ARTSEDGE: Rhythm and Art: Painting

This Lesson at a Glance:

Grade Band:

Integrated Subjects:
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Materials:

For the student:

Self-Assessment Rubric

Related WebLinks:

Targeted Standards:

The National Standards For Arts Education:

Visual Arts (9-12)
Standard 1: Understanding and applying media, techniques, and processes

Visual Arts (9-12)
Standard 2: Using knowledge of structures and functions

Visual Arts (9-12)
Standard 3: Choosing and evaluating a range of subject matter, symbols, and ideas

Visual Arts (9-12)
Standard 5: Reflecting upon and assessing the characteristics and merits of their work and the work of others

Other National Standards:

Language Arts IV (9-12) Standard 9: Uses viewing skills and strategies to understand and interpret visual media

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Rhythm and Art: Painting

Part of the Unit: Rhythm and Art

Lesson Overview:

In this lesson, students will explore the connections between music and visual art. Students will produce a body of work in the discipline of painting. Students will create paintings based on previous drawings that revealed elements of good design.

Length of Lesson:

One 45-minute period

Instructional Objectives:

Students will:

understand, describe, and interpret non-verbal language (auditory and visual).
work in different media, such as drawing, collage (manipulative), and painting.
explore the relationship between elements and principles—specifically, line, shape, and color, and their maximum and minimum contrast.
observe and respond to the content in their work and in others' work.
develop critical thinking skills (comparing, contrasting, and analyzing).

Supplies:

acrylic paints
canvas boards, 20" x 14" or larger
flat brushes (#2, #4)
palette paper
plastic cups for holding paint

Instructional Plan:

Days 9-10

Review

On a bulletin board, display the paper cut-outs created in the Rhythm Collage lesson. Point out two works and ask students to compare and contrast the works. Which one of the two has more clearly evidenced movement, rhythm, repetition, emphasis, and variety? Discuss why.

Present Problem

Students will create a painting based on one of the drawings created in the Gesture Drawing lesson. Before students begin to paint on canvas boards, students should select the drawing with the best design, one that has unity and harmony and that fulfills the objective of the unit—to make connections between music and visual art. Students can incorporate shapes and design elements incorporated in the collages made in the Rhythm Collage lesson.

Teacher Demonstration

In preparation for transferring a design from drawing to canvas board, the artist should decide the color combination and prepare palette paper with paint (three colors plus black and white). Select brushes #2 and #4. Paint from background to foreground (shapes first, lines, and details later).

Student Work

Students explore the use of acrylic paint. Monitor the work session, making sure that every student has been able to select a design that fulfills the requirements and in which the colors are appropriately mixed and applied.

Cleanup

Store work in appropriate shelves.

Assessment:

At the end of the unit, Making Connections Between Music and Art, evaluate student performance based on this Self-Assessment Rubric

Extensions:

Go onto the fifth lesson in the Rhythm and Art unit, Connections.

Authors:

Teresa Ghiglino, Studio Art - AP
Bell Multicultural Senior High
Washington, DC