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)

Value Pulling with Mike Henderson

Mike Henderson, Upstairs (not in crocker) Each way is at Crocker…similar

Recap: Colorwheel

Discussion: 

Value:

How do we make colors lighter?

How do we make colors darker?

What is value?

What is shade? 

What is tint? 

Draw a value scale

Artist: 

Born in the small farming town of Marshall, Missouri, in 1944

Mike Henderson was supposed to work in the local factory with his father. 

His passion for art led him across the country to one of the first integrated art schools in the United States, the San Francisco Art Institute. 

He earned a B.F.A. in 1969 and an M.F.A. in 1970. 

Henderson has been teaching art and art history at the University of California at Davis ever since

He is considered a prominent figure among the second generation of Bay Area abstract painters.

Project: Create a Mike Henderson inspired Value piece by pulling paint

Step1: With the long side of a craft stick, pick up white and any pure color

Step2: Place it on your paper and pull it across to create a new color

Step3: allow the mixing to show, so you get many colors in each pull

Step4: try and create a rectangle with each pull

Step5: repeat the process with each of your pure colors with black and white

Use a paper towel to wipe craft stick between

Step6: feel free to break your stick to get new shapes with your pulls

Materials: 

White paint 

Black Paint

Pure colors of paint, primary and secondary for each student

Pulls: pop sticks, illustration board 

Large Card stock White 

Color Wheel hand prints with Picasso

Discussion: 
Picasso's artwork, Hands with Flowers
What do you see in this drawing
What is the hand doing? 
What colors do you see? 
How many colors? 
How do we make color? 
What is primary color? 
Red Yellow Blue
Why are they special? What do they do? 

They make secondary colors: show a color wheel
Red and blue get too close they make: Purple
Yellow and blue get too close they make green 
Red and yellow get too close they make orange

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 printed flowers with hand print
Step1: using a circle stamp print a red center
Step2: using another circle stamp print a blue flower center
Step3: using a third print a yellow flower center
Step4: add orange petals with oil pastels
Step5: add green lines for stems with oil pastels 
Step6: paint and print your hand in purple paint

Materials: 
3 Foam circles and wine corks hot glued together for circle stamp
Red, blue, purple, and yellow tempura paint
orange and green oil pastels 


This lesson was adapted from a wonderful lesson found here: splishsplashsplatterart.blogspot.com.

Texture and Patten POPsicles with Andy Warhol

Discussion: 

Pattern

What is it? abababababab

Where do you see it? Clothing, wallpaper, etc.

What do you have to have to make one? Repetition

What is texture? 

How does your hair feel?

How does the bottom of your show feel?

Do they feel the same?

What about tree bark vs. A puppy? 

Art and texture: 

The job of an artist is to create visual texture

A dog might look fluffy and a marble would be shiny and smooth

Discuss Andy Warhol and his use of repetition in his four part celebrity POP art portraits

ARTIST: Andy Warhol

(August 6, 1928 – February 22, 1987), 

Born Andrew Warhola 

An American painter, printmaker, and filmmaker 

leading figure in the visual art movement known as pop art. 

After a successful career as a commercial illustrator, 

Warhol became famous worldwide for his work as a painter

He was also filmmaker, record producer, author, 

Warhol has been the subject of numerous retrospective exhibitions, books, and feature and documentary films.

 He coined the widely used expression "15 minutes of fame." 

The Andy Warhol Museum exists in memory of his life and artwork.

The highest price ever paid for a Warhol painting is $100 million for a 1963 canvas titled Eight Elvises. 

Died during routine gallbladder surgery in 1987

PROJECT: Create POPsicle Pop Artwork using texture and pattern

Step1: on 12x18 piece of Tag Board or card stock: Draw one line across horizontal center

Draw one line down Vertical center

Step2: (multitude of ways to add color here, we had just studied the color wheel and value)

Paint one primary Rectangle: add texture with POPsicle stick before it dries

Paint one secondary Rectangle: add texture with POPsicle stick before it dries

Paint one rectangle with any color and white: add texture with POPsicle stick

Paint one rectangle with any color and black: add texture with POPsicle stick

Step3: while that dries: Give students Tag board or card stock cut down to 4x6 pieces

Step4: ask students to create a different pattern on each

Students with use oils pastels for dots or stripes and finish back ground in watercolor

Step5: Cut these small pattern papers into rounded POPsicle shapes

Step6: Glue POPsicle stick to the back of each

Step7: Glue four new POPsicles into each of the large painted rectangles

Materials:

Oil pastels

Tempura paint

Watercolor

Tag board 12x18

Tag board 8x12

Popsicle sticks

Spray Paint and dotted landscapes with Seurat

Prep: cut or rip watercolor paper and construction paper into 3x8.5 strips

Cut out or hole punch 2" circles these could be yellow or printed yellow

Discussion: Pointillism: small dots next to each other when looked at from far away become a picture. 

