Lesson Overview:
Studying different artists' contributions through literacy is of value to the young child. This lesson introduces young students to the elements of the arts, and teaches them to use appropriate vocabulary when discussing paintings. Further, the students experience the process of creating paintings in various styles.
Length of Lesson:
Five 45-minute periods
Notes:
This lesson is particularly suitable for grades K-2.
Instructional Objectives:
Students will:
- be able to discuss works of art incorporating proper vocabulary.
- express creativity.
- learn about different artists and their style of art.
- learn appreciation for art created not only by them but by others as well.
- learn art-related vocabulary.
Supplies:
- A low table
- A vase of flowers
- Buckets of soapy water
- Children's books about the artists referenced in the lesson (See Sources section for specific examples)
- Drafting tables
- Drying area for finished paintings
- Easels
- Large cards to display vocabulary words
- Markers
- Masking tape
- Paint brushes
- Paint smocks
- Paper towels
- Q-tips®
- Pictures of artwork depicting the technique
- Reproductions of paintings that represent different styles of art
- Reproductions of paintings by Pollack, Michaelangelo, Rembrandt, Seurat, and the Impressionists
- Tempera paint and watercolor paint
Instructional Plan:
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.
Hold up a Word Card for each of the following terms:
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 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.
Guided Practice
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:
- A drying area for finished paintings
- Bucket of soapy water
- New vocabulary terms w/visuals
- One to two volunteers
- Paint brushes
- Paint smocks
- Paint supplies
- Paper towels
- Pictures of artwork depicting the technique
- Magic marker
Additional materials needed for specific stations are noted below.
Divide the class into small groups and send them each to a different station.
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.
Additional supplies needed:
- Low table
- Markers
- Masking tape
Tape a piece of paper (one per student) to the underside of the low table, and have the children lie underneath the canvas as they paint. Let the children discover how it feels to draw while lying on their backs while reaching up to draw on the paper. Remove drawings upon their completion and set up the area for the next group.
Additional supplies needed:
- Easels
- Large self standing mirrors
Have the children stand in front of the mirrors and look at themselves. Allow children plenty of time. Have the students paint their self-portraits while discussing their attributes such as: hair color, eyes, etc. Let the paintings dry on a nearby flat surface.
Additional supplies needed for 3-4 students
- Drafting tape
- Q-tips®
- Tables
- Watercolor paper
- Watercolors
Remind students of the way Seurat used dots to make paintings, and placed colors next to each other rather than mixing them. Have students write their names on the back of their paper. Tape the edges with drafting tape. They will wet their paint with a brush, dip the Q-tip® in water and dip it into the paint. Discuss the technique of pressing down lightly to make a small dot while more pressure will create a larger one. Have the students try and fill up as much as their paper as possible with color. Remove the tape and place the painting on a flat surface or hang to dry.
Additional supplies needed:
- A vase of flowers
- Easels
- Watercolor paints
Students should paint an outline of the flowers on the top half of their paper. After filling in the flower(s) with color, have them create a vase below the flowers. Remind students that the flowers do not have to look entirely realistic. Like the Impressionists, they should use light strokes to create an artistic version of the flowers.
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.
Extensions:
Arrange a field trip to a local art museum. Encourage the students to discuss the paintings using the vocabulary they learned in the lesson.
Sources:
Print:
- De Bie, Cecil, and Martijn Leenan. Rembrant: Children's See and Do Book. Los Angeles: J. Paul Getty Museum Publishers, 2001.
- Flux, Paul. The Life and Work George Seurat. Oxford, UK: Heinemann Library, 2002.
- Lionni, Leo. Matthew's Dream. New York: Knopf, 1995.
- Mayhew, James. Katie Meets the Impressionists. Orchard Books, 1999.
- Venezia, Mike. George Seurat: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 2003.
- Venezia, Mike. Jackson Pollack: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1994.
- Venezia, Mike. Michaelangelo: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1992.
- Venezia, Mike. Rembrandt: Getting to Know the World's Famous Artists. San Francisco: Children's Book Press, 1988.
Web:
Authors:
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Anne Marie Juola, Educator
Blackburn Elementary School
Palmetto, FL
