Art and Culture Center of Hollywood Distance Learning

Transcription

1 Art and Culture Center of Hollywood Distance Learning Integrated Art Lesson Title: Description and Overall Focus: Length of Lesson Grade Range Sunshine State Standards and National Art Standards Käthe Kollwitz: Creating a Graphic Tree Illustration This project will allow students to learn how to create subtractive drawings that allude to volume, value change and texture on a 2-D surface. 45 minutes 1 hour High School (See below) Objective(s) Students will learn about the art of Käthe Kollwitz ( ), an important woman Expressionist artist. Students will learn how to use scratchboard media to create a black and white visual art piece that resembles a Kollwitz graphic illustration. Materials: PLEASE NOTE: Some materials must be acquired prior to this lesson Introductory activity Core activity Closure activity Assessment Teacher follow-up idea Teacher Provided Handouts: Printable tree images for inspiration Student Supplies: 9 12 sheets of scratchboard 9 12 sheets of drawing paper Drawing pencil and eraser #11 or #16 acto Knives Students will begin by learning about the origins of the Expressionist movement and the art of Käthe Kollwitz. Students will specifically learn of the importance of Kollwitz s work as early social graphic illustration. Students will be shown some examples of her most famous series and the similarities between her woodcuts and works on scratchboard. Students will begin by sketching a fast, expressive contour drawing of a tree. They will then transfer their ideas to scratchboard using an acto knife. Students will concentrate on creating the illusion of volume, value changes and texture through hatching, cross-hatching and contour-hatching lines. Students will complete their creations making sure that their trees give the appearance of having bark and are shaded with tonal values created via various hatching techniques. Several students will then share their completed pictures with the rest of their classmates. Students will have learned about the history and works of art of Käthe Kollwitz. They will also have learned how to realize volume, value changes and texture through hatching, crosshatching and contour-hatching lines. Math concepts will have been used to teach these subtractive drawing principles. The classroom teacher can use the websites below to present more of the information surrounding the graphic art of Käthe Kollwitz and other Expressionists such as Edvard Munch.

2 Student follow-up idea Cooking Lesson Book/Web references Students can continue to create scratchboard drawings that appear increasingly more 3-dimensional with further familiarity and practice with the medium. Decadent Truffle Tree Music Art and Culture Center of Hollywood Lesson plan prepared by Traci Petersen, MFA

3 At the outbreak of WW War I, Käthe Kollwitz ( ) was a successful artist and instructor at the School for Women Artists in Berlin. Kollwitz was a champion of the poor and a number of her paintings dealt with issues of poverty and social justice. Following the war, Kollwitz joined Albert Einstein and other noted figures to begin the International Workers Aid. To assist the organization in its work, she began to produce a series of posters including: Vienna is Dying! Save Her Children. Early in the war, Peter Kollwitz, Käthe s son, joined the German army. He was killed at the Western Front in Thereafter, Kollwitz created drawings, engravings and graphic images that spoke to the anguish of women and children who had lost a loved one due to war. S he also created a series of woodcuts called War. This was followed by two more series: Mourning Parents (a memorial to Peter) and Death. Kollwitz was forced to resign her post at the Prussian Academy of Arts when the Nazis came to power in the 1930s and 40s.