Primary dots next to each other mix with the viewers eye. 

Look at the work Sunday afternoon at the Park by the artist Seurat

What do you see? 

What color did he use most?

Do you see a monkey?

What would you do if you were there? 

ARTIST: Georges Seurat 

(1859-1891)

French Painter

Invented pointillism

Took informal art lessons as a teen

Attended art school in Paris

He studied the relationship between lines and images and the effect light had on color

He wanted to know more about the emotional effect of color

He influenced science with his studies of colors

Project: 

Step 1: paint watercolor paper with blue liquid water color paint

Step 2: on square card stock paper 8.5 x8.5, glue on blue watercolor at the top

Step3: glue on orange construction paper in the middle

Step 4 glue on pink construction paper on the bottom

Step5: spray pink and orange with two to three squirts of lime liquid watercolor in a spritz bottle

Step6: glue on your round pre cut sun shine on the top in the blue 

Step 7: with q-tips add in round flowers in all colors on the pink and orange paper

Step8: with tooth picks add in dark green centers in each flower to finish

Materials:

Pink and orange construction paper 3" x 8.5"

Water color paper 3"x 8.5"

Tooth picks

Q-tips

tempura paint

Blue liquid watercolor

Card stock cut to 8.5"x8.5"

This project was adapted from this website: http://angelaandersonart.blogspot.com/2011/11/fun-splatter-floral-paintings-kids-art.html  Please visit for additional information

Warm and Cool color collages with Hundertwasser

Two week project, students create collage paper the first week. 

Discussion: Warm colors? 

What do they make us feel?

Where do we find them? 

Why are they warm?

Where do we see them everyday?

Cool colors? 

What do they make us feel?

Where do we find them? 

Why are they cool?

Where do we see them everyday?

ARTIST: Friedensreich Hundertwasser (1978-2000)

GERMAN

The eccentric and playfully self-advertising Viennese artist 

Early school reports attested to his "exceptional feeling for colour and form". 

Hundertwasser spent three months at the Viennese Art Academy
He found the numerous and adventurous trips he took to Morocco, Tunisia, Nepal, Tokyo and Siberia inspirational for the path he intended to follow. 

Hundertwasser developed an abstract, decorative, two-dimensional and vibrantly colourful, utterly distinctive style distinguished by ornamental spiral and labyrinth forms, circles, meanders and biomorphic shapes.
During the 1960s Friedensreich Hundertwasser was extremely successful

Active in the ecological movement, Hundertwasser was committed to making life livable in a humane environment that was close to nature. 

So versatile and prolific was Hundertwasser that he also designed coins and stamps for Austria, Senegal and the UN from the 1970s. 

In 1981 Hundertwasser was appointed head of the master for painting at the Viennese Art Academy. 

The famous Hundertwasser House in Vienna, begun in 1983, attests to Hunderwasser's skill as an architect.
Friedensreich Hundertwasser died on a cruise ship off New Zealand in 2000.

PROJECT: WEEK 1: Create both a warm and a cool striped paintings 

Step1: on white paper paint a red stripe

Step2: using a craft stick and fork make stripes or marks in your red paint

Step3: make an orange stripe next to your red stripe

Step4: using a craft stick make stripes or marks in your orange paint

Step5: repeat steps with yellow and continue with the stripes in warm and marks until page is full of stripes

using a craft stick make stripes or marks in your red paint

Step6: on white paper paint a blue stripe

using a craft stick and/or fork make stripes or marks in your blue paint

Step7: make an green stripe next to your blue stripe

Step8: using a craft stick make stripes or marks in your green paint

Step9: repeat steps with violet and continue with the stripes in warm and marks until page is full of stripes

Project: WEEK TWO

Step1: cut strips from your cool or warm colors (ARTIST DECISION) and glue them on the card stock

Step2: from the opposite color pages cut circles in three sizes and glue them on top of your stripes 

Step3: repeat until you have three flowers

Step4: add stems

MATERIALS AND TOOLS: 

White construction paper

Warm and cool colored paint

Pop cycle sticks

Forks

Adapted from:http://www.deepspacesparkle.com/2011/10/hundertwasser-art-lesson-for-kids/