoku App with 4 color boxes and higher

Present Rubric through Power Point Slides: 

FINAL PROJECT:  Using color relationships considering colors will be placed next to each other on final sculpture 

Students will draw  plans for their Color sculpture before moving to paint stage

They must consider:

Color Relationships

Color Placement

All sides and angles of the sculpture

Scale as it pertains to final look of color on sculpture

Create Free-standing Slotted Sculpture exploring Josef Albers studies on color

Day 3: Students receive a full day to create and label their five color schemes 

Students show me their color schemes to show understanding and receive foam core

Day 4: Students measure and cut slots based on model I presented or their own ideas. 

Student will use exact knives to achieve slot cuts

Safety Measures in place: 

Watch a video about how to cut slots on youtube

Teacher passes out and retrieves exacto knives 

Students must have a partner also ready to make cuts before receiving 

exacto knife

Students are reminded about keeping thumbs in and watching partners

throughout exacto use

Teacher monitors exacto knives by observing each table throughout 

class time. 

Day 5: Slot Cutting Continues

Day 6: Students begin paint planning

Once slots are in place and structure is complete

Students will begin to add paint lines and details on the final sculpture

This planning will help complete painting of each color scheme

Paint is applied in the style of Josef Albers Squares

Day 7: Painting Continues

Albers Reflection through Art Link (15 Minutes)

Students read a quote from Josef Albers

They are reminded about how we got to this stage of our sculpture

They are asked to read through their notes and find their favorite fact as a table 

group

They discuss and expand on the fact and present their discussion to the class

This will prepare students for upcoming Critique

Students are asked to take notes on this process for Friday sketchbook checks

Students return to their stage of the sculpture 

Day 8: Full studio Day

All students should begin the painting Process today

Check the room for students who are lingering in the slot phase or color 

planning phase

Day 9: Critiques: 

Peer Critiques

Directions: Present to the class first by Power Point

Show the rubric on Power Point 

Review Rubric Goals

Remind students to critique by rubric

Students can partner with anyone in the room but a table mate

Students will exchange sculptures 

Each student will create a written critique about their partners work

Each student should address goals achieved and goal 

opportunities

Students should use the name Albers at least once

Students should refer to a Rubric Goal at least twice

Students should incorporate key vocabulary throughout. 

Critique is based on Rubric Goals

Students will exchange their written critiques

Read and discuss new goals with their partner

Day 10: Full studio Day 

Focus on New Goals from yesterday critique

Focus on getting to the halfway mark of your painting process

Day 11: Full studio Day 

All should be at the 3/4 way mark by the end of the day 

Day 12: Final day of sculpture (November 10)

Students should complete sculpture today and be ready for Artist Statement 

Turn in completed sculptures at the end of the period. 

Day 13: Artist Statement (November 12)

Discussion: Monochromatic? What does this big word mean?

It means one color, That seems boring? 

What would a one color painting look like? 

Show examples, Show Matisse’s Red Studio

How would this room feel to be inside? 

What would you touch if you were there?

Would the room feel BIG or small? 

What does the color red make us feel? 

Would you feel like that if you were there?

Does Matisse have any items in color here? Why? 

ARTIST: Henri Matisse 1869-1954
French Painter,
Studied law until he was 21

His Mother gave him a paint box after surgery and he discovered painting

He attended drawing classes before work; at lunch he would paint. After work he would paint till night fell. 

In 1891 set off for Paris to study

Matisse’s studies ultimately lead him to his love of line, shape and color. 

Matisse’s greatest influence had been the work of the artist Cezanne (1839 – 1906, French). 

In the 1950‘s, Matisse began creating paintings using paint and paper cut outs. 

Matisse continued to paint even after he was ill, this time on the walls of his room, using a piece of charcoal attached to the end of a bamboo pole. 

He painted until his death in 1954. 

Matisse had strong feelings about only one thing, the act of painting. 

The purpose of these pictures, he always asserted, was to give pleasure. 

For Matisse, painting was the rhythmic arrangement of line and color on a flat plane. 

He had created the technique of striking contrasts, unmixed hues, flat planes of color (similar to Gauguin, 1848 – 1903, French) 

Expressive brush strokes (similar to Van Gogh, 1853 – 1890, Dutch). 

Light was expressed, not in the method of the Impressionists, but with a harmony of intensely covered surfaces. 

For additional information please visit: http://en.wikipedia.org/wiki/Henri_Matisse

PROJECT: Create your favorite room in monochromatic

Step1: Pick a room in your house that is your favorite

Step2: use a white oil pastel and draw several items from your fav. Room

Step3: if one or more items in your room have an important color, fill it in

Step4: Paint your whole paper with red paint to reveal your room

MATERIALS: 

Oil pastels 

red liquid water color

watercolor paper