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1 Name: Project 5: Fauvist Portraits Project Goals: NYS 1) TSW create a cut paper collage based on a photograph of self by cutting magazines and pasting color onto image. NYS 2) TSW explore color and grayscale by creating a range of color shades and tints from cut paper shapes placed next to each other to visually blend color. NYS 4) TSW compare the Fauvist work of Henri Matisse and Andre Derain through participation in class discussion. For this Project You Will: 1. Practice Selecting Fauvist Color 2. Trace Major Lines of Photograph in Sharpie 3. Cut Paper Shapes (No larger than Thumbprint) to build in colors & values 4. Glue down on top of Photograph. Categories Student Evaluation Teacher Evaluation Teacher Comments Research, Idea Development and Practice Project Design Knowledge of Elements and Principles of Art Skill with Media Construction & Craftsmanship Effort Conduct Clean Up Time Management Class Participation TOTAL

2 Criteria Students completes neatly Student completes colored Student completes colored colored practice Fauvist portrait practice Fauvist portrait on time. practice Fauvist portrait. on time. Research, Idea Development and Practice Project Design Knowledge of Elements and Principles of Art Skill with Media Construction & Craftsmanship Effort Conduct Clean Up Student is thoughtful and carefully plans out project ideas before beginning. Attention to detail is evident at all stages. Student demonstrate excellent knowledge of color combinations and shape variety. Student excels at using placement & shape of colored paper shapes to create collage. Student shapes are neatly cut and glued to build collage. Student put forth a great deal of time, energy and thought behind their drawings. Student is positive contributor to the classroom. Students is respectful, responsible and hard working. Student maintains a clean workspace and cleans up easily at end of class. Helpful to others. Fauvist Portraits Student is thoughtful and plans out project ideas. Some details are thought through. Student shows some knowledge of color combinations and shape variety. Student uses placement or shapes of cut paper well to create collage. Student shapes are neatly cut and there is minimal glue excesses. Students completes drawings on time with thought and energy behind work, if sometimes rushed. Student generally has a good attitude in class and is respectful, responsible and normally hard working. Student cleans up well at the end of class. Materials are well cared for. Student shows some thought and pre-planning in work but does not always maintain a consistent vision. Student shows limited knowledge of color combination or shape variety. Student shows limited skill with the placement or shapes of cut paper collage. Student shapes are cut well but collage shows too much glue or glued pieces are hanging off. Student frequently hurries through assignments and spends minimal time planning ideas. Student is inconsistently well behaved in class, shows respect for others, responsibility for actions and diligence. Student has difficulty cleaning up in the time allotted. Students did not make a practice Fauvist portrait. Student shows a loack of forethought or planning in projects. Student shows no knowledge of color combination or shape variety. Student demonstrates rudimentary skill with collage. Student drawings are lost in excess glue and rough edges shapes. All drawings show a sloppy haste. Ideas have little to no preplanned ideas. Student is ill behaved in class, demonstrating a lack of respect for others, responsibility for behaviour or interest in work. Student fosters mess onto other students/ teacher instead of cleaning up at end of class. Time Management Class Participation Student completes well executed work within project deadlines. Classwork is well paced. Student always contributes to class discussions and critiques. Always asks great questions. Student completes work within project deadlines. Student works diligently in class. Student often ask questions or volunteers answers in class. Student completes work late or needs to take it home to complete on time. Time in class is sometimes mismanaged. Student fails to complete work on time. Time in class is mismanaged frequently. Student occasionaly contributes Student rarely contributes to to class discussions and critiques. class discussions and critiques.

3 Lesson Day: 1 Time: 40 minutes NYS: 1_X 2_X 3 4 X_ 1. Type of Activity: Introduction/ Notes 2. Task Analysis: Students will learn about observational drawings. Students will build on knowledge of geometric and organic shapes/ forms. Students will learn about printmaking techniques. Students will build on prior knowledge of color blending and color theory. 3. Preparation, Safety & Materials: Brayer, Black Ink, Cardboard (thin), Pencil, Newsprint, Drawing Paper 18 x 24, Oil Pastels, Glue Bottles, Colored Pencil, E s & P s PPT, Still Lifes in Art History PPT, Simple Shapes Poster, 4. Lesson Goals & Objectives: NYS 1) TSW create a drawing and a printing plate based on an observational drawing of a still life scene by building a drawing from basic geometric shapes to detailed oil pastel drawing and black prints on colored paper. NYS 2) TSW explore how drawings can be turned into reproducible images by creating a glue drawing/ printing plate and printing several copies. NYS 3) TSW analyze the differences between their drawings and their prints of an observed scene by participating in a final critique. NYS 4) TSW compare the still life work of Georgia O Keefe, Andy Warhol, Peter Claesz, Pablo Picasso, Georges Braque, Edward Manet, Albrecht Durer and others through participation in class discussion. 5. Vocabulary: Form, Space, Shape, Texture, Balance, Line 6. Instruction & Activity: Instruction Activity Time Instruct students to take a handout & get a pencil Pass out colored pencils (optional) Students prep for notes. 2 minutes Tell students we are going to be taking notes today on shape, form, space, texture, line & balance. Open E s & P s PPT Start on Shape Slide & Ask: What do you think a shape is? Wait for response and show slide definition Who can tell me what a geometric shape is? Invite students to come draw a geometric shape on easel. Wait until they mention circle, square, triangle, oval, rectangle, and trapezoid. Who can tell me what an organic/free form shape looks like? Invite 3 students up to draw an organic shape. Answer questions/ Draw examples minutes

