Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does

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1 *Independent Practice *Whole group Instruction *Centers *Cooperative Learning *Technology Integration *Lecture *Visuals *Group/Directed Practice *A Project *Informal Assessment *Formal Assessment *Peer Assessment TEKS/Standards: Art, Level I (1) Perception. The student develops and organizes ideas from the environment. The student is expected to: (A) illustrate ideas for artworks form direct observation, experiences, and imagination: and (B) compare and contrast the use of art elements (color, texture, form, line, space, value) and art principles (emphasis, pattern, rhythm, balance, proportion, unity) in personal artworks and those of others, using vocabulary accurately. (2) Creative expression/ performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to: (A) create visual solutions by elaborating on direct observation, experiences, and imagination: (B) create designs for practical applications: and (C) demonstrate effective use of art media and tools in design, drawing, painting, printmaking, and sculpture (3) Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to: (A) compare and contrast historical and contemporary styles, identifying general themes and trends; (B) describe general characteristics in artworks from a variety of cultures; (4) Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to: (A) interpret, evaluate, and justify artistic decisions in personal artworks; and (B) select and analyze original artworks, portfolios, and exhibitions by peers and others to form precise conclusions about formal qualities, historical and cultural contexts, intents, and meanings. Activity & Time Student Objectives & Procedures: What Students Do I. WARM-UP/ Anticipatory Set title: Art Objective(s): Nouveau 1.) Students will sketch and critique an Homework: Students who fall behind need to come in during lunch to finish. Teacher Procedures: What Teacher Does

2 historical work of art. pedagogical purpose: _guided practice 2.) Students will identify characteristics and descriptions that classify this particular style of art. 3.) Some students can choose to apply this style of art onto their upcoming project. Materials: Students: -pencil -eraser -sketchbook Teacher: -projector -Artist Vase power point -Klimt notes 5 minutes Student Procedures Students will get their sketchbooks and start drawing the image from the PowerPoint. Students will write down the name of the work the date and the information teacher will discuss with them. Students will raise their hand to volunteer to critique (explain what characteristics of the work of art that they like and do not like) the work of art. Teacher Procedures Have PowerPoint open onto Klimt image. Give students five minutes to draw in pencil (silence). On their sketchbook page, students should have the date, and the name of the slide show, Gustav Klimt. Underneath, they should complete a sketch that is about half the page. This drawing is to the best of their ability, including details, value, text, etc. Ask students if they like the piece. Why or why not? Can you see yourselves using this art technique? Give some very brief historical information about Klimt s style. What makes this work Art Nouveau? What makes this work unique? Give characteristics of this style: -inspiration from new

3 century architecture -use of swirls -use of new metals like silver and gold -emphasis to beauty in nature (Notes attached to back.) Call on students to share their comments on the piece. II. LESSON 1 st Activity title: Artist Vase: Painting large areas pedagogical purpose: Independent Study Materials: Students: -design from sketchbook -paper mache construction Teacher: - Artist Vase power point -two examples of artist vase (made by teacher) -acrylic paints (blue, white, red, yellow, black) STRUCTURE/ACTIVITIES Objective(s): 1) Students will identify and duplicate/recreate different artistic styles 2) Students will paint a famous work of art on their vase 3) Students will demonstrate correct painting techniques. 4) Students will create their own work of art demonstrating effective painting and composition skills Student Procedures: *Students will work at their seats for this activity. *Students will review class painting procedures.(see procedures listed in Teacher Procedures for this activity) *Students will be using acrylic paint for this assignment. Acrylic paint is permanent! If you get it on your clothes or in your hair, it will not come out. Take all purses and clothing items off of the tables, pull back hair, roll up sleeves, etc. *Students will obtain their paints and brushes and return to their seats. (If need be, number each paint brush with a number and assign each student with that number. This will make students properly clean off all paint from their brush.) Teacher Procedures Restate the painting procedures: -paints are located at the front of the classroom -students only need a dime-sized amount of paint -they will use the cardboard pallets to mix -the students will lay some newspaper on the table surfaces to keep them clean -the students will be using large brushes -remind mixing colors B+Y=G Y+R=O B+R=P -start with a light color and add dark little by little *Warn students that acrylic paint will not

4 -class brushes -cardboard palettes -newspaper 40 min *Students will paint the large areas of color onto their vase, following their vase design sketch in their sketchbook. They will follow painting procedures for mixing needed colors. *Once student has completed painting the large areas of their vase surface, they should start painting the smaller areas. come out of clothing or hair. Instruct them to put all belongings out of way, roll up sleeves, and pull back their hair. *Walk around to answer questions and make sure students are on task. Thirty percent of their sculpture should be painted. In other words, the large areas are complete. III. CLOSURE title: Clean up and Sharing of Ideas pedagogical purpose: Whole group instruction Materials: none 5 Min Objective(s): 1.) Students will summarize and share their own ideas for this project. 2.) They will restate the project expectations and due dates. Student Procedures Students are cleaning up. All brushes are washed. The palettes are returned to the counter. The tables are wiped off. Their sculpture is returned to their shelf. When they are finished, students are seated at their desks and answering teacher questions. Ask if students have questions. Tomorrow they will paint the smaller areas. Teacher Procedures Remind students that they need to come in during lunch or research at home if they were not able to finish. Dismiss student to start cleaning up. -If you re behind what should you do? -Who is remaking a famous work? -Who is copying a style? Have students share comments and ideas. Inform students that they will continue to paint tomorrow. It will

5 be due on Wed.!!!! Assessment(s): (attach copies of assessment documents, criteria and rubrics) The activity will be taken as a Daily grade. It will be graded based on completion. Student by the end of the period should have the large areas painted. ILL/504/SpEd accommodations: Modify due dates. All of the steps will be written on the boards for students to turn to. Lesson Overview / teacher notes: Gustav Klimt Adele Bloch-Bauer I 1907 Oil, silver, and gold on canvas Art Nouveau Adele Bloch-Bauer ( ), nee Bauer, came from a wealthy Austrian banking family. She married Ferdinand Bloch, a banker and industrialist, who was an important sponsor for Klimt and the Secession. Adele had an affair with Klimt that started in 1899 and lasted for several years. As a result, she was the only society lady whom Klimt painted twice, and she also served as a model for his two depictions of Judith. The Bloch-Bauers purchased 6 of the painter's works, including both portraits of Adele and four of Klimt's mood landscapes. In 1925, when Adele died, she requested that the paintings be given to the Austrian State Gallery. However, this was never done.

6 In 1938, when the Nazis invaded Austria, Adele's widowed husband Ferdinand had to flee abroad because of his Jewish roots, abandoning all his property, much of which was subsequently confiscated. Adele Bloch-Bauer's request that the paintings be donated to the Austrian State Gallery were seen as justification for this action. However, in his 1945 will, Ferdinand bequeathed his property to his nephews and nieces, having no children of his own, among them Maria Altmann. For a long time, long after the war had ended, attempts to get the paintings returned were futile. It was only in 2006 that an Austrian court finally agreed that the Maria Altmann and the other heirs were the rightful owners of the painting, after a decision to the same effect carried out by the Supreme Court of the United States. Only a short time after the decision, the first Portrait of Adele Bloch-Bauer was sold for a recordbreaking sum. Grading Scale for Artist Inspired Vase 20 pts Construction: Student has used correct papier mache techniques. The vase has three layers, and it is not sloppy. 30 pts Artist Inspiration: Student s vase clearly focuses on a specific artist/style. 20 pts Self-reflection: Student has completed self-reflection worksheet 30 pts Effort: Student took challenging risks. Student used time wisely during class. /100