Crumpled Movement Landscape

Lesson Objective: Observe, identify and create movement in a landscape work. 

Key Vocabulary: 

Rhythm: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. 

Movement: Principle of Art: Art Principle:  the path the viewer's eye takes through the artwork, often to a focal area.

Watercolor: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.

Landscape is ANY picture of the outdoors

Foreground: The part of the picture that is closest to you.

Perspective: things look bigger when they are closer to you.

Middleground: The part of the picture in the middle.

Background is up by the Top of your paper. 

“Rule of Thirds” can be key to creating balance in landscape painting

Opacity: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. 

Materials: 

Drawing Supplies: Colored pencils, drawing pencils, oil pastels

Watercolors

Watercolor Paper

One scrap paper per student: crumpled

Focus Artist: Van Gogh

CA Art Standards: 

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

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

2.4 Review and refine observational drawing 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.

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

5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS: Students apply what they learn in the visual arts across subject areas.

Project Requirements: 

Sketchbook: Practice drawing a crumpled piece of paper on a blank sheet of your sketchbook. 

Turn that drawing of paper into hills on the horizon. 

Draw in the background and foreground. 

Use oil pastels and watercolors to create movement. 

Final Project: Student used blind contour technique to draw crumpled paper mountain range.

Student added interest, rhythm and movement to create landscape using oil pastels and watercolor. 

Student followed landscape procedures to add interest in foreground and background. 

Student used the “rule of three” and color to create emphasis.

Direct Instruction from Power Point: 

Landscape is ANY picture of the outdoors

The Foreground: The part of the picture that is closest to you. 

The foreground is at the bottom of the paper. 

Things in the foreground look big, have more detail and are darker

Perspective: things look bigger when they are closer to you.

The Middleground:

The part of the picture in the middle. 

The middle ground is part way between the foreground and the background.

It is that part of the picture that  is farthest away from you. 

The Background is up by the Top of your paper. 

Things in the background look smaller, less detail and lighter because they are farther away. 

Overlapping is when one thing seems to cover up another thing, even just a little. When this happens, the thing that looks like it is on top is the thing that’s closest to you.

COLOR and Landscape: Warm and cool – Use the power of warm and colors to add even more depth. 

Add a red highlight in the foreground to bring your viewers gaze forward and to heighten the effect. 

Warm in the foreground cools in the background

Color becomes less and less saturated (intense) as it disappears into the distance.

Everything gets lighter in value as the distance from the viewer increases

As the landscape hits the horizon line it is often very similar in value to the sky.

Balance in three’s 

The nature of something’s ingredients or constituents; the way in which a whole or mixture is made up.

2. The action of putting things together; formation or construction.

3 is the magic number: Balance

Composition is about variety just “don’t make any two things the same”

The “Rule of Thirds” can be key to creating balance in landscape painting

Divide your page horizontally into 3.

2. Decide whether to have your horizon on the top third or the bottom third 

(the bottom third is always easier to balance, it helps to make the sky look vast and imposing).

3. Split the vertical into thirds.

4. Align areas of focus at the intersection between the lines.

Vincent  van Gogh 

(1853 – 1890)

Dutch Post-Impressionist painter 

His work had a far-reaching influence on 20th century art

Known for his  vivid colors and emotional impact.

Van Gogh did not begin painting until his late twenties

Best-known works were produced during his final two years. 

He produced more than 2,000 artworks, consisting of around 900 paintings and 1,100 drawings and sketches. 

His work was a strong influence on the Modernist art that followed. 

Today many of his pieces—including his numerous self portraits, landscapes, portraits and sunflowers—are among the world's most recognizable and expensive works of art.

Known for his paint application creating texture and movement.

He suffered from anxiety and increasingly frequent bouts of mental illness throughout his life,

died largely unknown, at the age of 37

Sold only one painting while he was alive

Rhythm: Principle of Art: Art elements (line shape, value, color, texture) recur regularly. Like a dance it will have a flow of objects that will seem to be like the beat of music. 