4 Lesson Day: 1 Time: 40 minutes NYS: 1_X 2_X 3 4 X_ Move to Form Slide & Ask: What do you think a form is? Wait for response and show slide definition Answer questions/ Draw examples Who can tell me what a geometric form is? Invite students to come draw a geometric form on easel. Wait until they mention circle- sphere/cylinder, square, triangle, oval, rectangle, and trapezoid. Who can tell me what an organic/free form form looks like? Invite 3 students up to draw an organic form. Move to Space slideshow definition, Ask: What are positive space/ negative space? Show slide example. What is a highlight? Has anyone heard of highlights? Show slide definition- Tell them to draw sphere with highlight. If the picture plane is the surface of an artwork Where is the Foreground? Where is the Background? Where is the Middle Ground? Go to the Line slide & ask: How can I change the length of a line? How can I change the width of a line? How can I change the texture of a line? Tell students there are 5 basic types of lines that build everything. Ask students to show with their hands waving in the air: What way do vertical lines go? What way do horizontal lines go? What way do diagonal lines go? What way do curvy lines go? What way do zigzag lines go? Go to texture slide & show different between textures & patterns Tell students all textures are shown in 2D art with different types of line- demonstrate scales vs. hair on easel Instruct students to fill in texture boxes. Answer questions. Answer questions & demonstrate line directions. Design their own textures made of lines. 15 minutes 10 minutes 5-10 minutes

5 Lesson Day: 1 Time: 40 minutes NYS: 1_X 2_X 3 4 X_ Go to Balance slide & show definitions of balance/ pictures Copy notes and guess at balance examples minutes Instruct students to copy pictures. With a show of hands ask students to identify next three slides as radial, symmetrical or asymmetrical. Show students methods for creating balance but don t make them copy down. Switch to Still Lifes in Art History PPT Ask: What do you think a still life is? Show students different examples of other artists Tell students we will be making 2 still life drawing projects. The first will involve making a glue print and the other with be a final oil pastel drawing. But first WE NEED TO PRACTIC LOOKING AND DRAWING! Tell students: It can be scary to just start drawing- so we are going to break it down to make it simpler. Show Simple Shapes Poster. Demo on Easel how to take a gourd/ pumpkin and look for little shapes that fill in it up. Instruct students to practice drawing basic shaped gourds and pumpkins. Answer questions look at slides. Students practice drawing. 10 minutes Rest of Class on Day 2 7. Clean Up/Storage: Time: How will clean up be organized? What is the level of student involvement? How can students take as much age appropriate ownership as possible over this process? What will happen with projects and materials that need to dry, cool down, etc? Where will materials be stored? 8. Assessment Pre Assessment- Review during class notes/ Notes activities Formative Assessment- Practice drawings - Glue Print Plate - Glue Prints - Oil Pastel Drawing Summative Assessment Self Evaluation on Project Handout

6 Lesson Day: 2 Time: 40 minutes NYS: 1_X 2_X 3 4 X_ 1. Type of Activity: Workday 2. Task Analysis: Students will learn about observational drawings. Students will build on knowledge of geometric and organic shapes/ forms. Students will learn about printmaking techniques. Students will build on prior knowledge of color blending and color theory. 3. Preparation, Safety & Materials: Fauvism Handout, Scissors, Photo of Self, Glue Bottles, Colored Pencil, Coloring Sheet, Fauvism PPT, 4. Lesson Goals & Objectives: NYS 1) TSW create a cut paper collage based on a photograph of self by cutting magazines and pasting color onto image. NYS 2) TSW explore color and grayscale by creating a range of color shades and tints from cut paper shapes placed next to each other to visually blend color. NYS 4) TSW compare the Fauvist work of Henri Matisse and Andre Derain through participation in class discussion. 5. Vocabulary: Form, Space, Shape, Texture, Balance, Line, Collage 6. Instruction & Activity: Instruction Activity Time Tell students where the magazines, scissors, and glue bottles are. 2 minutes Tell students to begin working on collage Rest of Class Step 1) Basic simple shapes on picture in sharpie Step 2) Decide on colors Step 3) Cut out magazine pieces Step 4) Spread out glue Step 5) Paste magazine pieces down. Step 6) Trim down edges of piece. Students should finish steps 1&2 today and begin rest of steps. 7. Clean Up/Storage: Time: 3 minutes Student A: put drawings in table folders/ return table folders. Student B: should return glue and scissors. Student C: should check floors for scraps Student D: should return magazines and make sure box is neat. 8. Assessment Pre Assessment- Reading in class Formative Assessment- Practice fauvist color - Simplify Photo - Make Collage Summative Assessment Self Evaluation on Project Handout