4 Printable Tree Inspiration Images

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6 SUNSHINE STATE STANDARDS Pre K - 2 Arts: Dance *Skills and Techniques (DA.A.1) and (DA.A.2) *Creation and Communication (DA.B.1) *Cultural and Historical Connections (DA.C.1) *Aesthetic and Critical Analysis (DA.D.1) *Applications to Life (DA.E.1) Arts: Music *Skills and Techniques (MUA.1), (MUA.2) and (MUA.3) *Creation and Communication (MUB.1) and (MUB.2) *Cultural and Historical Connections (MUC.1) *Aesthetic and Critical Analysis (MUD.1) and (MUD.2) *Applications to Life (MUE.1) and (MUE.2) Arts: Theatre *Skills and Techniques (TH.A.1), (TH.A.2) and (TH.A.3) *Creation and Communication (TH.B.1) *Cultural and Historical Connections (TH.C.1) *Aesthetic and Critical Analysis (TH.D.1) *Applications to Life (TH.E.1) Arts: Visual Arts *Skills and Techniques (VA.A.1) *Creation and Communication (VA.B.1) *Cultural and Historical Connections (VA.C.1) *Aesthetic and Critical Analysis (VA.D.1) *Application to Life (VA.E.1) Language Arts *Reading Process (LA.1.1), (LA.1.2), ( LA.1.3), (LA.1.4), (LA.1.6) and (LA.1.7) *Literary Analysis (LA.2.1) and (LA.2.2.) *Writing Process (LA.3.1), (LA.3.2), (LA3.3.), (LA3.4) and (LA3.5) *Writing Applications (LA4.1), (LA4.2) and (LA.4.3) *Communication (LA.5.1) and (LA.5.2) *Information and Media Literacy (LA.6.1), (LA.6.2), (LA.6.3) and (LA.6.4) Mathematics *Number Sense, Concepts, & Operations (MA.A.1), (MA.A.2), (MA.A.3), (MA.A.4) and (MA.A.5.) *Measurement (MA.B.1), (MA.B.2), (MA.B.3) and (MA.B.4) *Geometry and Spatial Sense (MA.C.1), (MA.C.2) and (MA.C.3) *Algebraic Thinking (MA.D.1) and MA.D.2) *Data Analysis and Probability (MA.E.1), (MA.E.2) and (MA.E.3) Science *The Nature of Matter (SC.A.1) and (SC.A.2) *Energy (SC.B.1) and (SC.B.2) *Force and Motion (SC.C.1) and (SC.C.2) *Processes that Shape the Earth (SC.D.1) and (SC.D.2) *Earth and Science (SC.E.1) and (SC.E.2) *Processes of Life (SC.F.1) and (SC.F.2) *How Living Things Interact With Their Environment (SC.G.1) and (SC.G.2) *The Nature of Science (SC.H.1), (SC.H.2) and (SC.H.3) Social Studies *Time, Continuity and Change (History) (SS.A.1), (SS.A.2), (SS.A.3), (SS.A.4) and (SS.A.5) *People, Places and Environments (Geography) (SS.B.1) and (SS.B.2) *Government and the Citizen (Civics and Government) (SS.C.1) and (SS.C.2) *Economics (SS.D.1) and (SS.D.2) Foreign Language *Communication (FL.A.1) and (FL.A.2) *Culture (FL.B.1) *Connections (FL.C.1) and (FL.C.2) *Comparisons (FL.D.1) and (FL.D.2) *Experiences (FL.E.1) K 3-5 MS 6-8 HS 9-12

7 NATIONAL ART STANDARDS MET: NA-VA.K-4.1 UNDERSTANDING AND APPLYING MEDIA, TECHNIQUES, AND PROCESSES. NA-VA.K-4.2 USING KNOWLEDGE OF STRUCTURES AND FUNCTIONS. NA-VA.K-4.3 CHOOSING AND EVALUATING A RANGE OF SUBJECT MATTER, SYMBOLS, AND IDEAS. NA-VA.K-4.4 UNDERSTANDING THE VISUAL ARTS IN RELATION TO HISTORY AND CULTURES. NA-VA.K-4.5 REFLECTING UPON AND ASSESSING THE CHARACTERISTICS AND MERITS OF THEIR WORK AND THE WORK OF OTHERS NA-VA.K-4.6 MAKING CONNECTIONS BETWEEN VISUAL ARTS AND OTHER DISCIPLINES.

8 Preparation Active Time: 1 hour Total Time: 2 hours Recipe Ingredients Decadent Truffle Tree 1 ¼ c. whipping cream ¼ c. packed brown sugar ¼ tsp. salt 1 Tbs. vanilla extract 16 oz. semisweet chocolate chips 16 oz. milk chocolate chips 1 c. finely chopped nuts of your choice 9 tall Styrofoam cone 1 box of wooden toothpicks Assorted sprinkles (optional) Recipe Instructions 1) Heat cream, sugar, salt and vanilla in medium saucepan over medium heat until sugar is dissolved and mixture is hot. 2) Remove from heat; add chocolates, stirring until melted. 3) Pour into shallow dish. Cover and refrigerate until just firm, about 1 hour. 4) Shape half mixture into 1-1/4 inch balls. Shape remaining mixture into 3/4-inch balls. 5) Roll balls into nuts and/or sprinkles. Refrigerate truffles until firm, about 1 hour. 6) Cover cone with foil. Starting at bottom of cone, attach larger truffles with wooden toothpicks. Use smaller truffles toward the top of cone. Refrigerate until serving time. This recipe makes 6 dozen truffles. ENJOY!