Movement: Principle of Art: Art Principle:  the path the viewer's eye takes through the artwork, often to a focal area.

Watercolor: is a painting method in which the paints are made of pigments suspended in a water-based solution. Watercolor refers to both the medium and the resulting artwork.

Opacity: (O-pa-city):the condition of lacking transparency or translucence; opaqueness. 

Oil Pastel History: 1947 Picasso Convinced Henri Sennelier, a French manufacturer who specialized in high quality art products, to develop a fine arts version. 

In 1949 Sennelier produced the first oil pastels intended for professionals and experienced artists.

Oil Pastel TECHNIQUE: Press hard, Should look like paint, If your hand hurts, you are doing it right

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

Wire Sculpture with Alexander Calder

Art Link: 

What is Form

Compare and contrast Form to art we have created in the classroom

INTRODUCTION to lesson (Anticipatory set): 

Analyze the pillow artwork by Mathilde Roussel

Use Critique/discussion form to enhance conversation

Think-Pair-Share 

Group discussion about this work of art

OBJECTIVE: Using uncut Wire, create a piece of art inspired by Alexander Calder. Include Form Space and balance in the final work of art. 

Discuss with table form and space as pre-assessment

Discuss and practice drawing your final project on paper

Work closely with teacher before receiving wire

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

Form Space Balance Relief Sculpture 

Mobiles High Relief Middle Relief Ladder perspective

Low Relief Space shapes Free-standing sculpture

Linear perspective Mobile Kinetic Stabiles

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.

1.4 Analyze and describe how the composition of a work of art is affected by the use of a particular principle of design.

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

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. 

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.

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

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

PURPOSE: complete a wire sculptue addressing elements and principles of art

INSTRUCTION: 

Students will discover review the elements of art, explore, form, space and balance, look at the artwork of Alexander Calder and create a wire sculpture piece as a final art project. 

MATERIALS: four feet of wire per student

Sketch paper

Pencils

DIRECT INSTRUCTION:

Power Point Presentation FORM

Pre-assessment: Sketchbook: 

How does this art effect you? 

Opening: Art Link: What is Form activity

Review: Elements of art 

Discussion: Form, Space, Balance

Space: Overlapping

Ladder perspective

Linear perspective

Form and Sculpture

Relief Sculpture

Free Standing Sculpture 

Space and sculpture

Review Principles of Art

Balance

Symmetry

Asymmetry

ART HISTORY: ALEXANDER CALDER

Expressionist

Began with wire circus

Invented Mobile

VIDEO: Calder’s Circus

Wire sculptures

Describe, Interpret, Analyze

Calder had plans in his sketchbook

Teacher Models: 

Form, Space and Balance throughout discussion 

Students take notes in their sketchbooks 

Teacher Monitors throughout discussion

Check for Understanding: 

Monitor room during Pre-assessment in sketchbook

Monitor throughout discussion to be sure notes are being taken 

FINAL PROJECT: Students will create a wire sculpture in the style of Alexander Calder

Sculptures must be in the shape of a box and have objects inside

Wire may not be cut, students will solve the problem of the wire in its 

full length

Students will draw and submit three plans for their wire before receiving 

Wire. They must consider measurements, interior content Form,   Space and Balance. 

Pattern Landscapes with Wayne Thiebaud

DISCUSSION: Pattern

What is pattern? 

Where do you find it?

Have we seen pattern in any artwork we have studied?

Discuss landscapes

Horizon line, foreground, background

Wayne Thiebaud and this landscape:
http://www.nytimes.com/interactive/2010/10/03/arts/design/03wayne-grfk.html

Do you see pattern?

How many different patterns

ARTIST: Wayne Thiebaud 

(born November 15, 1920) 

He is an American painter 

His most famous works are of cakes, pastries, boots, toys and lipsticks. 

He is associated with the Pop art movement because of his interest in objects of mass culture,

although his works, executed during the fifties and sixties, slightly predate the works of the classic pop artists. 