7 Lesson Day: 3-6 Time: 40 minutes NYS: 1_X 2_X 3 4 X_ 1. Type of Activity: Workday 2. Task Analysis: Students will learn about observational drawings. Students will build on knowledge of geometric and organic shapes/ forms. Students will learn about printmaking techniques. Students will build on prior knowledge of color blending and color theory. 3. Preparation, Safety & Materials: Fauvism Handout, Scissors, Photo of Self, Glue Bottles, Colored Pencil, Coloring Sheet, Fauvism PPT, 4. Lesson Goals & Objectives: NYS 1) TSW create a cut paper collage based on a photograph of self by cutting magazines and pasting color onto image. NYS 2) TSW explore color and grayscale by creating a range of color shades and tints from cut paper shapes placed next to each other to visually blend color. NYS 4) TSW compare the Fauvist work of Henri Matisse and Andre Derain through participation in class discussion. 5. Vocabulary: Form, Space, Shape, Texture, Balance, Line, Collage 6. Instruction & Activity: Instruction Activity Time Tell students where the magazines, scissors, and glue bottles are. 2 minutes Tell students to begin working on collage Students work Rest of Class Step 1) Basic simple shapes on picture in sharpie Step 2) Decide on colors Step 3) Cut out magazine pieces Step 4) Spread out glue Step 5) Paste magazine pieces down. Step 6) Trim down edges of piece. on collage. Students should continue working on collage. Day 6- Tuesday is the last day to work on collage- get homeroom #s for the all classes. 7. Clean Up/Storage: Time: 3 minutes Student A: put drawings in table folders/ return table folders. Student B: should return glue and scissors. Student C: should check floors for scraps Student D: should return magazines and make sure box is neat. 8. Assessment Pre Assessment- Reading in class Formative Assessment- Practice fauvist color - Simplify Photo - Make Collage Summative Assessment Self Evaluation on Project Handout

8 FAUVISM The Roots of Fauvism Fauvism has its roots in the postimpressionist paintings of Paul Gauguin. It was his use of symbolic color that pushed art towards the style of Fauvism. Gauguin proposed that color had a symbolic vocabulary which could be used to visually translate a range of emotions. Gauguin believed that color had a mystical quality that could express our feelings about a subject rather than simply describe a scene. By breaking the established descriptive role that color had in painting, he inspired the younger artists of his day to experiment with new possibilities for color in art. Two Fauvist Artists: Matisse and Derain At the start of the 20th century, two young artists, Henri Matisse and André Derain formed the basis of a group of painters who enjoyed painting pictures with outrageously bold colors. The group were nicknamed 'Les Fauves' which meant 'wild beasts' in French. Their title was coined by the art critic Louis Vauxcelles (pronounced Louie Vu-Cell) who was amused by the exaggerated color in their art. Henri Matisse ( ) The Roofs of Collioure (oil on canvas, 1905) At first glance, the apparent freedom of the style seems to deny any skill or technique, but when you begin to analyze the effective use of visual elements you start to realize that there is an instinctive sensibility at work. The key to the success in using such exaggerated colors was the realization that they had to simplify their drawing. They understood that if they intensified the quality of color for expressive effect, they must reduce the amount of detail used in drawing the shapes and forms of the image. Henri Matisse ( ) Woman with a Hat (oil on canvas, 1905)

9 André Derain ( ) Portrait of Henri Matisse (oil on canvas, 1906) Fauvism was not a formal movement with a manifesto of rules and regulations. It was more an instinctive coming together of artists who wished to express themselves by using bold colors, simplified drawing and expressive brushwork. 'Les Fauves' simply believed that color had a spiritual quality which linked directly to your emotions and they loved to use it at the highest possible pitch. Fauvism and Beyond Within a few years, Fauvist techniques were adopted and developed by the German Expressionists and their various splinter groups. Fauvism was gradually subsumed into the canon of modern art, but its influence liberated the use of color for future generations of artists, who ultimately explored color as an abstract subject in its own right. Franz Marc ( ) Red and Blue Horse

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