Thiebaud uses heavy pigment and exaggerated colors to depict his subjects

well-defined shadows characteristic of advertisements are almost always included in his work.

PROJECT: create a farm landscape with pattern

Step1: with black marker, draw an upside down letter v in the top middle of the paper

Step2: draw two straight lines coming off your V

Step3: draw a line across and then make it into a square down

Step4: add another square in the top and add the letter x

Step5: Add a square inside your square and add two XX’s

Step6: add two window to finish your barn

Step7: draw two lines to either side creating a horizon line

Step8: draw one line down from the barn through the foreground

Step9: draw two diagonal lines from either corner of the barn

Step10: Fill the first open space with clouds (make a pattern, not one cloud, 3 clouds)

Step11: fill the opposite side with trees (Pattern, 3 trees)

Step12: fill the other four open spaces with stripes, polka dots, diagonal lines, squiggly lines, etc...

Step 11: Color in all your pattern with color, remember we want a pattern so stick to two or three colors for each pattern

MATERIALS:

black sharpie markers

all colors of markers

Once these were in my computer, I realized they are a great project to discuss perspective. Many of the children were able to achieve perspective in these drawings without even trying. This is another great discussion point for this project. 

Picasso Cubism Cup Scultures

Second-Fifth Grade

TWO WEEK PROJECT

Discussion: Cubism/perspective/emotion
What does cubism mean?
How do things look from an airplane?
How small are the trees in the park from here? Can they fit in your fingers?
And standing next to them how much could we fit in our fingers? One piece of bark??
PERSPECTIVE: how you see things from where you are
In this classroom: some of you are looking at this half of my face and some at this half
Cubism means to draw things from several perspectives in one space
PICASSO and a fellow artist pioneered this idea.
Picasso would draw one face but show it from profile and forward.
Emotion: how color, music, life make you feel
If you are in a bad mood do you think you would paint the same thing if you were
in a good mood?
What about music? If you are listening to your favorite song/artist do you think you would paint the same thing as you would if you were listening to your Least favorite?
Picasso included emotion in his pieces deciding on colors and images based upon how he felt about them or in the moment.

ARTIST: Pablo Picasso
(25 October 1881 – 8 April 1973)
He was a Spanish painter, draughtsman, and sculptor.
He is one of the most recognized figures in 20th-century art.
He is best known for co-founding the Cubist movement and for the wide variety of styles embodied in his work. Picasso demonstrated uncanny artistic talent in his early years,
He painted in a realistic manner through his childhood and adolescence;
During the first decade of the twentieth century his style changed as he experimented with different theories, techniques, and ideas.
Picasso’s creativity manifested itself in numerous mediums, including painting, sculpture, drawing, and architecture. His revolutionary artistic accomplishments brought him universal renown and immense fortunes throughout his life, making him the best-known figure in twentieth century art.

PROJECT: create a clay cup with Picasso face
TO ATTACH ITEMS TO YOUR CLAY: score and SLIP them into place (demonstrate how to
score and slip for the students
Step1: roll your clay around in your hands until you create a perefct ball
Step2: pick a spot at the top of your ball and push both thumbs against the clay
Step3: Begin to go around in a circle with thumbs on the inside of the clay and fingers on the outside
Step4: continue until you have a pinch pot in the shape and size of a drinking cup
Step4: Use your extra clay create facial features: eyes, nose, lips, ears
Step5: attach eyes: one forward and one sideways
Step6: attach a nose but maybe it is upside down or on the cheek
Step7: attach a mouth but maybe it is on the forehead or sideways
Step8: don’t forget hair you can add it with your toothpick using texture

MATERIALS:
Clay
Toothpicks

WEEK 2:
Give the students acrylic paints and have them paint their cups. Ask them to spend time on each object of their face and to paint all of their sculpture: back front and even the inside.

These pieces were made from clay, allowed to harden and painted with acrylic paints. This lesson is easily adapted to firing and glazing.